Independent Learning in Graduate Instruction within Schools and Departments at The Citadel

Biology

The primary way in which independent learning is fostered in graduate level Biology courses is through the laboratory or field component of the course. Students are trained in the basis of the scientific method and the use of this method to formulate and test hypotheses. In these courses students are expected to use the appropriate methodology (i.e., experimentation, observation, description) to collect data, analyze that data, and draw conclusions that will allow them to accept or reject their hypothesis. Usually, students are allowed to become increasingly independent as they proceed through a particular course. At the start of the course the laboratory or field exercises are scripted, whereas in the later stages of a course students will design and perform their work independently in consultation with the instructor.

Business Administration

The Citadel School of Business Administration prepares students for continuous, independent learning in a number of ways. First, the School's faculty rely heavily on case studies that require students to assess situations and come up with solutions. Case studies are analyzed either in writing or in oral discussion. These activities require students to learn independently by forcing them to analyze challenges that are ambiguous and unpredictable, precisely the kind of challenges they will face in the future.

We also require students to do a great deal of communicating both orally and in writing, skills which enable the graduate to share independent learning within his or her profession or field of study. All students must take a three-hour course in professional communications that hones their oral and written skills. In addition, most courses require oral presentations and papers. All such requirements are instrumental in developing the skills to acquire and share knowledge with others throughout their careers, especially as they move up in organizations.

Thirdly, most courses require team projects. Such team activities help students continuously learn by promoting a disposition to acquire knowledge from others and to be accountable to others for what they are learning.

Finally, students read a great deal both out of academic journals and prominent books in the field of study. For example, one course requires that students read fourteen Harvard Business Review articles and three books. All this reading from appropriate sources acquaints them with the finest literature in the field and whets their appetite to stay in tune with the fields that constitute their MBA degree.

Education

The graduate programs in the School of Education are committed to preparing students as independent learners and to be active contributors to their profession. The School of Education has established seven specific goals based on the Learner-Centered Conceptual Model, and three of these speak directly to this commitment:

• to prepare school personnel who integrate theory and practice,
• to prepare school personnel who will serve as leaders in education at local, state, and national levels, and
• to prepare school personnel who are committed to life-long personal and professional development.

The core requirements for each graduate include a course in "Data Collection and Analysis" (EDUC-512). This provides a foundation for inquiry and prepares students for independent learning. Each degree program requires students to prepare research papers and to share their findings with their peers. Additionally, students participate in professional internships or practica through which they collaborate with practicing professionals and see first hand the expectations for continued professional growth. These field experiences confirm for the students that as their professional fields continues to change, they must also continue to learn in order to stay current. They hear directly from practicing professionals how critical it is to continue to learn and grow professionally; to become involved in professional organizations; to attend conferences and professional meetings; and to contribute personally to those organizations, conferences, and meetings.

English

The graduate program in English fosters independent learning in the following ways:

(a) All students in the M.A. in English program are required to take ENGL 700 (Seminar), which is described as "individual research into a problem in literature, composition, or language." The course requirements also include oral presentation of research findings.

(b) M.A. students are encouraged to take ENGL 650 (Principles of Literary Research), which is described as "study of textual bibliography, research methods and resources, and methods of presenting research." Although this is not a required course, it is one of the most frequently offered courses (once per year) and has good enrollments.

(c) All M.A.T. In English students are required, and M.A. In English students are encouraged, to take ENGL 555 (Literary Criticism), which provides instruction in approaches to literature. It is offered frequently (usually every third semester, not counting summers).

(d) Thirty-three of the forty graduate English courses (82.5 percent) being offered for M.A. and M.A.T. Students are indicated by the most recent available syllabi as requiring research papers.

(e) Seventeen of the forty graduate English courses (42.5 percent) being offered for M.A. And M.A.T. Students are indicated by the most recent available syllabi as requiring oral presentations.

(f) Eight of the forty graduate English courses (20.0 percent) being offered for M.A. And M.A.T. Students are indicated by the most recent available syllabi as requiring book reports/reviews to supplement the texts covered in required readings.

(g) The M.A. In English curriculum includes a thesis option. The thesis (ENGL 701--Thesis) counts six hours and thus can be used to substitute for two courses.

Health, Exercise, and Sport Science

Most graduate courses in Health, Exercise, and Sport Science foster independent learning by requiring an individual or group project and/or a research paper. Each student must also successfully complete a course in "Special Problems in Physical Education/Health" (PHED 507) or write a master's thesis (PHED 598/599). Students normally present these projects and papers to their professors and peers, and occasionally to a state, regional, or national audience as well.

