Find Your Why, Find Your Way:Designing the Optimal College Experience

University of Missouri-ColumbiaDesign Your Life Curriculum

February 8, 2017

Session Facilitator: Bill JohnsonUniversity of North Carolina at Greensboro

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Design Your Life First-Year Curriculum

Below is a sample curriculum of the two 1-credit courses (Fall and Spring Semesters) which incorporates the skills to become self-experts, the connection with an advisor/coach, and aligns with registration and scheduling of classes for the following semester. In the 2016 Fall Semester, we currently have two-thirds of our first-year students (300) during their first semester of college. Special note: We don’t require a textbook for the course; we are big proponents of Open Education Resource, so students are provided materials on-line, free of charge.

HHS125: Design Your Life I - What Could I Do With My Life

HHS135: Design Your Life II - Redesign a Life You’ll Love

Week 1: Introduction to Course, Breathing Meditation

Week 2: Introduction to Personal Responsibility

Week 3: Intercultural Workshop Week 4: My Life Story Worksheet Week 5: My Life Story Class Poster and

Presentation Week 6: Personality Type Assessment Week 7: Personal Core/Desired Work Values Week 8: Character and Engagement Strengths Week 9: Lollipop Moments; Seven Word Life

Motto Week 10 Meaningful Work Statement and

Quiz; Week 11: Major/Career/Calling Exploration

Poster and Presentation Week 12: Visionary Lifework and Twitter

Pitch Week 13: Desired Feelings; Desired Dream

List; Personal Manifesto Week 14: I Am Poem Week 15: Personal Charter Poster and

Presentations

Week 1: Introduction to Course; Breathing Meditation

Week 2: My Life Self-Assessment, 4-week Life Change Challenge I

Week 3: Letter to Past Self Week 4: Grateful Project Week 5: Pieces of Me Project and Presentation Week 6: Personal Board of Advisors, 4-week

Life Change Challenge II Week 7: Portfolio Life Activity Week 8: Calling Connection Worksheet/Mind

Map Week 9: Personal Job Advertisement Poster Week 10: Vision Mapping Poster, 4-Week Life

Change Challenge III Week 11: Draw Your Future Poster Week 12: Letter to Future Self Week 13: Eulogy Activity Week 14: Dream Board Poster and

Presentation

Note: We provide opportunity for each individual instructor to infuse one activity of choice not listed above at some point during course of semester.

“A great life includes something worth living for, maybe even worth dying for. A portion of a great life would be devoted to something bigger, greater, grander than yourself. Something that inspires you, energizes you, pulls you forward. Something that responds to your unique talent or touch and, ultimately, makes a difference in the world around you. A great life would naturally bring more meaning, purpose, love, laughter, wonder, and adventure to your days. And, at the end of your journey you would look back on a life of significance, rather than regret – knowing in your heart that you left the world better than you found it. Knowing that you made a difference in the lives of others. Knowing that you got something wonderful out of it, and you gave something wonderful back. A great life, of course, is not something we experience, it’s something we create.”

Dan Zadra and Kobi Yamada

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Revolutionizing Academic Advising in the 21st Century:Coaching with Life Design in Mind

William H Johnson Jr., Student Success Navigator and Life Design Catalyst Facilitator/CoachSchool of Health and Human Sciences

University of North Carolina at Greensboro

Do you ever get that deep, gnawing feeling that your work as an advisor isn’t fun anymore? Do you dread going to work in the mornings? Do you wonder if there’s more to life than this – the daily routine of registration, scheduling, and degree audits? Do you believe that there should be more to the college experience than just getting a degree? Did you answer YES to any (or all) of these questions? Yes, me too.

Change is all around us. The rollercoaster economy. The ever-shrinking job market. And most notably, scathing articles devaluing the worth of a college education and a college degree. Higher education is under fire in many ways – increases in tuition and student fees, increases in student debt, stagnant/decreases in graduation rates, decreases in funding from state government, increases in competition with for-profit education programs – and a host of others. As budgets get tighter, additional change is coming. How do we, as advisors, navigate these changes to increase our presence and value on campus? How do we justify the importance of advising? How do we prepare students for a world that will be different when they graduate? How do we empower students to stand out, stand up, and become engaged, empowered members of society?

I would contend that it starts with academic advising. And it starts with you. Together, we need to change academic advising, right now! We need to stop being servants to the institution, solely to enforce degree completion; it’s time for academic advisors to be seen as an integral part of the learning mission of higher education, just as vital as the faculty. Advisors need to be recognized as fundamental resources in human-centered design. However, as colleges and universities invest more dollars into more sophisticated registration, scheduling, and degree-monitoring technology, advisors will become extinct. It is time for advisors to step up and identify concrete strategies to be recognized and valued, not seen as another tool to support retention and graduation. This is a matter of survival!

