First Year Program
Dignitas
Putting It Together! The Trials, Tribulations and
Triumphs of a First-Year Program
Merry Renn Vaughan
Julie Ahasay
Teresa Aldach
Mary Tanner
Dignitas, a year long common experience for first year students, is an introduction to The
College of St. Scholastica: who we are, what we stand for, and how to find your place in
this community. Dignitas provides a framework for your entire college experience by
introducing you to the key components of a Scholastica education: community,
reflection, intellectual challenge, and social justice.
It all begins with community. Our Benedictine founders lived in community; our
Benedictine sponsors live in community today. Because CSS is a college, we are
particularly concerned with learning communities. Your Dignitas class will create one of
many such communities: acknowledging that none of us has cornered the market on
wisdom, we work together to discover, understand, and create knowledge. With respect
for the individual and hospitality to ideas, we challenge each other to entertain new ideas
and think critically about our own beliefs.
As a Benedictine institution, we are also about reflection and contemplation. Unlike
more urban religious orders, Benedictines generally locate themselves apart from the
hustle of the street, not to isolate themselves from the world, but to provide a space for
reflection and renewal before venturing back out into the fray. This emphasis on
reflection translates, in educational terms, into a commitment to think seriously about
ideas and experiences: to connect theory and practice, to examine our experience in light
of others’ experiences and in light of theories we are learning; and to challenge received
wisdom. In an increasingly anti-intellectual world, we are about the life of the mind, and
we are not embarrassed to proclaim this. You will be challenged!
Finally, we are about social justice. Our emphasis on community compels us to look
outward to the larger communities in which we live—our city, our country, our world.
Human dignity is the thread that connects the many different Dignitas sections. As we
reflect, critique, and construct our own perspectives on dignity, we challenge ourselves to
apply that knowledge to create ever better communities: to touch the world.
In keeping with our emphasis on community, in the Dignitas program, you will be able to
remain with the same small group of students and faculty for the year as you explore an
intellectually challenging subject, participate in co-curricular activities, and become
integrated into the CSS community.
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Dignitas Program Outcomes
Outcome 1: Accept and value the
challenges and responsibilities involved in
being a first year college student.
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Actively engage in intellectual development.
Take responsibility for personal choices.
Articulate how personal choices impact self, learning and
others.
Develop the necessary skills to make informed meaningful
choices.
Evaluate choices based on the theme of Dignity.
Outcome 2: Reflect on issues from various perspectives.
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Become actively engaged in learning.
Clarify values.
Develop critical thinking skills.
Develop the capacity to understand and interact effectively with
others who differ in beliefs, behaviors, values and worldview.
Outcome 3: Make connections with the larger community.
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Become familiar with the St. Scholastica mission statement and
our identity as a Catholic, Benedictine community.
Explore a variety of experiences and perspectives on the St.
Scholastica campus and the greater community.
Become actively engaged in at least one St. Scholastica
community group.
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Dignitas Course Schedule 2005-2006
DGN 1101 (section 1)The Responsible Self: I Can't Believe That They Actually Believe That!
How the science of psychology attempts to answer these questions about beliefs: Why do people
have such different beliefs about religion, politics, and life-styles? What psychological needs do
beliefs satisfy, and why do people differ in the ways they express and satisfy these needs? What
is it about the certainty of our beliefs that leads us to argue with, proselytize, ridicule, be afraid of,
or even persecute those with different beliefs? How can we peacefully, productively, and happily
live together at this college, in our communities, and in the world despite the diversity of our
beliefs?
DGN 1101 (section 2) The Responsible Self: Financial Health
This course will explore aspects of personal finance, centering on how and how financial
decisions affect not only individuals’ lives but also the lives of people around the world.
DGN 1101 (section 3) The Responsible Self: Just Another Brick in the Wall: Alienation,
Conformity and Rebellion in the School Experience
Students ponder the meaning/purpose of education, examine different philosophies (from Adler to
Whitehead, from Pink Floyd to Dr. Seuss), explore personal school experiences and confront Dr.
