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. 


Works Consulted

Carter L., Miller G. D, and N Radhakrishnan.  Global Ethical Options. New York: Weatherhill, 2001.
Fluker, Walter E., ed. The Stones That The Builder’s Rejected: The Development of Ethical Leadership From the Black Church Tradition. Harrisburg, PA: Trinity Press International, 1998.
Fox, Matthew. The A.W.E. Project: Reinventing Education, Reinventing the Human. Kelowna, BC, Canada: Cooper House, 2006.
Franklin, Robert M. Crisis In The Village: Restoring Hope To African American Communities. Minneapolis: Augsburg Fortress Press, 2007.
Friedman, Thomas L. The World Is Flat: A Brief History of the Twenty-First Century. New York: Farrar, Strous and Giroux, 2005.
Gomes, P J. "Affirmation and Adaptation: Values and the Elite Residential College." Daedalus 128 (1999): 101-20.
Gore, Al. "Nobel Lecture." Norwegian Nobel Committee, Oslow. 10 Dec. 2007.
King, Martin L. Where Do We Go From Here? Chaos or Community. New York: Harper and Row, 1967.
---. "The Ethical Demands of Integration." A Testament of Hope: The Essential Writitngs of Martin Luther King, Jr. Ed. James M. Washington. San Francisco: Harper and Row, 1986: 245-52.
Melvill, Henry. Golden Lectures for 1855. 1855. n.d.
National Association of State Universities and Land-Grant Colleges (NASLUG) Task Force On International Education. A Call To Leadership. 2004
NAFSA Association of International Educators Report of the Strategic Task Force On Education Abroad: Securing America’s Future: Global Education For A Global Age.  November 2003.
Olson, Christa, Madeleine F. Green, and Barbara A. Hill.  A Handbook for Advancing Comprehensive Internationalization: What Institutions Can Do and What Students Should Learn. Global Learning For All. Washington, D. C: American Council on Education, 2006.
Preskill, H. Reframing Evaluations Through Appreciative Inquiry. Thousand Oaks, CA: Sage, 2006.

Steger, M. Globalization: A Very Short Introduction. New York: Oxford University Press, 2003.
Laurence, Thomas. Living Morally: A Psychology of Moral Character. Philadelphia: Temple University Press, 1989.
Thurman, Howard. The Search For Common Ground: An Inquiry Into The Basis of Man’s Experience of Community. New York: Harper and Row, 1973.

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