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REQUEST FOR A NEW PROGRAM
SUMMARY PAGE
University of Central Oklahoma
TO:
Vice President for Academic Affairs
FROM:
Humanities and Philosophy
(Department)
Mar 1, 2013
(Date)
Liberal Arts
(College)
PROPOSED PROGRAM INFORMATION
Master of Arts in Liberal Studies
MA
Dr. Stephen C. Law
Program Title
Degree Designation (ex. BS, MA)
Program Director
Approved/Reviewed by:
(Dept. Chairperson)
(College Curr. Com.)
(Academic Affairs or Graduate Council)
(College Dean)
(Office of Academic Affairs)
Effective Implementation Date* for the New Program
(Semester/Year)
*Assigned by Academic Affairs after Approval by the OSRHE
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Evaluation Criteria
All actions in the approval of new programs for public institutions are subject to a stipulation regarding the
program’s ability to attain specified goals that have been established by the institution and approved by the
State Regents. At the conclusion of an appropriate period of time, the program’s performance shall be reviewed
on the basis of the specified goals in a manner mutually satisfactory to the sponsoring institution and the State
Regents. Final endorsement of the program will depend on demonstrated viability.
A. Centrality of the Proposed Program to the Institution’s Mission
A program will adhere to the role and scope of the institution as set forth in its mission statement and as
complemented by the institution’s academic plan. List the objectives of the proposed program and explain
how the proposed program relates to the institutional mission and academic plan. An evaluation will be
made as to the centrality of the program to the institution’s mission. (State Regents’ Policy 3.4.6.A)
1. The rationale for the proposed program:
The growth of Master’s programs nationwide is up 150 percent since 1970, more than twice as fast
as the growth of bachelor and doctoral programs (“Master’s Degrees Abound as Universities See a
Windfall,” New York Times, September 12, 2007). “Master’s programs are the most obvious targets
of opportunity,” said George L. Mehaffy, a vice president of the American Association of State
Colleges and Universities. “The degrees are in high demand, and this is an optimal time to enter or
expand the market.” (ibid)
It appears that there is an existing baccalaureate degree-holding, non-employed, financially secure,
educationally motivated, potential student base for such a program. While not precluding
enrollment by traditional students, this targeted base resides within the Edmond/Northwest
Oklahoma City region. The Alliance for Regional Stewardship
(www.aascu.org/publications/regionalstewardship/), an organizational subset of the American
Association of State Colleges and Universities, has called on universities (1) to become aware of
the “regional” capital available to them in the populations of the communities in which the
institutions are located, and (2) to assume leadership responsibilities for maintaining the “cultural
health” of said populations. Amongst the “Seven Big Forces” that the Alliance believes will shape
academia’s immediate future is an aging Baby-Boomer generation that is sufficiently affluent and
genuinely interested in the notion of “lifelong learning.” As UCO moves forward in its efforts to
become an “American University 3.0,” as the Alliance calls for, this program will speak positively
about our commitment to all generations, not just the next generation. It should be noted that
Oklahoma City University has apparently already targeted at least part of that educational market
by adding a Master of Liberal Arts degree, although their degree is focused primarily on
professional development. As a metropolitan university serving the Oklahoma City Community,
UCO is well placed to tap into this population.
Several factors at the University of Central Oklahoma make a strong argument for the potential
viability of another humanities-centered Master’s program within this geographic area: (1) the
existence of an excellent Humanities and Philosophy instructional faculty already in place, (2) the
substantive structure of the Humanities and Philosophy curriculum, (3) an already functioning
Humanities baccalaureate degree program, along with (4) the existence of a convenient, attractive,
and safe night time campus.
The value of location to an affluent adult population with existing family and social obligations
may be hard to overestimate. For these reasons, such a program would not be in competition with
any of the M.L.S. programs currently offered by the University of Oklahoma (please note that the
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M.L.S. ‘Master of Liberal Studies” programs and “M.A.L.S.” programs are equivalent degrees-some universities choose the former, others the latter; in some cases M.L.S. degrees may also
include education in the hard sciences). The programs are largely online, and, like the Oklahoma
City University programs, most of the OU options are more narrowly focused professional
development options (Museum Studies, Administrative Leadership, Criminal Justice, Human and
Health Services Administration, and Administrative Leadership). The University of Oklahoma
College of Liberal Studies does, however, have an “Integrated Studies” option for their program
(discussed in considerable detail below), but their option is largely done online and is less focused
on a substantial core curriculum of interdisciplinary humanities courses than ours would be. Our
proposed program would be largely classroom-based, geared primarily for students who wish to
take full advantage of a “face-to-face educational experience” (another thing called for by the
Alliance for Regional Stewardship). While we recognize that online programs are popular, our
departmental strength lies in providing excellent individual and classroom instruction geared
towards transformative education. Given that we expect the student population to consist largely
returning adult students, classes will be offered primarily in the evenings in order to best
accommodate the schedules of these learners. Geographically, we are ideally situated for the target
population.
Further confirmation of the potential for this program comes from the meetings of the Department
of Humanities and Philosophy Alumni and Community Advisory Board. The board has, on
multiple occasions, strongly endorsed the logic of having an M.A.L.S. option at UCO. Members of
the board concur that there is a large population of students who would be interested in such a
program, both for continuing education and for certification in teaching the humanities in the public
school systems in our state. The board has encouraged us to offer face-to-face evening classes in
particular, so that we might tap into the “non-traditional” market that is readily available in the
preferred suburb of the metropolitan area. An additional recommendation – that “travel abroad
programs” be made more available to UCO alumni – might also appeal strongly to the more
financially secure students that would be attracted to this area of study.
2. The goals for the proposed Master of Arts in Liberal Studies program:
Students who have completed a Master of Liberal Studies will be expected to exhibit enhanced
capacities for both “analytic” and “synthetic” thought, particularly in the areas of critical inquiry
and aesthetic analysis. In addition to the “who, what, when and where” or the content of their
educational experience, students will focus on the more important issues of “why and how”. These
cognitive skills should be particularly evidenced in the analysis of diverse civilizations and their
creative and philosophical contributions to the global community.
3. The objectives of the proposed Master of Liberal Studies program:
(a) Students will think and write critically about the major traditions of Western civilization.
(b) Students will comprehend the fundamental systems of analysis for a multitude of cultural
disciplines, such as philosophy, art, literature, architecture, religion, music, and history, while
understanding the interrelatedness of these subsets of the humanities.
(c) Students will apply these critical skills towards analysis of global cultures and cultural artifacts.
(d) Students will learn to identify the core processes of creativity used in the construction of
creative products of human cultures, such as art, literature, music, philosophy, religion, and
architecture.
(e) Students will synthesize the fundamental components of mature global citizenship by engaging
the various civilizations and creative traditions of the globe, with an emphasis on the Western
tradition.
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4. How the proposed program supports UCO’s Mission:
“Helping students learn so that they may become productive, creative, ethical, and engaged
citizens.” -- UCO’s Academic Mission Statement
“The University of Central Oklahoma (UCO) exists to help students learn by providing
transformative education experiences to students so that they may become productive, creative,
ethical and engaged citizens and leaders serving our global community. UCO contributes to the
intellectual, cultural, economic and social advancement of the communities and individuals it
serves.” --UCO’s Mission Statement
The proposed Liberal Studies degree program is firmly aligned with both of these missions. The
diversity of approaches used in the humanities (the discipline that coined the term
“interdisciplinary”) will give students the ability to be productive and flexible in the work
environment. By studying the creative products of human cultures, such as art, literature, music,
philosophy, religion, and architecture, students learn the core process of creativity and its
applications. By engaging the various cultures and creative traditions of the globe, students
themselves learn the fundamental components of mature global citizenship.
Furthermore, UCO is an institution primarily dedicated to serving the metropolitan community
through excellent pedagogy backed by solid academic research. A Liberal Studies degree would
therefore accord well with UCO’s mission. The degree would attract both traditional students who
wish to pursue a life in academics and non-traditional students who desire a course of study that is
both intellectually stimulating and life enhancing. By providing such an education in a traditional
face-to-face environment, the targeted student population will consist largely of residents of the
Oklahoma City metropolitan area--we will be helping our own metropolitan population expand
their global perspectives while they themselves contribute to the intellectual, cultural, economic
and social advancement of the metropolitan community.
5. How the proposed program relates to UCO’s Academic Plan:
The first goal in UCO’s academic plan is to engage students in transformative learning. Within that
emphasis, this program will be particularly strong in engaging students in research and scholarly
activities (given the very nature of Master’s level work); the program would also be tailor made to
foster global and cultural competencies. The core course sequence is specifically designed to give
students a solid background in the cultural achievements of the Western world, set within the global
view of art, architecture, literature, music, philosophy, and religion. This type of enrichment degree
will foster the global and cultural competencies of its graduates, who in turn will be better able to
become leaders in their own communities and work environments.
The second goal in UCO’s academic plan is to improve student outcomes and the third goal is to
enhance learning environments. All students of the proposed M.A.L.S. programs will work closely
with department faculty and the graduate advisor in a face-to-face environment, so that they may be
supported and guided through the program itself. We do not envision a student population of more
than 40 or so students, so faculty-to-student ratios and time for personal contact should be
exemplary.
The fourth goal in UCO’s academic plan is to support learning collaborations. All students will be
encouraged to take six hours in other departments as part of their coursework. As an exercise in
liberal studies, humanities is a discipline that is inherently interdisciplinary, and, therefore, places a
strong emphasis on the value of synoptic learning. Students pursuing the thesis option will be
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strongly encouraged to include faculty from other departments on their thesis committee if their
project would benefit from it.
B. Curriculum
The curriculum should be structured to meet the stated objectives of the program. Explain how the
curriculum achieves the objectives of the program by describing the relationship between the overall
curriculum or the major curricular components and the program objectives. (State Regents’ Policy 3.4.6.B)
The curriculum is designed to provide students with a foundational core of the intellectual, artistic,
philosophical and literary traditions of the Western world, with some emphasis on the non-Western.
The required core covers the timeline from the ancient world to contemporary considerations.
These classes will be graduate-only classes, and will include a one hour methodology course to
assist students with the general tools of research, writing, and analysis in the Liberal Arts.
The elective component of the curriculum is designed to allow students to investigate particular
areas of interest, and possible courses will include undergraduate/graduate split sections of existing
4000 level courses, as well as new additions which focus on the particular strengths of the
Humanities and Philosophy Department faculty. Students will be encouraged to take six hours of
graduate classes in other departments in order to explore single-discipline approaches to topics of
interest to them. It is hoped that the structure of this curriculum will provide both breadth and depth
in the understanding of the arts and humanities.
All courses within the proposed degree program are inherently designed to contribute to a student’s
global cultural competency. While emphasizing Western culture and history, this program will also
place the Western tradition within the global context. All courses emphasize the interrelated nature
of world civilizations through a focus on creative achievements, history, philosophy and religion.
Our commitment to globalization is also evidenced in our strong commitment to demonstrating
proficiency in a second language. All undergraduates in Humanities and Philosophy are required to
fulfill a language requirement, and this would be no different at the graduate level. In fact, our
departmental Alumni and Community Advisory Board thought that this requirement might be
strengthened even more; as proud as we are of our self-confident (and younger) alumni, we
recognize that too stringent a language requirement might deter a part of the population we hope to
attract. Nevertheless, we are embracing a two semester language requirement in spite of its not
being a part of the national trends within the MLS options (see Appendix A below).
