The Goddard Difference
The mission of Goddard College is to advance cultures of rigorous inquiry, collaboration and lifelong learning, where individuals take imaginative and responsible action in the world.
Goddard’s low-residency semester format comprises an intensive 8-day residency on campus, and 16 weeks of independent work and self-reflection in close collaboration with a faculty advisor. The college pioneered this format nearly a half century ago particularly to meet the needs of adult students with professional, family, and other obligations seeking learning experiences with relevance in real-world circumstances.
Goddard College's low-residency model at a glance:
- Design your own study around an area of your interest and passion each semester.
- Participate in an 8-day, on-campus residential educational program where you interact with faculty advisors, students, alumni and staff, and participate in workshops, readings, group sessions, artistic and musical events, and more.
- Complete your work at home using the resources of your own community.
- Library facilities, Student Services, Financial Aid, Registrar, Community Life and other College resources, along with online collaboration with faculty and your fellow students, are available throughout the semester and provide you with individualized assistance.
- Individualized guidance from award-winning faculty who are experts in their fields.
- Support in the design and implementation of all of your studies.
- One-on-one interactions and in-person experiences with visiting professionals, such as authors, educators, artists, publishers, and specialists.
- More personal involvement than an on-line degree.
PROGRAMS AND CONCENTRATIONS
All of Goddard’s degree programs and concentrations rest upon a progressive, individualized liberal arts foundation and tradition. Programs are formally organized academic structures, developed by a group of faculty members qualified by degree, experience, and interest around a given interdisciplinary liberal arts theme or professional discipline. Each program has established policies, some common to all programs, defined criteria for graduation, and is approved by the faculty, the chief academic officer, the president, and the board of trustees. Concentrations are less formal substructures of programs that are designed to offer opportunities for groups of learners within a program to share distinct common interests. Concentration students attend special workshops together during residencies, share subject-focused bibliographies, and have concentration- specific criteria that need to be met within the context of the program criteria.
Residencies are a time to explore, network, learn, share, and celebrate with peers, staff, and faculty. While students work with advisors to forge individualized study plans for the semester, they also have the opportunity to attend workshops, advising groups, keynote addresses, large celebrations and a host of other rich and interesting events where they also learn from other adult students. Together with their faculty advisors, students consider study ideas, program content, personal goals, and what they might do to achieve their goals. This model combines a strong sense of community with personalized learning, enhanced by open and extended written dialogue with a faculty mentor. The strength of the program rests on the excellence of our faculty and their commitment to students. Program residencies take place on our campus in Plainfield, Vermont. Additionally, residencies for our MFA in Creative Writing and our MFA in Interdisciplinary Arts programs are offered at our educational site in Port Townsend, Washington.
AFTER THE RESIDENCY AND “PACKETS”
During the semester, students send faculty advisors packets that typically contain process letters describing their learning and (depending on the program and study goals each semester) some of the following: a bibliography of resources, a study journal, annotations or a critical essay, a research paper, creative and critical writing, slides, photos, or samples of artwork, and an autobiographical account or audio/video presentation. A detailed response from the advisor is both supportive and challenging, engaging in the learning the student presents as offering resources and strategies for the next packet. Additionally, the advisor will also address the packet in the context of the student’s semester goals and the student’s progress toward fulfilling degree criteria. Over the semester, the exchanges between student and advisor create a dialogue that is exceptionally rich and nuanced, reflective and holistic. Out of this comes learning that is transformative and empowering. At the end of the semester, students and advisors write comprehensive evaluations of the student’s work.
Levels are simply semesters of study. Level 1 is the first semester of undergraduate study, Level 2 the second, and so on, reinforcing the belief that education progresses. A student who will be granted the Bachelor of Arts degree at the end of their current semester is usually at Level 8. Graduate semesters are known as level g-1, g-2, and so on.
An advisor is a member of the faculty who helps the student plan their independent study and who supervises the study through the exchange (typically every three weeks with some program variation) of student packets and faculty responses. At semester’s end, advisor and student write narrative evaluations and a determination is made by the advisor as to whether the semester was successful. During residencies, advisors meet individually and in small groups with students whose studies they supervise.
Each program has a director or co-director who is responsible for the academic integrity of the program. The director works with the program faculty to create a learning environment that embodies the program’s mission and encourages and supports students in their academic, professional, and personal development. The director also manages the academic functions of the program, responds to students' concerns/issues, supervises the faculty, designs residencies, and advocates for the program within the college.
All programs require an extensive final product as a culmination of the student’s entire degree work. The BA and BFA programs require a senior study, MA programs require a research thesis or creative or other project, the MFA in Creative Writing Program requires a book-length manuscript and some other samples of academic work, and the MFA in Interdisciplinary Arts Program requires a detailed portfolio of artistic and intellectual work. See the Undergraduate and Graduate Student Handbooks and the Program Handbook Addenda for a more detailed description of their required final product(s).
Culminating students present their final products to the Goddard community through a workshop or reading offered at their commencement residency. Such presentations contribute invaluable knowledge and inspiration to the Goddard community and serve to honor student work.
Commencement embodies the essence and meaning of the Goddard educational experience. Just as student-centered education is developed around individual learning needs and directions, the ceremony focuses on each student as an individual and the community created in the process of the student’s studies. A faculty member, with whom a student has worked, describes the student’s development and achievements, as well as the nature and significance of their final project. Goddard graduations are unique and moving ceremonies, full of laughter and tears. As the highlight of the residency, they are a time of celebration, inspiration, and community renewal.
Our philosophy of education starts with the individual and holds that each person is truly unique, and is based on the ideas of John Dewey: that experience and education are intricately linked.
Students at Goddard work with faculty to direct their studies according to their personal and professional interests, goals, gifts, and desires. Students develop the capacity to understand their lives in an ever-changing social context, and thereby to take meaningful action in the world. They are encouraged to question received knowledge and the status quo and to create new understandings of the world and of human experience. As a collaborative interdependent learning community, we respect, include and appreciate differing perspectives.
- We challenge ourselves and each other to embrace uncertainty, experiment, and imagine unexpected outcomes. Recognizing our interconnectedness with others and with the earth, we hold our scholarship and our actions to the highest standards of integrity, authenticity, and compassion.
- We recognize that teaching and learning are fully realized when they include a wide range of people, cultures, experiences, abilities and fields of knowledge.
- Understanding that access to resources and social and political power are not equally distributed, we offer the means to explore and articulate a wide range of personal and cultural understandings of well-being and justice, and to take action to create a more just world.
- In addition to keeping our education affordable, we create academic and campus environments that all Goddard community members can use.
- We recognize the increasing impact of human activity on our planet’s limited resources. In our educational and institutional practices, we are committed to thoughtful and sustainable action that increases individual and social capacity for environmental stewardship and an improved future.