The GLOBE goes beyond the webpage

One part of Geneseo’s GLOBE is a learning outcomes section. Lately in class, we have been working in groups to produce a well-rounded paragraph discussing about the article “The Power of Realistic Expectations”. One can see how Dr. McCoy has made an effort to incorporate the GLOBE in our overall course work. For example, in group work we use critical thinking, communication, and leadership and collaboration.

In the GLOBE, critical thinking is defined as “…to establish and pursue systematic and valid methods for collecting and evaluating relevant evidence; to draw soundly reasoned and appropriately limited conclusions on the basis of evidence; to relate conclusions to a larger body of knowledge”. In the beginning of our group work, we set up a plan to reread our paragraph individually, then discussed what we should keep and what should we discard, or what we could make stronger. For example, after everyone was done rereading, we came to conclusion that the paragraph was very wordy, and that we deleted many parts of our paragraph to make it more concise. Also, our group went back to the article to pull out information to strengthen our paragraph. Kevin pulled out a quote which we connected to the overall theme of the paragraph, which is that making the academic probation letter more narrative and less harsh made students reach out for help faster. Critical thinking is a learning outcome that SUNY Geneseo strives for because afterwards, students realize how much progress that have made over the course of 4 years or, in this case, a class period.

Another piece of SUNY Geneseo’s learning outcome is communication. Some may argue that is the most important part of the GLOBE, because without communication, especially in group work, no work can be done. SUNY Geneseo’s GLOBE defines communication as “… to engage in discussion, debate, and public speaking in a manner suitable to the listener(s)…”. This quote is a perfect demonstration of what group work is all about. For example, in group work, we try to feed off each other’s ideas to come up with the best plan of attack that would adequately answer the prompt. For example in class, I said that we should move a certain part of the sentence towards the top of the paragraph, where it would make the most sense to me. But Theresa, Gianna, and Laura, after reading my revisions, questioned the overall flow of the sentence. From there, I realized that my revision was not the best and we changed it again. The point I am trying to make is that without effective communication within our group, we would never have been able to not only strengthen our group but our overall paragraph.

The epitome of group work is leadership and collaboration because group work is when people come to collaborate on projects. I believe we did not have a leader in my group, but that at certain moments in class someone different stepped up to be a leader. For example, once Dr. McCoy left the room, we sat silent for a couple of moments, then I decided we should reread our paragraph to refresh our minds. At that moment, I did not think anything of it, but looking back now, I believe that I picked up a leadership role. Another example is that Laura stepped up as a leader by stating we should add textual evidence to ever statement we proclaimed. With the help of this leadership role, Laura lead to us collaborating with one another. For example, every statement we made had to be followed by textual evidence. This lead us to come together as a group to rewrite a better a better paragraph. Through leadership came collaboration with one another.

In conclusion, all eight of the GLOBE’s learning outcomes can be seen in our class’s group works. I believe that critical thinking, communication, leadership, and collaboration were the best examples of this. It is truly fascinating to see how the GLOBE is intertwined with our class because never in a million years would I have thought that I would learn so much about a Geneseo written document.

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