Humanities and Philosophy courses currently enhance critical inquiry by necessitating research into
diverse topics which require the ability to sift through and evaluate information from an array of
sources, many of which are now web-based. Some classes will include the use of D2L in order to
make the most effective use of students’ time and to enhance their ability to master the evaluation
of online sources. Furthermore, work in the humanities frequently involves visual images, now a
phenomenon completely dominated by digital applications. “Digital Humanities” is a burgeoning
field that seeks to make full use of digital resources to make the humanities accessible to the
international community and to further research in the humanities field through the use of digital
applications. Should the M.A.L.S. program be approved, the department will invest in faculty
development opportunities in the digital humanities so that they may be best incorporated into the
transformative teaching and learning environment of the M.A.L.S. degree.
The proposed program must meet the State Regents’ minimum curricular standards including the total
credit hour requirements for program completion, liberal arts and sciences, general education, and area of
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specialization credit hour requirements (refer to 3.15 Undergraduate Degree Requirements). Additionally,
the curriculum should be compatible with accreditation or certification standards, where applicable. Any
clinical, practicum, field work, thesis, or dissertation requirements should be included in the proposal.
Program Curriculum
1. Plan of Study. File a Plan of Study with your advisor and the Jackson College of Graduate
Studies by the end of the first semester of graduate work. The plan must be signed and dated
by the graduate advisor before it can be considered official.
2. Demonstrate reading knowledge of one foreign language (which must be approved by the
Graduate Advisor) in one of the following ways :
(a) Pass a foreign language reading examination administered by the Department of Modern
Languages, Literatures, and Cultural Studies or other recognized language exam
equivalent to second semester mastery.
(b) Earn a “C” or better in a minimum of six credit hours in a single foreign language at the
University of Central Oklahoma. These hours will not count toward the MA degree.
(c) Produce evidence of having earned a “C” or better in a minimum of six credit hours in a
single foreign language at an approved college or university. These hours will not count
toward the MA degree.
3. Thesis or Comprehensive Examination Options:
(a) Thesis Option:
 Complete a thesis (with a minimum of three thesis hours and a maximum of six)
 Successfully defend it in a public and preannounced oral defense
 Provide two paper copies of the thesis, and one electronic copy, to the library through
Proquest, and the title page, original signature page, and abstract page to the JCGS.
(b) Comprehensive Examination Option
 Write a four- to six-hour examination on the designated examination day. The
examination may be done either by hand or on a laptop provided by the department.
 Upon satisfactory completion of the written exam, the student will take a one-hour oral
examination administered by his or her advisory committee.
(c) In the event of unsatisfactory performance on either the defense of the thesis or the
comprehensive examination, the student may petition to be re-examined at later date
determined by the Graduate Advisor. Re-examination or re-defending a thesis will be
allowed only twice.
Accreditation concerns:
No specialized accreditation is necessary for this program.
However, if the program is established it is our intention to become affiliated with the Association
of Graduate Liberal Studies Programs (AGLSP). The mission of this professional organization is
found on their website (http://www.aglsp.org/ ):
“The Association of Graduate Liberal Studies Programs is the professional organization of
academic programs providing graduate interdisciplinary education in the liberal arts and
sciences for working adults. The Association provides a forum for the exchange of
information and ideas among the administrators of programs granting degrees such as
Master of Liberal Arts, Master of Liberal Studies and Master of Arts in Liberal Studies and
to programs with related curricula and goals. The AGLSP promotes the core concepts and
goals of Graduate Liberal Studies, fosters high standards in GLS programs, provides
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guidance for institutions considering initiating and improving such programs, and promotes
public awareness of the programs.”
The Associate Membership for AGLSP would cost UCO a one-time fee of $300. Joining this
organization would guarantee access for our institution to a database of “best practices” in the area
of liberal studies.
Provide the following information for the program and for each option (some categories may not apply to
all programs):
Total number of hours required for degree: 34
Number of hours in general education:
Number of hours in degree program core: 13
Number of hours in option:
Number of hours in guided electives: 21
Number of hours in general electives:
Describe how the proposed program will articulate with related programs in the state. It should describe the
extent to which student transfer has been explored and coordinated with other institutions.
The proposed Masters of Arts in Liberal Studies program should not present any problems of
articulation. Given the large number of “elective courses” that are permitted within the options at both
OU and OCU, a UCO program should have no trouble either accepting courses from other institutions
or having its own courses accepted elsewhere, to the extent of the institutional limits in doing so (i.e.,
the minimum course hours required for “residency” at an institution).
Specific curricular information. List courses under the appropriate curricular headings and asterisk new
courses. In the curriculum description, indicate the total number of new courses and how development will
be funded.
Required Core Classes (13 hours):
HUM 5113
Ancient Traditions
HUM 5133
Medieval Traditions
HUM 5xx3
Early Modern Traditions*
HUM 5213
Modern and Contemporary Traditions
HUM 5xx1
Liberal Studies Methodology*
Elective Courses:
Up to six hours taken in other UCO programs, with approval of graduate advisor.
Departmental Electives:
HUM 4103/5103
Pagan Europe
HUM 4113/5113
World Religions
HUM 4133/5133
Women, Witches, and Religion
HUM 4223/5223
Jerusalem: One City/Three Religions
HUM 4303/5303
National Cinemas
HUM 5083
Advanced Film Criticism
HUM 5153
Enlightenment Traditions
PHIL 5163
Philosophy of Science
PHIL 5323
Philosophical Issues in Social Science
PHIL 5323
Philosophy of Religion
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PHIL 5343
PHIL 5363
Philosophy of Morality
Philosophy of History
As the program grows, we anticipate other graduate only courses as proposed by faculty, taught
as seminars, such as:
HUM 5910
HUM 5910
HUM 5910
HUM 5910
HUM 5910
PHIL 5910
HUM 5910
On Human Nature
The Heroic Tradition
Women in the Humanities
Western Mysticism
Traditions of the Romantic Era
Philosophy of Music
Eastern Traditions
Those seminar courses which prove to have the greatest student demand after having been
offered twice will be submitted as permanent graduate courses listed in the catalogue.
C. Academic Standards
Clearly state the admission, retention, and graduation standards which, must be equal to or higher than the
State Regents’ policy requirements, and should be designed to encourage high quality. (State Regents’
Policy 3.4.6.C)
Admission standards required by the proposed program:
1. Paper or online application for admission (www.uco.edu/graduate/admissions.html).
2. Official copies of undergraduate and graduate transcripts from each institution attended with all
degrees posted. All transcripts must be from an accredited institution. Transcripts must show a
minimum 2.75 GPA overall or a 3.00 GPA in the last 60 hours attempted.
3. Completion of 18 hours in one or more disciplines of the Liberal Arts with a minimum GPA of
3.00.
4. The Graduate Records Exam (GRE) may be used for admission if the undergraduate GPA does
not meet the minimum required. A score of 153 (500 on the unrevised score scale) on the
verbal portion and a 4.0 on the writing assessment is required.
5. Students with a native language other than English must submit evidence of English language
proficiency.
Proposed retention standards for the proposed program:
Meet the following course work standards:
(a) Overall GPA of 3.00 or higher
(b) No more than 6 hours of “C;” and
(c) No more than six advisor-approved hours from traditional correspondence courses
(i.e., S.P.O.C. courses).
Proposed graduation requirements of the proposed program:
Required courses: 13 hours
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General electives: 21
With graduate advisor approval, up to 6 credit hours may be taken at the graduate level in other
programs.
TOTAL HOURS REQUIRED: 34
D. Faculty
Faculty resources shall be demonstrated to be adequate and appropriate for the proposed program. The
number of faculty will meet external standards where appropriate. The qualifications of faculty will
support the objectives and curriculum of the proposed program. Faculty qualifications such as educational
background, non-collegiate and collegiate experience, and research and service interests and contributions,
which relate to the proposed program should be summarized. The institution must demonstrate that core
programmatic faculty possess the academic and research credentials appropriate to support the program.
Attach faculty vita or provide explicit summaries. (State Regents’ Policy 3.4.6.D)
Alphabetical listing of faculty associated with this proposed program (faculty vitae are included in
Appendix B of this document):
Dr. Mary Brodnax, Ph.D. in German Language and Literature
Specialization in Global Film Studies, Modern European Culture, German Culture, Literature, and
Language
Dr. Rick Chew
Ph.D. in Philosophy
Specialization in philosophy of social science, ancient philosophy, ethics and criminal justice
Dr. Jamie Childs
Ph.D. in Interdisciplinary Humanities
Specialization in music, literature, and the Baroque Era
Dr. Eva Dadlez
Ph.D. in Philosophy
Specialization in aesthetics, philosophy of literature, applied ethics, modern philosophy
Dr. Darian DeBolt Ph.D. in Philosophy
Specialization in Greek philosophy, Greek language, criminal justice
Dr. Siegfried Heit
Ph.D. in Interdisciplinary Humanities
Specialization in modern European history, German language, history and culture, modern
humanities, Israelite culture and religion
Dr. Stephen C. Law Ph.D. in Interdisciplinary Humanities
Specialization in Classical civilization, aesthetics, Greek philosophy and literature, medieval
civilization, philosophy of religion
Dr. James Mock
Ph.D. in Interdisciplinary Humanities
Specialization in American humanities, American philosophic thought, philosophy of art, art history,
and English literature
Dr. Margaret Musgrove
Ph.D. in Classics
Specialization in Latin Language and History, Roman history and civilization
Dr. Mark Silcox
Ph.D. in Philosophy
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Specialization in ethics, philosophy of language, philosophy of games
Dr. Theresa Vaughan
Ph.D. in Folklore
Specialization in anthropology, folklore, non-Western cultures, religions, and arts, archeology,
Native American culture
E. Support Resources
Access to the qualitative and quantitative library resources must be appropriate for the proposed program
and should meet recognized standards for study at a particular level or in a particular field where such
standards are available. Books, periodicals, microfilms, microfiche, monographs, and other collections
shall be sufficient in number, quality, and currency to serve the program. Adequacy of electronic access,
library facilities, and human resources to service the proposed program in terms of students and faculty will
be considered.
Physical facilities and instructional equipment must be adequate to support a high quality program. The
proposal must address the availability of classroom, laboratory, and office space as well as any equipment
needs. Describe all resources available. (State Regents’ Policy 3.4.6.E)
1. Physical facilities currently available at UCO to support the program:
We will need classroom space and normal classroom technology. As we anticipate offering
courses at non-peak times, current classroom availability in the College of Liberal Arts should be
sufficient.
2. Additional physical facilities required within the first three years of implementation of the
proposed program:
No additional physical facilities will be needed.
3. The library and other learning resources currently available at UCO to support the program:
In cooperation with the UCO Library and the College of Liberal Arts, we have been steadily
increasing the resources available in this area for several years. Online resources already
available through Chambers Library as well as current holdings (nearly 9,000 monographs and
120 relevant periodicals) will offer a good start for graduate study. Our department also houses a
considerable library of its own, with a substantial collection of ancient and medieval texts
available to students and faculty alike.
4. Additional library and other learning resources that might be required within the first three years
of implementation of the proposed program:
Ideally, we would like an allocation of additional library funds to gain access to online resources
as the program develops, and as we are able to guide students into specific research programs.
Until such funds become available, current resources and the OKShare program should prove
adequate.
5. Instructional equipment available and those required within the first three years of
implementation of the proposed program:
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Existing instructional equipment in the Liberal Arts building is adequate.
6. Adequacy of the support personnel and other resources available to support the program, and
additional resources required to support the proposed program within the first three years of its
implementation:
Current support personnel should prove adequate. In terms of faculty, we would need to shift a
small percentage of the core curriculum courses onto adjuncts so that full-time faculty would be
free to teach an occasional graduate-only section; many of the 5000 level classes would run
parallel to the extant 4000 level classes, so no additional faculty would be required to teach such
sections. Should the program grow beyond the expected 35-40 student enrollment, we may
request an additional faculty line--but it is not anticipated that we would need to do so within the
five-year probationary period. Once enrollment in the program meets a threshold of 20 graduate
students, we will request a course release for the graduate advisor so that he or she may better
perform the necessary administrative tasks for the program.
