The goal of Marlboro College is to teach students to think clearly and to learn independently through engagement in a structured program of liberal studies. Students are expected to develop a command of concise and correct English and to strive for academic excellence informed by intellectual and artistic creativity; they are encouraged to acquire a passion for learning, discerning judgment and a global perspective. The college promotes independence by requiring students to participate in the planning of their own programs of study and to act responsibly within a self-governing community.
How have you engaged in work that reflects responsible action in the community both on and off campus?
WORLD STUDIES PROGRAM GOALS
An introductory knowledge of world history and cultures
An understanding of contemporary issues of global significance
Competence in cross-cultural communication, including proficiency in a second language, work experience in another culture, recognition of differing cultural values and reflection on your own values and place in the world
A deeper understanding of a particular world region, including its geography, culture, history and political, economic and environmental systems A grasp of one or more academic disciplines, the Fields of Study in which Marlboro students do Plan work, and an ability to apply the concepts and methods of these disciplines to a particular problem or issue
The integration of academic and experiential learning, including the practical application of academic learning during the internship and the integration of internship experiences and learning into Plan work
An ability to communicate clearly through the written and spoken word
Potential New Directions
Definitions
Revisiting mission statement to combine global & local citizenship
What does a student with global environmental literacy look like? (As part of larger discussion of what does a student who graduates with a degree field in _______________ look like?
Developing better way to determine whether a specific course meets definition of “global” content
Potential New Directions
Assessments
Proposal for new system of evaluating Merit Scholarships to include criteria of global & local citizenship (and other mission-related aspects)
Revising Sophomore Review to integrate global & local citizenship
Global Perspectives: Best Practices, Pitfalls, and he Art of the Rubric Sources and Destinations
Andrew Wingfield, Associate Professor and Codirector Sustainability Studies
an ability to apply the concept of sustainability in critically examining social issues related to the use of Earth’s natural resources;
an ability to creatively and effectively apply the principles of sustainability to his or her own field of study.
Sustainability Studies Learning Outcomes (1 & 3)
a well-grounded understanding—informed by natural science, social science, and humanistic perspectives—of the role humans have played in creating current environmental challenges, and that they must play in devising and implementing sustainable solutions to environmental problems;
an ability to think critically about the diversity of ethical issues raised by human interactions with the environment, and to use these ethical insights as a foundation for responsible behavior.
New Century College is committed to integrating interdisciplinary knowledge with lifelong learning by offering experiential, hands-on learning that connects the classroom to the world. Our community encourages students to engage in active learning, independent inquiry, and research that respond to the needs and opportunities of a diverse society while preparing them for responsible leadership and citizenship.
NCC meets this challenge through
Advancing integrative knowledge and understanding
Encouraging collaborative learning through teaching and research
Providing opportunities for civic and community engagement and leadership
Global Understanding
Global Understanding is the respect for and appreciation of the interconnections among systems on the planet. Global understanding includes the ability to:
Respect different perspectives and ways of knowing that are based on cultural, ethnic, religious, and geographical differences.
Comprehend the way in which technology has treated a small world, politically, socially, economically and culturally.
Appreciate the interconnectedness of the local and global communities.
Understand various life forms and the environment.
Effective Citizenship
Effective citizenship means the development of an
informed understanding of communities and the
roles and responsibilities of individuals within those
communities. Effective citizens will:
Develop the ability to examine contemporary issues and their historical contexts.
Recognize the value of multiple perspectives in civic life.
Make informed choices regarding personal community involvement, social justice issues and leadership roles.
Make an effort to be informed and educated on issues affecting their communities.
Setting of global citizenship (global education program)
B. The actual processes that transpire during the course of the program
C. End of the course or program
- revisit learning goals and objectives
- revisit expectations, community guidelines, and personal concerns: what works/what needs special attention in the future
- where to from here: planning/envisioning
D. Post (for global education program): when participants returned from the trip (Transformative Impact of the global education program)
Graduation Portfolio (New Century College)
As New Century College values active learning and self-assessment, the college asks all students to explore their entire educational experience through the creation of comprehensive graduation portfolios.
In these portfolios, students assess critically their academic knowledge and practice, and communicate through extensive self-reflection the value of their undergraduate work, their understanding of their learning process and their goals for the future.
A faculty reviewer (chosen by the individual student)
reads the portfolio and meets the author for an exit interview. Only when the faculty reviewer accepts the portfolio (as satisfactory or with distinction) is a student cleared for graduation
Integration Paper
AFTER the trip, students are required to submit a Final Integrative Paper (7-10 pages) based on their overall travel experience:
What does the whole travel experience mean to you?
Specific events/activities that you found compelling, inspiring, challenging, thought provoking. In what way? Please give specific examples to support your statements.
How has the whole experience changed your views in life? How are you being impacted by the experience?
Specific persons you met during the trip that impacted you the most? In what sense? Describe the experience. Lessons you have learned from the experience.
Most memorable places you have visited. What made them memorable to you?
Most meaningful activities you did during the trip. What made them meaningful to you?
Aspects of the travel where you struggle the most. In what way? Please give specific examples.
Specific lessons/insights/discoveries you have from the trip.
How will you sustain or enhance further the impact the trip has made on you when you go back to the US?
What metaphor best describes your whole travel experience?
Awareness of, and personal responsibility towards cultural diversity, social justice and the relationships between the natural environment and the human community.
Assessment Committee Recommendations
No CLA, etc.!
Review and align learning outcomes with AACU Value Plus Outcomes when possible
Develop new outcome / rubrics for environmental literacy with CIEL / Ecoleague / ASSHE
Student-directed artifacts in senior capstone project portfolio (electronic)
Synthesizing essay, reflections connect artifacts to outcomes