Goodwin's "Hospitality" speech where he asks these questions: "Who am I? How should I
understand myself and live in the world? What does it mean to flourish, to live fully as an
authentic human being?" Students will be given a lot of control over the whats and ways of
exploration; we hope to discover in personal experiences communal patterns which can lead to
authentic transformations.
DGN 1101 (section 4) The Responsible Self: Care and the Search for Dignity
This course explores multiple facets of dignity as they relate to oneself and serving as a
caregiver, such as a health care professional. Planned topics include what is dignity for self and
others; what do you need to serve others; how do you maintain your dignity in undignified
circumstances; what are the challenges to dignity and when do you let dignity go.
DGN 1101 (section 5) The Responsible Self: The God Experience
This course explores experiences of God from an intercultural and interdisciplinary perspective.
Using literature, theology, philosophy, psychology and sociology; stories, concepts, and models
regarding the experience of God will be investigated. We will explore spiritual intelligence, the
concept of vocation, and the implications of belief in God for faithful living personally and
professionally. Personal experiences of God and reflection on those experiences will be invited.
Criteria for discerning what is and what is not an experience of God will be discussed. Ways to
the experience of God, in some traditions called spiritual practices, will be examined with
opportunities for introduction to particular practices.
DGN 1101 (section 6) The Responsible Self: Care and the Search for Dignity
This course explores multiple facets of dignity as they relate to oneself and serving as a
caregiver, such as a health care professional. Planned topics include what is dignity for self and
others; what do you need to serve others; how do you maintain your dignity in undignified
circumstances; what are the challenges to dignity and when do you let dignity go.
DGN 1101 (section 7) The Responsible Self: Finding God; Doing Good
This course explores the ways people from many religious and spiritual traditions have
experienced the presence of the Holy in their lives and have expressed that experience in words,
art, song and action.
DGN 1101 (section 8)The Responsible Self: The Leader’s Journey: Writing Your Own
Blueprint
In this course we will discover what it means to lead with the heart. Learning will be reflective and
interactive. Utilizing multiple methods, we will explore authentic leadership, make connections
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between emotions and learning, and develop effective communication skills. Through this
connection of soul with role we will write our own blueprint for success.
DGN 1101 (section 9) The Responsible Self: Human Dignity in the Online World
This course will look at different online environments and how the traditional concepts of human
dignity apply to them. This would include email, instant messaging, blogging, online games. Do
any principles of human dignity apply to virtual worlds like first-person shooting games like Halo
or simulation games like the Sims? What is lost/gained when humans communicate with email or
instant messaging?
DGN 1101 (section 10) The Responsible Self: Finding Your Voice, Helping Others Find
Theirs
This course offers learners the opportunity to identify and analyze their learning strengths and
styles, and what inspires and motivates them. Learners will also consider how they can create a
framework for a positive approach to dealing with their own “circle of influence”. Topics include:
exploring self-efficacy, effective formal and informal leadership skills, setting personal goals,
creating a personal mission/philosophy statement, identifying strengths and unique abilities,
building habits of success, and helping others reach their potential. Emphasis is placed on the
unique dynamics that can exist between our changing roles within our “circle of influence”.
Students will also investigate and create strategies to optimize learning for themselves and for
future settings (work, family, etc.).
DGN 1101 (section 11) The Responsible Self: Globalization and Health
The process of globalization has dramatically affected the health of all people. Global health,
viewed as a human right, involves personal and population health issues, community problems
and concerns that transcend national boundaries
DGN 1101 (section 12) The Responsible Self: Coming-of-Age Stories
This course involves the study of coming-of-age literature from a variety of genres and cultures.
Universal and cultural-specific rites of passage and their implications within the literature and the
lives of students will be the focus of this exploration
DGN 1101 (section 13) The Responsible Self: Mad and Misunderstood: Scientists on Stage
and Screen
Are scientists nuts? Where do their ideas come from? What happens when science runs headlong into religion and politics? We'll explore these ideas through films such as "Frankenstein" and
"A Beautiful Mind" and plays including "Proof," "Copenhagen," "Pierre and Marie," and Brecht's
"Galileo."
