Academic Calendar - BFA in Creative Writing
Academic Calendar - BFA in Creative Writing
Residencies take place at Goddard’s main campus in Plainfield, Vermont.
For assistance with the academic calendar, contact the Academic Affairs Office at email@example.com.
Commencement Residency: October 3 - 5
Commencement: Sunday, October 5
Packet Work: October 13, 2014 – February 2, 2015
Winter Break: December 22 – 28
Semester Ends: February 9, 2015
Between Semester Study: February 16 – March 20, 2015
Pre-Registration Deadline: March 11, 2015
Semester Begins: March 27
Residency: March 27 - April 3
New Student Orientation: April 2
Registration: April 3
Commencement Residency: March 27 - 29
Commencement: Sunday, March 29
Packet Work: April 6 - July 20
Semester Ends: July 27
Between Semester Study: TBA
Goddard College reserves the right to change these dates.
Calendar last updated: 01/30/14, AAO:jtm.
MA in Social Innovation and Sustainability
Inquire About Fall 2014 Enrollment
The MA in Social Innovation and Sustainability degree program is for students who seek low-residency, trans-/interdisciplinary and self-designed graduate studies, focusing on social innovation and sustainability on the community level, as well as for non-profit and for-profit organizations. Teaching and learning will encourage and support the vision, determination, and practical skills needed to design and enact new solutions to social issues.
Goddard will begin accepting applications for fall enrollment in the spring. If you are interested in learning more about the MA in Social Innovation and Sustainability degree program, use the online inquiry form to submit your name and preferred contact information.
Questions? Speak to an admissions counselor at 800.906.8312 or email firstname.lastname@example.org.
The complexity of today's social, economic and ecological challenges necessitates creative and collaborative approaches to interacting and engaging that are not only multi-dimensional, but are meaningful and vital to the realities of individual and collective lives. Goddard’s Master of Arts in Social Innovation and Sustainability reframes Goddard's former MA in Sustainable Business and Communities degree to encourage a more expansive and generative approach to problem solving. Students in this program will learn strategies for facilitating inclusive participation that acknowledges diverse perspectives and encourages genuine collaboration.
The MA in Social Innovation and Sustainability will prepare scholars and practitioners to address significant social, economic and ecological concerns, on local and regional levels. Whether you are a scholar seeking to explore issues and solutions more deeply or a seasoned practitioner looking for strategies that will enable you to have greater and more sustained impact, the MA in Social Innovation and Sustainability offers an opportunity to engage in a dynamic learning community of social change activists. Students will draw from several disciplines to pursue new ideas and approaches for engaging community, generating social value and nurturing viable and resilient ways of living and being in community; for example: sustainability; community economic development; place studies; environmental studies; humanistic geography; organizational development; community planning, and social innovation and social enterprise.
You may also speak to an admissions counselor by writing to email@example.com or by calling 800.906.8312.
Values and Approaches Emphasized:
- Grounding in relevant theory, philosophies and practices and ecological and social sciences
- Systems thinking and design
- Diversity, inclusion and engagement
- Social, ecological and economic justice
- Human rights and equitable allocation of resources
- Social entrepreneurship and innovation
- Deconstructing narratives and processes for generating alternatives
- Localist movements including local foods, currencies, economies, and resilience
- Creative expression (all forms)
- Communication and social and emergent media
- Interdisciplinary models of community and organizational engagement and planning
- Community organizing
Student Learning Goals (A Partial List):
- How to understand community and organizational infrastructure, relationships, power dynamics and competing interests
- How to engage diverse people, perspectives and interests in productive exchange
- Definitions of sustainability and how sustainability practices might be created, learned, and/or applied
- The nature of global and community economies and how they interface
- How creative expression, social media and communications can be used to effect change, create and sustain local and global economies and further the goals of sustainability, organizing, etc.
