Empowering Global Citizens

understanding; and leverage resources from other organizations
to educate other students on the topic.

0 In working on the issue of health challenges, students will find
organizations working on the issue of AIDS in South Africa, do
an internship, and develop an art project/book that they will
then sell to raise money for an organization identified as doing

effective work.

As students work on their independent projects, they will serve as peer
coaches for students in the five semester courses. This will serve the dual
purpose of tapping into the expertise of more advanced students to teach
the courses and keeping the more advanced students engaged in a structured
course that will give them the opportunity to deepen their study of the sub—
ject they’re pursuing in their independent project. Because these projects are
likely to be interdisciplinary, a student working on his or her independent
project might serve as a resource in multiple semester courses rather than just
in the specific semester course in which the project originated. In this way
students will maximize their opportunity to explore the interdisciplinary
dimensions of their project. For example, a student might initiate a project
to study the drivers of youth unemployment in the conflict semester course.
This project might evolve into using information technologies to match
jobs to candidates or to help candidates develop skills through open—source
education. Thus, this student could present his or her project to students in
the emerging technology course as well as in the conflict course. The same
project might develop some components that would be of interest in the
economic—development course. Eventually, the problem that the student is
working on will drive the study and integration of the knowledge from vari—

ous disciplines relevant to the problem.

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