PIEDMONT COLLEGE
COMPASS
PROGRAM
Experiential
Learning
Endeavors
NAVIGATION MANUAL
GUIDE TO PIEDMONT COLLEGE COMPASS PROGRAM
Compass Navigation Manual
Guide to the Piedmont College Compass Program
INTRODUCTION
Mission Statement: Recognizing the capacity of undergraduate education to be all-encompassing, the Piedmont College
Compass Program (PCCP) expands the scope of academic inquiry to include experiential learning. Through exploratory
excursions in selected areas, students engage with their peers, as well as faculty, staff, and participants, in the wider
community. Informed by reflection, these ventures cultivate a sense of direction while providing tools to navigate myriad
spheres of responsibility.
Exploratory Excursions: A person preparing for a sea voyage checks weather forecasts and tide charts, calculates knots
and wind speed, and researches offerings at prospective destinations. In a similar fashion, the Compass Program provides
an opportunity for students to test the waters of personal and professional possibilities before setting their sights on a particular career. In many ventures, the role of passenger is comfortable and productive. Travelers take in the scenery, allowing another to set the itinerary and steer the ship. Analogously, in a course, the instructor selects the content and the route
for reaching pre-determined goals or outcomes. Just as a passenger on a tour might wish there were enough time for a side
trip or to linger at a particular location, aspects of a course may stir a yearning to discover more about a particular topic.
The Compass Program invites students to further investigate selected areas of interest, and to be more deliberate about
what they hope to gain from a venture, thereby creating a pattern of intentionality that can shape future activities.
Engagement with Others: In the context of both academic and co-curricular pursuits, students find kindred spirits and
develop friendships that foster rich experiences. While the value of abiding relationships with people who hold common
interests is indisputable, moving beyond the boundaries of the familiar can sharpen intellect and deepen understanding of
quandaries that face humanity. A corporate executive views the economy through a lens tinted of a color other than the one
employed by a theologian. Likewise an empty stage evokes contrasting visions in the eyes of a dancer and a comedian. A
child growing up in the mountains of Appalachia gains an impression of the world that is remarkable to a young person
whose childhood was spent amid the skyscrapers of Atlanta. The convergence of varied perspectives carries collaborators
into unforeseen terrain, refining the inner compasses that inform decision-making, while often effecting positive change in
communities.
Reflection: Often, after a journey, once luggage is unpacked and regular routines are resumed, the capacity for the trip to
inform or influence daily life fades. In the whir of life’s compelling demands, pausing for reflection may be considered a
luxury. But taking time to consider what is gained from an experience enhances the impact. Many college students participate in myriad co-curricular pursuits. By orienting these activities toward goals that they determine, students heighten
the potential to apply what they learn to future efforts. Each project culminates in structured written and oral reflection in
dialogue with a faculty or staff member. Ultimately, succinct summaries, or précis, compiled into an “experiential learning transcript” quantify seemingly intangible results. When sent by the Office of the Registrar to prospective employers
and graduate school admissions committees, this document conveys institutional support and investment that distinguishes
Piedmont graduates.
REQUIREMENTS AND PROVISIONS
The requirement applies to students entering as freshmen (i.e. those who matriculate with fewer than 24 credits) in Fall
2013. Undergraduates who enroll at Piedmont for all four of their undergraduate years will be required to complete three
“experiential learning endeavors” (ELEs) as a graduation requirement. The program is optional for students who have
completed 24 or more credit hours at the start of the 2013-14 academic year. Each ELE must reflect one of the following
Compass Points of Interest: Service-Learning; Social Ethics; Creativity and Innovation; Cultural Awareness; Vocation;
Leadership.
Sponsors and Community Partners: All ELEs must be supported by a sponsor who is employed full-time by Piedmont
College. It is expected that students frequently will work closely with an off-campus entity or “community partner.”
Individuals at that site will likely play a critical role in facilitating an ELE; however, their function varies from that of the
sponsor. Sponsors exist, in part, to ensure consistency among all endeavors. Moreover, their involvement frees community
partners to focus on the task at hand rather than the expectations of the college.