F. Demand for the Program
Proposed programs must respond to the needs of the larger economic and social environment. Thus, the
institution must demonstrate demand for the proposed program. (State Regents’ Policy 3.4.6.F)
1. Student Demand: Clearly describe all evidence of student demand, normally in the form of surveys of
potential students and/or enrollments in related programs at the institution, which should be adequate to
expect a reasonable level of productivity. (State Regents’ Policy 3.4.6.F)
We expect to draw students from three different pools of applicants. As mentioned earlier, the
demographics of the Edmond area suggest that there exists a population of relatively affluent adults
who find themselves with fewer home obligations as their children reach adulthood who would be
attracted to a program which does not require specialized training to enter. A second population to
draw from would be traditional students who wish to go on to earn an M.A. immediately after
earning a B.A. in Humanities or Philosophy with an eye towards an eventual Ph.D. and entry into
academia. We have had numerous inquiries this past year from Humanities majors who wish to
continue to the Masters level. A third population would be working adults who wish to enhance
their salaries and job opportunities with the addition of a Masters degree.
2. Employer Demand: Clearly describe all evidence of sufficient employer demand, normally in the form
of anticipated openings in an appropriate service area, in relation to existing production of graduates for
the institution’s service area and/or state. Such evidence may include employer surveys, current labor
market analyses, and future manpower projections. Where appropriate, evidence should demonstrate
employers’ preferences for graduates of the proposed program over persons having alternative existing
credentials and employers’ willingness to pay higher salaries to graduates of the proposed program.
M.A.L.S. programs are becoming increasingly popular, as they provide access to an M.A. degree
for a very broad spectrum of students with Bachelor’s degrees in many programs. There are a
number of areas where working adults who seek career advancement can benefit from an M.A.
degree alone—and an M.A.L.S. provides a chance to develop critical skills in an interdisciplinary
program. According to Payscale.com, individuals with Liberal Studies Masters degree find
employment in a wide array of fields: businesses, non-profit organizations, state and local
government, hospital administration, and private practices. Most commonly, teachers and
administrators in K-12 education can significantly boost salary and job opportunities with an
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M.L.S. degree. Average salaries with an M.A.L.S. degree range from $36,259 for non-profit sector
jobs, to $60,000 for firms/private practice. Those who work in K-12 education can expect a median
salary of $49,132—higher if they are in administration. The typical range of salaries for an M.L.S.
degree (according to the Payscale.com website) is $45,123 – $73,787 for women and $40,223 $68,784 for men. It is also noted that roughly 72% of all MLS degrees are granted to women.
(http://www.payscale.com/research/US/Degree=Master_of_Arts_(MA)%2c_Liberal_Studies/Salary
accessed February 14, 2013)
Estimated Student Demand for the Program
Project estimated student demand for the first five years of the program.
Academic Year
2014/2015
2015/2016
2016/2017
2017/2018
2018/2019
Degrees Conferred
0
0
5
8
12
Majors (Headcount) – Fall Semester
5
15
25
30
35
Programs are provisionally approved and given enough time for a planning year plus the number of years
necessary to produce one graduating class (i.e. a two-year program is allowed three years to meet its graduates
and majors goals, a four-year program is allowed five years, etc.) unless the institution makes a specific
timeframe request with a strong rationale.
Using the above estimated student demand, please indicate the specific productivity criteria and timeframe for
final review of the program:
This program will enroll a minimum of ___35____ students in fall __2019___(year); and
will graduate a minimum of ___12_____ students in ___2019-2020_______(academic year).
(NOTE: Productivity data must come from the same academic year. Example: enroll a minimum of 50 students
in fall 2003 and graduate a minimum of 35 students in 2003-04.)
Program Approval for Online Delivery
Institutions that have not been approved previously to offer online programs are required to request approval as
follows: (1) if programs are offered in such a manner that an individual student can take 100 percent of the
courses for the major through online delivery or other computer-mediated format; or (2) the program is
advertised as available through online delivery or other computer-mediated format. For the purpose of this
policy, major is defined as courses in the discipline of the student’s declared degree program, excluding support
courses, general education courses, and elective courses. Criteria for approval are based on qualitative
consideration and the compatibility of the requested offering with the institution's mission and capacity. (State
Regents’ Policy 3.16)
Note: If your institution is also requesting to offer the proposed program via electronic delivery you must also
fill-out the New Program Delivered Electronically Request Form located in the State Regents’ Procedure
Handbook Forms and Reference Information section.
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We are not seeking approval for online delivery.
G. Unnecessary Duplication
The elimination of unnecessary program duplication is a high priority of the State Regents. Where other
similar programs may serve the same potential student population, the proposed program must be
sufficiently different from existing programs or access to existing programs must be sufficiently limited to
warrant initiation of a new program. (State Regents’ Policy 3.4.6.H)
Provide specific evidence that the proposed program is not unnecessarily duplicative of similar offerings in
the state.
Similar programs at the University of Central Oklahoma:
None.
Similar programs in the Oklahoma higher education system (see Appendix A of this document for the
specifics on these two programs as well as an assessment of other regional and national programs):
Oklahoma City University (Private institution):
Master of Liberal Arts (option in General Studies)
University of Oklahoma:
Master of Liberal Arts (option in Integrated Studies)
UCO’s proposed M.A.L.S. program would be completely different from OU’s or OCU’s
programs; the only similarities of significance are the title of the program and the fact that some
interdisciplinary work is undertaken. OU’s program is almost exclusively an online-based
program, and is, as noted above, primarily focused on professional development. OCU’s program
is closer to ours in format, but it does not have the Humanities focus that ours does. OCU has two
options: “General Studies” (which is almost exclusively linked to contemporary issues) and
“Leadership / Management” (a professional development curriculum, much like OU’s program).
Neither of these schools offer an M.L.S. degree that follows the curricular path of traditional
liberal arts training.
Furthermore, UCO’s program does not duplicate any existing program in the state and is distinct
from similar programs in Texas in a number of ways, most significantly in our Humanities
emphasis. Only the University of Houston has a program similar to ours. Regionally, UCO can
offer a far more comprehensive curriculum in the Humanities with the faculty we already have,
and we have a ready-made local constituency from which we may be able to draw a very diverse
group of students. Our department also already possesses not only significant faculty talent but
also extensive library resources, and because of the College of Liberal Arts’ focus on teaching and
face-to-face faculty-student interaction, our proposed program will have significant personal
appeal.
Have you explored opportunities to collaborate in dual, joint, or consortial programs (State Regents’ Policy
3.4.6.H.2)?
Yes
No
X
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Explain.
We have not explored the possibility of dual, joint, or consortial programs for the M.A.L.S. degree outside
of the University of Central Oklahoma. We are encouraging students to take graduate classes in other
departments in the UCO College of Liberal Arts (or other UCO colleges, as deemed appropriate by the
graduate advisor). Other M.L.S. programs under the OSRHE are sufficiently different in content and
delivery that we do not see any obvious path to a dual or joint degree. We will be willing to consider
transfer credit from other OSRHE institutions or institutions outside the state if they contribute to a
student’s program of study.
H. Cost and Funding of the Proposed Program
The resource requirements and planned sources of funding of the proposed program must be detailed in
order to assess the adequacy of the resources to support a quality program. This assessment is to ensure
that the program will be efficient in its resource utilization and to assess the impact of this proposed
program on the institution’s overall need for funds. (State Regents’ Policy 3.4.6.I)
Provide evidence of adequate funding, which will include, but not be limited to:
1. Reallocation of Existing Resources: The institution must provide evidence of campus funds to be
reallocated to the proposed program. The source and process of reallocation must be specifically
detailed. An analysis of the impact of the reduction on existing programs and/or organization units
must be presented.
We do not anticipate the the proposed M.A.L.S. program will be a significant drain on existing
resources. In fact, we believe it will become profitable in short order. Since the College of
Liberal Arts has designated the M.A.L.S. program as its number one priority for new programs
which would begin in the 2014-2015 fiscal year, we anticipate that some funds, for example for
any additional library resources, could be drawn from CLA student fee monies. We do not
anticipate the use of any specially equipped classrooms, nor do we project any significant
equipment purchases for this program; existing resources will suffice.
The most significant cost associated with program start-up will be a supplement to the adjunct
budget in order to free two to four faculty faculty per semester to teach a graduate-only course.
We project that this will require at most $24,000 per year at program start-up, allowing $3000
per adjunct per class at four classes per semester. The actual will cost will likely be less,
especially if some adjuncts are paid at the M.A. rather than Ph.D. level. All Department of
Humanities and Philosophy full-time faculty members teach between one and three core
curriculum undergraduate courses each semester, so reassigning faculty members to graduate
courses from core curriculum courses will not require adjunct faculty with any special training
other than what is already required to teach core curriculum courses. Other courses will be
offered through existing 4000/5000 level classes, which would not require any additional
adjunct funding.
We anticipate that the additional adjunct funding will come from either Academic Affairs or
from within the College of Liberal Arts for the first year or two. As a last resort, if funds should
not become available from either source, a reallocation of the departmental adjunct budget may
be possible with limited use of larger class sizes until the new program proves profitable. As
our DFW rates are demonstrably better with smaller core curriculum classes, this would not be
our preferred method of obtaining adjunct funds.
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Finally, once the threshold of 20 students is reached, projected to occur in the 2016-2017
school year, we will request a three credit hour course release from the College of Liberal Arts
for the graduate advisor each semester, for a projected $6000 per academic year.
2. Tuition and Fees: The institution must provide evidence of a projected increase in total student
enrollments to the campus as a result of the proposed program.
We anticipate that students enrolling in the M.A.L.S. program will be students new to UCO or
returning UCO graduates, who would in either case provide a new revenue stream for the
university. If we assume very conservatively that all graduate students will be paying resident
tuition and fees for two classes per semester, we can assume that each student will generate
$2347.68 in tuition, $256.60 in general fees and $468.80 in CLA fees each school year, based
on the in-state graduate tuition and fee rates for the 2012-2013 school year. Based upon our
estimated student demand, this would mean $11,738 in tuition, $1283 in general fees and $2343
in CLA fees during the first year, climbing to $82,145 in tuition, $8981 in general fees and
$16,408 in CLA fees in the fifth year, at the end of the probationary period. This would cover
the additional adjunct budget, additional library resources, and at least six credit hours of
release time for a graduate advisor with funds to spare. It additionally means that the program
should become self-supporting sometime during its second year. Since this is a conservative
estimate, it is likely that revenue from tuition and fees would generate an even higher profit.
Please see the table in part H.
As the Department of Humanities and Philosophy teaches a heavy service load of core
curriculum courses (six credit hours per undergraduate student), the Program Prioritization
process undertaken in 2011demonstrated that as a department we generate a minimum of
$1,000,000 in profit every year, often quite a bit more. While we expect the M.A.L.S. program
to be profitable by the end of the probationary period, if we take the department finances as a
whole we will still generate considerable profit for the university even if the program itself only
reaches the break-even point.
3. Discontinuance or Downsizing of an Existing Program or Organizational Unit: The institution
must provide adequate documentation to demonstrate sufficient savings to the state to offset new
costs and justify approval for the proposed program.
As discussed in question 3, above, at the end of the probation period we anticipate that the
program, even with a modest size of 35 students, will be profitable to the university because the
costs associated with it are relatively minor. We do not anticipate the necessity of discontinuing
or downsizing an existing program to allow for the costs of the M.A.L.S. program.
