PPS Experience (PPSE) Minor

Mark Justad

The PPSE minor is an issues-based teaching and learning experience. It is designed for Guilford students to achieve a minor in principled problem solving. Each PPSE minor is created by a faculty teaching team and includes an experiential learning component such as an internship, fieldwork, travel seminar, project or other non-traditional learning opportunities. The PPSE minor involves three to four semesters of course work in which students can achieve a total of 16-18 academic credit hours.

PPS Internship Program


The Center for Principled Problem Solving (CPPS) sponsors one, experiential, community-based internship opportunity for any interested Guilford student each academic year. The selected intern serves at a local organization or business that provides services or products in a manner that aligns with Guilford’s Core Values. We are thrilled to partner with Guilford County 4-H and FoodCorps, who will serve as the PPS internship site for the 2015-2016 academic year!

Target Participants

All current Guilford College students are encouraged to apply.

Program Offerings

The PPS internship is sponsored by the Center for Principled Problem Solving. The selected PPS intern will receive the following:

  • $500 stipend per semester; $250 stipend will be given/mailed to PPS intern in September and November 2015; January and March 2016; and May and July 2016
  • Support from CPPS project and communications manager and 4-H-PPS internship supervisor
  • Participation in a 4-H experiential education training and continuous mentorship on gardening, nutrition education, local food movements and classroom management
  • Networking opportunities in the arenas of education, nutrition, public health, agriculture, food security and local food systems

Internship start date: August 24, 2015
Internship end date: August 29, 2016

PPS Intern Criteria

  • Guilford College student (traditional or adult student)
  • Student must be willing to serve in the internship position for the full academic year (fall, spring and summer semesters)
  • Student must complete and submit a cover letter, resume and internship application to be considered for the internship
  • Student must complete either an in-person or telephone interview with the Guilford County 4-H-PPS intern supervisor, leadership and staff if selected as a candidate by Guilford County 4-H
  • Student must be willing to serve a minimum of 10-12 hours per week

PPS Intern Accountabilities

The PPS intern is responsible for the following mandatory accountabilities during the course of the internship and before completion of the internship must complete all internship-related duties/projects including and not limited to:

  • Teach hands-on food education in the classroom and in an after-school club at Oak View (four hrs/week)
  • Plan activities and prep materials at the Cooperative Extension Office (three hrs/week)
  • Provide community outreach to involve parents and community members (one hr/week)
  • Source and promote local food for school meals and for classroom education (zero to three hrs/week)
  • Complete a creative project; e.g. develop educational materials, host a kid’s event, teach cooking lessons at a community organization, publish a video, etc. (zero to three hrs/week)
  • All other reasonable duties/projects as assigned by 4-H internship supervisor
  • Submit eight-10 high-quality photos (300dpi) demonstrating internship experience to Delilah White, CPPS project and communications manager
  • Prepare and present a PPS internship presentation to be delivered to a public audience during the spring 2016 semester
  • Prepare in collaboration with 4-H-PPS intern supervisor internship reports documenting the internship experience, improvement measures, and outcomes and submit to Delilah White 
  • Participate in any skills training sessions provided by 4-H or CPPS prior to and throughout the course of the internship
  • Transportation costs and vehicle maintenance are the responsibility of the intern. The intern is responsible for transportation to the following sites:
    • Oak View Elementary- 614 Oak View Road, High Point, N.C., 27265
    • Guilford County Cooperative Extension- 3309 Burlington Road, Greensboro, N.C., 27405

Application Process

Complete the PPS internship application packet, which includes:

  1. Application (a cover letter and resume specific to the internship position is required and must be uploaded into the application)
  2. In-person or telephone interview with the 4-H intern supervisor, FoodCorps leadership and their staff

The PPS internship application is available online. Completed applications must be submitted by Tuesday, April 28 at 5 p.m.

For additional information or clarification, please email Delilah White, CPPS project and communications manager.


Take a PPS Class

Spring 2015

ART 242 Sculpture and the Environment

Mark Dixon

How do artists engage with and solve ecological issues? This studio art class focuses on the many ways that artists have used their work to engage with ecological issues and solve problems around the world. ART 254 features "hands-on" individual work as well as a collaborative project with a General Ecology class. Fulfills: art, IDS major-environmental studies, social justice/environmental requirements

BIOL 438 General Ecology

Megan White

Fulfills: IDS major-environmental studies, social justice/environmental responsibility requirements 

ENGL 151 Animal Stories of the Cape Fear River Basin

Jim Hood

Fulfills: historical perspectives (HP) requirement 

PHIL 111 Ethics in a Digital World

Vance Ricks

Fulfills: humanities, social justice/environmental responsibility requirements 

PPS 111 Civic Engagement Explorations

Further consideration of civic engagement and what is required of citizens in a healthy democracy. Seminar format, includes community engagement hours requirement. Prerequisite: PPS 110 or instructor permission.

PPS 211 Change, Innovation and Impact

Jennie Knight

This course explores principled problem solving through an extended examination of organizations and the individuals who make them work. The class will read materials that examine the nature of rganizations that seek social change and innovation using a variety of methods and resources. Particular attention will be given to studying what makes organizations effective in accomplishing social change, innovation and impact. In addition, the class will focus on issues and concerns related to ethics and/in leadership within the selected organizations and beyond. Students are required to undertake 50 hours of assigned fieldwork for this course. The class is limited to students in the PPS Scholars Program.

PSY 224 Developmental Psychology

Rachel Riskind

Fulfills: IDS major-health sciences, social science requirements

Summer 2015

JAPN 250 Transitional Youth Culture in Japan

Hiroko Hirakawa and Naadiya Hasan

Location:  Japan, May 30 - June 20. Fulfills: intercultural requirement. 