Academic Advisors should introduce the program to first-year students, and monitor the progress of their advisees toward
successful completion of three ELEs. The Compass webpage will track participation of students engaged in endeavors.
Advisors will be informed each time a student submits a précis to the Registrar.
Activities in which students have other obligations (e.g. internships, Maymester travel, athletic teams, employment on
or off-campus, or volunteering for community agencies) may be adapted to meet PCCP requirements. In such instances,
students must enlist the participation of a sponsor and submit a Project Proposal. Because goal-setting and reflection are
essential elements of PCCP, experiences already completed cannot be amended retroactively to meet the requirements.
The Compass Program is structured to be largely co-curricular, granting additive value to the academic program; therefore, in most cases compass points will be attained outside the classroom. A few courses, however, may be enhanced by
the student to meet the goals of PCCP; for instance, travel-study courses, internships, externships, and field experiences,
provided they are not associated with a course or any other requirement for a major or minor. As another exception, onecredit-hour courses occasionally may be developed under the auspices of PCCP comprising content and outcomes that
address a single compass point.
Possibilities for ELEs are limitless, and may originate in a variety of ways. Individually or as a group, students may
hatch an idea for an endeavor and enlist the supervision of a faculty or staff sponsor. Among other options, the experience
may reflect a hobby, emerge from a topic studied in a course, or appear on a “bucket list.” Research is another compelling
route toward a compass point. Members of the college faculty or staff who discern that an avocation or professional pursuit would appeal to students can develop a proposal and promote the opportunity to prospective participants (see Appendix A: Sponsor Interest Survey). The Office of the Chaplain will maintain lists of prospective ELEs and available sponsors
on the Compass website.
When a project involves more than one student, each participating student will complete a Project Proposal that specifies which compass point will be addressed and outlines personal objectives. Students working together on the same
project need not progress toward the same compass point.
When a student chooses to pursue an ELE individually, the project must engage others in some fashion, and meet all
other expectations of PCCP.
In meeting the minimum requirement, each student must pursue ELEs that embody three distinct compass points. If
students wish to complete additional ELEs, they may address a compass point for a second time. Further, students must
satisfy the minimum requirement through varied means. For example, a volunteer effort, an internship, and a research
project create an acceptable combination, but three Maymester trips would not be allowable.
Time Commitment: With the aim of affording ample opportunity for students to observe results, it is expected that each
ELE will include 30 hours of active engagement with the project. ELEs do not need to be completed within a certain time
frame; in fact, some may extend over multiple semesters. Students customarily will not pursue more than two ELEs simultaneously. Ideally, students will begin the senior year with no more than one remaining. The three required compass points
must be finished before the deadline to apply for graduation.
COMPASS POINTS OF INTEREST
Six Compass Points of Interest are designed to set the course for ELEs. While the points are distinct from one another,
they also exhibit common currents. The lists of examples that follow each compass point hint at these shared streams;
most illustrations are appropriate for multiple points. Some examples depict actual experiences while others are new suggestions. The hope is that in pursing compass points students will draw not only on activities in which they are already
engaged, but will experiment with contexts that carry them into untried territory.
Service-Learning
Experiences beyond the Piedmont campuses in which students apply skills in endeavors that make a discernible impact
toward meeting a community need
Service occurs in many forms. Volunteers willingly provide assistance to accomplish an aim for an organization. Physical
activity may play a key role as caring individuals generously donate time. Like service, learning is aroused in numerous
contexts; however, it sometimes seems detached from real-life circumstances. A student may be eager to apply newlyacquired knowledge to a social context that cries for attention. Service-Learning calls for the marriage of time and talent.
This compass point encourages students to discover how their education gives them the capacity to make a difference in
the world. Students who engage in service-learning are expected to participate in making decisions regarding the best way
to accommodate a need, to engage in activities that require them to think as they see firsthand why assistance is warranted.
When hands and minds are summoned at once, service and learning become inextricably intertwined.
Examples of projects that exemplify service-learning:
• The outdoor club performs yearly work hikes on the Bartram Trail.
• Nursing students offer hearing, vision, and scoliosis screening at elementary schools.
• Students mentor in local schools through the Habersham County Mentoring Program.
• Natural sciences students work with the Upper Oconee Watershed Network, volunteering at quarterly
monitoring events.
• Math club students visit area high schools presenting the Menager Sponge theory to math classes.
• Students in an education course serve as video production team and tech consultants to support initiatives with a
local elementary school.
Vocation
Experiences which expose students to intellectual and professional pursuits as a means of clarifying their passion while
cultivating a sense of calling and responsibility through discernment of their gifts, talents, skills and potential
Writer and theologian Frederick Buechner describes true vocation as “where your deep gladness meets the world’s deep
need.” Finding that meeting place necessitates immersion in professional environments to determine which tasks cultivate
gladness and which settings present abiding needs. Connecting the quest for a career to one’s interior journey lends balance to the process. This compass point enables students to apply academic interests to prospective workplace settings, to
sample possibilities for employment that will not merely be one’s livelihood, but the realization of a calling. Planning for
the future can play a powerful role in getting a job. Students will grow adept at articulating what they can offer an organization, an inclination that benefits both employer and employee.
Examples of projects that cultivate a sense of vocation:
• completing internships in both corporate and non-profit settings;
• researching an interest area and related occupations;
• interviewing people in various fields of work;
• traveling to an area where a particular need of the world is evident;
• completing a series of exercises related to vocational discernment.
Leadership
Experiences in which students assume leadership roles suited for varied contexts to achieve specified outcomes
Leadership customarily entails shaping a vision, while enlisting the participation of others in progressing toward that aim.
Perhaps leadership is most readily apparent when someone holds an established position of authority. But how a leader
carries out responsibilities or galvanizes support for a vision determines the degree of success. Some people stress actions
over words, leading by example. Others adopt a model of collaborative leadership, partnering with rather than directing
their co-workers. Servant-leaders set aside hierarchy, making the needs of those being served a priority. Different settings
call for varied models of leadership. When seeking this compass point, students may hone their skills in contexts in which
they serve in active leadership roles. They may adopt a trait or methodology to gather anecdotal data that illustrates the
level of effectiveness. As another approach, students may observe or interact with individuals who hold leadership positions.
Examples of activities suited for the Leadership Compass Point:
• an internship working with a community leader, perhaps an elected official;
• working as a resident assistant;
• serving as an officer of a club;
• enrolling in Leadership Habersham;
• planning a forum comprised of leaders who embody contrasting styles of leadership.
Creativity and Innovation
Experiences in which students design or develop a product that serves a purpose, cultivates understanding, or is otherwise
aesthetic or effective
The word ‘creativity’ easily evokes images of artistic expression: visual arts, dance, theatre, music, poetry. Although
creativity is associated with the arts, it need not be confined to what is beautiful or pleasing to the senses. Creativity, along
with innovation, infuses any effort with novelty; a creative approach to a task employs ingenuity or resourcefulness. The
compass point known as Creativity and Innovation may encompass one or more of the fine arts, but also can steer plans
in unconventional directions. Students may invent strategies that promote efficiency or productivity in the workplace,
church, volunteer organizations, or countless other settings. Outcomes of creativity or innovation may be tangible, such as
a publication, performance, a piece of machinery, or increased revenue. Alternatively, creativity and innovation could be
apparent in time saved, or in feelings of joy, delight, or contentment.
Examples of activities that could lead to the Creativity and Innovation Compass Point:
• Members of the film club produce a documentary about campus life.
• A student attends monthly contra dances at the Sautee Nacoochee Center.
• Business students offer consulting projects for local businesses and organizations.
• A person employed in retail sales implements a new approach to interpersonal relations.
• A student directs the annual Christmas pageant at a local church.
• Kappi Pi joins forces with Schticks and Giggles to organize an “empty bowls” fundraiser.