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Cost/Funding Explanation
Complete the following table for the first five years of the proposed program and provide an explanation of how
the institution will sustain funding needs for the life of the proposed program in the absence of additional funds
from the State Regents. *The total funding and expenses in the table should be the same, or explain sources(s)
of additional funding for the proposed program.
Cost/Funding Summary:
Program Resource Requirements
Year of Program
A. Funding Sources
Total Resources Available from
Federal Sources
1st Year
2nd Year
3rd Year
4th Year
5th Year
Explanation:
Total Resources Available from
Other Non-State Sources
Explanation:
Existing State Resources
Explanation:
State Resources Available
through Internal Allocation and
Reallocation
$12,261.60
Explanation: The resources above are based upon an increase in adjunct budget of $24,000 per year for the first two years,
followed by an increase to $30,000 in years three through five so that we may obtain 3 credit hours per semester course
release for a graduate director, less anticipated student tuition.
Student Tuition
$11,738.40
$35,215.20
$58,692.00
$70,430.40
$82,145.00
Explanation and Calculations (Note: Tuition calculation should be based on the estimated student demand indicated in
section F “Demand for the Program” of this form): This calculation is explained further in question H.2--but is based upon
six credit hours per semester of the projected number of students at the 2012-2013 in-state graduate tuition rate. Fees are not
included in this calculation.
TOTAL
$24,000
$35,215.20
$58,692.00
$70,430.40
$82,145.00
3rd Year
4th Year
5th Year
$24,000
$24,000
$24,000
Year of Program
B. Breakdown of Budget
Expenses/Requirements
Administrative/Other
Professional Staff
1st Year
2nd Year
Explanation: No new administrative or professional staff will be needed.
Faculty
$24,000
$24,000
Explanation: Costs based upon a maximum of four replacement adjunct instructors per semester at $3000 per class so that
existing faculty may teach in the M.A.L.S. program. Actual costs may be less, depending upon the number of regularly
scheduled 4000/5000 level classes taught each semester. We do not anticipate a need for additional full-time faculty.
Graduate Assistants
Explanation: We do not anticipate the use of teaching assistants or graduate assistants during the probationary period.
Since the program will draw students who do not necessarily have an extensive background in the humanities, given the
nature of an M.A.L.S. degree, it is unlikely that graduate students will be competent to teach humanities core-curriculum
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courses.
Student Employees
Explanation: We do not anticipate a need for additional student employees beyond our current staffing numbers.
Equipment and Instructional
Materials
Explanation: We do not anticipate a need for additional equipment or instructional materials.
Library
$2000
$2000
$2000
$2000
Explanation: We already receive library funds through student fee monies which should be adequate--we have been working
to build a library collection of resources suitable to advanced Humanities undergraduate students, and these material will be
used by graduate students as well. In making a $2000/year estimate in additional library costs past the first year, we
anticipate that the CLA fee monies generated by M.A.L.S. students will be sufficient to request extra funds through the
College of Liberal Arts.
Contractual Services
Explanation:
Other Support Services
$6000
$6000
$6000
Explanation: We will be requesting $6000 per year for 3 credit hours of course release per semester for the graduate
director once enrollment reaches at least 20 students.
Commodities
Explanation: No anticipated need.
Printing
Explanation: Given the number of students, additional printing costs will be negligible and can be easily absorbed by the
departmental operating budget.
Telecommunications
Explanation: No anticipated need.
Travel
Explanation: All Department of Humanities and Philosophy faculty are already allotted funding for two conferences or
faculty development opportunities each year. Since we will not hire additional faculty, we do not expect an increase to this
existing budget. Any student travel will be requested from the Office of Research and Grants and the College of Liberal Arts,
although we do not anticipate any substantial costs in this area.
Awards and Grants
Explanation: No anticipated need.
TOTAL
$24,000
$26,000
$32,000
$32,000
$32,000
I. Program Review and Assessment
Describe program evaluation procedures for the proposed program. These procedures may include
evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate.
Plans to implement program review and program outcomes-level student assessment requirements as
established by State Regents’ policies should be detailed. Program review procedures shall include
standards and guidelines for the assessment of student outcomes implied by the program objectives and
consistent with the institutional mission. (State Regents’ Policy 3.4.6.J)
Program Goals for the proposed Master of Liberal Studies program: Students who have
completed a Master of Liberal Studies will be expected to exhibit enhanced capacities for both
“analytic” and “synthetic” thought, particularly in the area of cultural studies. In addition to the “who,
what, when and where” or the content of their educational experience, students will focus on the
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more important issues of “why and how”. These cognitive skills should be particularly evidenced in
the global components of the proposed curriculum.
Program Student Learning Objectives that fulfill the Program Goals of the proposed Master of
Liberal Studies program:
1) Students will think and write critically about the major traditions of Western civilization.
2) Students will comprehend the fundamental systems of analysis for a multitude of cultural
disciplines, such as philosophy, art, literature, architecture, religion, music, and history,
while understanding the interrelatedness of these subsets of the humanities.
3) Students will apply these critical skills towards analysis of global cultures and cultural
artifacts.
4) Students will learn to identify the core processes of creativity used in the
construction of creative products of human cultures, such as art, literature, music,
philosophy, religion, and architecture.
5) Students will synthesize the fundamental components of mature global citizenship by
engaging the various cultures and creative traditions of the globe.
Assessment of Program Student Learning Objectives of the proposed Master of Liberal
Studies program:
1) An annual mandatory exit survey will require each graduating student to describe
(a) how well they feel they were able to accomplish each of the five Program Student Learning
Objectives,
(b) how satisfied they were with the quality of instruction they received during the program,
(c) their general satisfaction with the program, and
(d) any recommendations they have for how the program might be improved.
2) Prior to the graduation of a student, an extended student paper (or papers if necessary)
prepared during the program will be collected by the department and scored by an outside
evaluator using a detailed standardized program rubric which rates students on how well
they demonstrated fulfillment of each of the five Program Student Learning Objectives.
3) Graduating students will be tracked not only for satisfaction, but for job placement and/or
admission to Ph.D. programs if this was their goal at the outset of the program or ultimately
became their goal during the program.
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APPENDIX A
SIMILAR REGIONAL AND NATIONAL PROGRAMS
Oklahoma City University
Master of Liberal Arts
36 hours
http://www2.okcu.edu/mla/
There are only two options for this MLA program, either General Studies or Leadership Management.
Both require 36 hours of flexible study, with respective core courses for each of the options.
General Studies students are required to take:
INDP 6003 Liberal Arts in Western Culture 3 hours
INDP 6113 Contemporary Topics in Behavioral Sciences 3 hours
INDP 6213 Contemporary Topics in Humanities 3 hours
INDP 6313 Contemporary Topics in Natural Sciences 3 hours
6000-Level Elective 3 hours
Approved MLA Graduate Electives 21 hours
Leadership Management students are required to take:
INDP 6003 Liberal Arts in Western Culture 3 hours
MGMT 5713 Organization and Managerial Process 3 hours
MKTG 5103 Strategic Marketing Decisions 3 hours
MGMT 5703 Legal and Ethical Environment of Business 3 hours
MGMT 5503 World Economy & International Business 3 hours
Business Class Elective 3 hours
Approved MLA Graduate Electives 18 hours
The required electives for both of these MLS options may come from the departments of Art, Criminology,
English, History, Justice Studies, Mass Communications, Modern Languages, Moving Image Arts,
Philosophy, Photography, Political Science, and Sociology.
No language requirement.
University of Oklahoma
Master of Arts in Liberal Studies / Integrated Studies option
33 hours (primarily online)
http://catalog.ou.edu/current/Liberal_Studies.htm
The MALS program at OU is a loosely structured option that allows students to study “virtually any topic”
in the humanities, social sciences, or natural sciences. It is tailored to the needs of individual students
through individualized programs established in conjunction with faculty mentors. There is a strong
emphasis on “independent study,” with students given up to a year to complete a course. Many courses can
be taken on a “satisfactory/unsatisfactory” basis. Students are given five years to complete the Master’s
level program. Much of the coursework is done online.
The requirements for MALS degree consist of the following:
Core Courses 9 hours from the following:
LSTD 5003 Introduction to Graduate Interdisciplinary Study
LSTD 5013 Interdisciplinary Foundations
LSTD 5903 Research Methods, or,
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LSTD 5913 Qualitative Research Methods
Concentration Courses 9 hours from the following:
LSTD 5213 Humanities
LSTD 5313 Social Sciences
LSTD 5413 Natural Sciences
Electives to total 9 hours from the following (as approved):
LSTD 5790 Advanced Topics
LSTD 5890 Investigative Interdisciplinary Studies
LSTD 5960 Directed Readings
LSTD 5943 Advanced Seminar
Completion of six additional hours from one of the following:
LSTD 5940 Research Project
LSTD 5950 Internship
LSTD 5980 Master’s Thesis
The following is the recommended sequence for taking these courses, and the official course
descriptions from the OU catalog:
STEP ONE:
LSTD 5003: Introduction to Graduate Interdisciplinary Study (Online-3 hours). All students are
required to enroll in the LSTD 5003 course as the first course in the program. It
may be taken by itself or in conjunction with LSTD 5013.
STEP TWO:
LSTD 5013: Interdisciplinary Foundations (Online-3 hours). Required for all MA students, this
is an online course that provides a common background for the MA program. The
reading and writing assignments cover both interdisciplinary texts and web sites,
and are designed to reinforce interdisciplinary approaches to graduate studies and
to lay the foundation for your Interdisciplinary Independent Study enrollments
and future completion options. This step also serves to introduce paradigms, the
underlying formulations that provide the structure for understanding and
interpreting information. The College recommends that students complete this
enrollment in conjunction with or after the Introduction to Graduate
Interdisciplinary Study course and before beginning Interdisciplinary
Independent Study assignments.
STEP THREE:
LSTD 5213, 5313 or 5413: Interdisciplinary Independent Study (Readings - S/U graded - 3
courses - 9 hours). Following Step One, Introduction to Graduate
Interdisciplinary Studies and completion of Step Two, Interdisciplinary
Foundations, students are to proceed with the three Interdisciplinary Independent
Study enrollments. Studies will be directed by three faculty advisors, each of
whom will work with the student to develop a readings course related to the
central question or interest. These courses will vary with each student in the
Integrated Studies option depending on the student’s emphasis. The reading
assignments for each enrollment in the Interdisciplinary Independent Study step
will be the equivalent of 6-8 graduate-level books but may consist of a variety of
materials.
STEP FOUR:
Elective Courses (3 courses-9 hours). After completing the core independent
study courses, students take nine hours of elective course. These can be from the
courses listed as electives or other courses as approved by the College.
STEP FIVE:
LSTD 5903: Research in Interdisciplinary Studies. (Readings or online - 3 hours)
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Focuses on area of concentration in preparation for researching and writing
thesis, research project, internship, or for further advanced study. The reading
lists will develop and expand the concepts introduced Interdisciplinary
Foundations. In essence, this step is supposed to underscore conceptual frames
for thinking about inquiry and research in student’s area of interest.
STEP SIX:
Once the student has completed the Interdisciplinary Independent Study
assignments and electives, the MA Program Coordinator will contact one of the
student’s other faculty members to develop a prospectus (plan) for undertaking
research. This person will become the committee chair or research director and
will help narrow and focus the research topic. At this time, the student must
declare whether they will be writing a thesis, developing a research project,
carrying out an internship, or continuing with additional advanced coursework.
The director/chair is to help guide the student in compiling an initial bibliography
relating to the research The student will then write the prospectus, which the
director must approve.