PPS 350 Investigations into Economic Class in America

Delilah White

This course provides a unique means of exploring the impact of economic class on oneself and society. As investigators using "hands-on" and experiential learning techniques, you will examine the hidden rules of society, the effect of normalization on social issues, define what constitutes stability in America, and build resources and skills that will empower you to build your own social capital and relationships of mutual respect. Satisfies the social justice/environmental responsibility requirement.

WGSS 110 Intro to Women's, Gender and Sexuality Studies

Julie Winterich

Fulfills: diversity in the US, IDS major - women's, gender and sexuality studies 

PPS Faculty Seminar

Jennie Knight

PPS Faculty Seminar is an opportunity for Guilford College faculty and staff to learn about “best practices” for community-engaged teaching, research and problem-solving. The seminar is designed for participants to acquire knowledge and skills that shape the cultivation or re-design of courses to include community-engaged teaching and learning components.

Seminar Objectives

In the PPS Faculty Seminar, you will:

  • Explore student learning outcomes for community-engaged learning
  • Learn best practices as voiced by community partner organizations and agencies
  • Engage ethical, philosophical and pedagogical issues involved in community-engaged teaching, research and problem-solving
  • Experience the local Greensboro community
  • Receive individualized support in developing community partnerships, community-engaged assignments and syllabi plans

Seminar Participants

All Guilford College faculty and staff teaching courses at Guilford are eligible to apply.

Seminar Offerings

  • Each participant will receive a stipend of up to $1,000. This includes $750 for completion of the seminar and an additional $250 after submitting a revised course plan or syllabus following the seminar.
  • The seminar meets for six (6) three-hour sessions over the course of two weeks during the early summer.
  • After completing the seminar, participants will receive individualized support from CPPS, the Bonner Center, the Office of Undergraduate Research, and the Internship Office in the Career Development Center (depending upon the nature of the course and project that is developed during the seminar).
  • The following academic year, seminar participants will meet monthly as a cohort for mutual networking, trouble-shooting, brainstorming and support.

Application Process

The PPS Faculty Seminar application is available here.
Completed applications must be submitted by 5 pm on March 27, 2015.

PPS Cape Fear River Basin Studies Program


The Quakers living near the headwaters of the Cape Fear River Basin (CFRB) in 1837 founded the school that became Guilford College. These Quakers were members of an abolitionist sect educating their children in a slave-holding state in the ante-bellum South. They educated their children to work for a better and more just future no matter how great the obstacles. They did this because they possessed values that led them to struggle peacefully on behalf of the place they lived, a place they called New Garden, and all of its people. The Cape Fear River Basin Studies Program continues this tradition of values-based inclusion with today’s students by offering them experiential, critical and creative place-based education for here and now.

Program Objectives

Students, faculty and staff work in interdisciplinary teams to build creative and effective collaborations with one another and with those working in the broader community on behalf of our place. This program defines “place” by the shared waters and land of the Cape Fear River Basin. Unlike boundaries created by humans that sometimes reinforce artificial divisions between people as well as between humans and their environment, defining place by watersheds emphasizes our shared place, connections and dependence on one another. This approach allows students to learn from those working both within and outside their field of study while they develop a practice of seeking deep understanding of and engagement with their place. We believe that this watershed approach to defining place will carry students forward into their futures because no matter where they go or what they do, they will all live in and remain dependent on their local watershed.

PPS CFRB First Year Seminar

Each year incoming first-years have the opportunity to participate in a First Year Seminar that involves substantial hands-on engagement with their College home in the Cape Fear River Basin. Students in this course may participate in an intensive pre-orientation program in the lower basin, PPS CFRB Surf Camp. This five-day program allows students to develop relationships with other students as well as faculty and staff, and to learn from professionals who work on behalf of our downstream watershed. This is a unique way for students to become part of the College community and to begin to discover the many opportunities that lie ahead of them at Guilford College.

PPS CFRB Seminar

This semester-long seminar takes students on an interdisciplinary and experiential tour of the human relationship with water, past and present. Scholarly and primary materials drawn from the fields of archeology, history, philosophy, visual and literary art, educational and intelligence theory all inform students as they begin to discern which direction they might prefer to take their coursework, research and personal development during their college years and beyond. In addition to the traditional academic inquiry, students get out into the community and onto the water for substantial interactions with community partners, scholars, activists and artists working on behalf of our shared place in the basin. These students hear regularly from more advanced undergraduates working in the program as they begin work and prepare presentations on a research project tying their personal motivation to a field of academic investigation.

PPS CFRB Advanced Seminar

In this seminar students continue to pursue independent and collaborative research projects in a supportive interdisciplinary community with support from mentors and experts in their discipline. Once begun, advanced students have the option of ongoing, ambitious projects with continuing support over multiple semesters.

PPS CFRB Planning Practicum

Each spring, a team of students and interested faculty come together to reflect, assess and reimagine the future of place-based education at Guilford College. This cyclical revision demands flexibility based on the evolving interests and skills of those on campus and a deepening understanding of the needs of the wider basin community.

PPS CFRB Experiential Learning Opportunities

Throughout the year students and faculty involved in the program work to forge new collaborations to deepen student learning and the positive impact of Guilford College in the Cape Fear River Basin.

Application Process

An application is available online for admitted traditional first year students interested in participating in a PPS Cape Fear River Basin Studies FYS and the pre-orientation Surf Camp.

All Guilford students interested in participating in the upper class seminars email Maia Dery for more information.