History

The graduate program in History fosters independent thinking primarily through the use of research papers. All students are required to engage in original research in primary sources, either by taking two research seminars, or by writing a thesis. In either case, students hone their ability to ask and research historical questions, and to craft arguments which are supported by evidence and are situated in the context of the historiographical issues surrounding their topic. As original research in primary sources is the central skill of an historian, the required seminars or thesis are the capstone courses of the M.A. In History. Most courses in the program demand either a research paper, presentation, or historiographical essay, which help teach students the necessary skills. Through the use of book reviews and class discussions, our courses also encourage students to think critically about other scholars' work, rather than to passively accept what others have to say. With these skills, students are well-prepared to continue their studies in History, to teach, or to take up other opportunities in the field of History.

Mathematics and Computer Science

The department of Mathematics and Computer Science fosters independent learning in various ways. In the first place, the very nature of mathematics courses requires students to work problems which require independent thinking and learning, and in many cases requires research to find appropriate ways to attack problems. Additionally, students in the MAT and MAEd programs must take a course in "Data Collection and Analysis" (EDUC-512) that provides a foundation for inquiry and prepares the student for independent learning. Finally, more than 90% of the students in the MAT and MAEd programs take a course in the "History of Mathematics" (MATH-512), a course requiring students independently to write research papers.

In the Masters program in Computer Science, students have the option of writing a research thesis or developing a project thesis that requires independent learning to improve the efficiency of a process currently in operation at a particular company. In several of the courses, students are required to do projects or assigned to write programs which require independent critical thinking and, usually, a search of the literature.

Political Science and Criminal Justice

In all graduate courses offered by the Department of Political Science and Criminal Justice, there is an expectation that students will be presented with opportunities and requirements that will encourage and enhance independent learning. While the specific methods for fostering independent learning vary from course to course, they include some combination of the following:

(a) a traditional research (term) paper,

(b) one or more shorter research exercise resulting in brief papers and/or oral class presentations,

(c) oral class presentations which elaborate some concept or course topic covered in the assigned readings and lectures,

(d) book reviews relating the book to the course,

(e) data exercises which enable students to develop and test hypotheses relating to materials in the course by utilizing externally generated data, and

(f) special projects such as the development of simulations which explore some social science concept or some aspect of social behavior.

Psychology

The graduate programs in the Department of Psychology foster independent learning in a variety of ways:

(a) All students in the School Psychology (SP) program are required to complete a thesis. Each student is required to present the study at a conference or submit it for publication. Students in the M.A. In Psychology: Clinical Counseling (CC) program have the option to do a thesis and are encouraged to present or submit it for publication.

(b) All students in the Clinical Counseling program are required to complete a comprehensive examination successfully. While the exam is drawn from ten core courses in the curriculum, students must learn material beyond that of each individual course so that they can integrate information and concepts across courses, as well as apply that material to clinical situations.

(c) All students in both programs complete course sequences requiring considerable independent learning. In each case, courses build upon preceding courses as students learn to apply scholarly literature, clinical and professional skills, and theoretical knowledge to the types of situations they will encounter once they become employed in their respective fields. It is also worth noting that our students frequently become involved in projects that involve partnering with faculty to provide services to agencies, schools, or individuals in the field—thus providing yet another opportunity to engage in independent learning. We believe strongly that our heavy emphasis on independent learning is a central component enabling our graduates, whether they are clinical counselors or school psychologists, to function competently in a role requiring professional decision-making.

(d) All graduate students in psychology are required to complete field experiences. School Psychology students complete two practicum courses prior to internship. In the first practicum course, the student completes a minimum of 40 hours of work and during the second practicum course, the student completes a minimum of 125 hours of work. Both practicum experiences are conducted in a local school district under the direct supervision of a certified school psychologist. Following all course work, each School Psychology student conducts a 1200 hour internship (minimum of 600 hours in a school district with the other 600 hours allowed in a hospital or other clinical setting) under the direct supervision of a certified school psychologist or clinical psychologist. Clinical Counseling students complete two supervised field placement courses in which they provide services to clients served by community agencies such as community mental health, substance abuse, and other treatment facilities. The first course, the practicum, requires the student to complete 150 hours of supervised work, while the subsequent course, the internship, requires 600 hours of supervised work.