The manner in which advisors serve students, especially in the first year, can have a profound impact on the rest of their college career – and the rest of their lives! What if we could develop an approach that helps students see that college is more than just getting a degree – that college could also be a pathway to creating meaningful work and meaningful lives? Is it possible to combine personal growth and development with degree completion? If it’s possible, what would it look like? Don’t know? Start with answering the five questions below. Challenge yourself to come up with answers that resonate with your soul.

In my role as an advisor/coach, what do I aspire to achieve? What is my view about the overall purpose of advising/coaching? What will advising/coaching look like in five years? In ten years? In what kind of advising/coaching profession would I like to participate in the future? How would I change the ways advising/coaching is done and organized?

If you believe that your purpose is to help students get into college, stay in college, and graduate from college, then stop reading now. If you believe that degree completion is a piece of something bigger, better, and more rewarding for our students, then read on.

Find Your Why.

Four years ago, Kyle Maynard shared these words at the end of his keynote address to 750 students and advisors at the Golden Key International Honour Society Summit. He challenged the students with these words: “If there’s ONE thing that you do in your lifetime on this earth - find your why.” For me, those three words have lived inside my heart and soul every day since that speech.

Three years ago, I restructured my “What Could I Do With My Life” course, to help students find their why. I also created a second course (“Redesign a Life You’ll Love”) for the Spring Semester to provide students the opportunity to nurture their why. The program was also cited as a “Best Advising Practice” by the Bill and Melinda Gates

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Foundation. Two years ago, the two courses became part of a learning community. We also hosted our first “find your why” coach training program for faculty and staff (and later, students); one of the few trainings in the country that emphasizes professional development through personal development. Last year, we were able to expand the Fall course to 200 students and hire an additional staff member. This year, we’ve enrolled 330 new School of Health and Human Sciences first-year students into the Fall course, as well as opened the new Life Design Center (more on this later). Now, it’s time for you to find your why – and help your students do the same.

Finding Your Why starts with Designing Your Life. The Life Design Program is a process that provides students a chance to learn about themselves and create a life that matters. The Program is a series of regular “meetings” over the course of the student’s first year (and for a select few, over the course of their college career), where they answer the questions, “Who do I want to be?” (Purpose) and “What am I here to do?” (Meaning). Students identify their values and strengths, define their purpose, and craft a meaningful work statement on how they want to serve the world, construct an inspiring vision for their future, and then create meaningful experiences based on reflective work.

There are several principles that guide Life Design work. We believe that this work inspires students to be self-experts, encourages them to become self-directed learners, and embodies beliefs that embrace the entrepreneurial spirit. Below are characteristics of the three principles that we use to guide students in Life Design work:

Characteristics of Self-Expertise: Take 100% personal responsibility for your

life. Own your story. Find your purpose in life.

Identify your strengths, talents, and gifts. Describe how you want to serve the world. Create a meaningful vision for the future. Be the creator and master of your life.

Characteristics of Self-Directed Learning (From “The Art of Self-Directed Learning,” Blake Boles, 2014): Solve their own problems. Become their own teachers. Work on self-determined projects.

Collaborate and connect with others. Be directors of the direction of their lives.

Characteristics of Entrepreneurial Spirit (From “The Path to Purpose,” William Damon, 2008)1. The ability to set clear goals and make realistic plans to accomplish them.2. An optimistic, can-do attitude.3. Persistence in the face of obstacles and difficulties.4. A tolerance - or more, even an appetite - for risk.5. Resilience in the face of failure.6. Determination to achieve measurable results.7. Resourcefulness and inventiveness in devising the means to achieve those results.

Embedded in the principles are features we believe will support the longtime success of the Life Design Program, such as student success factors (Cuseo, 2016), well-being (Gallup, 2014 and Brzycki, 2016), high-impact practices (Kuh, 2008), and skill development (Koru, 2016). The specific features include:

Involvement in activities that lead to positive educational outcomes such as personal validation, self-efficacy, meaning and purpose, active involvement, engagement, reflection, and self-awareness.

Creation of a full-year, First-Year Seminar/Learning Community, where small groups of students meet with faculty/staff on a regular basis, which involves critical inquiry of the self and its relationship with the world.

Completion of collaborative assignments and projects that require reflective thought, writing, and sharing with one or more classmates.

Incorporate aspects of well-being that lead to happiness and success: physical, social, community, financial, and spiritual.

