Guide to the Piedmont College Compass Program

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.

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  The outdoor club performs yearly work hikes on the Bartram Trail.
  
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  Nursing students offer hearing, vision, and scoliosis screening at elementary schools.
  
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  Students mentor in local schools through the Habersham County Mentoring Program.
  
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  Natural sciences students work with the Upper Oconee Watershed Network, volunteering at quarterly monitoring events.
  
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  Math club students visit area high schools presenting the Menager Sponge theory to math classes.
  
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  Students in an education course serve as video production team and tech consultants to support initiatives with a local elementary school.
  

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  completing internships in both corporate and non-profit settings;
  
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  researching an interest area and related occupations;
  
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  interviewing people in various fields of work;
  
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  traveling to an area where a particular need of the world is evident;
  
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  completing a series of exercises related to vocational discernment.
  

Examples of activities suited for the Leadership Compass Point:

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  an internship working with a community leader, perhaps an elected official;
  
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  working as a resident assistant;
  
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  serving as an officer of a club;
  
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  enrolling in Leadership Habersham;
  
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  planning a forum comprised of leaders who embody contrasting styles of leadership.
  

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  Members of the film club produce a documentary about campus life.
  
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  A student attends monthly contra dances at the Sautee Nacoochee Center.
  
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  Business students offer consulting projects for local businesses and organizations.
  
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  A person employed in retail sales implements a new approach to interpersonal relations.
  
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  A student directs the annual Christmas pageant at a local church.
  
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  Kappi Pi joins forces with Schticks and Giggles to organize an “empty bowls” fundraiser.
  

Examples of activities that promote cultural awareness:

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  planning world cafés in which students and outside speakers share insights about cultural and social factors that play a role in current events;
  
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  volunteering at a prison, rehabilitation facility or another setting where individuals are separated from society;
  
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  doing an internship in sociology and psychology working with underserved populations;
  
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  enacting an ethnic or religious holiday associated with a tradition other than one’s own;
  
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  interacting for a semester, through email or Skype, with students at a college in another country.
  

Examples of projects that exemplify social ethics:

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  attending the National Conference on Ethics in America at West Point;
  
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  volunteering for a political campaign and analyzing the ethicality of conduct;
  
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  organizing an observance of World AIDS Day that teaches how to ensure the health of oneself and others;
  
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  traveling to a developing country, and subsequently raising money to meet basic human needs;
  
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  planning an event for Earth Day that examines human responsibility toward the natural world or future generations.
  

The Compass Compact signifies assent to the project by all related parties from inception to completion.

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.

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  act as college liaison to community partners, when applicable;
  
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  assistance with the development of proposal if necessary;
  
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  approve the Project Proposal;
  
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  convene group if multiple students are involved;
  
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  reserve campus space as needed;
  
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  assist students with publicity for related events, if applicable;
  
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  track student progress during ELE;
  
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  confirm number of hours expended;
  
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  update academic advisors at their request;
  
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  meet with each student for final reflection;
  
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  file copies of reflection responses with the Chaplain;
  
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  confirm submission of précis to the Registrar;
  
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  respond to requests for information related to follow-up publicity or events.
  

Compass Review Committee:

Upon completion of each ELE, students will compose typed responses to prescribed questions intended to guide their self-reflection (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.

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.

1. 
   Sponsor Interest Survey
   
2. 
   Project Proposal Form
   
3. 
   Questions for Written Reflection
   
4. 
   Précis Submission Form
   

1) Is this ELE a

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  Maymester or other travel study excursion?
  

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  in which you are already engaged?
  
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  which is new to you?
  

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  individually
  

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  in collaboration with other students
  

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  Drop down: