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Bridgewater by xiangpeng


									             Achieving Better Horizontal and
             Vertical Integration in the Liberal
                       Arts Curriculum
                      Bridgewater College’s Four-Year
                       Personal Development Portfolio
Modeling the Four Stages of Reflection

   Explaining the goals and structure of Bridgewater’s
    Personal Development Portfolio program—Ed
   Exploring your institutions’ current strategies for
    helping students achieve horizontal and vertical
   Analyzing how the practice of reflective writing
    has helped students at Bridgewater College
    perceive and foster integration—Kathy
   Synthesizing how BC’s PDP program might be
    relevant to your institution and students—Betsy
Explaining the PDP Program
   Consists of a unique four-year blend of course instruction,
    service learning, reflective conversations, and writing
The PDP Program
   Introduces students to the liberal arts
The PDP Program
   Encourages students’ critical reflection on their experiences
    over four years
The PDP Program
   Helps students recognize integrative connections
     Across  courses—general education, major, electives
     Across curricular, co-curricular, and non-curricular
The PDP Program
   Helps students recognize integrative connections
     Across   the four years at BC and beyond
Reflection in the Four Dimensions
Consistent with the Bridgewater mission to ―educate
the whole person,‖ students are asked to reflect on
their own growth in four dimensions of personal
     Intellectual Growth and Discovery

     Citizenship and Community Responsibility

     Ethical and Spiritual Growth

     Emotional Maturation and Physical Health
Four-Year Program

Freshmen               Sophomores              Seniors
PDP 150 (fall)         Juniors                 PDP 400 (fall)
3-credit course        PDP 200 (fall)          non-credit S/U
―Personal              PDP 300 (fall)          Writing Workshops
Development and the    non-credit S/U
                                               PDP 450 (spring)
Liberal Arts‖          Reflective
                       Conversations and       1-credit, graded
                                               Senior Portfolio
                       Writing Exercises

    All phases of the program are taught by trained faculty
             from departments across the college.
   PDP 150 (fall term) – seminar course
   Introduction to the Liberal Arts
   Introduction to the PDP program
   Instruction and practice in the skill of critical
Sophomores and Juniors
   PDP 200/300 (fall term) – conversations and
    writing exercises
   Pre-Conversation Worksheet
     describing courses  and activities accomplished as well
      as plans for the future
   Structured Conversation with Faculty
     emphasizing   critical reflection in the four dimensions
   Written Reflective Exercises
     reflective writing   on specific experiences
   PDP 400 (fall term)
     Senior PDP  Convocation
     Senior Portfolio Writing Workshop

   PDP 450 (spring term)
     Scored by  trained faculty from across campus
     Students allowed to revise
Senior Portfolio
   Senior Reflective Essay
   Service Learning Documentation
   Supporting Materials
   Resume and Cover Letter
Senior Reflective Essay Demonstrates:
     Critical Reflection in the Four Dimensions
     Clear Evidence of Integration
     Specific Reflection on Life Goals
     Effective Supporting Materials
     Service Learning Reflection
     Clear Organization and Writing
Exploring Your Institution
   What mechanisms or programs does your institution
    currently use to achieve horizontal integration?
    Vertical integration?
   What works well with your current strategies?
   What problems exist with these current models?
Analyzing the Reflective Process
   The four stages of reflective writing
   Reflecting on personal experience
   Teaching reflection in PDP 150—some weak and
    strong examples of freshman reflective writing
   Reflection as a means to integration
   Further academic applications for reflective writing
   Explaining = identifying and describing the
    experience or idea to be reflected upon
   Exploring = considering past experience and
    knowledge, examining preconceptions
   Analyzing = systematically examining all relevant
    details of the topic within its larger context
   Synthesizing = examining the broader implications,
    considering the possible consequences and
    applications a new perspective may offer
Some Prompting Questions
   Describe a specific meaningful experience you’ve had during
    the past year. Explanation
   Discuss your thinking prior to the experience. Exploration
   Consider why the experience was meaningful—how it may
    have challenged or reinforced your assumptions. Analysis
   Discuss the significance of the experience for your life as a
    whole—how it has ramifications for other dimensions of your
    life (horizontal integration) as well as for your future (vertical
    integration). Synthesis
Teaching Reflection in PDP 150
Weak example of freshman reflective writing
 Dr. Hayes’ Sociology 101 class was very important to
 me. She was hard, but I sure learned a lot. I didn’t
 think I would like sociology at first, but in the end I
 liked it a lot!

   No reflection
   No integration
                                              Explain New Information
Strong Example of Freshman                    Explore Preconceptions
                                              Analyze the Issue
Reflective Writing                            Synthesize Implications

 Dr. Hayes’ Sociology 101 class was the most important course I took in my
 intellectual development. The discussion of social roles challenged my
 previous view that everything I do is a product of my own free will. For
 instance, I always took the way I dress as an expression of my true self. But
 Goffman’s ―dramaturgy‖ theory says our actions are just performances that
 conform to roles or scripts that are created by society. When I thought
 about that, I realized I tended to wear more or less what’s appropriate to
 what Goffman called a ―stage‖. My ―surfer‖ wardrobe wasn’t so much the
 true me as role I played on the stage set by my friends. The ―fancy‖ clothes
 I wore to church weren’t so much false as a costume for a different stage.
 To explore this further, I decided to take cultural anthropology next Spring.
 I think this may help me to be a better diplomat, my current career goal.
 Understanding how actions correspond to different roles or stages could
 help me be a better negotiator.
                                         Explain New Information
Another Strong Example of                Explore Preconceptions
                                         Analyze the Issue
Freshman Reflection                      Synthesize Implications

