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Connecting The Dots

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  • 1. Connecting the Dots Growing an Ecologically Mindful Living Learning Environment
  • 2. Copresenters
    • Patti Kenney, Ph. D. Academic Learning Coordinator, Liberty Hyde Bailey Scholars Program, Michigan State University
    • Katie Clark. Residential Initiative for the Study of the Environment, College of Social Science, Michigan State University
  • 3. Additional Collaborators
    • Frank A. Fear, Ph. D. Community, Agriculture, Recreation and Resource Studies and Bailey Scholar, Michigan State University.
    • Terry P. Link, Ph. D. Director, Office for Campus Sustainability and Bailey Scholar, Michigan State University.
    • Laurie Thorp, Ph. D. Director, RISE (Residential Initiative for the Study of the Environment) and Bailey Scholar, Michigan State University.
  • 4. An ecologically mindful living learning community
    • Connecting students’ commitments to
    • Make the world a better place
    • Integrate content areas
    • Develop skills
    • Engage wider community
  • 5. Context
    • Land-grant university
    • Provost’s Vision for Liberal Arts includes extending living learning options
    • Diminishing financial resources
    • Programs with common goals & values
    • Commitment to collaborative process
  • 6. Key players
    • *RISE *Bailey Scholars
    • *ECO *CARRS
    • *Office for *MSU
    • Campus Sustainability Student
    • *Environmental Organic Farm
    • Journalism
    • *Peace & Justice specialization
  • 7. Key commitments
    • Ecologically mindful residence hall (control over food choices, waste reduction, building operations)
    • Deliberative, democratic self-governance
    • Integrative curriculum
  • 8. Bailey Scholars Program
    • Seeks to be a community of scholars dedicated to lifelong learning.
    • All members of the community
    • work to provide a
    • respectful, trusting environment where
    • we acknowledge our interdependence and encourage personal growth.
  • 9. Ecological mindfulness
    • Bailey scholars bring disciplinary diversity to a consideration of ecological mindfulness
    • Classes and
    • Individual student learning plans and
    • Faculty work
    • support care for the environment
  • 10. Deliberative Democracy
    • Bailey scholars engage democratically
    • In the classroom (colearning)
    • Within the community (shared responsi-bility for Bailey)
    • In the broader university and beyond
  • 11. The Importance of Dialog
    • “ Dialog is shared exploration toward greater understanding, connection, or possibility.”
    • Tom Atlee, Co-Intelligence Institute
    • “ Dialog is about discovering what our true values are, about expanding our capacity for attention, awareness and learning with and from each other, exploring the frontiers of what it means to be human, in relationship to each other and our world.” Glenna Gerard, The Dialog Group
  • 12. Integrative Curriculum
    • Connected learning
    • Criticality
    • Holistic (personal, professional, academic, emotional, spiritual intelligence)
    • Self-generated learning goals and evaluation
  • 13. Community of Scholarly Practice
    • Community becomes its own practice
    • Theory and practice are interrelated
    • Actions and reflections are interdependent
    • Self-governance
    • Engagement beyond the community
  • 14. The Collaborative Process
    • Provost’s call for living-learning expansion
    • Initial dialog; student advisory committee
    • Key goals: food, democracy, sustainability
    • Summer lunchtime discussions
    • 8 th Annual Colloquy on Teaching & Learning
    • Proposal development
  • 15. Laurie Thorp Terry Link, Office of RISE Campus Sustainability
  • 16. Frank Fear and other Bailey Scholars, including Shari Dann , F&W
  • 17.
    • Bailey Scholar Richard Bawden opened the colloquy with a discussion of history and process.
  • 18. Open Space Format
    • Co-facilitators included:
    • John Fisk
    • and
  • 19. Leroy Harvey
  • 20. Modified Open Space
    • 1) Whoever comes is the right people
    • 2) Whatever happens is the only thing that could have
    • 3) Whenever it starts is the right time
    • 4) Whenever it’s over, it’s over
  • 21. The law of two feet
    • if at any time you find yourself in any situation where you are neither learning nor contributing – use you two feet and move to some place more to you liking
  • 22. What makes Open Space work?
    • Self-organization
    • Safe environment
    • High levels of diversity and complexity
    • Chaos, or the drive toward change
    • Inner drive toward improvement
    • Stuart Kaufmann
  • 23.  
  • 24.  
  • 25.  
  • 26. Diverse Representation
    • Faculty, students, community members
    • Various disciplines
    • Common task
  • 27. Colloquy Learning Goals
  • 28. Colloquy Learning Goals ctd.
  • 29. Colloquy Agenda
  • 30. Outcomes
    • Participants created a “tree” and placed their ideas in relationship on it.
  • 31. Rules for mind mapping
    • Start with a colored image in the center.
    • Lighten Up
    • Free Associate
    • Think Fast
    • Break Boundaries
    • Judge Not
    • Keep Moving
    • Allow Organization
  • 32.  
  • 33. Emerging Groups
    • Pedagogy of Place/Building & Landscape as Teacher  
    • Engagement and Governance
    • Food
    • Curriculum
  • 34. Mind map
  • 35. Pedagogy of Place
    • Location in a small, community oriented residence hall (food, beauty)
    • Eventual location in a LEED certified residence hall
    • Creation of a commons
    • A building that teaches
  • 36. Interdependence Economic Environmental Social
  • 37. John Tagg (2004) “Alignment for learning” CONTENT PROCESS CONTEXT
  • 38. Engagement and governance
    • Who leads? What leadership styles for what contexts?
    • How are community decisions made?
    • Accountability
    • How to balance shared decision making?
    • How much autonomy?
  • 39. Leader as
    • Collaborator
    • Change agent
    • Shaper of culture
  • 40. Food
    • Students have option to actively participate in food purchasing, preparation and disposal
    • Student organic farm, local farmers
    • Food that teaches: integrating food system, health and wholeness, budget
    • Opportunity to grow own food
  • 41. Curriculum
    • 21 credits (specialization)
    • 9 core, 12 elective
    • Understand self in relation to place
    • Systems thinking
    • Synthesize knowledge across disciplines
    • Think and act critically
    • Deliberative dialog
    • Leadership skills—thought and action
  • 42. For more information
    • Colloquy: www.re-news.net/colloquy
    • Bailey Scholars Program: www.bsp.msu.edu
    • Proposal copies—e-mail [email_address]

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