More than 3,600 students major in fields housed in the ten academic departments of the MTSU College of Liberal Arts. Our disciplines encompass the arts, the humanities, and the social sciences. In addition, much of the university's General Education program is located within our college, so virtually every MTSU student will take some classes with us. Our academic offerings range from freshman survey courses to Ph.D.s. in English and Public History. The college offers several dozen undergraduate majors, nearly 30 interdisciplinary minors, and ten graduate degrees. The heart of the college is our faculty, and we have more than 300 full-time faculty members.
In addition to our academic departments, a variety of other units call Liberal Arts home, including the Center for Historic Preservation, the Albert Gore Research Center, the University Writing Center, the Governor's School for the Arts, the Mineral, Gem, and Fossil Museum, and the Forensic Institute for Research and Education (FIRE).
Ours is a dynamic college, with new programs and approaches constantly being added. Yet we remain committed to the ideals of a classical liberal arts education, which introduces students to the broader world and, we hope, provides them a framework with which to understand it. Moreover, the liberal arts focus on developing students' ability to read, write, and think critically. In addition to the intrinsic value of acquiring those skills, employers increasingly report that they look for broadly-trained and quick-learning employees who can respond to the demands of our rapidly changing society.
Browsing College of Liberal Arts by Subject "Intellect"
(College of Liberal Arts, Middle Tennessee State University, 2016)
The central objective of this study was to examine whether allegations of performance- enhancing drug use could affect perceptions of athlete intelligence. Extant literature on sports science and intellect has suggested that
athletes are frequently subjected to the negative connotations that are associated with the big dumb jock phenomenon. Critical race scholarship and stereotype threat were also highlighted in the review of related literature. A total of
96 participants completed a pre-test measure that assessed their perceptions of athletes, engaged in a non-related distraction task, and then completed a post-test measure that re-assessed their perceptions of athletes. It was during
the post-test administration that participants were supplied negative allegations that implied the athletes had experimented with performance-enhancing drugs. Results indicated that unsubstantiated claims of performance-enhancing drug
use resulted in all athletes being perceived as less intelligent. Additional findings illustrated a significant difference exists between how we perceive a black athlete who reportedly used performance-enhancing drugs and how we percei
ve a white athlete who reportedly used performance-enhancing drugs. The data from the present investigation hints that athletes are guilty until proven innocent within the intellectual arena in circumstances where allegations of perfor
mance- enhancing drug use are publicly disseminated via various mass communication channels. Implications for social judgment theory and avenues for future research were appropriately acknowledged within the present research.