Cultural Awareness
Experiences in which students encounter individuals whose cultural, ethnic or socioeconomic background differs from
their own, thereby broadening their awareness of the breadth of values, beliefs and practices present in the world
Today’s increasingly global society engenders recognition of the very diverse ways that people live, limiting the human
capacity to exist in isolation from others whose days are filled with joys and challenges extraordinarily different than one’s
own. Given the inevitability of such interaction, opportunities to discover cultures abound. Learning how to be gracious
amid diversity and furthering concern for honored practices are positive aspects of developing cultural awareness. Students who choose this compass point will become astute at observing how what is familiar to one person may be fascinating to another, abandoning judgment of individuals while questioning the forces that cause segregation, hostility, and
social stratification. Upon completion of their endeavor, students should extrapolate tools from the experience that help
them to be ready for other cultures they will encounter.
Examples of activities that promote cultural awareness:
• planning world cafés in which students and outside speakers share insights about cultural and social factors that
play a role in current events;
• volunteering at a prison, rehabilitation facility or another setting where individuals are separated from society;
• doing an internship in sociology and psychology working with underserved populations;
• enacting an ethnic or religious holiday associated with a tradition other than one’s own;
• interacting for a semester, through email or Skype, with students at a college in another country.
Social Ethics
Experiences in which students demonstrate awareness of competing factors that inform the resolution of ethical dilemmas
Social ethics addresses concerns related to the common good, encompassing issues such as fairness, justice, opportunity,
poverty, and the rights of the individual. Responses to the question “What is the best way to live together?” are informed
by personal, cultural, religious, and professional values. This panoply of influences sparks divergent opinions regarding
what is right, just, or moral. Varying views about the most ethical way to promote what is best for humanity further complicates matters. For instance, many are persuaded that a good end justifies a less than satisfactory process or means. Some
may consider advocating for social change a more responsible route than feeding the hungry today. Students who follow
this compass point will negotiate the complex maze of human conscience to discern what they perceive to be right, while
heightening their understanding of why others may disagree.
Examples of projects that exemplify social ethics:
• attending the National Conference on Ethics in America at West Point;
• volunteering for a political campaign and analyzing the ethicality of conduct;
• organizing an observance of World AIDS Day that teaches how to ensure the health of oneself and others;
• traveling to a developing country, and subsequently raising money to meet basic human needs;
• planning an event for Earth Day that examines human responsibility toward the natural world or future generations.
COMPASS COMPACT
The Compass Compact signifies assent to the project by all related parties from inception to completion.
Commitment of the Sponsor
Sponsors exist to provide ongoing support in a manner unfettered by other agendas related to the project. Piedmont College full-time personnel, either faculty or staff, who are willing to remain involved for the duration of an endeavor are
eligible to be sponsors. The relationship between student and sponsor forms yet another means by which the Compass
Program may be all-encompassing, acquainting students with individuals outside their usual circles of interaction. Sponsors may volunteer with a project in mind and recruit interested students. Alternatively, they may indicate areas of interest
or prospective community partners, and defer the development of ideas to students. As another option, prospective sponsors may offer to be available for endeavors proposed by students. The relationship between student and sponsor can be
initiated by either party. In some cases, the sponsor also may be a club advisor, coach, or hold a supervisory role related to
the project. Generally, sponsors will confine their support to a small number of students at any given time.
Expectations of Sponsors:
• act as College liaison to community partners, when applicable;
• assistance with the development of proposal if necessary;
• approve the Project Proposal;
• convene group if multiple students are involved;
• reserve campus space as needed;
• assist students with publicity for related events, if applicable;
• track student progress during ELE;
• confirm number of hours expended;
• update academic advisors at their request;
• meet with each student for final reflection;
• file copies of reflection responses with the Chaplain;
• confirm submission of précis to the Registrar;
• respond to requests for information related to follow-up publicity or events.
Project Proposal
The Project Proposal is a pivotal element of the Experiential Learning Endeavor. Students should consult with their sponsor while drafting the proposal and completing the form (see Appendix B: Project Proposal Form). A successful proposal
will include a clear rationale for how the compass point will be evident in the project. Further, the project should demonstrate the additive value of the endeavor. In other words, how does this experience extend the scope of academic inquiry
beyond what transpires in a course setting?
