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July 24, 2003 I have a suggestion for the Supreme Nine and all the college admission officers of this country when trying to select the perfect, diverse persons to atttend their seats of higher education: Diversity 101--a three credit course in which each student will experience the joys of real life. Freshmen will be expected to use public laundries in urban, suburban and rural areas. They will have to journal their experiences and face tough assignments i.e. ask someone if they have change for a $5 or where the nearest change machine is located? They will have to make personal contact at each venue and journal their interactions. A final report based on their experiences will be worth 10% of their final grade. Sophmores will be expected to take Diversity 201--a three credit course which will entail a scavenger hunt at the nearest salvage yard for car parts. They will have to communicate with people of various backgrounds and use their ingenuity to complete this rigorous course. Finding all items on the list and a final report on how they acquired special knowledge from people they would have otherwise overlooked and the value of hands-on education. Juniors will take Diversity-301--a three credit course in which they will have to work at a local supermarket as a checker. They will have to wait on others, be pleasant and patient as they communicate with people from all walks of life and backgrounds. A daily journal will be required. A final report which entails how they treated each person equally and with respect will be worth 10% of their final grade. Seniors level Diversity 401--three credits. The students will have to work at a local daycare center. They will have to become familiar with each child and each child's parents. They must journal daily events and a final report will be based on how special and unique each child is and how to interact with the cares and anxieties of parents. ------------ Email Kate Jackson: kjackson@3dinet.com Comment on this column in the forum. Tell a friend about this site! ------------ |
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