Connecting The Dots3

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<ul><li> 1. Connecting the Dots Growing an Ecologically Mindful Living Learning Environment </li> <li> 2. Copresenters <ul><li>Patti Kenney, Academic Learning Coordinator, Liberty Hyde Bailey Scholars Program, Michigan State University </li></ul><ul><li>Katie Clark, Student, Residential Initiative for the Study of the Environment, College of Social Science, Michigan State University </li></ul></li> <li> 3. Additional Collaborators <ul><li>Frank A. Fear, Community, Agriculture, Recreation and Resource Studies and Bailey Scholar, Michigan State University. </li></ul><ul><li>Terry P. Link, Director, Office for Campus Sustainability and Bailey Scholar, Michigan State University. </li></ul><ul><li>Laurie Thorp, Director, RISE (Residential Initiative for the Study of the Environment) and Bailey Scholar, Michigan State University. </li></ul></li> <li> 4. Laurie Thorp Terry Link, Office of RISE Campus Sustainability </li> <li> 5. Frank Fear Shari Dann Bailey Scholars, CARRS F&amp;W, CARRS </li> <li> 6. An ecologically mindful living learning community <ul><li>Connecting students commitments to </li></ul><ul><li>Make the world a better place </li></ul><ul><li>Integrate content areas </li></ul><ul><li>Develop skills </li></ul><ul><li>Engage wider community </li></ul></li> <li> 7. Context <ul><li>Student dissatisfaction with living choices </li></ul><ul><li>Land-grant university </li></ul><ul><li>Provosts Vision for Liberal Arts includes extending living learning options </li></ul><ul><li>Diminishing financial resources </li></ul><ul><li>Programs with common goals &amp; values </li></ul><ul><li>Commitment to collaborative process </li></ul></li> <li> 8. Key players <ul><li>*RISE *Bailey Scholars </li></ul><ul><li>*ECO *Community Agriculture, </li></ul><ul><li>*Office for Recreation &amp; Campus Resource Studies </li></ul><ul><li>Sustainability *Environmental </li></ul><ul><li>*MSU Student Journalism </li></ul><ul><li> Organic Farm </li></ul></li> <li> 9. Key commitments <ul><li>Ecologically mindful residence hall (control over food choices, waste reduction, building operations) </li></ul><ul><li>Deliberative, democratic self-governance </li></ul><ul><li>Integrative curriculum </li></ul></li> <li> 10. The Importance of Dialog <ul><li> Dialog is shared exploration toward greater understanding, connection, or possibility. </li></ul><ul><li>Tom Atlee, Co-Intelligence Institute </li></ul><ul><li> 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 </li></ul></li> <li> 11. Integrative Curriculum <ul><li>Connected learning </li></ul><ul><li>Criticality </li></ul><ul><li>Holistic (personal, professional, academic, emotional, spiritual intelligence) </li></ul><ul><li>Self-generated learning goals and evaluation </li></ul></li> <li> 12. Community of Scholarly Practice <ul><li>Community becomes its own practice </li></ul><ul><li>Theory and practice are interrelated </li></ul><ul><li>Actions and reflections are interdependent </li></ul><ul><li>Self-governance </li></ul><ul><li>Engagement beyond the community </li></ul></li> <li> 13. Modified Open Space <ul><li>1) Whoever comes is the right people </li></ul><ul><li>2) Whatever happens is the only thing that could have </li></ul><ul><li>3) Whenever it starts is the right time </li></ul><ul><li>4) Whenever its over, its over </li></ul></li> <li> 14. The law of two feet <ul><li>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 </li></ul></li> <li> 15. What makes Open Space work? <ul><li>Self-organization </li></ul><ul><li>Safe environment </li></ul><ul><li>High levels of diversity and complexity </li></ul><ul><li>Chaos, or the drive toward change </li></ul><ul><li>Inner drive toward improvement </li></ul><ul><li>Stuart Kaufmann </li></ul></li> <li> 16. Colloquy Learning Goals <ul><li>Develop programmatic framework </li></ul><ul><li>Connect with relevant community programs &amp; opportunities </li></ul><ul><li>Identify linkages with existing campus programs </li></ul><ul><li>Engage a supportive network of people to move the proposal forward </li></ul></li> <li> 17. Mind mapping <ul><li>Will people really color on the board? </li></ul><ul><li>Will any sense emerge out of the chaos? </li></ul></li> <li> 18. Mind map </li> <li> 19. Emerging Groups <ul><li>Pedagogy of Place/Building &amp; Landscape as Teacher </li></ul><ul><li>Engagement and Governance </li></ul><ul><li>Food </li></ul><ul><li>Curriculum </li></ul></li> <li> 20. Pedagogy of Place <ul><li>Location in a small, community oriented residence hall (food, beauty) </li></ul><ul><li>Eventual location in a LEED certified residence hall </li></ul><ul><li>Creation of a commons </li></ul><ul><li>A building that teaches </li></ul></li> <li> 21. Engagement and governance <ul><li>Who leads? What leadership styles for what contexts? </li></ul><ul><li>How are community decisions made? </li></ul><ul><li>Accountability </li></ul><ul><li>How to balance shared decision making? </li></ul><ul><li>How much autonomy? </li></ul></li> <li> 22. Food <ul><li>Students have option to actively participate in food purchasing, preparation and disposal </li></ul><ul><li>Student organic farm, local farmers </li></ul><ul><li>Food that teaches: integrating food system, health and wholeness, budget </li></ul><ul><li>Opportunity to grow own food </li></ul></li> <li> 23. Curriculum <ul><li>21 credits (specialization) </li></ul><ul><li>9 core, 12 elective </li></ul><ul><li>Understand self in relation to place </li></ul><ul><li>Systems thinking </li></ul><ul><li>Synthesize knowledge across disciplines </li></ul><ul><li>Think and act critically </li></ul><ul><li>Deliberative dialog </li></ul><ul><li>Leadership skillsthought and action </li></ul></li> <li> 24. Interdependence in making Sustainable choices Economic Environmental Social </li> <li> 25. John Tagg (2004) Alignment for learning CONTENT PROCESS CONTEXT </li> <li> 26. For more information <ul><li>Colloquy: </li></ul><ul><li>Bailey Scholars Program: </li></ul><ul><li>Proposal copies </li></ul><ul><li>e-mail Patti Kenney [email_address] </li></ul><ul><li>or Katie Clark [email_address] </li></ul></li> </ul>