I joined the ICbG last year and found the community very helpful in designing a GC1Y 1000 Critical Thinking section called Public Deliberation. I came to GC over 7 years ago and served for several years as the Coverdell Institute Director before assuming my current position as an instructor in Government and Sociology. I spent 30+ years in community organizing and church leadership as a Lutheran minister before coming to GC. Much of my experience is related to community poverty relief work, including creating a preschool for children of homeless families which is now in its fifteenth year of serving the greater Trenton area. I spent 17 years in Princeton Jct., NJ where we significantly expanded the people, programs, and physical facilities of a faith community of over 800 people. As an instructor with “adjunct” status, I appreciate the opportunity to learn from faculty members and colleagues.
This year I hope to use the workshops to develop a GC2Y global perspectives course by revising a Religion and Politics special topics course that I have taught for several years. The course will have a civic component where the class prepares for, experiences, and reflects on a field trip to a Georgia NGO dedicated to global development. The first submission was rejected and turned out to be a good learning-from-failure experience. I took the committee’s constructive criticisms and with the help of Caralyn, revised and re-submitted the proposal.
I will use the Chalk Talk exercise to debrief a deliberation on the national debt that the class will conduct this week (with IP Stas as a guest deliberator). I also appreciate the resource, planning the course with the end in mind as it will help me imagine a macro learning outcome that hopefully emerges from several micro outcomes relative to Bloom’s taxonomy. As for the TPI profile, I am not surprised that I scored virtually the same score in the apprenticeship, nurturing, and social reform categories. I tend to teach with an interest in creating a learning community and have a bias toward civic engagement and public scholarship where students apply classroom learning in community contexts.