I like this schematic, although the immersives are not represented (and I know I need to do my homework on those, like, are we committing to a 12-1-3? that is not my preference).
I don’t see Maria Amado’s suggestion incorporated here, and I think it’s important. *Maybe* some of our content concerns (I haz them) *and* pedagogical methodology concerns (I haz them as well) can be addressed through implementation.
That is to say, for Guilford to become a more unified and supportive community, and for our graduates to do a better job of ethical leadership both while they are here and after they graduate, I think there are foundational knowledge and skills they need to be able to handle with confidence and grace. What we keep calling the “Critical Perspectives” needs to do a LOT of work.
Some of that work will be easier done if folks teaching the courses (First Year Course, TWO “global and diverse” perspectives, and whatever we do with breadth) work together.
Simply *presenting* our students with the fact that there ARE diverse perspectives is not enough; they need to engage with these “perspectives” with humility as well as a critical eye based on something like a commitment to human dignity and respect.
That’s a kind of work that many of them aren’t being introduced to in K-12. I think we could do it on something like the proposed model, but we need resources and time to create a community that supports student learning and outcomes. That means faculty time together, hammering out not just the narrative of these courses, but what’s in them, and how they get taught. I think.
You’re totally right that I didn’t represent the Immersives. I’ve added them to the diagram. The form they would take is not clear yet, although the LAGER 4.5 proposal indicates they would be a week long and required.
I like this schematic, although the immersives are not represented (and I know I need to do my homework on those, like, are we committing to a 12-1-3? that is not my preference).
I don’t see Maria Amado’s suggestion incorporated here, and I think it’s important. *Maybe* some of our content concerns (I haz them) *and* pedagogical methodology concerns (I haz them as well) can be addressed through implementation.
That is to say, for Guilford to become a more unified and supportive community, and for our graduates to do a better job of ethical leadership both while they are here and after they graduate, I think there are foundational knowledge and skills they need to be able to handle with confidence and grace. What we keep calling the “Critical Perspectives” needs to do a LOT of work.
Some of that work will be easier done if folks teaching the courses (First Year Course, TWO “global and diverse” perspectives, and whatever we do with breadth) work together.
Simply *presenting* our students with the fact that there ARE diverse perspectives is not enough; they need to engage with these “perspectives” with humility as well as a critical eye based on something like a commitment to human dignity and respect.
That’s a kind of work that many of them aren’t being introduced to in K-12. I think we could do it on something like the proposed model, but we need resources and time to create a community that supports student learning and outcomes. That means faculty time together, hammering out not just the narrative of these courses, but what’s in them, and how they get taught. I think.
You’re totally right that I didn’t represent the Immersives. I’ve added them to the diagram. The form they would take is not clear yet, although the LAGER 4.5 proposal indicates they would be a week long and required.
Thanks!