For internships and externships, as with other Compass endeavors, students must submit a proposal, complete the reflection component, and write a 150 word précis for their experiential transcripts. If the internship or externship involves
enrollment in a course, these exercises will be in addition to any requirements indicated on a syllabus.
Students who elect to complete a compass point in the context of a Maymester or other travel-study excursion need not
record thirty hours of engagement. In lieu of typical requirements, they are to adhere to the following expectations: They
must pursue a compass point other than Cultural Awareness. Their sponsor should not be one of the trip leaders. They are
to compile additional readings and complete an annotated bibliography on a subject related to the trip that they choose to
research. It is understood that trip leaders are not obligated to alter an itinerary in order to accommodate students pursuing
a compass point.
Once all of the questions on the Project Proposal Form have answers, the sponsor will review the document, and approve
it via email; this step conveys the sponsor’s agreement to mentor the student until the précis is forwarded to the Registrar.
Approval: Students are to email completed project proposals to [email protected]. Each proposal will be reviewed
by a minimum of three members of the review committee. Any of the first three readers may return the proposal with sug-
gested revisions. Project proposals will be approved on a rolling basis. Once three committee members have endorsed the
proposal, it will be returned to the student for implementation.
Students should submit project proposals at least one month before they intend to begin a project. Proposals must be approved before any hours expended are counted toward the project.
Compass Review Committee:
Ashley Cleere, Chaplain
Isabelle Crowder, Education
Maria Fisk, Nursing
Megan Hoffman, Arts and Sciences
Walter Keel, Business
Cindy Peterson, Student Services
Vickie Turner, Academic Affairs
Linda Wofford, Academic Affairs
Written and Oral Reflection Component
Upon completion of each ELE, students will compose typed responses to prescribed questions intended to guide their selfreflection (see Appendix C: Questions for Written Reflection), and subsequently discuss them in person with their sponsor.
The exercise is not meant to result in a paper, but to provide an opportunity for students to focus on the implications of the
endeavor, for them personally as well as for the greater community.
Experiential Learning Précis
After meeting with the sponsor, students will compose a 150 word description to be submitted to the Registrar for inclusion in the Experiential Learning Transcript (see Appendix D: Précis Submission Form). Students should keep in mind
that précis will be viewed by prospective employers and graduate admissions committees. The content should refer to the
reflection component to develop a well-crafted, succinct summary.
APPENDICES
A. Sponsor Interest Survey
B. Sample Project Proposal Form
C. Questions for Written Reflection
D. Sample Précis Submission Form
__________________________________________________________________________________________________
APPENDIX A
Compass Sponsor Interest Survey
Name: _______________________________
I am available to sponsor students in ____ Athens and/or ____ Demorest
You are welcome to mark either or both blanks below.
____ I am available to sponsor students who have their own endeavors in mind.
____ I have an idea for an endeavor. (For example: personal hobby, area of expertise, community agency or organization in which you are involved, extension of a course you teach)
Describe endeavor: (Your answer may be very specific, or simply sketch out the area of interest and leave the development of the project to students)
APPENDIX B
Sample Project Proposal for an Experiential Learning Endeavor (ELE)
Name: Xan FryeID Number: 90600****
Project Title: New Website for the Chamber of Commerce
1) Is this ELE a
Maymester or other travel study excursion?
2) Does this ELE involve an activity:
X in which you are already engaged?
which is new to you?
3) In which of the following ways will this ELE be completed?
X individually
in collaboration with other students
Do you know the other students who will be collaborating with you?
No
Yes
Please name: ________________________________
Is there room for more students? ________
How many? ________
Indicate the number of students that can be involved (if known): ________
4) Which campus departments, offices, or community partners will be involved?
Habersham County Chamber of Commerce_________________________________
Who is your contact person for the above? (An on-campus contact person will not necessarily be the sponsor. )
Name: Judy Taylor _________________________________________
Email address: [email protected]________________________
Phone number: 706.778.4654
5) Please name sponsor: Dr. Keith Nelms___________________________________________
(Sponsor must be a full-time employee of Piedmont College.)
