Proposal Template & Prompts

I. Overview

Provide a summary of the proposed field’s key questions/debates, its reason for existing as an IC at Brown, and a very brief summary of why you are proposing it. Provide a clear description of the proposed concentration’s academic goals and trajectory, reflecting on what skills a concentrator in this field would learn. (~250 words)

• Think of the Overview like the “Description” paragraph you see describing traditional concentrations on Focal Point.

• Think of the Learning Goals like the bullet-pointed “Student Goals” section on Focal Point. Keep in mind that learning goals are your own, not the goals of the field in general.

• Find an example of clear learning goals in the IC Rubric.

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II. What

Describe the context of the concentration outside of Brown and define key terms. (~500-750 words)

• If the concentration exists at other undergraduate liberal arts institutions comparable to Brown, describe the similarities and differences between the IC and those programs. Consider reaching out to members of those programs for details.

• If the concentration does not exist elsewhere but is a clearly established field of study, describe the state of the field, bring in resources from active scholars, and discuss how your concentration will connect with the larger field. Consider consulting leading journal or contacting some of the relevant scholars for guidance.

• If the concentration does not (yet) exist as a field of study, provide a very compelling description of its necessity, relevance, and academic merit

 

III. How

How do scholars in this interdisciplinary field come to know what they know? How do they collect and analyze data? (~500-750 words)

• What are your concentration’s forms of inquiry, paradigms, viewpoints, key skills, and analytical research methods? Specifically discuss the role of your methods course(s) and the tools you will use to interact with the information in your field. (See Question 5 for more on the methods course.)

• How do the different parts of your concentration come together, interact, and build on each other to create something unique and independent? How will you use resources at Brown to accomplish your learning goals?

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IV. Why

Provide a personal statement of justification for doing this concentration and an explanation of why the curriculum could not be pursued in a standard concentration at Brown. (~1000 words)

• Include a brief statement of personal interest in this topic and how you came to declare this IC.

• If the IC is similar to any other concentration(s), describe their differences - which should be significant enough to merit the creation of a new concentration. Why is this path necessary?

• Please refer explicitly to the existing concentrations as they appear on the University Bulletin, which changes frequently! Be sure to reference standard concentrations accurately and mention advising conversations you have had with other advisors from those programs.

• Read and consider various educational philosophies, including the Liberal Learning Goals and the philosophy outlined in “Draft of a Working Paper for Education at Brown University”. Describe which educational goals the IC fulfills and how it will do so.

 

V. Courses

List the courses required for the concentration.

• AB concentrations should include about 11 Core Courses, including 1 methods course, and 1 departmental independent study course (DISP) for your capstone (students who wish to complete a thesis or and Sc.B. capstone will have a minimum of 12 courses, as 2 DISPs are required). Most ScB concentrations include about 17 Core Courses.

• The course list should include a mix of introductory, intermediate, and advanced courses, logically building on earlier knowledge essential to completing capstone-like work. Adapt the “categories” column to best explain the flow and relationship between courses.

• Consider the knowledge and skills that are integral to the field. You may find it useful to list as alternative courses that accomplish similar intellectual goals (For example, if you plan to take 2 from a list of 5 courses).

• All ICs must have methods delving into the key ways of knowing and doing in the field. For many, this is how people in the field collect and analyze information (e.g. data, narratives), translating theory into practice. For some ICs with a technique- or production-related focus, a production-related methods course is also needed (e.g. a course on how to write non-fiction narrative). Your methods class should prepare you for your senior thesis or capstone project. It may be qualitative, quantitative, theoretical, creative, practical, etc., and more than one course may be required depending on your IC field.

• Specify the Writing Requirement course you intend to take as a junior or senior.

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V.ii. Course Diagram

See Course Organization & Diagrams page on this site.

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VI. Courses (Annotated) 

Describe how each of your courses supports the concentration. (~2-3 sentences each)

• Divide this section into categories that demonstrate the logical progression of the courses.

• Describe how each will contribute to the concentration’s depth as well as breadth, relating the academic material to the concentration’s field and learning objectives.

• Strongly consider including a diagram (flow chart, Venn diagram, etc.) of courses to illustrate the coherence of the IC.

 

VII. Thesis/Capstone

Outline the culminating project for the concentration. (~250 words)

• All ICs must include a final project to tie together the knowledge and skills of the concentration. Describe the format, content, and methodologies of the intended Capstone or Honors Thesis (details on the IC Info Sheet and the Thesis Guidelines)

• A thesis/capstone gives the student the opportunity to explore at least one of their learning goals in depth, using their chosen analytic or creative method.

• For sophomores, this should be a rough outline of what the final project might entail. Juniors should have a clearer idea of what specific questions the Capstone or Thesis will investigate and the resources necessary.

 

VIII. Bibliography

Provide an annotated list of scholarly works that are relevant to the concentration and support the contents of your proposal. At least 10 works. (1-2 sentences each)

• Works should be either central to the concentration or necessary to fully understand its existence. Describe how each relates to the concentration. Do not simply provide a generic summary.

• Be sure to have as the majority of your sources scholarly texts and articles; references from mainstream/popular culture should be kept to a minimum.

 

IX. Faculty Letter

Attach a letter of support from the Faculty Sponsor. The Faculty Sponsor Info Sheet, including the instructions for this letter, can be found on the CRC’s website.