Our Academic Program

JWL is committed to offering tertiary education in communities at the margins of societies – those societies that through poverty, location, lack of opportunity, conflict or forced displacement exist among the rural or urban poor, indigenous or isolated displaced people. Together JWL and its community learning centers form a multi-ethnic, multi-cultural and multi-religious global community of learners enabling all to contribute their knowledge and voices to foster hope to create a more peaceful and humane world.

JWL offers regionally and globally accredited, high-quality curricula through virtual, blended and on-site learning experiences.  Within the world of digital learning, JWL provides a blended educational model as an effective instrument for learning and forming a global classroom, with a virtual community of learners. JWL accompanies and supports the students by providing university and college professors and vocational facilitators in conjunction with local community learning center tutors.  

The JWL Academic Program includes both credit-bearing and professional certificate courses.  Credit-bearing courses are offered with our partner, Regis University, which is regionally accredited by The Higher Learning Commission.

Together, all course offers build a pathway of lifelong learning.  The liberal arts courses provide the basic academic formation for the students, equipping them with critical and analytical thinking and reasoning skills.

The Academic Diploma in Liberal Arts, is the cornerstone to JWL. The diploma program provides a university experience in the community, and establishes a level of academic excellence that influences all other courses.  The diploma students and graduates are respected leaders in their communities. JWL believes tertiary learning and the formation of a global community of learners addresses the root causes of poverty, isolation, despair, conflict and displacement in order to build a more peaceful and humane world. JWL knows education fosters hope.

All programs have been developed within the framework of Ignatian experience that seeks to develop the whole person, or cura personalis.  Within each course and across the curriculum, student learning is structured around the concepts of experience, reflection and action.

 

Experience begins with the recollection of previous learning of facts, feelings and insights that may be of relevance to the discipline. To this experience, discipline-specific information, skills and knowledge are added through the learning process.

 

As part of the learning process, students are invited to pause and consider questions of significance to themselves and their communities in the context of their discipline-specific coursework.

At its culmination, participants are invited to consider how their new skills and knowledge can be put into action within their communities.

 

 

 

LADE INHALTE