for Holistic Development Consistent D isruption Analytics and Reflection Sankalp Gowda Asjed Hussain Connor Joseph amp Hannah Smith The Problem The University system values continuous holistic growth BUT ID: 546993
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Slide1
A Recipe
for Holistic Development:
Consistent Disruption, Analytics, and Reflection
Sankalp Gowda,
Asjed
Hussain
,
Connor Joseph, & Hannah SmithSlide2
The Problem
The University system values continuous holistic growth, BUT…
Students are too quickly taught to lock in habits and follow a script towards an “end goal,” rather than to continuously seek disruptive opportunities for growth.
Students do not have adequate opportunity, time, or space to develop the reflective capacity necessary to integrate what they learn from these disruptive experiences. Slide3
The Solution
The SHERPA
A dispositional matching
s
oftware package
Design a data-driven flow through a system that centers around consistent disruption and integrated reflection.
Kickstart
Immersive, disruptive entry experience
Growth Challenges
Matched experiences that challenge student perspectivesSlide4
Outline
Background
The SHERPA
Kickstart
Growth Challenges
Systems ChangeSlide5
Elements of Holistic Development
Resilience
HumilitySlide6
Process of Holistic Development
Johansson and Felton,
Transforming Students 2014 Slide7
Problem with the Current System
Year 1
Year 2
Year 3
Year 4
Opportunities for Disruption
Opportunities for Reflection
NSO/pre-o programs
Core Curriculum
Escape
Ignatian
Retreat
ASB
Learning Communities
Undergrad research
Study abroad
Capstone projects
Internship
Engelhard/Doyle Classes Slide8
Overview of the New SystemSlide9
SHERPA
Inputs:
A.I. Interviews
Tests/Quizzes
Reflections
Peer Evaluations
Mentor Evaluations
Personal Preferences
History of Experiences
Disruption Option 1
Disruption
O
ption 2
Disruption Option 3
Disposition Profile
Software for Holistic Education and Realizing Personal Actualization
Filtering
MatchingSlide10
The Kickstart
ExperienceThree month, immersive entry experienceHosted by Georgetown in global locations; 100-200 participants/location
Consists of a blend of challenges and integrated reflectionData is gathered to feed back into the SHERPA
Key Takeaways Slide11
Link between SHERPA and The
KickstartThe SHERPA
uses students’ backgrounds to filter them into three potential Kickstart programs. Each Kickstart
program offers distinct opportunities for
personal disruption
.
Students work with a
human adviser
to select the right option for the student.Slide12
Kickstart
Case Studies
Hometown: Lincoln, NebraskaSocioeconomic: Middle ClassSustainable Fishing in the Atlantic
First time on a boat
Exposure to nat. resource issues
Develops teamwork
Stated Major: Finance
Gender: Male
Public Art Project in Southeast DC
First time painting
Ethnographic and artistic project
Exposure to DC Public
S
chools
Languages: English only
Passion: Punk rock music and skateboarding
Microfinance in Rio de Janeiro
First international experience
Learns Portuguese
Exposure to Int’l Development
Student A
Student B
Student CSlide13
From
Kickstart to Growth ChallengesSHERPA incorporates new feedback to match students to a menu of
Growth Challenges
Growth Challenges:
Replace core curriculum
Use discovery
, module,
project, and play
based
pedagogy
Offer social, physical, cultural, and intellectual challenges
Integrate reflections, reflective portfolios, and sharingSlide14
The System DesignSlide15
1) Structured Discovery
2) Co-designed
3) Student-Led
The Three Tiers of Growth Challenges
Precedent
: Hodge,
Magdola
, and HaynesSlide16
Growth Challenge Case Studies
Tier 1
Introvert Acts in DC Community Theatre Production of A Streetcar Named DesireDisruptions Created:
Social, Emotional, Creative
Tier 2
Computer Science Student
Co-designs Conservation Project with Biology Professor
Disruptions Created:
Physical, Intellectual, Social
Tier 3
Pre-med Student Teaches “Plato and Play-
doh
” Course to Local High School Class
Disruptions Created:Intellectual, CreativeSlide17
The System DesignSlide18
Revisiting the System Pathway Slide19
Outcomes of the New System
Priming
Prepares Students to Engage Productively with Flux
Consistent Disruption
Matches Students with High
G
rowth Experiences
Cultural Shift
Creates a Culture of Adaptability, Reflection, Life-long LearningSlide20
Questions
Characteristics of Kickstart
Purpose of KickstartCharacteristics of Growth ChallengesPedagogy of KS/GC
Role of
KS/GC
in the degree
Post-Graduation Opportunities
Non-traditional students
Reflective Process
and
Reflective Toolkit
The Role of Faculty
T-Shaped IndividualSlide21
Non-traditional students
Transfer, veteran, and older students must participate in a Kickstart and Growth Challenge trajectory:Ensures Georgetown
achieves its promise of educating the whole person and challenging preconceptionsDevelops a cohesive communityLeverages the perspectives of these diverse groupsGraduate Students:Participants in designing? Slide22
Purpose of KickstartSlide23
Post-
Graduation OpportunitiesContinued Growth ChallengesAlumni hubs?
Participation in Kickstarts?Partners in designing GC and KSSlide24
Role of
Kickstart and Growth Challenges in DegreeKickstart:
RequiredNot evaluated, but creditedGrowth challengesEvaluated?Progress contingent on P/F completion?Performance feeds into SHERPA
Post-degree
?Slide25
Characteristics of Kickstart
Graduation requirement for all students
Run through network of partnerships with nonprofits and alumni100-200 participants per Kickstart (subdivided into smaller groups)
People: professors, incoming students, Jesuits, upperclassmen (as designers of experience), alumni, private/public/social sector workers
Designed by upperclassmen?
Completion?Slide26
Characteristics of Growth Challenges
Advancement through 3 tiers based on SHERPAStructured discovery
Co-designingStudent-ledPeople: professors, Jesuits, upperclassmen (as designers of experience), alumni, private/public/social sector workers
Designed by upperclassmen?
Completion?Slide27
Pedagogy of KS/GC
Core activity and integrated reflectionCore activity connected to self-identity
Discovery, module, and project-based pedagogyReflective Toolkit and
Process
Accountability?
Social/cultural incentives
Performance feeds into SHERPASlide28
Reflective
Process
Reflective Toolkit
Source: RodgersSlide29
Reflective
ToolkitKey: need to teach and foster contemplative practices
Reflective ToolkitReflection sharingWeeklong reflective consolidationReflective portfolios
Journaling analytics
Mastermind Groups
“3-minute Journal”
Reflective Process
Escape-like retreatsSlide30
The Role of Faculty
Faculty are responsible for:Primary focus remains on research and “Academics” Smaller role in Growth Challenges:
guidance and mentorship Commitment to some KS? Faculty benefit from:More flexibility to design courses and challengesKnow which courses/experiences to offer based on high-level SHERPA feedbackSlide31
The T-Shaped Individual
BREADTH
D
E
PTH