Paragraph on a learning outcome that does correspond with an enriched major

One of the learning outcomes of a Political Science major is to “Have an informed sense of the historical dimension of the various political issues, developments, trends, theories, and forms of inquiry relevant to the student’s interest”. This skill set may seem vague and very open to interpretation. However, in the context of Political Science, you can apply knowledge of what topics will be covered to understand that these expectations do touch upon all three of Boyer’s essential elements of an enriched major. For instance, given that these learning objectives would be applied to the politics of the U.S and abroad, keywording such as ‘developments” or “trends” can translate into areas of inquiry such as the U.S’s political involvement in Afghanistan or Vietnam. Just that one example would provide a history of war in politics, gender inequalities, economic gains of countries involved, and social unrest seen through various forms of activism. Though at the surface level, this learning outcome can present itself in a broad and hard to utilize way, with some critical thinking and applying common knowledge of what Political Science theories usually addresses, an immense amount of possibilities arise within the structure of an enriched major.

Paragraph on a learning outcome that does not correspond with an enriched major

A learning outcome within the Political Science major that does not show an abundance of enriched major qualities is to “Have developed a mature political imagination…to envision what constitutes an important political question/issue and to understand the various ways in which a political scientist might address such a question/issue”. To Boyer, a learning outcome such as the one described above is not overly nuanced in many different areas of liberal learning. This outcome’s objective is designed to prepare students to think critically but in a way that fixates on political theory and perhaps even in preparation for law school. This is a more philosophical outcome that could have opportunities to discuss portions of Boyer’s enriched major requirements like social, historical, or moral implications. However, for the most part, this objective sets students up for one particular kind of analysis and inquiry under the political sphere. 

Paragraph on a course description from a required class that fits elements of an enriched major 

A course description I selected to connect to elements of an enriched major is under the course PSC 200 – Intro to Political Theory. The description says this class will “ examines a selection of the most profound and influential works of Western political theory from the origins to democracy to the present day…study what different thinkers have had to say about the meaning of justice, order, the good life, the common good, freedom, and democracy…understand and critically evaluate the arguments of different theorists…and to reach your own reasoned positions on the issues raised by them.” Many elements listed above correspond to Boyers essential enriched major characteristics. To study the origins of something, in this case, political theory, inherently implies the historical and traditional scope of an enriched major to be met. Going deeper into analyzing what influential people think about this topic enhances the social and economic implications through objectives like “the good life” and “freedom.” Many of these topics can provide a variety of social theories based on economic prosperity as the gauge of how well a society is doing or the happiness of a particular group of people. Similarly, this course description offers a method for uncovering moral and ethical views as well. Being instructed on how to “reach your own reasoned positions” allows for self-reflection and an in-depth understanding of how certain political theories affect different groups of people, whether that be minority communities or developing nations; a level of moral and ethical dilemmas could emerge abundantly within this course.  

Paragraph on a course description from a required class that does not fit elements of an enriched major 

Boyer’s argument that three crucial elements involving history/tradition, social/economic, and moral/ethical must be evident in order to deem a major enriched could be missing from a course description under the title “PSC 319 – Education Law”. In this course, the emphasis is solely on how legal and law-related issues arise in K-12 schools and provides a background into the “legal structure of education with respect to local, state, and federal governments will be fostered while emphasizing the knowledge and skills needed to effectively analyze legal situations that occur within schools”. It would be tough to touch upon all three of Boyer’s requirements within a short time, such as one semester. More likely, the course would focus specifically on legal issues in schools surrounding social and economic implications. Not to say there wouldn’t be any mention of the other two enriched major characteristics, but this course description narrows into one specific area of law. It aims for students to have the deepest level of awareness and understanding in that one area.