GSS Magna Carta
Graduate Scholars Society
MAGNA CARTA
Mission Statement
The Graduate Scholars Society (GSS) is comprised of graduate students and faculty who commit to the exploration of contemporary issues in society to sharpen their intellect, strengthen their education, and embrace their humanity.
Members of the Graduate Scholars Society seek to broaden their perspective on the context in which they live and work beyond the traditional boundaries of their disciplines. They recognize and accept responsibility for the social consequences of their personal and scholarly choices, and actively engage in discussions and activities that enrich their living and learning environment.
The Development of Graduate Citizenry
The Graduate Scholars Society was founded with the idea that graduate students should not only be dedicated researchers but also engaged scholars and citizens. The Graduate Scholars Society therefore seeks to develop graduate citizenry through small-group discussion of various intriguing and current topics, with the overarching goal of promoting self-awareness, social conscientiousness, and civic responsibility.
With the guidance of a faculty and a student facilitator, each group explores a particular topic within the larger domains of science, art, environment, identity, religion, education, health, global and international issues, and social justice, as they relate to and impact society. The Graduate Scholars Society strengthens the graduate community by providing a stimulating and comfortable interdisciplinary forum.
The Graduate Scholars Society aims to support three broad tenets:
I. Self- and Institutional- Reflection on the ‘Academic’ Experience
The development of a civic or social conscience starts with self-awareness, which stems from self-questioning and reflection. Regardless of the focus of a discussion group, the goal is to challenge graduate scholars to identify and question their preconceived notions, and reflect on the role of the academy in a social context. The concentric community model reflects that scholarship in the Academy (inner circle) is in fact part of larger and broader communities; and scholars may be asked to discuss in what ways they envision themselves as part of these communities. While self-and institutional- reflection are often inherent to humanities studies, these types of exercises are frequently absent in many science and engineering fields.
II. Connection of the Graduate Research Experience with Real-World-Relevance:
Direct connection between graduate research and practical applications often exists. However many scholars may be engaged in basic science or research in which an immediate practical application may not be apparent. Broadly considered, graduate scholars are active members of concentric and expanding communities from the Graduate Scholar’s Society community, to the graduate community, the campus community, the local community, and so forth (see Figure 1 below).
Figure 1. Graduate Scholar membership in concentric communities
III. Community Involvement and Outreach
The idea of community involvement and outreach is signified by the placement of inward and outward pointing arrows in the concentric circles model of communities. The arrow pointing inward (towards the Graduate Scholar’s Society) represents the process of becoming an informed graduate citizenry through discussions of local, regional, national, and global issues. The outward pointing arrow symbolizes the process of becoming an active graduate citizenry. The ‘active’ process starts with the recognition that the graduate community is part of broader communities and continues with the realization that the graduate experience can impact these communities at various levels. An active graduate citizenry can think of ways in which they can be engaged with broader communities at scales that are relevant to their discussions.
Leadership and Direction
The leadership structure for the Graduate Scholars Society is detailed in Figure 2. Specific leadership roles for the Advisory Board, GSS Coordinators, Faculty and Student Leaders are detailed in more depth below:
Advisory Board
The Advisory Board ensures the longevity of the Graduate Scholars Society. This includes obtaining funds, maintaining/updating the vision for the Society (as need arises), increasing the visibility of the Graduate Scholars Society on the Virginia Tech campus, monitoring GSS group development, and setting up GSS groups each semester (including establishing ideas for discussion groups, and contacting and preparing potential faculty and/or student leaders). In addition the Advisory Board is responsible for general promotion of the scholars Society through campus wide, graduate school, and departmental venues. The Board is also responsible for providing leadership to all GSS ‘stakeholders’ comprised of present and previous GSS members, as well as faculty, students, and administrators who have a role in the Graduate Scholars Society.
The terms of service for Advisory Board members is left open with spaces opening up for a new member when one steps down from this role. The Advisory Board should include VT faculty, graduate students, as well as a representative from the Graduate School.
GSS Coordinators
The GSS Coordinators manage the ‘active’ group of scholars, faculty and student leaders currently enrolled in GRAD 5984. Coordinators are responsible for registering students for the GSS course through the Graduate School, setting up Blackboard, maintaining the website, and taking care of active student and faculty member concerns. In addition, they are responsible for planning and directing both the Opening and Closing Ceremonies.
Ideally, two GSS Coordinators serve at a time, with each serving a one year term in which one position is from spring-to-fall, while the other term is from fall-to-spring. The GSS Coordinators are also part of the Advisory Board during the terms in which they serve.
Faculty leaders
Faculty leaders along with the student leaders are responsible for developing a curriculum for the semester which includes at least five discussion sessions that explore a central theme defined by the faculty and student leaders. Each discussion session should have a specific focus which may or may not include readings. The structure of GSS discussion groups is flexible to allow each group to define their range as desired. Faculty leaders are responsible for making the final assignment of Pass/Fail grades at the end of the semester.
Student leaders
Student leaders are responsible for coordinating and scheduling discussion sessions for their group. This may include room reservations, emailing etc. Depending on the dynamic with the faculty leader, they may be primarily responsible for managing Blackboard materials for the discussion groups. Graduate student leaders are encouraged to take a fully active role in helping shape the discussion topics and direction for the semester.
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