Summaries to Questions About Learning Beyond the Classroom From the Fifth Stakeholder Conference
4. What recommendations do you have that should be considered as we move forward?
Responses for Option #1 (integrating learning beyond the classroom into the general education curriculum):
Consider combining all three options.
That we address diversity issues in implementing the program and provide valuable learning experiences for all students.
Find learning experiences that are targeted to key stakeholders, that are appropriate to a particular level of course work, and that fit the GC mission.
Learning experiences should be designed to provide a cross-section of learning contexts representing all schools and disciplines.
Take account of faculty workload issues and hire more faculty to sustain program.
Responses for Option #2 (integrating learning beyond the classroom into the majors):
Phase I should address general education concerns, while Phase II should be the majors.
Consider how viable each major is and who would seek those opportunities.
Find some common ground in meaningfulness as well as levels of difficulty.
Effective marketing is important.
Input needs to come from departments to implement programs.
Approaching the problem from a school-wide perspective with a mandate for departments might be more effective than relying on departments alone.
Majors should compete for resources on the basis of quality and creativity of their proposals. A university-wide committee should evaluate the proposals.
Responses for Option #3 (integrating learning beyond the classroom through a menu of options):
Offer a petition process and resource center (student staffed, GA coordinated) for seeking out individual experience; course release for one faculty from each program to serve as advisor.
Have a steering committee and liaisons in each department.
Work with existing leaders in this area on campus and involve community leaders and students in designing programs to ensure measurable improvements in the quality of life in surrounding areas.
Emphasize faculty development, especially in so far as advising is concerned.
Tie in the GC mission.
Be inclusive of all schools and departments when generating menu of options and provide meaningful support.
Require participation by all students.
Require a specific number of experiences in the freshman, sophomore, junior, and senior years.
Ensure a concise menu that is transferable.
Develop criteria for sound, consistent academic experiences and assessment plan based on desired outcomes.
Clearly identify whether projects will occupy a student for their entire career at GC or whether there are "finite tracks" that last for a particular year or semester.
Learning beyond the classroom should be linked to residential learning communities.
Ensure that program has buy-in from all stakeholders, including students, faculty and staff, and community.
Develop pilots on the basis of national models and with a small group of students.
Develop an effective marketing plan for high school students and communicate needs and expectations to GC students and faculty.