DGN 1101 (section 14) The Responsible Self: Violence and Human Dignity
Jacob Wetterling. Katie Poirier. Dru Sjodin. Why are so many young people victims of violence in
the United States and what can we do about it? This course studies the aftermath of rape,
domestic abuse and war in people living in contemporary U.S. culture. It asks how violence
affects our lives and what role human dignity has in the recovery process. We will use classic
texts in literature, psychology and women's studies to explore the issues surrounding violence in
its many forms and the ways people recover from it. We will reflect on how we can transform the
violent culture around us into a new world of justice, peace and hope.
DGN 1101 (section 15) The Responsible Self: Art and the Human Form
How do we represent ourselves in art? How do we represent others? Do artists reflect reality?
Create impossible ideals? Reinforce stereotypes? Depict fantasies? Create a new reality?
Looking at paintings and sculpture from the Egyptians to the present, we will try to answer these
questions as we discuss the relationship between human dignity and representations of the
human form in art.
DGN 1101 (section 16) The Responsible Self: Do You Have to be a Just Person to Lead a
Just Life?
If you lead a life where you pursue your self-interest and devote most of your concern and your
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resources to immediate family, close friends, and your immediate community, can you be satisfied
that you have led a good and just life, even if your actions produce results that are socially
desirable.
DGN 1101 (section 17) The Responsible Self: Brave New Words - Dark Visions of the
Human Condition
In this course we will read classic and contemporary novels that describe ugly possibilities for our
future. We will read these novels critically and perhaps compare them to recent non-fiction social
and political commentary.
DGN 1101 (section 18) The Responsible Self: Flying and Dying: Asian Art Films and the
Dignified Warrior
This course will examine the concept of dignity as depicted in Asian films e.g. Crouching Tiger,
Hidden Dragon, Hero, House of Flying Daggers, Spring, Summer, Fall, Winter … and Spring and
Dolls. In Asian films such as these, the concept of dignity expands beyond the personal to the
societal. For example, in Crouching Tiger, Hidden Dragon, two would-be lovers are so driven by a
need to maintain a personal and societal sense dignity that they never articulate their affection for
each other. Conversely, another character rejects all sense of decorum for herself and her family
and embraces a life of selfishness and willfulness which results in tragedy. In Hero, one man's
passion for revenge is diminished when he gains a better understanding of himself as a person
and a warrior, and when he acknowledges the demands and costs of leadership. He realizes that
the needs of his community far outweigh his own personal desires.
The students will approach the concept of dignity from both western and eastern perspectives.
Aesthetically, we will examine the stylistic differences between Asian and American films. The
films selected for viewing all include younger characters struggling with issues of transition,
responsibility, and commitment.
DGN 1101 (section 19) The Responsible Self: Slavery, Freedom, and Human Dignity
This course is a comparative cultural history of slavery from the ancient world to abolition, with
emphasis on slavery in the Americas. The course will explore the role of slavery in the making of
western societies, giving particular attention to the long coexistence of slavery with the cultural
values of freedom and human dignity. Why was this contradiction tolerated for so long (or not
even recognized), how were religious and philosophical beliefs used to justify slavery, and what
finally led to abolition? We will learn about the great abolitionist movements and the religious,
literary, and philosophical ideas that inspired them. We will also strive to appreciate the ways in
which freedom itself developed out of the experience of slavery. About half of the course will be
devoted to the history of slavery in the United States, its abolition, and its legacy in the continuing
struggle for freedom and human dignity.
DGN 1101 (section 20) The Responsible Self: Happiness vs. Responsibility: The Search for
Meaning
Students will explore, develop and share their own beliefs and ideas about the central question What is good in life? This will involve considering how others have answered such questions as:
What is happiness, and how can I be happy? In what ways am I responsible for my actions?
What brings meaning to life?