- How to live in harmony with a place; how to restore and maintain natural local systems
- How to design new and cross disciplinary ways of working with community members to plan and implement change
- How to develop and support community based leadership
- How to create new models of social enterprise and social entrepreneurship
- How to develop and lead nonprofit and for-profit organizations to effect positive change
- How to understand and create different approaches to place studies and action in place including, humanistic geography, place-making, bioregionalism, place-based literature, place and culture, and place-based learning
BA/MA Fast Track in Psychology and Counseling
An Accelerated Degree Option in Psychology
Goddard's BA/MA Fast Track in Psychology and Counseling is a low-residency accelerated degree program that affords learners a seamless path to obtain their Bachelor's and Master's degree over a shorter period of time.
Full- and Part-Time Study Options
- Students may enroll for full-time study (five, 3-credit courses per semester) or part-time study (three, 3-credit courses per semester).
- The final 15-credit undergraduate semester of the program will also contribute 12 graduate credits to pursuit of the Master's Degree.
- Undergraduate BA/MA students not wishing to continue into the Master in Psychology and Counseling program, or not approved to do so, will have the opportunity to complete the Bachelor's degree in Psychology.
Goddard's Low-Residency Model
At Goddard, you do not need to be on campus full-time to pursue your Bachelor's or Master's degree.
Goddard's programs have been successfully designed to accommodate the lives of working adults: students attend an 8-day on-campus residency each semester and pursue their studies from home throughout the year under the guidance of faculty mentors.
Goddard offers the best of what distance education, online programs and traditional campus learning have to offer. At Goddard you can:
- Study at home in the local community that shapes your learning.
- Connect with students, faculty and staff during an 8-day, on-campus residency each semester.
- Design your own degree with individualized guidance from faculty advisors.
Accreditation and Approvals
Goddard College is accredited by the New England Association of Schools and Colleges (NEASC). The MA in Psychology and Counseling Program is a member of the Council of Applied Master’s Programs in Psychology (CAMPP).
MA in Psychology and Counseling
The low-residency MA in Psychology & Counseling program helps you develop skills in practical applications of psychology. Such competencies are grounded in theory and research, personal experience, and self-knowledge, and are influenced by current social complexities and the state of psychology. These skills can be used in clinical, research, and community settings.
There are two degrees offered within the low-residency Master of Arts in Psychology and Counseling program:
- MA in Psychology and the
- MA in Clinical Mental Health Counseling.
- You may pursue one degree or the other depending on your personal and professional goals; you will work with your Academic Adviser to create the study plan best for you.
- You develop your own unique plan of study within the PSYC program based on your individual interests and goals.
- To prepare for state or province licensure as a therapist, you will work with your academic adviser to understand the requirements relevant to such preparation and reflect those needs in your study plan.
- Students who are not interested in licensure can develop a non-clinical plan of study and internship, such as a community-based project. In addition, any student can choose the Sexual Orientation Concentration.
WORK OF THE PROGRAM
Graduate study in Psychology and Counseling consists of a unique combination of intensive campus residencies and directed, independent study in the student’s home community. It is based, foremost, on an extended relationship between students and academic advisors, other faculty mentors, and student colleagues. The course of study includes a carefully planned exploration of relevant psychological literature (including those areas of primary interest to each student), a supervised internship, and a final product that demonstrates the application of theory and research to practice. The Goddard program is approved by the Council of Applied Master’s Programs in Psychology (CAMPP).
- The program in Psychology & Counseling may involve 48 credits (four semesters) or 60 credits (five semesters or four semesters with two summer sessions). Credit is awarded per course completed.
- Up to 12 relevant graduate semester credits may be transferred upon approval of the program director.
- Students without adequate and timely undergraduate preparation (in areas such as the history of psychology, human development, social psychology, abnormal behavior, and research methods) and at least several months experience working in the field will be required to work a Pre-G semester, for undergraduate credit, in preparation for entry into the graduate program.
- Students seeking state licensure or other certification are responsible for gathering information about the current requirements and for bringing this information with them to their first residency.
- Faculty advisors work to help students design study plans that enable them to prepare for those requirements while also meeting the general college requirements and those arising from their individual interests.
Students seeking state licensure or other certification are responsible for gathering information about the current requirements and for bringing this information with them to their first residency. Meeting licensure or certification requirements is solely the responsibility of the students. Faculty advisors work to help students design study plans that enable them to prepare for those requirements, while also meeting the general college requirements and those arising from their individual interests. It is of particular importance for students to know the state requirements around supervised internship hours and to be proactive in setting up an internship that will meet their academic and licensure needs. The licensure coordinator will support students in this process.