Development of high performance skills required for the workplace: grit, curiosity, polish, rigor, teamwork, impact, and ownership.

Find Your Why. Grow Your Why. Build Your Why. Live Your Why.

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Life Design Models

We integrate two models to guide our work: (1) Design Your Life Project, and (2) Meaningful Work. The first model, Design Your Life Project is the foundation for the Life Design Program. We’ve incorporated most, if not all, of SPARCK – Story, Purpose, Aspirations, Reflection, Connection, and Kick-Start – in all of the courses in the Life Design Program. Foundational activities are focused on Story, Purpose, and Aspirations, with the end goal to move into action (Kick-Start). Reflection and Connection (on self and with others) is continuous and occurs throughout the life exploration process. The second model, the Meaningful Work Model was developed to identify the “work” you are here to do, the gifts that you will share with the world, the positive contribution you will make in serving others, all of which empowers you to become a better person.

- - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - -

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The Tree of Contemplative Practices(From The Center for Contemplative Mind in Societyhttp://www.contemplativemind.org/practices/tree)

The Life Design Program also incorporates a variety of contemplative practices (meditation, journaling, contemplative arts, and storytelling) as components of the program. Research has shown that students who engage several of these practices tend to improve their health and well-being and have better college experiences.

For example, according to UCLA’s Spirituality in Higher Education Survey and Report (2011 - http://spirituality.ucla.edu/), “Meditation and self-reflection are among the most powerful tools for enhancing students’ spiritual development. Providing students with more opportunities to connect with their “inner selves” facilitates growth in their academic and leadership skills, contributes to their intellectual self-confidence and psychological well-being, and enhances their satisfaction with college.”

Life Design as a Course

To impact as many students as possible, we decided that the Design Your Life Project courses - HHS125 and HHS135 - would be credit-bearing, where the instructors also serve as the students’ Life Design Catalyst Coach over the course of the first year. One document that has been essential in creating the courses for credit was Marc Lowenstein’s article, "Envisioning the Future" (https://www.nacada.ksu.edu/Portals/0/Events/Annual%20Conference/documents/Lowenstein_proof.pdf), where he shares the premise that academic advising should be a credit-bearing activity. In the article, he states that:

“To persuade all stakeholders to view advising as a serious learning experience on par with the classroom, educational leaders reasoned that institutions need to award academic credit for it. This effort turned out to be the single lever that made many other changes possible. The importance is partly symbolic but also very practical. By making advising a credit-bearing activity, the academy communicates that students should expect to experience learning in their advising relationship and that advisors are teachers. The move also suggests that advisors bring considerable knowledge and wisdom to the advising encounter and that students should prepare for it as they do for class. Indeed, the mandate implies that the advising relationship has intended learning outcomes such that students bear responsibility for achieving results for which they will be graded! More mundanely, but just as importantly, the students understand that advisors assign homework that students are expected to complete.”

In a traditional advising setting, an advisor may have a caseload of students, where they might have one or two 30-minute contacts with a student over the course of a semester; in many cases, these meetings occur only during peak registration periods. Many instances, students are required to bring their schedule and/or a four-year plan of study. Very little time (if any) is spent addressing values, purpose, meaningful work, and/or goals and dreams. In extreme cases, advisors might not have ANY contact with a number of their students, either due to the amount of time available to schedule students, a lack of motivation on the students’ part, or a combination of the two. With the increase sophistication of technology, registration and degree mapping will be completely on-line (if it isn’t already), reducing and/or eliminating the need for advisors/coaches. The Life Design Program provides an avenue to increase face-to-face connections with students, be a part of the learning process, and yet still increase retention and graduation rates.

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Over the eight years of the Program, we have been able to increase the caseload for the instructor/coach from the pilot group of 40 students in 2008 to 200 students in 2015. For the 2016 Fall Semester, we were able to hire an additional instructor/coach for the program, thereby increasing the number of students in the program to 330 students. We believe that this process of Life Design could be extremely effective with up to 400 students per instructor/coach. With modification, this approach could even work with upwards of 800 students or more. For example, the instructor/coach could have the students attend every other week instead of every week or offer the course as a half-semester or short course, which would provide an opportunity to double their caseload of students. Regardless of the approach taken, the students will be able to have face-to-face contact with their coach on a regular basis.

We have found a number of benefits to this Design Your Life approach: Increases the amount of contact each student has with his or her instructor/coach over the course of the

semester and the year. Provides opportunity for students to interact/meet at least 10 new students in their class each semester. Provides opportunity for instructor/coach to monitor students’ health and well-being on a more personal level. Empowers each student to decide on major/career/calling with clarity and purpose, as well as consider multiple

paths to get their desired major/career/calling. Engages group dynamics where students hold each other accountable to complete work in a timely manner. Provides instructor/coach opportunity to modify content of courses based on their personality and/or interests. Can easily be connected with another course(s) are part of a learning community (i.e. Communications,

English, Psychology, etc.). Provides instructor/coach time throughout the day to work on other projects, be involved in committee work,

and/or engage in additional work-related activities. Supports Open Education Resource, since students are provided workbook activities required for Design Your

Life courses on-line for free.

This year, we are incorporating Life Design work in collaboration with other educational programs on campus, such as: Piloting a section of the “HHS125: What Could I Do With My Life” course for Honors Students. Provide opportunity for students in the Beyond Academics Program (intellectual and physical disability

students) to enroll in the HHS135 course in the 2017 Spring Semester. Serve the UNCG Middle College (high school) Program, providing coaching and life design activities in both

the Fall and Spring Semesters. Provide support for students creating identity collages for the Foundations for Learning (FFL100) course. Offer a 5-week Life Design Workshop, “28 Days to a Meaningful Life,” to the faculty and staff at UNCG

through the Healthy UNCG Program. Provide half-day/full-day Life Design workshop for graduate students. Provide weekend workshop for non-traditional/adult students, students from other colleges and universities,

and community members – anyone interested in Life Design work.

The Life Design Center

The Life Design Center was created in September, 2016 to support the students and the instructors/coaches in the Design Your Life courses. The Center is staffed by four undergraduate students; each student has completed at least two Design Your Life classes over the past year and has been trained as certified Life Design Catalyst Coach least once. They provide the following services:

Coach students on life design, including values assessment, meaningful work, and major/calling choice(s). Assist students with the design of their posters and presentations for the HHS125 and HHS135 courses. Offer Life Design workshops to fellow UNCG students, both within the Center and at various locations around

campus. Create activities/projects that emphasize creativity and play to be used in future Design Your Life courses. Collaborate with campus and community partners to provide Life Design workshops to local middle and high

school students. Assist the three Student Success Navigators/Life Design Catalyst Coaches and the Senior Associate Dean with

their courses, as well as with on-campus and off-campus trainings and workshops. Provide constructive feedback on the effectiveness of the Design Your Life courses and Life Design Program.

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The Life Design Center also provides resources to encourage play and creativity, including Legos, adult coloring books, and building blocks, as well as materials to make dream/vision boards, my life story collages, and inspiration boxes. Students employed by the Center in the future will have the option of receiving a stipend or college credit for their time in the Center. They are truly engaged in this Life Design work!

Life Design Program Staff Bill Johnson (whjohnso@uncg.edu) and Megan Delph (mcdelph@uncg.edu) – UNCG Student Success

Navigators and Life Design Catalyst Coaches and Training Facilitators Joe Dousharm (jwdousha@uncg.edu), Jasmine Kendrick (jlkendri@uncg.edu), J’Dari Lott (jslott@uncg.edu),

and J’Dia Lott (jklott@uncg.edu) – Undergraduate Students and Life Design Catalyst Coaches

Life Design Catalyst Coach Training Program (https://lifedesigncatalyst.wordpress.com/training/)

The Life Design Catalyst Coach Training Program was created in June 2014 to train faculty and staff in higher education on the strategies to learn Life Design Catalyst Coaching. Our motto: Inspire Change. We have since expanded the Program to include undergraduate and graduate students, professional life coaches, spiritual healers, high school guidance counselors, mental health therapists, and community career development counselors. The Catalyst Coach Training Program has evolved to now serve as an alternative to traditional academic advising/academic coaching programs. Since 2014, we have trained over 250 Life Design Catalysts from 38 different colleges and universities from across the country, as well as many local community members.

Design Your Life First-Year Curriculum

Below is a sample curriculum of the two 1-credit courses (Fall and Spring Semesters) which incorporates the skills to become self-experts, the connection with an advisor/coach, and aligns with registration and scheduling of classes for the following semester. In the 2016 Fall Semester, we currently have two-thirds of our first-year students (300) during their first semester of college. Special note: We don’t require a textbook for the course; we are big proponents of Open Education Resource, so students are provided materials on-line, free of charge.

HHS125: Design Your Life I - What Could I Do With My Life

HHS135: Design Your Life II - Redesign a Life You’ll Love

Week 1: Introduction to Course, Breathing Meditation

Week 2: Introduction to Personal Responsibility Week 3: Intercultural Workshop Week 4: My Life Story Worksheet Week 5: My Life Story Class Poster and

Presentation Week 6: Personality Type Assessment Week 7: Personal Core/Desired Work Values Week 8: Character and Engagement Strengths Week 9: Lollipop Moments; Seven Word Life Motto Week 10 Meaningful Work Statement and Quiz; Week 11: Major/Career/Calling Exploration Poster

and Presentation Week 12: Visionary Lifework and Twitter Pitch Week 13: Desired Feelings; Desired Dream List;

Personal Manifesto Week 14: I Am Poem Week 15: Personal Charter Poster and Presentations

Week 1: Introduction to Course; Breathing Meditation Week 2: My Life Self-Assessment, 4-week Life

Change Challenge I Week 3: Letter to Past Self Week 4: Grateful Project Week 5: Pieces of Me Project and Presentation Week 6: Personal Board of Advisors, 4-week Life

Change Challenge II Week 7: Portfolio Life Activity Week 8: Calling Connection Worksheet/Mind Map Week 9: Personal Job Advertisement Poster Week 10: Vision Mapping Poster, 4-Week Life

Change Challenge III Week 11: Draw Your Future Poster Week 12: Letter to Future Self Week 13: Eulogy Activity Week 14: Dream Board Poster and Presentation

Note: We provide opportunity for each individual instructor to infuse one activity of choice not listed above at some point during course of semester.

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Design Your Life Project Data/Assessments

We are excited by the results of this project. We are very aware that data drives action. Since the inception of the HHS125 course in Fall Semester, 2008, we have tracked students’ graduation and retention rates. We found that students who’ve enrolled in at least the Fall Semester Design Your Life course, “HHS125: Design Your Life I - What Could I Do With My Life” in most instances will be retained at or slightly above those enrolled at UNCG as a whole. More importantly, students enrolled in the HHS125 course were likely to graduate in FIVE years at or above the SIX-YEAR UNCG graduation rate. And student who enroll in both the HHS125 course in the Fall Semester and HHS135 course in the Spring Semester were 90% likely to return to UNCG the following Fall Semester.

We now have three years of data on the HHS135 course. Although the sample size is small, 48 of the 53 students who’ve taken both HHS125 and HHS135 during their first year of college have been retained at a 90.6% retention rate. One of our goals is to increase enrollment for the HHS135 course for the 2017 Spring Semester.

Most students have shared that the courses have changed their lives in one way or another, whether it’s getting clear about the major/career, defining their strengths, purpose, and values, or connecting with other students in the courses. The table below provides information pertaining to retention rates, graduation rates, and enrollment numbers for the Design Your Life First-year courses.

Fall to Fall Retention Rate

HHS125 UNCGFall 2008 to Fall 2009: 78.9% 77%Fall 2009 to Fall 2010: 75.6% 77%Fall 2010 to Fall 2011: 76.9% 76%Fall 2011 to Fall 2012: 81.1% 76%Fall 2012 to Fall 2013: 65.3% 74% Fall 2013 to Fall 2014: 75.0% 78%Fall 2014 to Fall 2015: 84.9% 78%

Graduation Rates (5-year)

Fall 2008 class 73.7% 50.1%Fall 2009 class 61.0% 51.5%Fall 2010 class 56.4% no dataFall 2011 class 56.8% no data

Note: 6-year Graduation rate for UNCG = 55%

Enrollment in HHS125 (Fall Semester)

Fall 2008: 2 sections, 40 studentsFall 2009: 3 sections, 56 studentsFall 2010: 3 sections, 65 studentsFall 2011: 3 sections, 66 studentsFall 2012: 3 sections, 73 studentsFall 2013: 8 sections, 111 studentsFall 2014: 10 sections, 170 studentsFall 2015: 10 sections, 193 studentsFall 2016: 17 sections, 330 students

Enrollment in HHS135 (Spring Semester)

Spring 2014: 2 sections, 13 studentsSpring 2015: 3 sections, 35 studentsSpring 2016: 3 sections, 33 students

Retention Rate - students enrolled in both HHS125 and HHS135 during their first-year: 90.6%

We have also been able to accomplish other success metrics pertaining to the “HHS125: What Could I Do With My Life” course; students who’ve enrolled in the course had a:

86% retention rate for our most at-risk students at the end of Spring Semester, 2016. 67% graduation rate for a subset of fifteen minority males enrolled in the course as part of the Rites of Passage

Minority Male Mentoring Program in the 2012 Summer Session.

HHS125 Student Evaluation

We have continually gathered survey information from the students enrolled in the HHS125 courses every semester. This information is useful to: (1) whether we are achieving our learning outcomes and, (2) identify potential changes in the course to provide effective life design activities for our students. Here are the results of our most recent survey:

Learning Outcome Results (Percentage of those that chose either "Strongly Agree" or "Agree") 97.6% - I have a much better understanding who I am and what I am meant to do. 97.4% - I believe a course like this should be a required course for ALL new students.

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95.1% - I learned a lot about myself in this course. 95.1% - This course has helped me understand my personality, my strengths, and my values. 95.1% - This course has helped me understand the meaningful work that I’m here to do. 92.7% - This course has helped to clarify my goals and dreams, and create a vision for my future. 90.2% - This course has provided me with knowledge and skills that could help me be successful in life. 90.2% - I can make better decisions about my future and my life now that I have completed this course. 90.2% - I appreciated the opportunity to share/interact with a few of my classmates during class. 85.4% - I enjoyed having meditation/quiet time at the beginning of every class. 85.4% - This course helped me decide on my major and/or helped me clarify that I am in the right major.

Open Ended Questions Briefly describe how this course changed your educational, career, and/or personal plans for the future? Share three things you really liked about this class? Share three things you didn’t like about this class? What are at least one thing you would recommend to improve and/or change this course that could make this a

better experience for you – or could make it a better experience for future students?

We also have a collection of posters from the HHS125 course to visually document self-expertise and progress toward self-directed learning. The links below take you to examples of the My Life Story, Major/Career/Calling Exploration, and Personal Charter posters. These posters have students reflect (and make sense) of their past, identify strategies to fulfill their meaningful work for the future, and develop guidelines for living on a day-to-day basis. Click on the links below for examples:

My Life Story Posters – https://thedreamdean.files.wordpress.com/2012/08/posters-my-life-story-spring-2016.doc

Major/Career/Calling Exploration Posters – https://thedreamdean.files.wordpress.com/2012/08/posters-major-career-exploration-spring-2016.doc

Personal Charter Posters – https://thedreamdean.files.wordpress.com/2012/08/posters-personal-charter-spring-2016.doc

Summary

The Life Design Program is successful – not only in helping students stay in and graduate from college, but to pivot when they hit a road bump, to ultimately create lives that matter. As you review this document, think about what you’d like to achieve in your advising and/or coaching program:

What do you want your students to achieve, especially at the end of their first year? What do you need to do - as an individual, as a group, and/or as a department - to provide the opportunity for

students to become self-experts and self-directed learners and to encourage and develop the entrepreneurial spirit?

We’ve shared with our students this statement by William Damon from “The Path to Purpose,” defining our goals for them to be classified as one of “the purposeful”:

“The purposeful are those who have found something meaningful to dedicate themselves to, who have sustained this interest over a period of time, and who express a clear sense of what they are trying to accomplish in the world and why. They have found a cause or ultimate goal that inspires their efforts from day to day and helps them fashion a coherent future agenda. They know what they want to accomplish and why, and they have taken concerted steps to achieve their ambitions.”

We are excited for the possibilities in the future; first and foremost, we would like to increase the number of students enrolled in both the HHS125 and HHS135 courses. Our greatest challenge is retaining the Pre-Health, Nursing Interest students, since most of these students are interested in UNCG’s Nursing program. With a small number of these students actually gaining admittance into the program, many decide to leave and attend other institutions to pursue their Nursing degree. This Fall Semester (2106), we pre-enrolled almost every Pre-Health, Nursing Interest student in the HHS125 course, with the hope of providing them clear options in case they do not get into the Nursing program at UNCG.

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Another challenge has been space; in the past, our courses have been in classrooms spread across campus. One of our goals was to create a space where we could hold most, if not all, of our classes in one space. Since our classes are very interactive, there were challenges and limitation, such as finding enough wall space to post posters for presentations and transporting materials across campus. We created the Life Design Center as a place to not only hosts our courses, but to offer a space for additional activities, such as daily meditation sessions and life design trainings and workshops.

Due to the success of the Life Design Program, we now offer the Life Design Catalyst Coach Training Program, a training created for advisors and coaches looking for professional development opportunities to work with students in a more meaningful way, as well as a personal development experience to define one’s meaningful work and create a meaningful life. Think about this…how could the Life Design Program fit into your work and your life – as an advisor, as a coach, as an educator, and as a human being? Want ideas? Want to learn more? Be bold! Attend one of the Life Design Catalyst Coach Training Programs, where “you can do you better so you can do your work – and your life – better!” Find out more at: https://lifedesigncatalyst.wordpress.com/training/.

