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