VI Program Goals and Expectations

VI.  Program Goals and Expectations

Earlham Learning Goals for Off-Campus Programs

The following learning goals have been established for all Earlham off-campus programs:

Intercultural Communication Skills and Cultural Competencies

  • To gain an understanding of one’s own cultural constructions, learn to be flexible in making cultural shifts in a new context, and learn to adapt to new cultural frameworks.
  • To acquire language and communication skills to effectively interact within other cultures and culturally diverse groups.

Global Forces and Transnational Phenomena

  • To learn how global forces and processes have affected ideas, groups, institutions, economies, and the natural environment.
  • To analyze issues including social conflict, gender/class/ethnic/language issues, environmental challenges, and community aspirations within a local and global framework.

Personal Development and Transformation

  • To take initiative to move out of one’s comfort zones, to develop cultural humility, and to understand one’s identity and role in relationship to others.
  • To engage in meaningful reflection on one’s own learning and with others to understand a larger context, and learn to assess one’s own learning in light of multiple understandings of the world.
  • To seek to understand situations from other points of view, and build inquisitiveness, confidence, and independence in life-long learning.

Social Responsibility and Transformation

  • To develop effective skills, analytical tools, and ethical perspectives to make positive contributions for the betterment of the common good.
  • To understand oneself as an agent of change, imagine alternatives to the world we live in, and work for justice, peace, and sustainability.

 

Tibetan Studies Practices / Program Expectations, written by the group

 

Leaders are expected:

•To be knowledgeable and able to point students in the right direction to seek out what they are interested in.

•To be open and honest with the students.

•To provide assistance when program members need guidance with issues that we are having (whether they are personal or academic).

•To feel like part of the group and have experiences with us.

•To show respect for all members of the group.

•To be receptive to the needs and desires of the group.

•To find the balance between being involved with the group directly enough that we stay organized and on time and being over-controlling so that the schedule and rules are too strict.

•To take into account different learning styles and different ways students process their experiences and learning.

•To allow space and time for unstructured exploration.

•To allow space and time for and to help facilitate participants’ opportunities to engage in spiritual practice.

•To raise questions and to allow space for different perspectives to be explored.

 

The group as a whole is expected:

•To be conscious of our actions and the impressions we make, remembering that our behavior will be considered a reflection of Earlham and of our countries of origin and that it will affect future programs.

•To be on time, even if the events themselves don’t start on time.

•To not break up into the same smaller groups when together as a group

•To be willing to “open up” and be friendly, so that we will all come to know each other better.

•To support each other.

•To be respectful of each others’ needs,

•To be inclusive of all members of the group and of the Tibetans and Indians we live with during the program.

•To become a support system for each other.

•To have a direct, honest approach to conflicts.

•Lightheartedness, a sense of humor, and adventuresome spirit.

•A willingness to see the best in everyone.

•To be respectful of each person’s individual needs and the life situations he/she comes from.

•To be willing to be open about our spiritual beliefs and needs and to be respectful of each other’s spirituality.

 

Each student is expected:

•To be non-judgmental and respectful.

•To aim for a positive state of non-expecting flexibility.

•To learn to engage productively with Tibetan people we meet.

•To engage with Tibetan Buddhism and to also engage with those spiritual practices that are important to me.

• To be mindful throughout our days and to be engaged in what is happening in the present moment.

•To do what I can to support the building of community in the group, nurturing personal and group relationships.

•To expand my knowledge of another culture,

•To learn more about myself by encountering challenges and reflecting more.         •To use my skills to accomplish my goals.

•To be patient and open with ideas, people, and ways of being that are different from myself, including different levels of adventurousness.

•To have a sense of adventure and courage to push myself out of my comfort zone.

•To assume that those around me are trying to do the best they can for themselves and for me.

•To take care of my own physical and mental health.

 

 

And a reminder of a the list of suggestions for helpful attitudes as we encounter difference that Eric Cunningham raised during Cross-Cultural Explorations:

•Recognize the weapons of privilege (and try to avoid them).

•Recognize your cultural schema as such, and interrogate yourself.

(Remember DIE: Describe, Interpret, Evaluate)

•Adopt an attitude of “reverence” and humility toward different cultural                           schemata.

•Embrace the “sad passions” as entry points for interrogation, inquiry,                             contemplation, and acceptance.

He suggested we maintain a distance from judgements about bad and good / right and wrong, and keep in mind the distinction between true and right. An account may be both true and not right.

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