6) Compass Point you plan to pursue:
(Choose one. Students who are working together on a project are not required to pursue the same Compass Point.)
X Creativity and Innovation
Cultural Awareness
Leadership
Service-Learning
Social Ethics
Vocation
7) How will this Experiential Learning Endeavor address the particular Compass Point you have chosen?
(Use complete sentences.)
The project will involve composing the individual pages and the overall look of the site as well as writing some html code.
Creativity will be accomplished through creating written content that paints an engaging picture of the county and the member businesses;
choosing appropriate graphics and photographs in order to showcase the county and the Chamber.
Innovation will result from writing more advanced html coding to enhance the look and feel of the new pages; optimizing the business directory
and other strategic content pages in order to promote higher search rankings and increase traffic to the website.
8) What are your personal goals for this ELE? Describe the nature of the activity in which you will be engaged: What,
specifically, will you be doing? Whom will benefit and how? What skills will you apply?
I will be working with WebLink, the Chamber web host, to design and optimize a new Chamber website. The new site will benefit the Chamber
and its members in that it will provide optimized business listings, timely, frequently updated information and an overall, more appealing outreach for the Chamber. The creation of the website involves page designs, written content, photographic content, and some html coding.
9) Describe tangible products, if any, resulting from this ELE (other than the reflection component); for instance, a publication, a performance, an event, an art object?
A new Habersham Chamber of Commerce website: http://www.habershamchamber.com
10) There is an expectation that each ELE (excluding Maymester and travel study excursion) will include a minimum of
thirty hours of engagement. Provide your best estimate of hourly allotments for each relevant activity, totaling at least 30
hours.
Weekly collaboration meetings—2 hrs each for 8 weeks: 16 hours
10 optimized landing pages—all new content, photographs, graphics, proofreading, metatags: approx. 4 hrs per page: 40 hours
Additional content pages: approx. 30 initial pages @ 2-3 hours each: 60-90 hours
Business Directory: Re-classification of businesses & keyword entry—approx. 40 hrs.
Total approximate hours for project: 156-186 hours – 19.5-23.25 hours/wk
If known, please provide the following:
Anticipated starting date __08-15-2013______________
Anticipated completion date___12-15-2013_____________
10) Once completed, forward to sponsor to approve. Sponsor forwards to Compass Review Committee.
APPENDIX C
Questions for Written Reflection
Student Name:
Project Title:
Compass Point:
Required Questions:
• Did you meet your personal goals for this endeavor? If so, how were they met? If not, why not?
• What did you learn that you did not anticipate?
• If you were to repeat the experience, what would you do differently?
Select Two Questions:
• What social needs did you see?
• What questions arose that remain unanswered?
• What skills did you apply?
• In what ways did collaboration with others influence your efforts and outcomes?
• What tangible products resulted from the project?
APPENDIX D
Sample Précis Submission Form
First Name:
Xan
Last Name:
Frye
Student ID:
90600****
Date Completed:
01-06-2013
Sponsor Name:
Dr. K. Nelms
Compass Point:
Creativity & Innovation
Description:
During the Fall 2012 semester, I worked with the Chamber president, the Chamber technology committee and WebLink, the Chamber web host provider, to design and implement a new, optimized website. The optimization of the Chamber Business Directory,
along with nine other strategic “landing pages” that highlight tourism and industry in the county, allow member businesses and the
county as a whole to benefit from higher search rankings that drive traffic to the site.
During the creation of the new website, my sponsor worked with me to develop more advanced html coding than I had worked
with before in order to update the look and feel of the site. I also worked closely with the Technology Committee to create pages that
reflected their vision. Being able to be involved with the project from start to finish challenged my collaborative skills and increased
my knowledge of website design and optimization.
I certify that the project has been satisfactorily completed by the student listed above. All requirements for this
compass point have been met.
Signature of Sponsor:
Date: