History of the Institute's Development
Definitions
Proposed Organizational Structure
The Transition to the New Structure
Operational Principles/Guidelines
Possible New Programs and Activities
Rationale and Anticipated Benefits to the College
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Operational Principles/Guidelines
We recommend that the Institute conduct its operations in a manner consistent with the following principles or guidelines:
- Global Perspective and Reach – The Institute’s vision and programming should be truly global in reach, encompassing the local, national and transnational dimensions of civic/public life. The Institute’s programming and activities should purposefully encourage students to address “the world’s major questions, asking [them] to apply their developing analytical skills and ethical judgments to significant problems in the world around them.” (Greater Expectations report, AAC&U 2002). Inter alia, this should include efforts to encourage and enable students to explore global cultural diversity (language, literature, other forms of cultural expression); to place science within a global context (disease, environment, natural resources); to apply quantitative literacy skills to global questions (demographics, economic development, immigration policy); to consider the ethical dimensions of global issues (sustainable development, conflict and insecurity, global citizenship/civic responsibility); and to place the particularities of the US experience in an international comparative context. This should involve classroom-based and experiential learning, as well as significant engagement with other cultures through relevant study away/abroad programs.
- Urban Engagement – Given its urban setting, the Institute has many opportunities for advancing its proposed mission by drawing on resources available within the greater Twin Cities area. Accordingly, the Institute should make every reasonable effort to engage the local community in mutually beneficial activities intended to advance the goal of educating our students for ethical and effective global citizen-leadership. These efforts should involve a diverse array of partners including community-based organizations, public agencies, elective bodies, educational institutions and cultural organizations (some of which will be local, some national and some transnational in nature). Finally, efforts should be made to orient and educate Macalester faculty, staff and students about the history and evolving nature of our urban environment.
- Ethical conduct – To the extent that its mission requires that it engage the local, national and transnational communities within which it is embedded, the Institute has an over-riding ethical responsibility to “do no harm” to those communities. Minimally, this requires that each such interaction be governed by an ethic of mutually respectful and reciprocally beneficial engagement with community partners. Beyond this, certain activities (such as CBL/CBR) may require special attentiveness to disciplinary ethical standards (in this respect, anthropologists may have different ethical guidelines than, say, biologists).
- Structured reflection – Consistent with the mission of educating global citizen-leaders, the Institute should encourage students to interrogate and reflect upon the concepts of “citizenship”, “leadership”, and “globality” while cultivating leadership skills, civic competencies and a global perspective. One of the priorities of the Institute should be to encourage students to place their course-work, community-based learning, study away, internship, and other curricular and co-curricular experiences in the context of “global citizenship and leadership”. Students should also be encouraged to reflect on the way in which the values of democracy, freedom, equity, justice, and peace encompass the globe and play out across multiple cultures in complex ways.
- Multiple pathways for participation – In order to maximize its attractiveness and impact, the Institute should ensure that students are able to engage the Institute and participate in its programming in a variety of ways. For some students, this may involve a comprehensive multi-year program; for others, it may take the form of a one-time, limited duration experience. Students should be able to participate in some programs directly and others via course-work or other forms of academic programming. A premium will be placed on the importance of both curricular and co-curricular efforts to educate the whole student for global citizenship and leadership. We also recommend that the Institute take appropriate steps to ensure that its programming is readily accessible to students and faculty from all four academic divisions (Math/Science, Fine Arts, Humanities and Social Science).
- Student leadership and peer mentoring – In order to develop leadership capacity (and reflecting the proven pedagogical value of peer mentoring) the Institute should encourage the participation of students in the delivery and planning of Institute activities.
- Engagement of Alumni and Community Members as “Co-Educators” – We recommend that the Institute take appropriate measures to engage alumni and community members as knowledgeable and valuable partners in the enterprise of educating global citizens and leaders. We believe that the insights of alumni and community members are critical in implementing the mission of the Institute and to ensure that its activities are responsive to and respectful of community concerns
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