DGN 1101 (section 21) The Responsible Self: Narratives: the Variety of Human Voices
Description: students will read a variety of texts in which the authors create narrators who have
distinctive, engaging voices. The texts (essays, short stories and selections from novels) will
reflect the rich and various cultural and ethnic heritage characteristic of late 20th century America.
Students will also try their hands at experimenting, in writing, with narrative voices. In the second
semester they will focus on refining their own distinctive narrative voices.
DGN 1101 (section 22) The Responsible Self: Social Movements for Dignity and Liberation
in the Late 20th Century U.S.
This course uses movements for Black Liberation, Women’s Liberation, and Gay Liberation, as
well as the American Indian Movement as case studies for the exploration of the personal
responsibility and active citizenship involved in upholding the dignity of all persons. Students will
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investigate the lives and actions of activists in such movements to illuminate the ways those
experiences can inform our understanding of the past and of possibilities for social engagement
in the present and future.
DGN 1101 (section 23) The Responsible Self: Sports and Human Dignity
What is human dignity and how is it reflected in the world of competitive sports? We have all seen
examples of undignified behavior in sports--it's headline material. But what is dignified behavior
and does it have a place in a win-at-all-costs profession? Students will read a variety of materials,
watch several films, engage in discussion, and refine their sense of what human dignity is all
about.
DGN 1101 (section 24) The Responsible Self: Children, Poverty and Affluence
In this course we will explore our role in the world through the eyes of our children. We will learn
about and visit people who dedicate their lives to working with children living in poverty. We will
also learn about and visit with people concerned about the competition, branding, and the
marketing of children of affluence. Each student will be required to do a service learning project
with a child.
DGN 1101 (section 25) The Responsible Self: Insights for Living in the Universe
DGN 1101 (section 26) The Responsible Self
This section is designed for students who are entering the college for the first time in the spring
semester OR who failed the first part of Dignitas. It is taught in conjunction with DGN 1102 And
Dignity for All (section 26) in the spring semester.
DGN 1102 And Dignity for All (sections 1 to 25) are being taught in the spring semester by
the same professor with the same group of students from fall semester.
Each Dignitas section is unique, but all share common elements: students in all sections
will read and discuss a common print text and a common film (this year, the film is Crash).
Students in all sections will also attend The Yellow Dress, participate in time and stress
management workshops, and become involved in at least one co-curricular activity. The
peer mentor in each section will aid students in both academic and co-curricular
enterprises.
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2005-2006
Common Experiences for Dignitas Students
 Common Texts:
o On Moral Grounds, chapters 1 and 2
Maguire, Daniel C. & Fargnoli, A. Nicholas. On Moral Grounds: The Art/Science of
Ethics. NY: Crossroad Publishing Co., 1991.
o Crash [film] “Several characters of different racial backgrounds collide in one incident, The
different stereotypes society has created for those backgrounds affect their judgment, beliefs
and actions, This in turn causes problems for each of them.” [www.imdb.com]
 Attendance at The Yellow Dress
The Yellow Dress is a dramatic one-woman play based on the lives of young women who
were victims of dating violence [fall semester]
 Participation in time management/ stress management workshops facilitated by peer mentor
(fall semester)
 Participation in pilgrimage to local area
Many groups visited the Clayton, Jackson, McGhie Memorial in downtown Duluth, which
commemorates the lynching of 3 black circus workers wrongly accused of rape in 1920
 Participation in co-curricular activities. Some of the suggested activities include:
 Attending an event during Health and Wellness Month
 Participating in the new student retreat with Campus Ministry
 Participating in an intramural sport
 Attending the First Step Program/Academic Expo
 Joining a club or organization
 Participating in Self Defense Classes
 Attending a Life Happens Workshop (other than required workshops on time and stress
management)
 Attending Meet the Pros or Head of the Lakes Job Fair through Career Services
 Participating in the First Year Student Retreat Through Campus Ministry
 Attending a Brown Bag Lunch event
 Joining the Kaleidoscope Multicultural Club
 Participating in Hispanic Heritage Celebration
 Attending International Club’s Cultural Night