Non-degree students needing extra credits to meet external requirements may enroll for one or two semesters.
Students graduating with an MA in Psychology & Counseling will have:
Successfully accomplished the required core courses;
Completed a supervised internship of at least 600 clinical hours. Students may elect to earn credit for their practica and internship hours;
Satisfactorily completed the program competencies;
Produced an acceptable final product or thesis, or capstone project.
There are seven required courses for both the MA in Psychology degree track and the MA in Clinical Mental Health Counseling degree track:
Ethics and Professional Orientation
Human Lifespan Development
Social and Cultural Foundations
Biological Bases of Behavior
Assessment and Evaluation
The MA in Psychology degree track requires additional courses in:
Cognition and Learning
The MA in Clinical Mental Health Counseling requires additional courses in:
Counseling Theory and Helping Relationships
- Career Development
More course information can be found here.
Note: In the process of negotiating each course syllabus with their faculty mentors, students may title courses differently from those listed above, as long as the faculty mentor and the academic advisor agree that the titles are all accurate and honest representations of the work completed.
To complete the low-residency MA in Psychology and Counseling Program, students work with their academic advisor and course mentors to create elective courses that serve their personal interests and professional goals. Contact the Admissions Office to learn more about elective course design in the MA in Psychology and Counseling Program.
Sexual Orientation Concentration Core Courses
Students who pursue the Organizational Development concentration are required to take four core courses, in addition to required program courses, as well as five related area courses. View Core Courses
“As a faculty, we believe that students are adults who have chosen an intensive residency program because of their need to balance graduate study with other responsibilities, or who feel their needs are not met by traditional approaches. We work to create a challenging, flexible, and non-competitive environment where this will be possible. We encourage students to set their own goals and to stretch their own boundaries as psychologists by experimenting with different genres and styles. We respect and value individual differences, and we are committed to working together to create an open and welcoming program.” -- The Psychology and Counseling Faculty
MA in Health Arts and Sciences
Bridging Nature, Culture and Healing
The MA in Health Arts & Sciences (HAS MA) degree requires 48 credit hours (four semesters) or 36 credit hours (a three-semester study track for professionals who meet specific admissions criteria - click here for more information on the 36 credit option).
Students in this program learn to promote health and healing for individuals and communities through an individualized curriculum.
- Student work combines an engaging mix of integrative health studies, holistic sciences, health philosophy, multicultural perspectives, social change, self-awareness, and self-care practices.
- Students may undertake theoretical and practical study in such areas as community and environmental health, women’s health and midwifery, men’s health, botanical medicine and ethnobotany, nutritional health, expressive arts, body and movement therapies, integrative health systems, integrative nursing, mind-body studies, ecopsychology, and cross-cultural healing.
- Students shape their studies to become health educators, consultants and counselors, community health education specialists, organizers and activists, environmental health specialists, holistic therapists, integrative health nurses, health researchers, writers, and combinations of these practices.
WORK OF THE PROGRAM
The HAS MA residency functions as a supportive and expansive face-to-face social environment whose purpose is to define and support the work of the semester. HAS MA students work with their faculty advisor, network with other students, attend workshops that address degree requirements, develop academic skills, and explore a range of health arts and sciences issues and practices. Keynote presentations offered during residencies investigate the cultural and/or ecological context of healing. Past topics have included “Embracing an Ethic of Care,” “Healing as if the Earth Mattered,” and “Healing with the Natural and Sacred World.” The residency also provides a place to share hidden aspirations within a positive learning climate where “we can think the world together.”
Experiential studies pursued within the low residency HAS MA Program might include teaching classes or engaging in outreach efforts in such places as holistic centers, public schools, youth programs, hospitals, and natural world environments. Some students develop websites, publish books or articles, or begin organizations. At the culmination of their course of study, students synthesize their work in a final project that may take the form of a community outreach project or encompass traditional scholarship, depending on the interests of the student.