NOTE: All students must complete a prospectus before beginning the thesis,
research project, internship, or further study. This is especially critical if the
topic and method fall under the guidelines related to Human Subject in Research.
STEP SEVEN:
Enrollment in a completion option. Choose from:
LSTD 5940: Research Project in Liberal Studies (Graduate research – S/U graded – 6 hours)
LSTD 5950: Internship in Liberal Studies (Graduate field experience – S/U graded – 6 hours)
LSTD 5980: Thesis in Liberal Studies (Graduate research – S/U graded – 6 hours)
Additional coursework - Various course numbers: Advanced, focused study (Letter or S/U
graded – 6 hours)
Each option also has a final examination requirement. The student must be continuously enrolled in at
least 2-credit hours in order to defend a thesis; for a comprehensive examination the student must be
enrolled in 2 hours at the time of the exam.
No language requirement.
Ft Hays State University
Masters of Liberal Studies 31 hours
http://www.fhsu.edu/mls/
This MLS degree has multiple options, most of which are dovetailed into professional studies. There are
some thirty-one “areas of concentration” that span the entire university’s spectrum of options
(http://www.fhsu.edu/mls/concentrations/). The only commonality of these areas of concentration is a ten
hour core curriculum:
Core Classes (10 hours)
All MLS students participate in a series of four interdisciplinary core courses. These core courses are
related to the organizing theme, "Ways of Knowing: A Foundation for Understanding and Exploring the
Emerging Knowledge Society." This theme is broad enough to focus on historical and emerging "ways
of knowing" in the core courses, yet defined enough for an individualized plan of study aimed at
exploring and understanding the ways in which various kinds of knowledge are generated, researched,
applied, and managed. The following four courses are considered the core:
# Introduction to Graduate Liberal Studies (1 hour)
# Ways of Knowing in Comparative Perspective (3 hours)
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# Origins and Implications of the Knowledge Society (3 hours)
# Information Literacy for Independent Learners (3 hours)
Customized Program of Study (18 hours)
The customized program of study allows students to explore varied and diverse areas relevant to a
programmatic theme. The basic program of study should be determined as the student and graduate
advisor discuss the student's needs and expectations.
Culminating Experience (3 hours)
The final 3 credit hours that a student must complete is the culminating experience. The culminating
experience may take a variety of forms. It has been common for graduate candidates to complete any of
the following: internship, practicum, traditional thesis/paper, or portfolio. The culminating experience
should be prepared in close consultation with the graduate advisor and the graduate committee.
Students are required to take comprehensive examinations in compliance with the Graduate School
policy.
No language requirement.
Rollins College-Hamilton Holt School
Masters of Liberal Studies 48 hours (12 four hour courses) Evenings only
http://www.rollins.edu/holt/graduate/mls.html
The Master of Liberal Studies Program is a Great Books-based program. Students also explore
how these ideas apply to the problems that humans have confronted over the ages, and address the
moral dimensions of the contemporary issues. Students must complete 12 courses, or the equivalent, for
the Master of Liberal Studies degree: six core courses, five elective courses, the liberal studies seminar,
and a graduate thesis project. This is equivalent to approximately 48 hours of graduate credit.
Most working adults earn the degree in three years. Unless an exception is granted, students must
complete all the degree requirements within seven years of their formal admission to the program.
No language requirement.
Southern Methodist University
Masters of Liberal Studies 36 hours
http://www.smu.edu/Simmons/AreasofStudy/MLS
Complete thirty-six (36) credit hours of approved graduate study, or 12 courses, within six years after
beginning the program. Two foundational courses within the first 12 hours of course work: HUMN
6316/The Human Experience: An Introduction to Liberal Studies, and another designated writing
intensive course of the student’s choosing.
Students must complete their coursework with at least a B (3.0 GPA) average. All courses attempted
for credit on a student's graduate program must average B (3.0) or better, with no grade less than C
(2.0) applying toward the degree. Within the 36 hours, students may include up to six hours of transfer
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graduate credit from another accredited institution or another academic department at SMU. Students
may also include up to six hours of Independent Study. Students may not take more than three onecredit-hour classes unless they receive special permission by the Director/Dean. At least 3 credit hours
must be taken as part of the required capstone course/experience.
Concentrations for Fall 2009:
* Humanities
* The Arts and Cultural Traditions - Literature, Art, Poetry, Performing Arts, and Society
* Global Studies - Global Trends, Power, Non-Western Literature, and Geography
* Gender Studies
* Peace and Social Justice - Human Rights, Political Science, History, Psychology, Gender Studies
* Self-Designed
Concentrations Coming in the Fall of 2011:
* Organizational Dynamics
* Communication, Media and Technology
* Environmental Sustainability
If a student elects to concentrate or specialize in a certain curricular area, they must complete the
following requirements:
* 3 credit hours for the required introductory course: HUMN 6316 The Human
Experience
* 3 credit hours for a designated writing intensive course of student’s choice
* 18 credit hours of approved credit from chosen area of concentration
* 3 credit hours for the required capstone course/experience
* 9 elective credit hours
No language requirement
University of Central Florida
Master of Liberal Studies 33 hours
http://www.is.ucf.edu/graduate/index.php
Degree Requirements
I. Core Courses 6 hrs.: IDS 6xxx Interdisciplinary (3hrs); Graduate level research methods class
appropriate to the student’s chosen emphasis (3hrs)
II. Individualized Program 21hrs:
Select at least 9 hours of graduate courses in each of at least 2 areas;
and 3 hours of graduate courses in student’s area of emphasis
III. Thesis (6hrs)
The M.A. in Interdisciplinary Studies degree program stipulates that a majority of the 33 required credit
hours be earned in traditional master of arts courses while the M.S. in Interdisciplinary Studies requires
a majority of the 33 required credit hours in traditional master of science courses. No more than 6 hours
(2 courses) of independent study. Minimum of 18 hours of 6000 level course work No courses older
than 7 years old at the time of graduation. No more than nine semester hours total of graduate credit
may be transferred into the graduate program from UCF post-baccalaureate work or from other
accredited institutions. These courses must be reviewed and accepted for use in the degree by the
program coordinator. At least 24 semester credits must be UCF credits.
No language requirement.
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University of Houston-Clear Lake
Master of Liberal Arts in Humanities 36 hours
http://www.uhcl.edu/portal/page/portal/HSH/HOME/HSH%20Programs/Humanities
The M.A. in Humanities is a broad, interdisciplinary degree program. Students explore the foundations
of Western and non-Western civilizations and concentrate in the study of either Texts (Subplan I) or
Images (Subplan II). The three Texts and Images courses form the core of this degree for students in
both Subplans.
* Subplan 1: Texts (Applied Graphic Design, Art History, Literature, Philosophy, Professional
Writing). In addition, you may want to pursue one of these areas of concentration:
American Studies
Professional Writing/Applied Graphic Design
Women's Studies
* Subplan II: Images (Studio Arts such as Painting, Sculpture, Ceramics, Printmaking, Weaving,
Graphic Design)
The M.A. in Humanities requires between 30 and 36 hours of course work, depending on emphasis. As
a capstone to the degree, students write a thesis, do a research or creative project, work as an intern in a
setting pertinent to the student’s emphasis, or complete additional course work in Humanities and a
final, comprehensive written exam.
No language requirement.
University of Memphis
Master of Arts in Liberal Studies 33 hours
http://www.memphis.edu/univcoll/gradprograms/ma_liberalstudies.php
PROGRAM REQUIREMENTS
* A minimum of 33 semester hours is required of all students.
* The M.A.L.S. core: 9 hours (UNIV 7000, 7100 & 7200).
* Approved electives in liberal studies courses - 21 hrs.
* Special Project - 3 hours (UNIV 7996).
* Successful completion of an oral comprehensive examination.
Applicants to this program must apply to the Graduate School and meet its requirements, although they
are not required to take the Graduate Record Examination or the Miller Analogies Test. These
requirements include, but are not limited to the following: at least 24 of the 33 semester hours required
must be at the 7000-level, or above, all requirements for the degree must be completed within six
calendar years, and no more than nine semester hours of transfer credit can be accepted toward this
degree. Applicants must also apply to the M.A.L.S. program through the University College.
No language requirement.
University of North Carolina-Charlotte
Master of Arts in Liberal Studies 30 hours
http://mals.uncc.edu/
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The M.A. in Liberal Studies is a thirty-hour program, consisting of at least ten courses: three
are required courses, and seven are selected in consultation with the program director. The first two
required courses are the introductory LBST 6101 "Interdisciplinary Graduate Study: An Introduction"
and LBST 6102 "Ideas Across the Curriculum." Their purpose is to reacquaint the student with doing
intellectual inquiry at the graduate level and to help formulate a solid approach to conceptualizing
important issues in any area of endeavor. The other required course is the capstone course, LBST 6600
"Concluding Seminar," in which the student works closely with advisors and the Director to generate a
meaningful thesis/conclusion to the program.
The remaining twenty-one hours (seven courses) constitute the program emphasis (four courses) and
three other electives. Students may follow the direction set by some of the suggested tracks in the LBST
or design their own by using courses in other departments, such as History, English, Information
Technology, Philosophy, etc.
Core courses: LBST 6101 and 6102 ( 6hrs)
Program emphasis
(12hrs)
1 Liberal Studies elective
(3hrs)
2 General electives
(6hrs)
Concluding seminar: LBST 6600
(3hrs)
TOTAL HOURS
30
Comprehensive Examination or thesis/project: If the student chooses not to write a thesis, the degree
requires a comprehensive examination taken during the final semester of course work. The examination
is a part of the concluding seminar and is individually designed, based on each student's program. The
questions will be drawn from the faculty whose courses were taken by the student in question. The
exam is designed to allow each student to integrate material from a variety of disciplines and to
demonstrate an understanding of the intellectual scope of the ideas pursued as a Liberal Studies student.
Thesis/project option: The difference between a "Thesis" and a "Project," is that the former is a
scholarly project that follows the academic outlines of a typical research paper, while the latter allows
for greater flexibility in developing a creative work that synthesizes ideas in a non-traditional format.
So, some students will opt to prepare a 50-page analytical research-driven paper, others might produce
a digital work, a documentary, a work of creative non-fiction, or something in that vein. (The "project"
would also require a prospectus explaining and contextualizing the student’s purpose.).
No language requirement.
University of Southern Indiana
Master of Arts in Liberal Studies 33 hours
http://www.usi.edu/libarts/mals/
Core - 12 hours
Humanities Seminar (3hrs)
Social Science Seminar (3hrs)
Science Seminar (3hrs)
Capstone Seminar-LBST 610 (3hrs)
Individual Program of Courses - 18 hours
A member of the graduate faculty, typically the program director, will consult with each student about
appropriate courses to include in an 18-hour individual program of study. Choices can be made from
among graduate-level courses offered in the areas of the sciences, social sciences, and humanities, and
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in some instances, courses from other graduate programs. Independent Study courses are available in
some circumstances, and up to 12 hours of appropriate work from other institutions, including graduate
level distance education courses, could count toward the degree.
Capstone Experience - 3-6 hours
In addition to working with the student in developing a coherent course of study, the graduate
advisor also will help the student decide on the appropriate Capstone Experience.