 Meeting with a sister to discuss Benedictine Values
 Attending a Peace and Justice Lecture series presentation; this year’s theme on the role of
the mass media on the lives of Americans
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 Participating in Community Day—this spring a dinner on campus for the less fortunate in
the Duluth area; coordinated by students, faculty, and staff
Dignitas Mentor Position Description
Mentor Position Requirements
 Is chosen by faculty member
 Commits to working 10 hours/week throughout the academic year
 Has a good relationship with the faculty member
 Is knowledgeable of academic material
 Clarifies roles and responsibilities initially as well as on-going with the
faculty member
 Manages position budget, utilizing funds to facilitate out of class activities
for students
 Attends required meetings and training sessions
Personal and Individual Skills
 Understands and respects interpersonal boundaries given the mentor role
 Demonstrates vitality, enthusiasm, and spontaneity
 Demonstrates confidence and a positive self-concept
 Is appropriately dressed and groomed
 Is friendly, understanding, and approachable
 Is courteous, tactful, and patient
 Establishes appropriate relationships with students and teacher
 Upholds policies/procedures
 Is dependable in attending class
 Is prompt (on time or early) in arriving to class
 Shows self-discipline, good judgment, and control (emotional & social)
 Works well with people with diverse attitudes and backgrounds
 Initiates connections and relationships with students
Instructional Support Skills
 Positively reinforces teacher’s instruction and activities
 Is creative and displays initiative
 Participates in in-class and co-curricular activities
 Helps call students who have been absent from class
 Uses correct English in speaking and writing
 Speaks clearly and distinctly with reasonable volume
 Helps with classroom environment—chairs, chalkboard, etc.
 Facilitates stress management and time management workshops
 Presents a topic, activity, or exercise on occasion
 Is knowledgeable about campus information and resources
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Shares examples/experiences as a student
Assists teacher as assigned
Attends training sessions
Available to students outside of class
Dignitas Assessment
For the first full year of Dignitas, we wanted to make sure that we had assessment results
that could help us identify what aspects of the program were working well and where
changes could be made to improve the program. In order to be able to do this, we
implemented several assessments for all of those involved with the program. These
assessments included the following:
Initially
 Goals and expectations of incoming Dignitas students
 Goals and expectations of Dignitas faculty
 Goals and expected challenges for Dignitas Student Affairs liaisons
 Goals and expected challenges for Dignitas student mentors
End of First Semester
 Questions about the 4-credit release for Dignitas faculty (perceived
appropriateness, activities that contribute to the need for the release)
 Students’ perceptions of the course/program (satisfaction, personal development,
suggestion for change)
Early in Second Semester
 Faculty report what has worked well so far in the course and issues with which
they continue to struggle
In addition, each of the main groups will be assessed at the end of this first year. Students
will participate in a standardized assessment for the first year program. Faculty will be
asked to complete a short survey about what worked well and what changes could be
made. Student mentors and Student Affairs liaisons will also be asked to report their
experiences with Dignitas.
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Name:__________________________________
Dignitas Section or Faculty Member:___________________________________
Each of the goals for Dignitas are listed below. For each goal statement, please rate the
extent to which you grew in terms of this goal during the course. To make each rating,
use the following scale to enter the appropriate number next to the goal listed:
4 = a great deal; 3 = somewhat; 2 = a little; 1 = not at all
Goal
1) Actively engage in intellectual development
2) Take responsibility for personal choices
3) Articulate how personal choices impact self, learning, and others
4) Develop the necessary skills to make informed meaningful choices
5) Evaluate personal choices based on the theme of Dignity
6) Become actively engaged in learning
7) Clarify personal values
8) Develop critical thinking skills
9) Increase understanding of and interact effectively with others who differ from you
10) Become familiar with the CSS mission and the Catholic, Benedictine values
11) Explore a variety of experiences and perspectives at CSS and the greater community
12) Become actively engaged in at least one CSS community group
For the following questions, please circle the best answer or write in a brief response.