Students graduating with a HAS MA will have successfully accomplished the following:
- Clearly articulated their own health philosophy in relationship to multiple cultural views and critically evaluated their own values, biases, ethics, and orientation to health;
- Completed an exploration of at least one (or more) health-promoting modality as it can be applied to the well-being of members in a particular community;
- Demonstrated a thorough understanding of the scientific basis of their specific area(s) of study by being able to: a) identify and examine those science- based studies fundamental to their inquiry, and b) transmit their science-based knowledge to others;
- Demonstrated an understanding of the broader social and ecological context of health in a community particular to their inquiry - evaluating, for example, how particular social, political, ecological, and/or economic issues affect the health status of that community;
- Explored self-care and self-awareness practices through a reflective and active engagement with their own self-healing processes;
- Demonstrated and understood how to find, read, and evaluate professional research relevant to their area of study;
- When applicable to their particular inquiry, demonstrated the ability to thoughtfully and critically integrate original primary research into their study;
- Conducted and written a literature review germane to their area(s) of study;
- Completed a final thesis project that builds on fulfillment of the above guidelines (scholarly paper or applied project with an accompanying context/ process paper, possibly addressing a specific health problem or issue in a particular community).
PARTNERSHIP AGREEMENTS WITH THE FOLLOWING:
“It is a joy to work at Goddard as a faculty member and witness the love, commitment, attention, and expertise devoted to nurturing students in their explorations built upon their questions. The students too bring with them remarkable skills, experience, curiosity, and creativity. The atmosphere at a residency vibrates with humor, play, companionship, critical thinking, searching, and concern for the world. There is a lively enthusiasm for each student as an individual, a scholar, and an actor in the process of transformation of self and the world. It is a community animated by shared passion and respect, a community of reflection and support toward students’ ideas, discoveries, and professional development. It is a community that earnestly strives to think, feel, and act out of the values it holds dear.
As an eco-psychologist I am ever in search of models for healthier ways of living and perceiving that will help us to restore our deep connectedness with the rich, complex, living universe, which is the source of our vitality. I see such a model, as an ongoing co-creative process, at Goddard. I see it in the dynamic appreciation of difference, with the rich panoply of possibility that provides, and in the recognition that, while each is unique, we are all one. And I see it in the consciousness people carry to understanding conflict, with a determination to develop responses together--in our words, our works, our relationships, and our internal dialogue--that will help us to contribute to individual, social, and global health and evolution." --- Health Arts and Sciences Faculty Member Susan Pearson
“Some adult learning theorists say that all learning is change. But, not all change is transformative. Those of us who have considerable experience in settings committed to meaningful, emancipatory education recognize that learning at Goddard is transformative. One of the primary reasons for this is the unusual nature of the mentoring relationships established between learners and advisors. These connections allow for deep immersion in specific areas of inquiry--with reliable, supple and sturdy support.~ Witnessing a learner’s vision taking shape is such a deeply humane and hopeful venture that this kind of experience can be life changing for both parties. We, as faculty, guide our communities of learners, individually and together, to experiences of “moral relatedness”--a “mutual and respectful dialogue” that honors lived experience, personally meaningful inquiries--that are grounded in critical reflection and connected with the larger world.
We invoke Dewey, Friere, Lindeman, Knowles, hooks, Lorde, Rich, Perez, Aragon--any number of influences--for this kind of learning. And the result makes for internal and external events of such profound dynamism, creativity, compassion, rigor, and vitality that our graduates, our faculty, our staff, our administration and our trustees develop a loyalty that is evident to all who encounter us. And those who have such experiences begin to envision other places and situations that could benefit from a “moral relatedness” that can sustain social growth and global changes that are also just and humane.~ This is mentorship of the highest order; learners invite us into some of the richest work of their lives and we are all changed in profound and deeply meaningful ways." --- Health Arts and Sciences Faculty Member S.B. Sowbel
Master of Arts in Education
There are lots of education programs in this country, but only one asks you to look at your own passion to create an individualized plan for study at the graduate level.
