Wooster Model UN team continues successful track record at American Model UN
The College of Wooster Model United Nations team continued its tradition of excellence at the November 2023 American Model UN competition in Chicago, earning […]
The world today faces pervasive challenges and presents promising opportunities. If you are passionate about global engagement, this Pathway offers you the practical experiences and skills for making a difference in the world.
The Global Impacts Pathway is designed for students interested in careers that seek to address international challenges, particularly in the areas of education, healthcare, and the environment, and especially in the developing world. This pathway emphasizes service, experiential learning, and personal reflection and discovery, while offering an adaptable curricular structure. Students following this pathway build connections with Wooster faculty, staff, and alumni who are committed to international development, exchange, and understanding.
Students who choose this pathway will develop knowledge and skills in these areas:
Students in this pathway might consider careers in international service, economic development, NGOs and INGOs, international education, and more. Whether you’ve traveled the world widely and moved between cultures or have yet to study abroad, if you are looking forward to addressing important problems in an international context, this pathway will help you cultivate the skills to succeed.
Students participating in the Global Impacts pathway may elect to complete the College’s official Peace Corps Prep program. This requires only a few additional steps. This program can help students to successfully compete for admission into the Peace Corps after graduation. To earn a Peace Corps Prep certificate, students need to complete the requirements for the Global Impacts Pathway and then:
* The Peace Corps actively recruits speakers of French and Spanish, since these languages are spoken in many Peace Corps host countries. Students hoping to serve in a Spanish-speaking country should have strong intermediate proficiency in Spanish (two semesters at the 200 level).
* The Peace Corps values study abroad experiences, and especially those in developing countries.
Inez K. Gaylord Professor of French and Francophone Studies and Pathway Liaison (On leave Fall 2024)
Professor of Anthropology and Sociology; East Asian Studies
Pathways Program Coordinator, Global Engagement Office Administrative Coordinator
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Students will complete three experiences Volunteering, Study Abroad or Extended International Internship, and Significant Leadership Experience that meet each of the following descriptions:
Student’s need to volunteer at one’s chosen sector (at least 50 hours).May be completed both on campus and while abroad.Additional volunteering or service in other areas is encouraged.
General examples:
Education examples:
Health examples:
Environment examples:
Students are encouraged to seek out immersive study abroad programs with practical components, such as hands-on projects, internships, community-based learning, independent research projects, etc. When possible, please consider taking courses taught in languages other than English, to deepen your competency in a world language. We encourage students following this pathway to give special consideration to study abroad programs in developing countries. If a full semester is not an option, Wooster offers short-term faculty-led programs called Wooster TREKs. These vary in theme and location each year. In rare cases, students may be granted exceptions to the study abroad requirement.
May be completed on campus, over the summer, or while abroad
Examples include:
Reflections guide students to articulate meaningful connections between the skills and knowledge they are gaining and the experiences in their coursework, experiential learning opportunities and career goals.
Reflections take place along five points in the pathway:
First Reflection Touchpoint: At the Start of the Pathway
The first opportunity to reflect is when the student declares their Pathway. Responses to prompts asked at this moment establish a baseline from which student moves forward.
Second Reflection Touchpoint: An Opportunity to Investigate
At this point in the process, students will explore career and internship resources offered through Career Planning in APEX. They will also craft a career-ready resume.
Third Reflection Touchpoint: Before Experiential Learning Opportunity
This reflection offers students the opportunity to connect with professionals who will guide them as they plan their experiential learning for maximum growth and impact.
Fourth Reflection Touchpoint: After Experiential Learning Opportunity
This reflection takes place after the student has completed an experiential learning opportunity and asks them to consider how the work they have done connects with their pathway.
Fifth Reflection Touchpoint: At the End of This Pathway – and the Start of New Ones
At this touchpoint, students engage with questions that help them build connections between theory and practice, their career goals, and how they plan to extend their Pathway beyond Wooster.
Students will complete four courses that meet the following descriptions
Students must complete at least one course at the intermediate level. Students who placed at the advanced level when they took the placement test may complete this requirement by taking a course at the advanced level. Additional courses are encouraged. Students may complete this requirement on campus or while abroad. International students whose first language is not English may opt out of this pathway requirement. Students may choose to study other world languages, not offered at Wooster, during the summer or while abroad. Online courses are not accepted.
*Course has pre-requisite or requires instructor permission to register
Two courses in one of the following sectors (three for students completing Peace Corps Prep certificate). Courses may be completed on campus, over the summer, or while abroad.
*Course has pre-requisite or requires instructor permission to register
Addressing global challenges requires dedication to intercultural understanding and competence.Courses approved for this requirement must include direct and sustained engagement with intercultural questions and learning; conceptual and theoretical components relating to cultural relations, exchanges, and dynamics; and a comparative, trans-national, or trans-continental focus. This requirement must be completed on campus.
*Course has pre-requisite or requires instructor permission to register