1. Capstone Project - 6 hours (Option 1)
About midway through the program, each student who chooses this option should have proposed a
project topic and have had that topic approved by the graduate advisor. The project must be of a nature
sufficient to justify six hours of graduate credit. Each project will be evaluated and approved by at least
two members of a committee consisting of the student’s thesis/project advisor and two other members
of the graduate faculty. In general, the project should yield a written piece of work, although products
such as artistic creations and web-based projects also may be acceptable. The project will stress
problem solving and knowledge application and synthesis. Students under this option may also write
and present two essays for formal examination. These essays would be similar to a more traditional
master’s thesis and would normally consist of revised and expanded work from previous courses. In
some instances, a thesis of significant breadth would be acceptable. (LBST 697 & LBST 698)
2. Capstone Courses - 6 hours (Option 2)
This option consists of six hours of Capstone courses: the Capstone Elective and the required core
course Capstone Graduating Seminar (LBST 610). The Capstone courses are taken in the second half of
the student’s program. The Capstone Elective can be any approved 600-level LBST course.
No language requirement.
University of Toledo
Master of Liberal Studies 33hrs
http://www.utoledo.edu/llss/mls/index.html
The Master of Liberal Studies degree requires the completion of 33 credit hours of study. The 33 hours
are distributed among core seminars, electives, and a research thesis.
Core Seminars (12 hours)
MLS Seminar in the Humanities (MLS 6010).
MLS Seminar in the Social Sciences (MLS 6020).
MLS Seminar in the Natural Sciences (MLS 6030).
MLS Seminar in the Visual and Performing Arts (MLS 6040).
Electives (15-18 hours)
In addition to the three core seminars students are required to take 15-18 hours of electives. Electives
are chosen with the assistance and approval of the MLS Program Director.
Any graduate level course (5000 and above) for which prerequisites are met satisfies the elective
requirement. Students are not restricted to MLS-designated courses. In special cases with
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approval of the instructor and program director, 4000-level undergraduate courses may be
assigned an equivalent MLS seminar number. No more than 9 hours of electives may be taken
outside of the College of Arts and Sciences.
Thesis (3-6 hours): The thesis is usually begun upon completion of required course work. Students are
encouraged to identify a thesis topic as quickly as possible following entry into the MLS
Program. Once a thesis topic has been identified a thesis advisory committee must be formed.
This comprises two members - a Chair and one Reader. The Chair must be a member of the
Graduate Faculty at the University of Toledo and should have significant expertise in your
chosen thesis topic. The Reader must be a faculty member at the University of Toledo.
No language requirement.
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APPENDIX B
Curriculum Vitae for proposed M.A.L.S. Professors
Curriculum Vitae for Humanities Professors
Mary M. Brodnax
Professor of Humanities & Film Studies
University of Central Oklahoma
Educational Background
Ph.D.
1987
M.A.
1980
B.A.
1978
Johns Hopkins University (German)
University of Münster, Germany 1982-83
Johns Hopkins University (German)
University of Münster, Germany 1980
Vanderbilt University (English/German majors)
University of Regensburg, Germany 1977
Academic Appointments
University of Central Oklahoma, Humanities & Film Studies
Full professor
2008
Full-time
1998
Part-time
1994
University of Missouri-Columbia, Assistant Professor of German
Penn State University, Visiting Assistant Professor of German
Middlebury College, Visiting Assistant Professor of German
Johns Hopkins University, Instructor of German (Graduate Student)
1988-1993
1987-1988
1985-1987
1978-1985
Dissertation
Ent-Sagung: The Failure of Discourse as Narrative Theme and Narrational Problem in the Novel and Film. A
Comparative Analysis of Fontane’s Effi Briest, Stoker’s Dracula, Kubin’s Die andere Seite, Fassbinder’s Fontane: Effi
Briest, Herzog’s Nosferatu, and Schaaf’s Traumstadt. Dissertation. The Johns Hopkins University. 1987. (Advisors:
Rainer Nägele—Johns Hopkins University, Klaus Haberkamm—University of Münster, Germany)
Scholarship (selected):
“Man a Machine: The Shift from Soul to Identity in Lang’s Metropolis and Ruttmann’s Berlin.” In The Hidden Stages of
Weimar Cinema. Kenneth C. Calhoon, editor. Wayne State University Press, 2001. 73-93.
“Travel Yesterday, Travel Today: The Humanities, Educational Tourism, and Film” Ninth International Conference on New
Directions in the Humanities. Universidad de Granada. Granada, Spain. June 10, 2011.
“Reading Rome’s Piazza Venezia as Political Space.” Humanities Education and Research Association 2010 National
Conference. El Paso, TX. March 12, 2010.
“Fritz Lang’s Fury (1936): A German Take on the Ambiguities of American Culture and Character.” National Popular
Culture Association/American Culture Association National Conference. San Francisco, CA. 2008. March 21, 2008.
Areas of specialization/competence: Film History and Criticism. Modern European Cultural Studies. German Studies and
Language. Western Humanities.
Teaching Overview: University of Central Oklahoma
Film Studies: History; Theory and Criticism; National Cinemas: British, German, Italian, Australian; American.
Comparative courses: Modernism, Romanticism; 19th and 20th-Century Arts & Entertainment; General Humanities
Renaissance to Modern. UCO Study Tours: Rome; offered for enrollment: Germany/Austria; Britain.
Service (selected):
Oklahoma Humanities Council board member: 2011 to present; DaVinci Institute of Oklahoma, President: 2005-2006; UCO
Faculty Senate, President: 2003-2004
Grants (selected)
Oklahoma Humanities Council: 2010, 2009; National Endowment for the Humanities: 2007, 1989; German Academic
Exchange Service: 1989, 1988, 1982-83
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Rick Chew, Ph.D., J.D.
Associate Professor / Department of Humanities & Philosophy
University of Central Oklahoma
College of Liberal Arts / Edmond OK 73034-5209 / (405) 974-5621
Education:
 Ph.D.
Philosophy
University of Oklahoma
 J.D.
School of Law
University of Oklahoma
 B.A.
Hist./Govt./Econ.
University of Oklahoma
Areas of Specialization:
Areas of Competence:
 Philosophy of the Social Sciences
 Logic
 Philosophy and Anthropology of
 Philosophy of the Natural Sciences
Religion
 Social and Political Philosophy
 Anthropology of the Southwest
 Ethics
Teaching Experience:
Associate Professor, University of Central Oklahoma (Fall 2010-present)
Philosophy 4503/5503: Symbolic Logic
Philosophy 3990: Advanced Problems in Logic
Philosophy 3990: Capitalism and Human Values
Philosophy 3223: Ethics and Criminal Justice
Philosophy 3213: Inductive Reasoning
Philosophy 3113: Philosophy of Law
Philosophy 1103: Logic and Critical Thinking
●Assistant Professor, University of Central Oklahoma (Fall 2005-Spring 2010)
Philosophy 4503/5503: Symbolic Logic
Philosophy 4163 Philosophy of Science
Philosophy 4113/5910: Ethics and Criminal Justice
Philosophy 3990 Capitalism and Human Values
Philosophy 3223: Ethics and Criminal Justice (successor to 4113)
Philosophy 3213: Inductive Reasoning
Philosophy 1123: Contemporary Moral Problems
Philosophy 1113: Introduction to Philosophy
Philosophy 1103: Logic and Critical Thinking (auditorium class of 88 students)
 Lecturer, University of Central Oklahoma (Fall 2003-Spring 2005)
Philosophy 4503: Symbolic Logic
Philosophy 4113/5910: Ethics and Criminal Justice
Philosophy 3213: Inductive Reasoning
Philosophy 1123: Contemporary Moral Problems
Philosophy 1103: Logic and Critical Thinking
Adjunct Professor, University of Central Oklahoma (Fall 1998-Summer 2003)
Philosophy 1103: Logic and Critical Thinking
Philosophy 1113: Introduction to Philosophy
Philosophy 1123: Contemporary Moral Problems
Adjunct Professor, St. Gregory's University (Spring 2001-Summer 2003)
Philosophy 1013: Introduction to Philosophy
Philosophy 1113: Logic and Critical Thinking
Philosophy 3123: Metaphysics
Philosophy 3103: Epistemology
Political Sci 3203: Constitutional Law
http://www.okhighered.org/admin-fac/academic-forms.shtml
1999
1969
1965
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JAMIE CHILDS
839 nw 48th St., Okla. City, OK 73118
jchilds@uco.edu
Educational Background:
Ph.D. Interdisciplinary Fine Arts/Humanities, Univ. of Oklahoma, Norman, OK, 2004
M.A. Music History, Univ. of Oklahoma, Norman, OK, 1987
B.A. Sociology, Univ. of Oklahoma, Norman, OK, 1972, with minor in Fine Arts
Dissertation: A Performance History of John Dryden and Henry Purcell’s KING ARTHUR
Employment History:
University of Central Oklahoma: Lecturer, 1994-present
Rose State College, OKla. City, OK: Adjunct Faculty, 1989-1994
Beverly Hills Prep School, Los Angeles, CA: Instructor, 1978-1981
Courses Taught:
General Humanities: Renaissance to Modern
Renaissance and Baroque Humanities
Music and Culture
Music Appreciation
Chamber Music Ensemble
Select Presentations and Publications:
Cambridge Early Music Workshop, Violinist, Sidney Sussex College, Cambridge, England, Summers 2010 and
2011.
“Voltaire and Rameau’s SAMSON: Tragic Opera in the Age of Revolution”, Midwest American Soc. For
Eighteenth Century Studies, Okla. City, OK, Oct., 2008.
“Dryden and Purcell’s KING ARTHUR, A Bibliography”, The Camelot Project, online at the Univ. of
Rochester Libraries, NY, Mar., 2006.
“Dryden and Purcell’s KING ARTHUR”, Hawai’i International Conf. for the Humanities, Honolulu, HA, Jan.,
2004.
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E.M. Dadlez, Professor
Department of Humanities and Philosophy
University of Central Oklahoma
Education
PhD
MA
MLS
BA
Philosophy, Syracuse University Department of Philosophy, 1991.
Philosophy, Syracuse University Department of Philosophy, 1986.
Library Science, Syracuse University Dept. of Information Studies, 1982.
Creative Writing/English, Syracuse University Department of English, 1978.
Areas of Specialization
Philosophy and Literature, Aesthetics, Ethics (especially Biomedical Ethics, Feminist Ethics), Philosophy of Emotion, Hume
Areas of Competence
Epistemology, Modern Philosophy, Introductory Logic and Metaphysics
Courses Taught
The Philosophy of Fiction (PHIL 4913/PHIL 5913/ENG 5913, University of Central Oklahoma)
Visions of Dystopia (PHIL 4911, University of Central Oklahoma, Team leader)
The Philosophy of Horror (PHIL 4921/ENG 5911University of Central Oklahoma)
Major Figures in Aesthetics (PHI 395, Syracuse University)
Theory of Knowledge (PHIL 3993, University of Central Oklahoma)
History of Philosophy: Modern (PHIL 2183, University of Central Oklahoma)
Philosophy of Emotion (PHIL 3993, University of Central Oklahoma)
Ethical Theory (PHIL 3103, University of Central Oklahoma, PHI 191, Syracuse University))
Contemporary Moral Problems (PHIL 1123, University of Central Oklahoma)
Medical Ethics (PHIL 3513/PHIL 5913 University of Central Oklahoma; PHIL 230, Cornell University)
Dying and Death (PHIL 3533, University of Central Oklahoma)
Women and Values (PHIL 4203/PHIL 5913, University of Central Oklahoma; PHIL 276, Ithaca College)
Rights and Reproduction (PHIL 4913, University of Central Oklahoma)
Women: 1870-1938 (HUM 4911, University of Central Oklahoma, Team member)
Scholarship/Leadership (PHIL 2003, University of Central Oklahoma)
Introduction to Philosophy (PHIL 1113, University of Central Oklahoma; PHIL 101, Ithaca College)
Theories of Knowledge and Reality (PHI 187, Syracuse University)
Critical Reasoning (PHIL 151, Ithaca College)
Writing and Philosophical Analysis (PHI 102, Syracuse University)
Recent Publications in Philosophy: Books
Mirrors to One Another: Emotion and Value in Jane Austen and David Hume. Wiley-Blackwell. New Directions in Aesthetics series. 2009.
Selected Recent Publications in Philosophy: Articles and Chapters
“Fiction and Negative Emotions.” In The Routledge Companion to Philosophy and Literature. Edited by Noel Carroll and John Gibson. Routledge,
2014. Forthcoming.
“Eighteenth Century British Philosophers on Tragedy. In The Oxford Handbook of British Philosophy in the 18th Century. Edited by James Harris.
Oxford University Press, 2013.
“Being Evil.” In Dungeons and Dragons and Philosophy. Edited by Jon Cogburn and Mark Silcox. Open Court (2012): 65-74.
“Poetry Is What Gets Lost in Translation,” Art and Philosophy. 2013. Forthcoming.
“Fiction, Thought Experiments, and Moral Knowledge,” Southwest Philosophy Review. (January 2013). Forthcoming.
“Not Moderately Moral,” with Jeanette Bicknell. Philosophy and Literature. Forthcoming.
“Fetal Pain Legislation and the Abortion Debate,” (Presidential Address). Southwest Philosophy Review (January 2012).
“Not Separate but not Equal: How Fetal Rights Deprive Women of Civil Rights,” with William L. Andrews. Public Affairs Quarterly 26:2 (April
2012): 103-122.
Comment on Duncan Purves’“Still in Hot Water” Southwest Philosophy Review 27: 2 (2011).
“Ideal Presence: How Kames Solved the Problem of Fiction and Emotion,” Journal of Scottish Philosophy 9:1 (March 2011).
“Truly Funny: Irony and Satire as Moral Criticism,” Journal of Aesthetic Education 45:1 (Spring 2011).
“Post-Abortion Syndrome: Creating an Affliction,” with William L. Andrews. Bioethics 24:9 (November 2010): 445-452.
“Federally Funded Elective Abortion: They Can Run, but They Can’t Hyde,” with William L. Andrews. International Journal of Applied
Philosophy 24:2 (Fall 2010): 169-184.
“Seeing and Imagination: Emotional Response to Fictional Film,” Midwest Studies in Philosophy, “Film and Emotions,” Volume XXXIV: 1 (2010):
120-135.
“Kames on Ideal Presence: Revisiting the Problem of Fiction and Emotion,” Southwest Philosophy Review (January 2010).
"Rape, Evolution, and Pseudoscience: Natural Selection in the Academy," with William L. Andrews, Courtney Lewis, and Marissa Stroud. Journal
of Social Philosophy 40:1 (2009): 75-96.
"Form Affects Content: Reading Jane Austen," Philosophy and Literature. 32.2 (Oct. 2008): 315-329.
“Aesthetics and Humean Aesthetic Norms in the Novels of Jane Austen.” Journal of Aesthetic Education 42.1 (Spring 2008).
http://www.okhighered.org/admin-fac/academic-forms.shtml
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Darian Clarke De Bolt
Professor
Department of Humanities and Philosophy
University of Central Oklahoma
Education
Ph.D. (Philosophy), University of Oklahoma, 1993
M.A. (Philosophy), University of Oklahoma, 1985
Graduate, F.B.I. National Academy, University of Virginia, 1984
Master of Theological Studies Candidate, Lutheran School of Theology at Chicago, 1968-70
B.A. (Philosophy and Greek) with High Honors, University of Oklahoma, 1968
Academic Appointments
Various positions from Adjunct Lecturer to Professor, Department of Humanities and Philosophy, University of Central
Oklahoma, 1993-2013
Various positions from Adjunct Lecturer to Visiting Assistant Professor of Philosophy, University of Oklahoma, Norman,
OK, 1979-2004
Teaching Fellow in Greek, Lutheran School of Theology at Chicago, 1969-70
Teaching Honors
Favorite Professor Award, Spring Semester 2002, Presented by Alpha Lambda Delta, Academic Honor Society for
Freshmen at the University of Central Oklahoma
Outstanding Professor Award, Academic Year 2001-02, Presented by the Greek System of the University of Central
Oklahoma
Teaching Experience
University of Central Oklahoma
Ethics and Criminal Justice (Upper Division and Graduate Level)
Philosophy of Mathematics (Upper Division)
Special Topics in Logic: Modal, Deontic, and Imperative Logics (Upper Division)
Contemporary Continental Political Philosophy (Upper Division)
Topics in Greek: Selections from the Greek Church Fathers (Upper Division)
19th Century Philosophy (Upper Division)
The Greek Philosophers (Upper Division and Graduate Level)
The Greek Historians (Upper Division and Graduate Level)
Exegesis of the Greek Text of I Corinthians (Upper Division)
Greek New Testament Readings and Intermediate Greek Grammar (Upper Division)
Ancient and Medieval Philosophy
Biblical Greek I
Biblical Greek II
Social and Political Philosophy
Logic and Critical Thinking
Introduction to Philosophy
University of Oklahoma
Epistemology (Graduate Level)
Ethical Theory (Graduate Level)
Some Publications
 “Who is the Primary Cognitive Subject in Probable Cause Determinations?” American International Journal of
Contemporary Research, 2 (2012): 151-54.
Logic Briefly. Dubuque, IA: Great River Technology, 2011.
 “Hume , Comte, and the Religion of le Grand Être,” 1650-1850: Ideas, Aesthetics, and Inquiries in the Early Modern
Era, 12 (2006): 105-23.
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SIEGFRIED E. H. HEIT
DEPARTMENT:
COLLEGE:
CAMPUS PHONE:
E-MAIL:
Humanities & Philosophy
Liberal Arts
974-5633
sheit@uco.edu
ACADEMIC QUALIFICATIONS
University of Wisconsin-Milwaukee
Year
1963
Degree
B.S.
Subject
Geography/History/German
University of North Dakota
1967-68
German/History
University of Tübingen (Germany)
1968-69
German/History
University of North Dakota
1969
M.A.
German (Minor: History)
Florida State University
1975
Ph.D.
Humanities/History/German
1984
Graduate
Dissertation
Napoleon and the German Intellectuals
US ARMY COMAND & GENERAL STAFF
COLLEGE
Courses Taught
General Humanities (Ancient to Medieval)
General Humanities (Renaissance to Modern)
Survey of Western Humanities
The Lure of Nothingness (Romanticism)
19th & 20th Century Humanities
The Existentialist Revolt (Independent Study–Graduate Students)
Germanic Legends and Myths
Byzantium: From Greatness to Ruin
Vienna: From Splendor to Twilight
The Tales of the Brothers Grimm
When God was a Woman
Women in the Humanities
Women/Witches/Religions
Jerusalem: One City/Three Religions
Apocalypse and Armageddon
PLTSC: Scholarship/Leadership
German POW Camps in Oklahoma during World War II
Research papers published in New Plains Review, Vol. 4, No. 1 (2004), and the fifth reprint was in 2012
Directed Seven European Study Trips (2003-09)
Recipient of Fulbright Grants, NEH Grants, DAAD (German Academic Exchange Service) Grants, and Goethe
Institute Grants.
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Sarah R. Kyle
Assistant Professor
Department of Humanities & Philosophy
100 North University Drive
Edmond, OK 73034-5209
Tel. 405.974.5856 • Fax. 405.974.5900
skyle@uco.edu
EDUCATION
Ph.D., 2010
Emory University, Art History
Dissertation: “The Carrara Herbal in Context: Imitation, Exemplarity, and Invention
Fourteenth-Century Padua”
M.A., 2002
Queen’s University (Kingston, ON Canada), Art History
Thesis: “Simone Martini’s Vergil Frontispiece: A Study of Petrarchan Patronage”
B.A., 2000
University of Western Ontario, Visual Arts and English (with distinction)
in Late
ACADEMIC POSITIONS
2010–
Assistant Professor, Early Modern Humanities, University of Central Oklahoma
Spring 2010
Lecturer, Art History, Emory University
2009 – 2010
Instructor, Art History, Oglethorpe University
AREAS OF SPECIALIZATION
Renaissance theories of perception; history of the book; collection and Early Modern culture of knowledge; Early Modern
print culture; the cult of famous men; portraiture and identity; patronage in Italian courts
TEACHING EXPERIENCE
Survey courses:
General Humanities: Ancient to Medieval (University of Central Oklahoma)
General Humanities: Renaissance to Modern (University of Central Oklahoma)
Renaissance and Baroque Humanities (University of Central Oklahoma)
Art Appreciation (Oglethorpe University)
Modern Art (Oglethorpe University)
Upper-level seminars:
Humanities Capstone (University of Central Oklahoma)
Early Renaissance Italy (University of Central Oklahoma)
Dante’s Inferno (University of Central Oklahoma)
Monsters and Magic: the Culture of Knowledge in Early Modern Europe (University of Central Oklahoma)
Art of Exploration and the Colonial Encounter (Oglethorpe University)
Graduate-level seminars:
Dante’s Inferno (ENG 5910)
Dante’s Paradiso (ENG 5910)
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Dr. Stephen C. Law
Educational Background
Ph.D. Humanities, Florida State University, 1986
Program: The Intellectual History of the Ancient World
Dissertation: In Risu Veritas: The Dialectics of the Comic Spirit in Classical Antiquity
M.A.
Classics, Florida State University, 1980 (non-thesis option)
B.A.
Classics, Florida State University, 1978. With minor in philosophy.
Summa Cum Laude with Honors; thesis: The Concept of Areté in the Homeric Epics
Employment History
University of Central Oklahoma 1987Departmental Chairperson, 1992-2008
Full Professor, 1995
Florida State University 1978-1987
TA with full teaching responsibilities/ Faculty Fellow with graduate teaching
responsibilities
AOS Areas of Specialization: Classical antiquity and Medieval Europe (art and architecture, literature, philosophy,
religion)
AOC Areas of Competence: philosophy (aesthetics, philosophy of religion)
Courses Taught at the University of Central Oklahoma
HUM 2113 General Humanities: Ancient to Medieval
HUM 2223 General Humanities: Renaissance to Modern
HUM 2333 Philosophy in Life/Philosophy and Culture
HUM 3003 Workshop: What to Do in Europe
HUM 3023 Classical Humanities
HUM 3033 Medieval Humanities
HUM 3123 New Testament Humanities
HUM 3993 Classical Mythology
HUM 3993 The Anglo-Saxons
HUM 3993 Origins of the Bible
HUM 3993 The Crusades
HUM 3993 Medieval Warfare
HUM 3993 The Vikings
HUM 3993 Byzantium
HUM 4913 The Heroic Epic
HUM 4913 The Origins of Comedy: Greece and Rome
HUM 4913 Heaven and Hell: The Concepts of Immortality
HUM 4913 Madmen and Heretics: The Dynamics of Social Change
HUM 4913 The Trojan War: The Archetype of Western Civilization at War
HUM 4913 Arthurian Legends
HUM 4913 Apocalypse and Millennia (team taught with M. Flansburg)
HUM 4913 Barbarian Europe
HUM 4123 Pagan Europe
PHIL 2163 History of Philosophy: Ancient through Medieval
PHIL 3143 Philosophy of Religion
PHIL 4911 The Philosophy of Horror (team taught with E.Dadlez and J. Mock)
PHIL 4911 Gnosticism (team taught with E.Dadlez and J. Mock)
PHIL 4911 Zen and the Art of Motorcycle Maintenance (team taught with E.Dadlez and J. Mock
PHIL 4911 Visions of Dystopia (team taught with E.Dadlez and J. Mock
PHIL 4933 Early Christian Thought
PLTSC 2003 Scholarship/Leadership
PLTSC 2003 Advanced Leadership Development
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James W. Mock
Ph.D. Philosophy and Fine Arts, Syracuse University Humanities Doctoral Program, 1988;
M.Phil. Philosophy/Aesthetics, Syracuse University Humanities Doctoral Program, 1984;
M.L.S. Library Science, Syracuse University Department of Information Studies, 1979;
M.A. Art History, Syracuse University Department of Fine Arts, 1977;
M.A. work (all but language), English Literature, Southern Illinois University Department of English, 1968-70;
B.A., English/Philosophy, LeMoyne College Department of English, 1968.