Goddard's Master of Arts in Education is a holistic, interdisciplinary and student-centered approach to learning that is personally and socially relevant and transformative. Unlike graduate programs with prescribed curricula, the Goddard program asks you to chart out your own path of in-depth and expansive study that has enduring meaning for your community, and your own life and contributes to the advancement of research and scholarship in your area of study.
Our approach empowers you to take charge of your education. The graduate program is student-centered in that you choose your topic of inquiry, and you design a program of study based on how you learn best and what your study can contribute most to you and your community. Goddard invites you to think about your topic by drawing in other pertinent fields of study, which in turn allows you to see a wider view of the practices and theories inherent in your topic of study. Such a view enables you to create a more holistic thesis project, and enables you to learn more in the process about your life, your challenges and your gifts.
The Master of Arts in Education offers study options in these areas:
- Teacher Certification
- Individual Focus in Education
- Community Education
- Dual-Language Early Childhood Education
- School Counseling Certification
- Graduate Studies for non-degree-seeking students
Students may apply to transfer up to 12 graduate credits.
Students can enroll in the MA in Education Program in two locations:
The Plainfield, VT Campus, offering the following MA Degree Options:
- Individual Focus in Education (Non-Licensure)
- Licensure: Teacher or School Counseling
The Seattle, WA Site offering the following MA Degree Options:
- Individual Focus in Education (Non-Licensure)
Goddard College programs operating in the State of Washington are authorized by the Washington Student Achievement Council. For more information, please refer to Accreditation and Approvals.
Goddard’s traditional 12-credit semester full-time study format includes attending an eight-day residency at the beginning of each semester, which occurs in January and July. Full-time study requires a commitment of 26 hours or more a week after the residency.
Goddard’s three-quarter-time study option translates to nine credits each semester. It provides a study opportunity for students who are not able to attend a residency in January. As part of the three-quarter-time option, students attend a five-day summer institute immediately following the required eight-day residency in July. Students living internationally, or who are working for a school district that does not grant five release days from work for professional development, are excellent candidates for the three-quarter-time program. The nine-semester credit option also benefits students who can commit 19 hours a week to their academic work, but find the 26 hours required of the full-time option too challenging. The nine-semester credit option extends the time necessary to earn the degree by one semester. The cost per individual semester is reduced.
The MA in Education degree criteria are the goals toward which your individualized graduate studies are aimed. Throughout your course of study, you are expected to deeply engage with the criteria, working toward a full and sustained demonstration of them by graduation. Students graduating with an MA in Education will have successfully accomplished the following:
- Articulated a powerful autobiographical understanding of their relationship to society, culture, and education
- Understood and actualized the essential concepts of progressive education, namely inquiry-based learning, reflection and critical thinking, and a student-focused curriculum
- Prepared themselves to work toward the creation of a more just, humane, democratic, and sustainable world
- Acquired the professional knowledge base to perform a leadership role in the field of education
- Developed the capacities to critically analyze, interpret, organize, communicate, and apply knowledge relevant to education
- Developed a clear sense of the relationship between theory and practice, and learned to apply progressive education principles and practices to real-world issues
- Produced a masters’ thesis that includes the formulation of significant questions, application of methods of inquiry, identification and utilization of learning resources, analysis, critical thinking, and the integration and application of theory into practice.
WORK OF THE PROGRAM
At the center of the Goddard MA in Education program is the concept that the most effective education occurs when it is shaped around you, the student. There is an emphasis on individual needs and interests rather than predetermined curriculum. Goddard education programs hold a central commitment to social justice, diversity, anti oppression, and anti bias education. These values are especially important today for educators working in a complex and pluralistic society. As a student, you engage with the program faculty who allow you to begin your studies where you are, and help you discover your interests and goals. From there, your study plan evolves.
Educational resources vary from independent study to field experience. Many studies focus on a particular issue or problem. Creative engagement and the integration of theory and practice are emphasized. Within an individualized education focus, work may include studies in anti-racist education, alternative schooling, integrative arts, mediation, bilingual education, spirituality, and environmental sustainability, to name a few. At the end of each semester, in lieu of grades, you and your advising faculty write narrative evaluations that describe your work in a practice of authentic assessment.
