While there is, as one would expect, much overlap between various assignments and the goals of University Studies (as discussed on the page labeled The University Four), this is a look at how various assignments throughout the year interact with the development of those goals.
CommunicationThe conveyance of ideas through various means was explored in Life Unlimited? in a variety of ways. One particularly powerful mechanism for this goal was the creation of personal sites which showcased the path of our inquiries. When presentations based on these websites were made, the variety of means in which students chose to communicate their inquiries was interesting, to say the least. To view my site, click here.
Additionally, we were encouraged to work on graphical representations of our inquiries that sat separate from our personal sites. These varied in complexity, but ultimately all of them showcased the path of our inquiry in a way that was distinctive yet accessible to our peers. Here is mine. Critical thinking and inquiryThe importance of a well-run Mentored Inquiry cannot be overlooked. The discussions and assignments spawning from the Life Unlimited? Mentor Session were crucial in the development of critical thinking ability for the students. One such activity revolved around a summary of argument, which encouraged students to address the ways in which argumentation is made, and to what end. My response to this assignment can be found here.
The qualities of developing critical thinking skills were present even from the beginning of the term. The first essay assignment handed out to the students of Life Unlimited? revolved around analyzing the themes and dichotomies present in Paolo Bacigalupi's award-winning novel, The Windup Girl. This offered students the opportunity to think further about what the author's intent was with presenting dichotomies, and how those may be a commentary on society as we know it now, and may grow to know it in the future. Look here for my essay. |
the diversity of the human experienceThere is perhaps no greater tool for understanding the viewpoints of others than simply talking to them, free of reservation. For this reason, the most important means through which students in Life Unlimited? developed an appreciation of varying perspectives was in the discussions conducted both in the classroom and in the Mentor Session. The in-class discussions evolved, over the course of the year, from stilted and hardly mobile, to elaborate yet balanced debates by a group of enthusiastic individuals. Nearing the middle of spring term, Professor Flower even felt comfortable allowing the class discussion to develop without any prompting from him whatsoever. Quite a transition from earlier days.
Additionally, one of the initial assignments of fall term allowed students to explore what was important to them, and share that with their peers. Many topics were chosen, from bowling to racing to shopping. I chose zines. You can read my spiel here. ethics and social responsibilityMuch of Life Unlimited? focused on ecology and human impact on the globe. However, coming to terms with the realities of climate change--ignored even by congressmen despite the overwhelming evidence of its existence--as individuals can be difficult, especially in a place as idyllic as Portland, OR. Thus, when Professor Flower gave us the task of writing reflection essays which showed the journey we'd taken to flesh out our inquiries, the essays tended to follow a general theme of realizing one's social responsibility, spurred on by the facts of our changing planet. Mine is right here.
As a nod to the multimedia aspect of a complete education, I also took the time to assemble a mixtape that expressed the views of a generation born at the cusp of new uncertainties. While this may appear trite, music is used globally as a method of conveying ideas. Not to mention, there is seldom a college student who doesn't take refuge or inspiration from music. Thus, by sharing this resource with my peers using contemporary and varied tunes, I hoped to show a different avenue of interpretation of the class topic. By expressing this view, the diversity which education can be accessed from became (with any luck) more apparent to those I interacted with through the FRINQ. To listen to Unless: a Mix for the End of the Holocene can be found digitally here. |