Areas of Specialization:
Aesthetics, fine arts, art history, literature, composition, American humanities, American
philosophy, humanities survey.
Areas of Teaching Competence: All of the above, philosophy of language, literary and semantic theory, theories of
perception.
Dissertation:
Illusion and Art: An Analysis and Critique of E.H. Gombrich's Art and Illusion, 1988. Advisor: Catherine
Lord. Readers: Jose Benardete, Edward F. Storm, David Tatham, Sidney Thomas.
Dissertation Abstract: The text analyzes the work of E.H. Gombrich in his central presentation, Art and Illusion: A
Study in the Psychology of Pictorial Representation, in the light of the philosophy of Karl Popper. The result of the
analysis is the location of many of the problematic aspects of the Gombrich thesis in the philosophy of Karl Popper, which
Gombrich has applied in far reaching and significant ways to the study of art history and the psychology of perception.
Selected Publications: Co-Editor with Dr. E.M. Dadlez of “Hume and the Interaction of Ideas in the long Eighteenth
Century,”a special feature section, pages 49 – 174, of the journal 1650-1850.
“David Hume, ‘Of the Standard of Taste,’ and Aesthetic Theory,” in 1650 – 1850: Ideas, Aesthetics, and Inquiries in the
Early Modern Era, Vol. 12, Edited by Kevin L. Cope (New York: AMS Press, 2006), 125 – 145.
Review of John Dilworth’s The Double Content of Art, in The Journal of Aesthetics and Art Criticism, Vol. 64, No. 2,
Spring 2006, 289 – 291.
“David Hume’s and Guy Sircello’s Aesthetics”;
“Winckelmann on the Trapeze: The Delicate Balance of Aesthetic Theory”;
& “The Workings of the Artworld: Articles of Faith,” in
The beautiful, the Sublime, and the Grotesque: The Subjective Turn in Aesthetics from the Enlightenment to the Present.
Edited by Michael J. Matthis (Newcastle upon Tyne: Cambridge Scholars Press, 2010).
“Possible Influences by and upon David Hume and ‘Of the Standard of Taste’,” in Southwest Philosophy Review, Vol. 27,
No. 1, January 2011.
“Response to Andrew Ward, ‘Imagination and Experimentalism in Hume’s Philosophy’,” in Southwest Philosophy Review,
July 2012
Conference papers in the last three years: 16 papers presented at conferences national and international.
Recent Manuscript Review for Publisher: Ray Belliotti, Dante's Deadly Sins: Moral Philosophy in Hell, for WileyBlackwell, 2010. Commissioned by Jeff Dean, Editor, Philosophy Publishing.
Courses Taught at the University of Central Oklahoma: Aesthetics (PHIL 3993); American Humanities (HUM 3063);
American Philosophical Thought (PHIL 2143); Contemporary Moral Problems (PHIL 1123); General Humanities I,
Ancient through Medieval (HUM 2112, HUM 2113); General Humanities II, Medieval to Modern (HUM 2223);
Gnosticism (PHIL 4911); Languages of Art (PHIL 3993); Literature in Life/ Literature and Culture (HUM 2243); 19th and
20th Century Humanities (HUM 3053); Philosophy in Life / Philosophy and Culture (HUM 2333);
The Philosophy
of Horror (PHIL 4921); Philosophy of Music (PHIL 4913); Renaissance and Baroque Humanities (Hum 3043); Seminar in
Surrealism (HUM 4913); Visions of Dystopia (PHIL 4911); Zen and the Art of Motorcycle Maintenance (PHIL 4901).
Recent Textbook Reviewing: Review of Revision Plan for Matthews, Platt, and Nobel’s The Western Humanities,
McGraw-Hill, 2008.
Pre-revision Review of Henry M. Sayre’s The Humanities: Culture, Continuity & Change, Prentice Hall, 2009.
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MARGARET WORSHAM MUSGROVE
University of Central Oklahoma
Department of Humanities & Philosophy
mmusgrove2@uco.edu
EDUCATION
 B.A., University of Texas at Austin, 1984 (Plan II)
 M.A., University of North Carolina-Chapel Hill, 1987 (Latin; Thesis: “The Influence of
Lucretius on Horace, Satires 1.1-1.3”)
 Ph.D., University of North Carolina-Chapel Hill, 1991 (Classics; Dissertation: “Narrative
Experimentation in Ovid, Metamorphoses 12-14”)
EMPLOYMENT
 University of Central Oklahoma, Department of Humanities and Philosophy (Edmond, OK)
2004-2008 Assistant Professor; 2008-present Associate Professor
 Edmond Public Schools (Edmond, OK) 2001-2004: Latin Teacher (grades 9-12)
 Saxon Publishers, Inc. (Norman, OK) 1999–2001: Associate Editor
 University of Oklahoma, Department of Classics (Norman, OK) 1991–1999: Assistant
Professor.
COURSES TAUGHT
UCO: HUM 2113 General Humanities: Ancient to Medieval, HUM 3233 Ancient Roman Culture,
HIST 1103 Early Western Civilization, HIST 4813 History of Greece and Rome, HIST 4783
History of Ancient Greece; HIST 4793 History of Rome; LATN 1114, 1224, 2113 Elementary
and Intermediate Latin
Edmond Public Schools: Latin I-IV, English I, ACT Preparation
OU: Latin (all levels), Classical Mythology, Classical Literature in Translation
Beginning, Intermediate, and Advanced Latin; Latin Capstone Course
AREAS OF SPECIALIZATION
 Latin language and literature
 Classical Greek language and literature
 Greek and Roman history
 Literary theory
RECENT CONFERENCE PAPERS
“Some Thoughts on Teaching a Humanities Course in Ancient Roman Culture.” Humanities
Education and Research Association (Salt Lake City, UT, 2012).
“The House of Fama in Ovid, Metamorphoses 12.” Symposium Cumanum, Vergilian Society
Conference (Cuma, Italy, 2010).
“The Statue of Marcus Aurelius in the Campidoglio.” Humanities Education and Research Association
(El Paso, TX, 2010).
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Page 38 of 39
Revised June 2012
Dr. Mark Silcox - Curriculum Vitae
Education
Ph.D., Philosophy, The Ohio State University, 2002.
Dissertation Title: A Prolegomenon to Radical Interpretation
M.A., Philosophy, University of Toronto, 1993.
B.A., Philosophy and English, University of Toronto, 1992.
Areas of Specialization
Philosophy of Language, Ethical Theory, Philosophy of Popular Culture
Areas of Competence
Aesthetics, Philosophy of Mind, Political Philosophy, Applied Ethics, Logic,
Books
Philosophy Through Video Games (with Jon Cogburn), Routledge Inc. (December, 2008)
Edited Anthologies
Dungeons & Dragons and Philosophy (with Jon Cogburn), Open Court Inc. (September,
2012)
Some Recent Publications
“On the Value of Make-Believe” in Journal of Aesthetic Education (Winter 2012)
“‘The Cry of Nature:’ Dissolving the Frege/Geach Problem,” in Southwest Philosophy
Review (January, 2011)
“Computability Theory and Ontological Emergence” (with Jon Cogburn) in American Philosophical Quarterly
(January, 2011)
Some Recent Presentations
“Against Brain-in-a-Vatism” (with Jon Cogburn) to The American Philosophical Association, Central Division
(February, 2013)
Comments on “Stop Over-Analyzing It: The Puzzle of Historical Inaccuracy and the Pragmatic Interpretation of
Imaginative Resistance” by Mary Beth Willard, to the American Society for Aesthetics, Pacific Division
(April, 2012)
Comments on “The Problem with (Quasi-Realist) Expressivism” by Stephen Davey, to the Southwestern
Philosophical Society (November, 2011)
“Personal Identity and Video Games” to Composition II students at the University of Oklahoma (February, 2011)
Some Courses Taught
Philosophy and Humanism (UCO 2010-2011)
Philosophy of Games (UCO 2008-2011)
Metaphysics (UCO 2007-2012)
Contemporary Philosophy (UCO 2007-2011)
Philosophy of Language (UCO 2006-2007, 2008-2011)
Ethical Theory (UCO 2005-2010)
Business Ethics (Auburn 2000-2005)
Introduction to Ethics (The Ohio State University1997-1998, Auburn 2000-2005)
Introduction to Philosophy (The Ohio State University 1996-1997; UCO 2007-2012)
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Page 39 of 39
Revised June 2012
Theresa A. Vaughan, Ph.D.
Professor and Chairperson, UCO Department of Humanities and Philosophy
Personal Data
 Contact Info: tvaughan@uco.edu | work (405) 974-3434 | home (405) 321-6168
Educational Background
 Ph.D. Folklore, Indiana University, 1999. With double minor in Anthropology.
 M.A. Folklore, Indiana University, 1995
 B.A. Anthropology and French, University of Michigan, 1990
Dissertation
 Art and Community: A Community Arts Center in Norman, Oklahoma
 Committee: Henry Glassie (Chair), Carol J. Greenhouse, Roger Janelli, Gregory Schrempp
Teaching and Research Areas
 Areas of Specialization: Folk Art, Women’s Folklore, Irish Folklore, Folklore and Politics, Community Art
Aesthetics, Folklore Studies
 Areas of Competence: Human Origins and Prehistory, European Folklore and Anthropology, General Western
Humanities, Cultural Anthropology, Biological Anthropology, World Religions, Native American Studies, Linguistic
Anthropology, Cultural Theory, Women’s Studies, Anthropology of Food
 Other teaching interests: Art History, East Asian Studies, Ancient Egypt, 20th Century French Literature, Early 20th
Century Artistic Movements, Historical Archeology, Folklore and Popular Culture, Medieval Folklore
Courses Taught at the University of Central Oklahoma
Lower Level
 General Humanities: Ancient to Medieval
 General Humanities: Renaissance to Modern
 Non-Western Humanities
Upper Level
 Bronze Age Humanities
 Folk Culture
 Women: 1870-1935 (team taught with E. Dadlez and M. Brodnax)
 World Religions
 Women’s Folklore (directed reading)
 Humanities Internship (three semesters, working on an encyclopedia)
 Theories of Culture
 Native American Humanities
 Religion, Ritual, and Festival
 Medieval Folklore
 Food, Culture and Film
 Medieval Women
 Anthropology of Religion
Selected Recent Publications



“’Composed for the honor and glory of the Ladies’: Folklore and Medieval Women’s Sexuality in the Distaff
Gospels,” accepted for publication in an edited volume entitled Unsettling Assumptions: Folklore, Gender, Drag,
Pauline Greenhill and Diane Tye, eds. Publication date by Utah State University Press, forthcoming.
“The Alewife: Changing Images and Bad Brews” Accepted for publication in AVISTA: Studies in the
History of Medieval Technology, Science and Art, special issue on Medieval Brewing, pp. 34-41. Vol. 21.1/2
(2011).
Co-Editor (with Liz Locke and Pauline Greenhill), Encyclopedia of Women’s Folklore and Folklife (Two Volumes),
Greenwood Press, December 2008.
http://www.okhighered.org/admin-fac/academic-forms.shtml