Course Overview
GBL 102 is the core course in the Global Learning curriculum of Summit. It introduces first-year students to global structures, systems, and processes and connects these concepts to first-hand immersion experiences. Drawing on a variety of disciplines, interests, and expertise, the course explores complex and interdependent relationships across the globe. Students will examine a set of global themes through common readings, dialogue, and small group discussions.
Our section focuses on health. The World Health Organization (WHO)Links to an external site. defines health as, “a state of complete physical, mental, and social well-being, not merely the absence of disease or infirmity.” Individual and population health are best understood in context. Key situational factors can shed light on health behaviors and outcomes. For this journey, we will explore how factors such as geography, education, housing, health care, economics, religion, or politics, for example, have shaped the lives of generations of Gullah and Geechee people and can affect their health. We will also identify similarities and differences regarding our own health perceptions and experiences.
For a 4-credit course, you should plan to spend about 9 hours per week outside of class preparing for class (e.g., readings and videos, notetaking, questions for class lectures, quizzes) as well as studying (e.g., reviewing slides, notes, in-class activities) and completing individual or group assignments (e.g., practice exercises, weekly assignments) after class.
GBL 103 is a 1-credit companion course you will also complete for our travel during Peak Week in March.
Course Syllabus
What is peak week for a Freshman at Agnes Scott College?
Peak week is where freshman go on a week long trip to the area of interest in their class. For me I went to Charleston and Beaufort, South Carolina. Where I got to go on multiple tours with people such as Ericka Veal and Tamara Butler of The Avery Center in Charleston. I also got to spend a few days at the Penn Center in Beaufort where I got to do some Indigo dying. I also got to sew a sweetgrass coaster.
What did I do as a leadership role while on my trip?
My leadership role while on the trip was called a historian. I worked with three other people in my class to mark down significant events that we learned about while on the trip. We also worked to capture pictures of these important events. My main job in the group was to capture pictures of the people we spoke with the areas we were in.