Required Courses:

Friends World City Seminar: New York “City as Text” 6 credits

This course is a field – based course in which students will examine the art, culture, history and critical issues of urban America through readings, lectures, field visits and service learning. Through service learning students will have the opportunity to focus on their area of interest This course will be in great part a collaborative venture with students helping to design the places of study and the activities.

Development of the American Metropolis 3 credits

This course is part of the Brooklyn - LIU Urban Studies Program and will be taught by Prof. Lawson. A study of the development of the American metropolis from the period of settlement to today. Special emphasis is placed on the relationship of physical development to the various factors that affect urban growth and change.

SENIOR CAPSTONE SEMESTER

Senior Seminar and Integrative Thesis 4 credits

In this seminar students will use as a base the Junior Research Project. They will give students the opportunity to develop their thesis action or artistic project by adding depth and reflection to the content. The written thesis will complement the completed junior project. Areas that will be emphasized in readings, discussion and writing are:

1.) Interdisciplinarity – is an” approach that pushes for the integration of the contributions of several disciplines to a problem or issue. It has been defined as a ‘process of answering a question, solving a problem, or addressing a topic that is too broad or complex to be dealt with adequately by a single discipline or profession…IDS draws on disciplinary perspectives and integrates their insights through the construction of a more comprehensive perspective”

Students will examine at their area of concentration and the Junior Research Project as an integration of disciplines. Students will examine the major disciplines of their work. For example, a student who has an area of concentration in environmental studies and who has carried out research in indigenous methods of land use may cite as disciplines physical geography, cultural anthropology and history. Some of the interdisciplinary skills that must be reflected in the senior thesis are:

• differentiating
• comparing
• contrasting
• relating
• clarifying
• reconciling
• synthesizing

2.) Students will seek out experts in their field who will direct the student to fundamental disciplinary sources.

3.) Theoretical background - Ideally students will return to their Junior Research Project. They will further their research on the subject by exploring in greater depth the theory and current developments as they use recent authoritative in their particular area of concentration.

4.) The senior thesis will also demonstrate the student’s skill in writing.

Cross-cultural Understanding in a Globalized World 3 credits

Goal – This seminar is the place of reflection for each student on the Friends World learning experience. Through readings, discussion and examples taken from student experience students examine issues such as:

• interpreting the cross-cultural experience
• language as a means of constructing reality
• gender and culture
• the role of history
• knowing and the creative imagination (liberal arts and humanities)
• ethical implications of learning and living in a community

Assignments

Writing will be the primary means of documentation although we recommend that the instructor take into account multiple means of presentation of student ideas. Work will include assignments such as:

• A series of reflective essays on the topics above.
• An educational autobiography that is an assessment of their undergraduate studies and what they have learned within and beyond their formal education
• A statement of the student’s personal philosophy
• A self-evaluation using in part the FW Mission statement.

Senior Capstone Project 3-5 credits

Goal – To apply the learning and experience previously acquired to the home culture and gain first-hand experience in a chosen path and to serve the community. Students exercise their rights as global citizens through service in the community.

Method – Students will select an internship in the NYC area that is relevant to the area of concentration and field experiences. Their choice may also reflect their career interest. For example, a student who has an area of concentration in cross-cultural education and is considering teaching as a career may wish to work in a NYC school or educational support program in a culturally diverse school district.

Assignment – Students will produce a short portfolio that focuses on the application of previous learning, experience and knowledge.

Senior Career Seminar 2 credits

Goal – To prepare the student for life after FW by exploring career and learning choices, ways of presenting prior experience and methods of self-representation.

Method – Through guest speakers, workshops, field visits and exercises students will learn to evaluate their own skills, explore their desire and put intentions into action. They will look at various career paths, gain a realistic view of the skills they need, hone skills in resume writing, interviews, networking, identification of resources, creating a non-profit organization, grant writing , etc. create an action plan for the future.

Senior Writing Seminar 2 credits

This will be an optional course and may be done as a workshop, tutorial or class for those students who need more help in writing. The senior advisor will rely on student self-evaluation and the recommendation made by the previous advisor as recorded in the Progression Form.

Total Credits - 12- 14