MA in Individualized Studies
The low-residency MA in Individualized Studies Program (IMA) is a four-semester (48 credit) interdisciplinary liberal studies degree integrating personal vision and voice with radical thinking and engaged practice. Credit is granted upon fulfillment of the degree criteria, including successful completion of the final product. The IMA Program is for students interested in pursuing a question, project, or career interest that is interdisciplinary or transdisciplinary, and personally compelling. The emphasis is on helping each student find and hone a focus of inquiry that brings together deep interests with relevant theory and actual practice. The holistic approach of the degree means that professional goals — whether for eventual doctoral study, a particular career path, a tangible product (like a publication or business plan), or particular skills (like workshop facilitation or land use planning) — can be fully integrated into the degree plan.
WORK OF THE PROGRAM
An intensive residency week begins the work of the semester in a noncompetitive atmosphere. Workshops, peer groups, seminars, mini-courses, individual conferences, readings, and celebrations inspire and facilitate the focus of the semester’s work and the creation of a study plan. While most of the program’s students bring together their own unique, individual combination of topics for study, some choose to work on defined areas of concentration, as described in the following sections.
All students graduating with an Individualized MA degree, regardless of concentration, will have undertaken an interdisciplinary or transdisciplinary area of study and successfully accomplished the following:
Identified and mastered the confluence
of traditions and disciplines central to their specific study;
Placed their learning in an appropriate historical, cultural, and personal context;
Explored and reflected upon their values, biases, and social, cultural, spiritual, and ideological roots as they pertain to the area of study;
Engaged with the world in a way that deepens their understanding of their area of study, through a personal, social, spiritual, or other practice appropriate to the individual;
Completed a final product that demonstrates their mastery of the traditions and disciplines pertinent to their study, and creatively integrated and demonstrated their learning, personal growth, and engaged practice.
BA in Health Arts and Sciences
The low-residency BA in Health Arts & Sciences (BA HAS) supports a holistic, interdisciplinary and integrative exploration of health, healing and well-being within an inspiring community of peers and advisors.
Those who join the BA HAS Program aim to make a difference at the personal, community, environmental or global level through activism, advocacy, the arts, coaching, research, policy development, health education, prevention programs, alternative health promotion and practices and visionary ideas for biomedical, alternative, educational, organizational, and community-based settings.
Rooted in each student’s unique passion and learning style, studies can combine direct action, rich contemplation, rigorous scholarship, creative projects and experiential learning. The end result is a meaningful, productive and often, deeply transformative process that supports present and future work for personal, community, and social well-being
WORK OF THE PROGRAM
During your residency, you will work with your faculty advisor, network with other students, attend workshops that address degree requirements, develop academic skills, and explore a range of health arts and sciences issues and practices. Keynote presentations offered during residencies often investigate the cultural and/or ecological context of healing. Past topics have included: “Embracing an Ethic of Care,” “Healing as if the Earth Mattered,” and “Healing with the Natural and Sacred World.” The residency also provides a place to share hidden aspirations within a positive learning climate where “we can think the world together.”
At the culmination of your course of study, you will synthesize your work in a final project that may take the form of a community outreach project, or encompass traditional scholarship, depending on your interest.
PHILOSOPHY OF THE PROGRAM
Bridging Nature, Culture, and Healing
The phrase, Bridging Nature, Culture and Healing, asserts that these areas need explicit linking for an integrated approach to building and supporting well-being at every level.
In this program you will learn to promote health and healing for individuals and the community through individualized curricula. Student work combines an engaging mix of integrative health studies, holistic sciences, health philosophy, multicultural perspectives, social change, self-awareness, and self-care practices. They may undertake theoretical and practical study in such areas as community and environmental health, women’s health and midwifery, men’s health, botanical medicine and ethnobotany, nutritional health, expressive arts, body and movement therapies, integrative health, integrative nursing, mind-body health, ecopsychology, and cross-cultural healing.
The BA in Health Arts & Sciences degree program is open to upper division undergraduate students and requires 120 credits to be awarded the degree. Students are eligible for admission after they have completed 60 credits in the liberal arts. Under special conditions, clinical health training credits from professionally accredited institutions may be accepted as transfer credits into the Goddard BA HAS program. On rare occasions, a potential student who has less than 60 credits could petition for early admission into the has program.