If you have any thoughts, comments, and/or questions about the Life Design Program, the Design Your Life Project, or anything else in this document, please feel free to contact Bill Johnson, Student Success Navigator and Life Design Catalyst Coach, at whjohnso@uncg.edu or 336-207-6795.

The Life Design Program: Develop your purpose, define your dreams, and craft an inspiring vision to create the best version of yourself – one student at a time!

References

Boles, Blake (2014). The Art of Self-Directed Learning: 23 Tips for Giving Yourself an Unconventional Education.”

Brzycki, Henry G (2016). “Student Success in Higher Education: High Impact Best Practices.” https://www.linkedin.com/pulse/student-success-higher-education-high-impact-best-brzycki-ph-d-

Cuseo, Joe (2012). "Student Success: Definition, Outcomes, Principles and Practices." https://www2.indstate.edu/studentsuccess/pdf/Defining%20Student%20Success.pdf

Damon, William (2008). “The Path to Purpose: How Young People Find Their Calling in Life.”

Gallup, Inc. (2014). "Great Jobs, Great Lives." https://www.luminafoundation.org/files/resources/galluppurdueindex-report-2014.pdf

Koru (2016). "Koru 7." http://www.joinkoru.com/koru-7/

Kuh, George (2008). "High Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter." http://provost.tufts.edu/celt/files/High-Impact-Ed-Practices1.pdf

Lowenstein, Marc (2014). "Envisioning the Future." https://www.nacada.ksu.edu/Portals/0/Events/Annual%20Conference/documents/Lowenstein_proof.pdf

Winham, Ilya (2015). "Marc Lowenstein and the Future of Academic Advising: The View from Penn State." https://dus.psu.edu/mentor/2015/11/marc-lowenstein-future-academic-advising-penn-state/

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Kick-Ass Questions About Life

Take a few minutes to answer these Kick-Ass Questions About Life listed below. Answer these questions from your heart, not based on the thoughts of others or what I might want to hear. Remember, this class is about you learning more about yourself. Either type your answers or print legibly (if you write them out, make sure that it's legibly or you won't get credit for the assignment). Your answers must be at least 2 sentences for each question.

1. What’s always on your mind? What do you think about a lot? If you were in a bookstore, what section would you gravitate towards first? If you were on the computer/internet, what would you spend your time reading or searching most?

2. What are at least three things you care about most, other than family, friends, and meaningful relationships?

3. What positive things do people say about you? What do people thank you for most often?

4. Who inspires you? Who would you most like to be like? Who are your heroes, your role models? Who do you envy most?

5. What do you help with that seems natural or easy for you? What do people come to you for? When you’re at your best, what does it look like?

6. What are you amazing at doing (can be work- or life-related)? What are you great at? What do you do particularly well?

7. When do you feel most powerful, passionate, free, incredibly useful, excited, and/or inspired?

8. Who do you want to help? Who would you like to inspire? Whose lives would you like to change?

9. If you had a chance to be known for something special or unique, what would it be? How do you feel you contribute (or could contribute) to society?

10. How would you like to be seen, recognized, acknowledged, awarded, praised – now and/or in the future? What’s the legacy you want to leave behind? If you were to die tomorrow, what would you want people to say about you?

11. What is your biggest fear? What’s the thing that scares you the most in life?

12. How would you define success? And what would success look like for you?

13. What do you REALLY want for your life?

As you reflect on your answers to the questions, what do you notice about your answers? How do your answers provide you with a glimpse of what you desire in life – now and in the future? Which questions was hardest for you to answer? Why?

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My Life Story Worksheet

The My Life Story Worksheet is a tool to analyze significant events, impactful moments – the great and the challenges in your life. This activity addresses the question, “What has made me who I am today?” Use this activity to identify personal experiences – both positive and negative - that have affected you in some way. The categories for this activity include:

High Points/Positive Experiences Low Points/Negative Experiences Positive Impactful Moments/Greatest Joys Challenging Impactful Moments/Darkest

Times

Positive Aspects About Myself Deepest Fears/Negative Thoughts Greatest Lessons Learned Things Holding Me Back

Use the headings below to identify at least twenty-five (25) different events, experiences, thoughts, beliefs, and feelings that make up your story. There is no limit as to the number of positive or negative experiences you decide to include – just make sure that you have at least 25 total items. You decide how you want to focus your energy on this activity – you can focus your time on identifying 25 positives or on 25 negatives, it’s your choice. Don’t worry if you find that you have more positives than negatives or vice versa. The most important thing to remember about this activity is that YOU get to decide what to include and exclude. Realize that in order to move forward in your life, you need to address the “stuff” that’s holding you back.