  One of the most challenging things we read this semester was Martin Luther
  King’s ―Letter from a Birmingham City Jail.‖ When we began discussing it, I
  wasn’t very interested in the topic. I had heard all about the civil rights
  movement and didn’t need to go over all that again. But at one point in the
  discussion, we began to talk about how King’s ideas might apply to current
  issues such as a ban on gay marriage. Now, I’ve always been a staunch
  opponent of gay marriage because I believe homosexuality is wrong. But
  as we kept talking, I realized that King’s definition of an unjust law, a law
  where the majority imposes a restriction on the minority that it does not
  apply to itself, is exactly what we’re proposing when we ban gay
  marriage. Heterosexual couples are allowed to marry, but that privilege is
  denied to gay couples. That really got me thinking. Later, I realized that
  it’s not good to be too hasty about your opinions. You have to look at
  things logically and think them through, which is what college does the best.
  It gives you the tools you need to understand things at a deeper level.
                                                                Explain New Information
Reflection that shows horizontal and                            Explore Preconceptions
                                                                Analyze the Issue
vertical integration                                            Synthesize Implications

    When I took Introduction to Political Philosophy as a freshman, I was intrigued with
    Aristotle’s notion of telos. He said that all beings naturally develop towards their
    highest expression. In the case of human beings, Aristotle thought this telos was self-
    sufficiency. I was able to develop this concept further in my Christian Social Ethics
    class with Abshire this spring. I found that some notion such as Aristotle’s is
    necessary to give meaning to Christian notions of natural rights. These should be
    rights to human development towards self-sufficiency rather than just unconstrained
    freedom. This idea was confirmed for me during my service learning, for I acted
    ethically towards the students I tutored when I helped foster their development
    through discipline and high expectations rather than letting them do what they
    wanted (which was to be left alone). The experience really reinforced my sense of
    why I wanted to be a teacher: to help my students be free by fostering their
   Horizontal integration—discusses work across several classes, disciplines, service
   Vertical integration—applies concepts across several semesters, to future goals
Assessing Reflection in PDP 450
   Excerpt from a senior essay that demonstrates
    strong vertical integration
   Excerpt from a senior essay that demonstrates
    strong horizontal integration
Further Applications for the             Student Learning Outcomes for the
Reflective Process                       Cultural Diversity and Dynamics General
                                         Education Category

   The student is able to identify relevant assumptions regarding cultural
    diversity and dynamics in nonwestern, U.S. and/or European contexts.
   The student can describe the cultural diversity and dynamics of a given
    society or within a global framework. Explanation
   The student is able to demonstrate and analyze how cultural diversity and
    dynamics intersect to influence social, political, economic and/or cultural
    structures within/between given societies or within a global context.
   The student can critique the assumptions, implications, opportunities, and
    consequences of cultural diversity and dynamics with sensitivity toward the
    dimensions of diversity by appropriately generalizing or resisting
    generalizations across groups and/or through historical time. Synthesis
Example Writing Prompt for a ―Diversity and
Dynamics‖ Course

For PSCI 210: Politics and Government in the U.S.
        In a researched reflective essay, explore the political preconceptions you
  brought to the class; explain the conservative, progressive and civil society
  responses to America’s public policy problems; develop a position on what we
  should do about the contemporary political problems you find most pressing; and
  explain how you might work for these solutions as a US citizen.
          The purpose of this essay is for you to make sense of the course readings so
  that you may figure out your own political ideology and where you stand on the
  issues facing the federal government. The main audience for this paper is, therefore,
  you yourself, so you will be graded on your ability to honestly explore your political
  values, be open to new information, analyze the course readings, and demonstrate
  steadfastness in figuring out your political beliefs. Your paper should engage in the
  four stages of reflection, but it may be organized in any way you wish.
Synthesizing PDP’s Applications for Your
Institutions and Students
   What Bridgewater College students have gained
    from PDP
   How we have arrived here—History of the PDP
   Open discussion of significance and application for
    diverse institutions
The ―Value Added‖ of PDP
 Moving students from ―passive consumers‖ to
  ―active agents‖
 Helping students become ―fluent‖ in articulating
  their personal development for employers,
  graduate programs, and themselves
History of the PDP Program
 Inception of the Program
 Faculty ―buy-in‖: from orientation program to
  academic course work
 From compliance model to reflective process

 Advising: from ―in loco parentis‖ to mentor

 Admissions: ―selling‖ the liberal arts.

 Outcomes: retention, alumni perceptions
Open Discussion
   Let’s hear from you!
              Dr. Edward W. Huffstetler
              Associate Dean for Academic Affairs, Director of the PDP Program

              Prof. Nan R. Covert
              Associate Professor and Chair, Art Department

              Dr. Catherine L. Elick
              Professor and Chair, English Department

              Dr. Harriett E. (Betsy) Hayes
              Associate Professor and Chair, Sociology Department

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