Given those objectives, S-CAR's capstone has always included an individual research project to prompt students to draw connections across their studies.
The goals say that by the end of the course, students should be able to "connect issues in a given field to wider intellectual, community or societal concerns using perspectives from two or more disciplines." (A description of GMU's general education requirements can be found at: http://provost.gmu.edu.) S-CAR faculty perceived these new goals as inviting innovative, interdisciplinary approaches to gathering data, analyzing it from multiple perspectives, and offering conclusions or recommendations tailored to particular audiences in and beyond the academic community.
For instance, as the S-CAR undergraduate program grows, the supervision of individual research projects in the "Integration" course has become a significant challenge.
Third, in 2011 S-CAR faculty procured a grant from the United States Department of Education's Fund for the Improvement of Postsecondary Education (FIPSE) for a three-year curriculum-development project titled "Linking Theory to Practice: Conflict Analysis and Resolution Pedagogy." The project aims to improve students' ability to apply conflict resolution and other theories to practical problems through experiential-learning activities in the classroom and intensive service-learning courses taken off-campus.
Every activity produced by S-CAR's experiential-learning project is thoroughly documented, assessed, and revised.
Hirsch, a cultural anthropologist, is a professor in the School for Conflict Analysis and Resolution (S-CAR) at George Mason University.