PARTNERSHIP AGREEMENTS WITH THE FOLLOWING:
- BirchTree Center for Healthcare Transformation (Florence, MA)
- Birthwise Midwifery School (North Bridgeton, ME) - Link coming soon!
- Institute for Integrative Nutrition (New York, NY)
- Lourdes Institute of Wholistic Studies Affiliation (Collingswood, NJ)
- Omega Institute (Rhinebeck, NY)
- Rowe Conference Center (Rowe, MA)
- Vermont Center for Integrative Herbalism Partnership
“It is a joy to work at Goddard as a faculty member and witness the love, commitment, attention, and expertise devoted to nurturing students in their explorations built upon their questions. The students too bring with them remarkable skills, experience, curiosity, and creativity. The atmosphere at a residency vibrates with humor, play, companionship, critical thinking, searching, and concern for the world. There is a lively enthusiasm for each student as an individual, a scholar, and an actor in the process of transformation of self and the world. It is a community animated by shared passion and respect, a community of reflection and support toward students’ ideas, discoveries, and professional development. It is a community that earnestly strives to think, feel, and act out of the values it holds dear. As an eco-psychologist I am ever in search of models for healthier ways of living and perceiving that will help us to restore our deep connectedness with the rich, complex, living universe, which is the source of our vitality. I see such a model, as an ongoing co-creative process, at Goddard. I see it in the dynamic appreciation of difference, with the rich panoply of possibility that provides, and in the recognition that, while each is unique, we are all one. And I see it in the consciousness people carry to understanding conflict, with a determination to develop responses together--in our words, our works, our relationships, and our internal dialogue--that will help us to contribute to individual, social, and global health and evolution." --- Health Arts and Sciences Faculty Member Susan Pearson
“Some adult learning theorists say that all learning is change. But, not all change is transformative. Those of us who have considerable experience in settings committed to meaningful, emancipatory education recognize that learning at Goddard is transformative. One of the primary reasons for this is the unusual nature of the mentoring relationships established between learners and advisors. These connections allow for deep immersion in specific areas of inquiry--with reliable, supple and sturdy support.~ Witnessing a learner’s vision taking shape is such a deeply humane and hopeful venture that this kind of experience can be life changing for both parties. We, as faculty, guide our communities of learners, individually and together, to experiences of “moral relatedness”--a “mutual and respectful dialogue” that honors lived experience, personally meaningful inquiries--that are grounded in critical reflection and connected with the larger world. We invoke Dewey, Friere, Lindeman, Knowles, hooks, Lorde, Rich, Perez, Aragon--any number of influences--for this kind of learning. And the result makes for internal and external events of such profound dynamism, creativity, compassion, rigor, and vitality that our graduates, our faculty, our staff, our administration and our trustees develop a loyalty that is evident to all who encounter us. And those who have such experiences begin to envision other places and situations that could benefit from a “moral relatedness” that can sustain social growth and global changes that are also just and humane.~ This is mentorship of the highest order; learners invite us into some of the richest work of their lives and we are all changed in profound and deeply meaningful ways." --- Health Arts and Sciences Faculty Member S.B. Sowbel
Page last updated: 02/06/13, AAO:lkl.
BA in Sustainability
WORK OF THE PROGRAM
Each semester begins with an eight-day residency on the Goddard campus in central Vermont where students work with faculty advisors and other students to create an individualized study plan for the semester and participate in a wide range of residency activities, including workshops on sustainability topics and academic skills, and may include visits to local Vermont sites, farms, and businesses to see sustainability in action. After the residency, students work independently from home through regular one-on-one exchanges with a faculty advisor. Program faculty are actively engaged in their fields. They mentor students in both the theoretical and practical aspects of the study areas that students choose.
BAS students address the same degree requirements, and engage in the same residency, semester work, and progress review processes as those in the BA in Individualized (IBA) Studies program, along with BAS-specific degree criteria.
Graduates of the BA in Sustainability have an unparalleled opportunity to design and implement a degree plan that will help them pursue their interests in sustainability while preparing for future vocational goals, graduate study and/ or volunteer activities.