1) To what extent did the course meet your expectations? It was: (circle one)
Less challenging than expected
As expected
More challenging than expected
2) To what extent are you satisfied with your specific section of Dignitas? (circle one)
Very dissatisfied
Dissatisfied
Satisfied
Very Satisfied
3) To what extent are you satisfied with the overall Dignitas program? (circle one)
Very dissatisfied
Dissatisfied
Satisfied
Very Satisfied
4) To what extent are you satisfied with the co-curricular activities that are part of
Dignitas (time management, Yellow Dress, stress management)? (circle one)
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Extent of
Growth
Very dissatisfied
Dissatisfied
Satisfied
Very Satisfied
5) What one assignment in Dignitas was most meaningful to you? Why? (can use back
of sheet)
6) What one aspect of the course would you most want to change? (can use back of
sheet)
Dignitas—Student Assessment
NAME:___________________________________________
CSS ID: __________________________________________
Please take a few minutes to respond to the questions below.
1) What are your goals for this course?
2) Describe what dignity means to you.
3) To what extent do you hope this course helps you to improve in the following areas?
(Please circle the number of the best response for each of the items below.)
To no extent
extent
Critical thinking
Writing
Connecting with faculty
Connecting with peers
Improving study strategies
Personal decision making
To some extent
0
0
0
0
0
0
1
1
1
1
1
1
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To a great
2
2
2
2
2
2
Clarifying personal values
Engaging in CSS activities/clubs
Understanding others who
differ from you
Becoming more familiar with
CSS mission and values
0
0
1
1
2
2
0
1
2
0
1
2
Dignitas—Student Mentor Assessment
NAME: __________________________________________
CSS ID: __________________________________________
Please take a few minutes to respond to the questions below.
1) Why do you want to be a student mentor in the Dignitas program?
2) What are your top three goals for your involvement in the program?
3) How will you know if you have been successful in meeting those goals?
4) What do you expect will be your biggest challenges in working as a student mentor?
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Dignitas—Student Affairs Liaison Assessment
NAME: __________________________________________
Dignitas section or faculty member with which you will be working:
______________________
Please take a few minutes to respond to the questions below.
1) Why do you want to be a Student Affairs Liaison for the Dignitas program?
2) What is your top goal for your involvement in the program?
3) To what extent do you feel prepared to provide assistance to the Dignitas faculty?
4) What do you expect will be your biggest challenges in working as a Student Affairs
Liaison?
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5) To what extent do you believe your involvement with Dignitas will impact your other
work responsibilities?
The following student quotes were taken directly from
classroom reflections, the focus group discussions and final
integration essays (for the pilot program in the 2004-2005
academic year.
“I learned more about my own dignity. I have more respect for myself, my health, my
body.”
“After seeing Brown Bag sessions, I have experienced a lot of situations where my
tolerance was tested. In my opinion, I passed the test and I can undoubtedly say that my
respect and understanding for others has increased.”
“I will remember the close ties I was able to gain from being with the same people for a
whole year and the same teacher. I am really glad I took this class and I’m even more
excited that all freshmen are required to take the program next year.”
“After seven months, I sit and look around the classroom and see how different we all are
and yet so similar in many ways. This class helped me see beyond skin color. My new
definition of dignity would be to respect others for who they are and where they come
from. What is different does not necessarily mean wrong or bad.”
”Traveling Mercies taught me a lot about respecting my own dignity while respecting my
friends while they are going through a tough time.”
“I realized that dignity plays a huge role in almost everything we do here… I also realize
how much dignity affects us in our own personal everyday life.”
“If you can live your life compassionately and be forgiving, then you show dignity.”
“Dignity is the ability to love myself without having to change anything to make people
accept me. It is being comfortable in my own skin and accepting other people as they
are, too.”
“These experiences were a camouflaged type of learning. When assigned, they looked
pointless, and I did not think they could teach me anything. Now, after further review on
the issue, I was wrong. Sure, they did not teach me a formula or a definition, but instead
they taught me something more important; they taught me how to live. These things
taught me how to show dignity to myself, and how to show others dignity. These things
taught me to live in the moment, and not to let anything or anyone slip by.”
