STICKY NOTES WINDOW COLLAGE UPGRADE

And I wanted a program that was globally focused. I wanted a community that was tight-knit and small.

I study international politics and economics with a minor in education studies. I am Roni Lezama, I am from New York City. That wish to connect is, in my view, very much a a unique part of Middlebury’s spirit. Each node of that network can be enhanced by deeper connection to each other. We are making sure that our undergraduate education is something that prepares students for the world, as well as gives them the kind of classical interdisciplinary liberal arts and sciences education. We do graduate education, not in competition with undergraduate education, but we work in tandem with it. So that sense of place maintains a deep significance. And then of course, we’ve got the Middlebury Institute in Monterey, which is a whole new domain for the school.

STICKY NOTES WINDOW COLLAGE UPGRADE

We have done a lot of work to upgrade and enhance Bread Loaf. We have a growing network of Schools Abroad. The literary force of the Bread Loaf School of English, the powerful linguistic institution of our language schools. This global policy incubator that is the Middlebury Institute at Monterey.

But then we have this constellation of institutions and programs all around us. You have of course, the College, the jewel at the center. Middlebury offers the intimacy and connectivity of a small liberal arts college, while having the reach, network, and resources of something like a much larger university. Do we call ourselves a college? Of course we do. A question about what do we call ourselves. When you have an opportunity to be of service or to share what you have, remember that there is real human need and you can make a difference.- There is a combination of things at Middlebury, we share with maybe one or two other institutions in the United States. Use the discomfort that emerges to help children understand we are all connected to all human experience. One goal is to help participants articulate the discomfort that can result from seeing others in real distress. What do you feel resistant to? What do you NOT want to do?Īffirm all responses.

How do you feel when you take time to examine fully these pictures of economic want?.

When all the small groups have presented, lead a discussion with the whole group: You may like to post blank newsprint and use it to record the details they mention on newsprint.

How true do you think the images/stories are? Why?.

What details told you when you found something about people in poverty?.

Was it easy or difficult to find images/stories of very poor people?.

Then re-gather and let each group present one or two of their findings and/or respond to these questions:

Observe the details you read, see or hear about people's lives in extreme poverty. Mark with sticky notes (or write notes about) the information you find about people who do not have enough money to live safe and healthy lives. In your groups, look in the newspapers and magazines (and/or, listen to television, radio, and/or Internet news). But do we get information about the people living in poverty? Maybe we need another Charles Dickens today. And our world certainly has extreme poverty. Today, we can get more information about the world than anyone in Charles Dickens's time could. Give each group a pad of sticky notes and an assortment of newspapers and magazines. Assign each adult facilitator several groups to assist. Form groups of three to five children at work tables.

Sticky notes window collage