PROGRAM PHILOSOPHY: EXPERIENTIAL LEARNING
BAS students apply their learning in experiential settings. This type of learning provides an opportunity for students to try out a practice, test an idea or gain valuable practical experience by applying their sustainability learning in a real life setting.
Students Living in the U.S. and/or working internationally have studied topics such as:
- Local food systems
- Impacts of the privatization of drinking water
- Indigenous approaches to conservation
- Starting a community garden
- Sustainable maple sugaring
- Wind energy politics & installation
- Waste & water management
- Urban gardening
- Soil science & restoration
- Permaculture design principles
- Shaping public policy through individual action & community based groups
- Peak oil, food security & economic resilience
- Strategies for building a local economy
- Social entrepreneurship
- Renewable energy sources
- Place-based approaches to sustainability
- Global lesson in sustainable practices
- Strengths & limitations of localist movements
- Spiritual dimensions of sustainable societies
- Green building
- Ethical dimensions of global trade and legislation
- Starting a Time Bank
- Principles and practices of socially responsible businesses
The BA in Sustainability (BAS) program is open to upper division undergraduate students and requires 120 credits to be awarded the degree. Students are eligible for admission after they have completed 60 credits in the liberal arts. No more than 75 transferable semester-hour transfer credits can be applied to the 120 required for the degree. A minimum of three semesters of enrollment in the BAS is required. Prior studies in sustainability may be applied to program requirements, and students may address general undergraduate degree requirements concurrently while enrolled in the BAS program. A student’s required period of enrollment is determined during the admissions process and is based upon a review of transcripts relative to program and degree criteria.
BFA in Creative Writing
The Low-Residency Bachelor of Fine Arts in Creative Writing (BFAW) focuses on fine arts literary endeavors. It is the first low-residency BFA program in the country! You may seek a sole vocation in writing, or integrate your creative writing into professions such as psychology, social work, library science or education. With the BFA in Creative Writing, you may also go on to pursue graduate work in creative writing, literature, or professional writing.
WORK OF THE PROGRAM
First semester students are pre-assigned a faculty advisor; for each semester after the first, you will participate in choosing your faculty advisor. At residency, you meet with your advisors and peers and attend BFAW-specific workshops in craft, along with student readings, and a visiting writer reading and workshop each semester. You will participate in three group studies facilitated by members of the BFAW faculty, one of which focuses on editing and publishing an online literary journal, and two of which are content-based writing workshops. View sampling of residency workshops and presentations.
In addition, the program offers an array of participatory events, including faculty workshops, presentations and workshops by graduating students, a student art show, a student/faculty reading, and a cabaret.
The low-residency BFA in Creative Writing Program is a 120-credit program open to transfer students who have already completed approximately 60 liberal arts credits. You may be eligible to bring a combination of transfer credits and/or credits awarded for prior learning and experience into the program. Credit for prior learning and experience is determined through Goddard’s Assessment of Prior Learning process. If you are just beginning your undergraduate studies, you can enroll in Goddard’s BA in Individualized Studies Program before transferring to the BFA in Creative Writing Program.
To receive the Bachelor of Fine Arts in Creative Writing, you must complete the degree requirements of the BA in Individualized Studies degree program plus demonstrate competency in the Arts and Humanities and critical thinking in the following areas:
- Reading across genres, cultures, and era
- Development of of various craft techniques
- Reading as a writer
- Literary criticism and engaged literary theory
You will present your Senior Study in the form of:
- A manuscript of 25-100 pages, depending on the genre, of well-crafted, significantly revised creative work;
- A 15-30 page reflective critical paper on the subject of craft, integrating literary criticism and explication of the writer’s own work;
- A reflective essay on the cultural/societal responsibilities of the writer;
- Bibliography and annotated bibliography;
- A reading of your senior study manuscript work to the residency community, followed by a question and answer period facilitated by members of the BFAW faculty.
You will leave the program with a complete draft of a creative manuscript that has gone through a number of revisions. At the same time, you will have gained a deep connection to your writing peers, many of whom will continue to sustain you as the work of writing continues.