There is a growing debate over the extent of consensus or divergence found within interdisciplinary International Studies (IS) programs. Unfortunately, with a few exceptions, this debate has taken place in the absence of empirical data. This article advances our understanding of the current state of IS curricula through an analysis of data generated from a survey of 140 interdisciplinary undergraduate IS majors across the United States. The surveyed programs comprise 63 Doctoral/Research institutions, 40 Master's institutions, and 37 Baccalaureate institutions found in 38 states and the District of Columbia. The 140 programs are analyzed in terms of six basic components: introductory course(s), research methods, capstone course(s), area and/or thematic concentrations, study abroad, and foreign language requirements. The findings demonstrate significant areas of both consensus and divergence in IS programs.

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