Post on 15-Apr-2017
2014 Hal Rogers Scholars ProgramCreating Purpose Catalysts: Recognizing the Problems as
OpportunitiesConnecting Your Work on Purpose, and Creating Intentions
Berea CollegeEntrepreneurship for the Public Good Program
June 24, 20148:30 – 11:00 am and 12:45 – 1:45pm
AgendaHelp you consider Intentionality as a way of lifeProblem / Need / OpportunitiesWhat this Workshop Can Do For You
Pattern RecognitionCreativity can be learned in ball gamesEmpathy trainingActing entrepreneurial: Accepting FailureCreative teamwork to solve real problems
Examples and Explanations of Exercises
A word from our sponsors…colleges and universities
Intercultural Skills / Humanitarianism
71% of employers want teamwork in diverse groups
67 % of employers want more emphasis on intercultural knowledge
79% of AAC&U member institutions name intercultural skills as learning objectives
Source: Employer statistics are taken from Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn, a survey of employers conducted for AAC&U by Hart Research Associates and published in 2010.
Employers want Teamwork
Civic Engagement
52% of employers want colleges to place more emphasis on civic engagement, community participation and engagement.
68% of AAC&U member institutions name civic engagement as a learning objective for all students.
NASPA and ACPA both recommend civic engagement as a key learning outcome.
AAC&U identified civic engagement as one of the member institutions’ four learning outcomes for all students under the category “Personal and Social Responsibility.”
Source :Identified by the NASPA and ACPA 2004 report Learning Reconsidered: A Campus-Wide Focus on the Student Experience. From Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn..
Colleges desire students that take personal and social responsibility
• Interpersonal and Intrapersonal Competence
NASPA and ACPA recommend interpersonal and intrapersonal competence as a key learning outcome. This includes realistic self-appraisal and self-understanding and personal attributes such as identity, self-esteem, self-awareness, and confidence.
Source: One of AAC&U member institutions’ four learning outcomes for all students, which were identified in the data gathered by AAC&U’s 2009 LEAP survey, Learning and Assessment: Trends in Undergraduate Education—A Survey Among Members of the AAC&U and Hart Research Associates.
Universities want realistic self-appraisals, self-understanding and self-awareness
Knowledge Integration and Application
NASPA and ACPA recommend knowledge acquisition, integration, and application as key learning outcomes. This includes connecting knowledge to other knowledge (integration); relating knowledge to daily life (application); and pursuing lifelong learning and career decidedness.
Source: One of AAC&U member institutions’ four learning outcomes for all students, which were identified in the data gathered by AAC&U’s 2009 LEAP survey, Learning and Assessment: Trends in Undergraduate Education—A Survey Among Members of the AAC&U and Hart Research Associates.
Employers desire students that relate knowledge to daily life and problems
1. Teamwork 2. Take responsibility3. Realistic self-knowledge / awareness4. Relate knowledge to life and problems
Source: Employer statistics are taken from Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn, a survey of employers conducted for AAC&U by Hart Research Associates and published in 2010.Learning outcomes for all students were identified in the data gathered by AAC&U’s 2009 LEAP survey, Learning and Assessment: Trends in Undergraduate Education—A Survey Among Members of the AAC&U and Hart Research Associates. Also identified by the NASPA and ACPA 2004 report Learning Reconsidered: A Campus-Wide Focus on the Student Experience. One of AAC&U member institutions’ four learning outcomes for all students, which were identified in the data gathered by AAC&U’s 2009 LEAP survey, Learning and Assessment: Trends in Undergraduate Education—A Survey Among Members of the AAC&U and Hart Research Associates.
Workshop Skills
What Can We Do For You ?
… some warmup problems and puzzles
Five of the flowers in the vase belong to the same logical family. One is an intruder—which one, and why?
The far right has a different flower
The four drawings about the duel are not in the right order. Please correct.
EPG 2014• 3,1,4,2
The drawings about the King’s walk is not in the right order. Please correct.
• 5,8,9,1,7,2,4,6,3
Readings / Experiences
Lessons Learned
Creativity: benign in the Moment
What Can We Do For You ?
… some Ball Games
Suggested Reading
Work on Purpose Stories Development
Hand out the 10 Principles
HEART
HEAD
HUSTLE
What Do We Mean By Work?
…work as something much larger than a job – it’s not just the 9 to 5. It is the intersection of how your self-identity
and how you spend your time.
What Do We Mean by Purpose?
Purpose is a stable and generalized intention to accomplish something that is at the same
time meaningful to the self and consequential for the world beyond the self.
Distribute the cardstock with the Echoing Green
Principles.
Work on Purpose
Heart + Head = Hustle
Work on Purpose
Heart + Head = Hustle
Work on Purpose
Heart + Head = Hustle
Empathy Training
Readings / Experiences
Lessons Learned
Biggest Failure
What Can We Do For You ?
… some warmup problems and puzzles
Starting with the cycle on top, the seven cycles can be placed into an order given a logical principle. What is it? What order should they be in?
The tire valves move counter-clock-wise
• 1,2,3,6,5,4,7
Banana
Reviewing the storyboard can you place into an order given a logical principle. What order should they be in?
10, 3,8,1,5,2,7, 9,4,6
Can you rearrange the storyboard into an order given a logical order? What order should they be in?
5,4,1,6,3,2
Can you rearrange the storyboard into an order given a logical order? What order should they be in?
9,1,7,3,5,6,4,8,2
Other Exercises
Lifeline Discovery
Low Points
High Points
Exci
tem
ent /
Enj
oym
ent
Instructions: 1) Plot the highs and lows: 2) describe the event; 3) recognize the interests; 4) find communities; 5) recognize the transitions and key decisions regarding change.
Lifeline Discovery
Low Points
High Points
Exci
tem
ent /
Enj
oym
ent Learning to
ride a bike
Falling in the mud after my first ride w/o training wheels
Forgetting mom's signature on the detention slip
Failing my OAT’s
Losing the Spelling Bee on rhythm
Got my license
Wrecked my car
Made Varsity
Hit 1st Home Run
Grandmother passed away
My 1st detention
Being the 1st to pass the times tables test
Learning to whistle
Reading to my Grandma for the first time
Graduated Top 10%Had a poem & short story published
Made Little Caesar's managerMade Dean’s List
Walked on BC Softball teamGot Little Caesar's job
Being the 1st to pass the states/capital test
11. Won 1st Place Science Fair
Winning softball season & voted MVP
Getting speeding ticket
Didn’t Make Dean’s List 2nd semester
Accepted to college
The Four Big Questions
Uncle Ralph
10 Year Reunion
10 Year Reunion
Problem Solving Exercises Ball GamesH + H = HBiggest FailureLifeline DiscoveryThree Big QuestionsUncle RalphThe 10 Year Reunion
Examples and Explanations of Exercises
Closing