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“I will remember the group of people who stayed with me throughout the year. After we
got to know each other, it made school a little easier because we already knew a group of
people, so some of us didn’t feel as lonely knowing there was always someone to talk to.”
“When I look back on this year, I think about all the friends I have made and all of the
relationships I have built. If there is one thing that I will carry away from this class and
keep with me for the next three years, it is those relationships. I truly feel that our small
group has formed a great sense of community. I hope that these bonds will stay with me
for the rest of my time here at St. Scholastica.”
“My definition of dignity is split into 3 different areas. Being treated with dignity, treating
others with dignity, and carrying yourself with dignity. My definition has changed. I
never really thought so in-depth about what dignity really meant – the thing that
influenced these changes was having to write papers on dignity. Having to sit down and
actually take an in-depth look at the definition, examples in my life, and my personal
opinion sparked the changing of my definition. I thought the Yellow Dress did a
wonderful job of defining the word dignity also. It showed all 3 areas that I use to define
the word dignity with.”
“The idea of dignity still encompasses more, but to put words to it is like trying to collect
water with a sieve. One can pass it through a rushing waterfall but in the end only
droplets remain. However elusive the idea, people need to learn to treat everyone,
including themselves, with dignity.”
“One thing that did make me more aware of dignity in our world was the pilgrimage we
had to make to the Clayton—Jackson—McGhie Memorial downtown. It brought into a
bigger reality that not everyone is getting treated with dignity, but also that there are a
lot of good people in this world who try to do right every day.”
“In the process of change, visiting the Clayton—Jackson—McGhie Memorial had the
biggest impact. It gave a sense of reality to the acts of racism most people only read
about. Because of this, the situation becomes personal and much more meaningful.”
“To tell you the truth, I think that I have learned what I needed to learn in my lifetime.”
WOW! Our work is done.
Common themes from many students in all sections included students talking about
finding themselves in new ways, learning how to speak up, waking up to a deeper
understanding of dignity, of beauty, of world problems, of violence, of living in the
present moment.
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LESSONS LEARNED
 Faculty collaboration is stimulating, comforting, reinforcing, thought
provoking and forces us to listen and learn
 Collaboration with other faculty provides a rare opportunity to explore
education and pedagogy on an on-going basis.
 It is possible to work with a student mentor and have that be a profound
experience, recognizing the creativity and ability of the mentor to connect
with students’ lives.
 We came to a greater realization of the importance of co-curricular
experiences and their power to enlarge students’ perspectives.
 The bonding among students who are together for the year creates a stronger
community.
 Being the faculty advisor for our students created a strong bond and
provided the opportunity to help them stay on task.
 Collaboration with student affairs, especially in relation to advisement, the
First Year Developmental Program, and the International students, provided
support for us as well as the students.
 Collaboration with Students Affairs, integrating content and programs from
Student Affairs opened up our curiosity and made us want to know more
about the total student experience on campus.
 In the model where students were not with the same faculty all year, the
faculty didn’t fell the same sense of cohesion with the students that the other
faculty experienced.
 Integrating collaborative content into already existing courses is not only
difficult, but also something gets compromised in the process.
 Mentor training for both the faculty and the mentors is essential.
 The bonds within the groups may exclude others. In addition, the bonds can
also create an environment where students take advantage of their comfort
with each other and the faculty member. The challenge is to continue to
maintain high academic and behavioral expectations in the midst of the
comfortable environment.
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Contact information:
Merry Renn Vaughan
Julie Ahasay
Teresa Aldach
Mary Tanner
[email protected]
[email protected]
[email protected]
[email protected]
218.733.2278
218.723.6618
218.723.7020
218.723.6000
College of St. Scholastica
1200 Kenwood Avenue
Duluth, MN 55811
Dignitas homepage
http://www.css.edu/x4186.xml
College of St. Scholastica homepage
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http://www.css.edu/x21.xml