Our fervent desire is that the Quality Enhancement Plan described in these pages will be both transformative and regenerative: Transformative in that it will expand the horizons of faculty, staff and students beyond the provincial and the ordinary toward a larger, “world perspective.” Regenerative in that it will be undergirded by the best in the Morehouse tradition of scholarship, leadership and citizenship, which has provided the world, in the past, with scholarly and visionary leadership.
The inter-related and inter-connected world we described in the beginning will provide the context for challenging our faculty and students not only to contribute to knowledge, but also to comprehend and analyze that understanding in an increasingly globalized world, in other words to become “globally competent”.
The students who will be the beneficiaries of this Plan, “renaissance students,” will be different from their predecessors. They will have the exposure offered by the various initiatives of this project. First, the faculty will engage in a discussion to broaden and deepen their understanding of global issues in their disciplines and in general education, followed by the development of global learning outcomes in those areas. Undoubtedly, student learning and the comprehension of global issues will be impacted in a major way throughout the curriculum. The incorporation of student and faculty research projects as an aspect of this curriculum revision will contribute to both our faculty and students’ ability to collect information and to critically analyze global issues.
Second, our plan to expose increasing numbers of students internationally and inter-culturally through study abroad programs is designed to develop an appreciation for diversity and a respect for other cultures. Our students should be comfortable traveling abroad and interacting with people in any region of the world, and be able to converse in more than one language. Those students who are unable to study abroad will be impacted by our intent to bring increasing numbers of international students to campus as well as to provide living learning environments in international affairs.
Third, our plan tackles in a creative way the question of leadership training. We posit that effective moral leaders have the habits of mind conditioned with an ethical compass. Developing this compass requires grounding in certain attitudes and values or virtue-ethics, which are imparted to the evolving mind. Therein lies our strategy of exposing our students in various forums to leaders who can engage them about global issues from an ethical and moral perspective. We expect that some of our students will be so motivated they will consider our offering of a certificate in global ethical leadership training.
Finally, we envision that our plan is greater than the sum of its parts. It involves faculty, students, and staff and other stakeholders in a tapestry of programs that will provide a platform for moving Morehouse boldly, systematically and assuredly into the 21st century.
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