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Designation of Distinction in Global Engagement

The process to obtain the Designation of Distinction in Global Engagement is as follows:

A. PROPOSAL

  1. A SHORT BIOGRAPHY (2 paragraphs)

  2. A COURSES AND ACTIVITIES FORM outlining the courses and activities you plan to engage in to meet your goals. The Courses and Activities form is a four-year plan. We understand that your initial plan may change somewhat as new opportunities and interests emerge, but try to imagine what an integrated global and intercultural curriculum and co-curriculum might look like for you.

  3. AN INTRODUCTORY ESSAY describing your intention for obtaining the distinction. The essay should describe how the choices you select would make a coherent plan for you. As part of this essay, students should address how they meet the educational goals in the following four categories.

LEARNING GOALS AND OUTCOMES FOR DDGE

Intercultural Communication Skills and Cultural Competencies

  • To gain an understanding of your own cultural constructions, become flexible in making cultural shifts in a new context, and be able to adapt to new cultural frameworks

  • To acquire language and communication skills in order to be effective in interacting in other cultures and within 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 such as social conflict, gender/class/ ethnicity/language, environmental challenges, and community aspirations within a local and global framework

Personal Development and Transformation

  • To take initiative to move out of your comfort zone, to develop cultural humility, and to understand your identity and role in relationship to others

  • To engage in meaningful reflection on your own learning and with others to understand a larger context, and to be able to assess your own learning in light of multiple understandings of the world

  • To seek to understand situations from others’ 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 yourself as an agent of change, imagine alternatives to the world we live in, and work for justice, peace, and sustainability

B. FINAL REPORTING

  1. A LIST OF COURSES AND ACTIVITES COMPLETED OVER FOUR YEARS. This statement of completed courses and activities should include all the courses and activities that you actually carried out.

  2. A FINAL ESSAY, approximately six pages in length. The essay should outline the goals that you had hoped to accomplish and the process by which you actually did accomplish those goals in the context of the DDGE Learning Goals and Outcomes outlined above.

DDGE REQUIREMENTS

  1. On-campus coursework (courses, Collaborative Faculty-Student Research, independent studies, summer research)

  2. Off-campus study (semester and/or May Term)

  3. Language study and language ability (at least 201 levels or equivalent or first language competency in a language other than English)

  4. Co-curricular activities on campus (student government, participation/leadership in campus organizations or committees, participation in cultural centers or friendship houses)

  5. Community engagement experiences off campus (internships, Bonner, participation in local, national, or international agencies or organizations)

QUERIES TO HELP YOU FRAME YOUR CURRICULAR AND CO-CURRICULAR PLAN

Queries are a traditional Quaker method for deliberating about one’s core values and commitments. The following queries are designed to guide you in reflecting upon the significance and application of global engagement as you write your introductory and concluding essays and plan your curricular and co-curricular choices.

  • What do I need to know and what skills do I need to develop in order to live in a global, pluralistic world?

  • What ethical and political issues do I expect to encounter in my major and vocation?

  • How do my coursework, off-campus study, and internships help me to understand myself as an agent of change?

  • How do my coursework, off-campus study, and internships help me to understand and effectively address global and intercultural issues?

  • Who are the constituencies I anticipate working with in my profession and what intercultural skills do I need to work with
    them?

  • How do I live my commitment to diversity, global awareness, and sustainability in my everyday life and community?

EXAMPLES OF COMPONENTS THAT WOULD COUNT

Curricular

  • Courses that address issues of global politics, economy, natural resources, or social systems

  • Courses that address intercultural relations

  • Courses that engage diverse interpretations of religion, culture, ethics, polity, or environment

  • Courses that promote understanding of global modes of expression in the arts and literature

  • Courses that offer a student an in-depth historical perspective about a particular region and people

  • Courses that are specifically designed to prepare students for or build upon off-campus study experiences

Co-Curricular

  • Active membership in an “intercultural” organization, whether domestically or internationally focused, that sponsors dialogue

  • Active participation in planning or implementing an international/intercultural event

  • Participation in convocations or other community events addressing “difference,” such as anti-racism workshops, panels, etc.

  • Service at Amigos, Girls Inc., Boys and Girls Club, Townsend Center, etc., or tutoring students, for at least a semester

  • Planning of an event off-campus that addresses global or intercultural issues

  • Participation in disaster relief or other social service nationally or internationally (New Orleans, Haiti, Japan, etc.)

  • Gospel Revelations for at least a year

  • Leadership in a theme house that sponsors global or intercultural activities

  • Advocacy related to student political organizations on campus (e.g., divestment, labor, solidarity work, etc.)

  • Active participation in Earlham Student Government

  • Participation in global/intercultural organizations or activities, nationally or internationally

  • Attendance at conferences or events off-campus, nationally or internationally, that address global or intercultural issues

  • Summer projects/internships/service related to global or intercultural themes (e.g., Projects for Peace, Bonner)

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