When identifying events for your story, consider key events in your life, such as your birth, graduation(s), important relationships (such as marriage, divorce, and significant partners), important jobs, sport and non-sport achievements, awards received, recognition earned, projects completed, noteworthy volunteer experiences, deaths, serious illnesses, major accidents, victories you’ve achieved, crises you’ve endured, fears you’ve overcome, stands you’ve taken, mistakes you’ve made, and/or lessons you’ve learned. You want to capture the thoughts, beliefs, events and experiences that have shaped you, since they will be crucial in moving forward to creating a meaningful life. This activity may also provide a glimpse of the things you’d like to do in your life in the future.

Be aware that this activity is the foundation for the My Life Story Project, a poster you will construct and share with your fellow classmates. You decide how decide how much or how little you desire to share.

High Points/Positives Experiences Low Points/Negative Experiences

Positive Impactful Moments/Greatest Joys Challenging Impactful Moments/Darkest Times

Positives Aspects About Myself Deepest Fears/Negative Thoughts

Greatest Lessons Learned Things Holding Me Back

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My Life Story Poster and Presentation Instructions

Poster InstructionsThe My Life Story Poster and Presentation is a chance for you to reflect on your life and share with your classmates. You will take the information from your “My Life Story Worksheet” and create a poster that graphically displays your results. You can use a combination of pictures and words to complete your poster; you must include at least 20 items from your Worksheet on your poster. The poster must be a minimum of 18" by 24"; we will provide you with paper, you can pick up a sheet at the Life Design Center, or you can purchase/use your own. We strongly recommend using markers for your poster to stand out best; you can either purchase markers on your own or use the markers in the Life Design Center or Digital ACT Studio (more information below) to create your poster. As you complete your poster, please make sure to put your name on the back of your poster (not on the front). For My Life Story Poster examples, check out the file, "posters – my life story, spring 2016," which contains examples of My Life Story posters completed in the 2016 Spring Semester.

As part of your poster, you will be required to include a six-word memoir - six words that describe your life thus far. Think of it as a summation of your life - in six words. Check out the six word memoir videos below for suggestions, tips and examples:

Six Tips for Writing Six-Word Memoirs - https://www.youtube.com/watch?v=nCJyUMHaL_g Tips for writing a 6 word memoir - https://www.youtube.com/watch?v=JSlen-udJ5A Six-Word Memoirs, the book - https://www.youtube.com/watch?v=mBnP0DoGjRI Six-Word Memoirs: The Video Story - https://www.youtube.com/watch?v=0ZOxhHXZW6o I Can't Keep My Own Secrets: Six-Word Memoirs by Teens Famous & Obscure -

https://www.youtube.com/watch?v=TesQtK5JG68

Presentation InstructionsTo begin class, we will start with a "Gallery Walk," where each of you will post your poster on the wall around the room for your classmates and me to view. This SILENT activity will take 5-10 minutes; no need to make comments, just take it all in and relish this experience. Once the Gallery Walk is complete, each of you will stand by your poster and answer the questions below. Your presentation should be approximately 1-2 minute long. DO NOT share every experience on your poster; just make sure your presentation covers the following points:

1. As you look at the whole picture of your life, what have you learned most about your life so far?2. Briefly describe one or two of the most impactful events from your past and why they had such an

impact.3. Briefly share your six-word memoir and why you chose those words to describe your past.4. Briefly describe what the experience of reflecting on your past was life for you. What emotions did you

experience as you were putting your list and/or poster together?5. How do you think reflecting on your past will help you move forward in the future?

Your My Life Story Poster is worth six (6) points; the presentation is worth two (2) points. You are expected to complete the poster and presentation for this specific class period; if you miss this class, you can still receive credit for you poster, but will not receive credit for the presentation. A copy of the "My Life Story Worksheet" (the worksheet used to complete your poster) is on Canvas (under "Pages, Week 2").

Grading for the Posters and PresentationsPoster:

6 points: Poster design/organization well thought out and executed; colorful, expressive of your story; some highs/lows, positives/challenges included; 6 word memoir incorporated.

4 points: Poster design/organization adequately executed; little use of color/design to illustrate your life; some highs/lows, positives/challenges, 6 word memoir missing.

2 points: Shoddy or ‘last minute’ construction of story: drawn in pen or pencil, categories missing. 0 points: Poster not completed

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Presentation: 2 points: Presentation incorporates ideas addressing the questions above (each question’s answer is not

just ‘read off’ or made up as you speak); clear evidence of preparation ahead of class meeting. 1 point: Answers are ‘read off’ as you speak; no clear evidence that responses where prepared in advance. 0 point: no presentation.

If you have any questions about the poster or presentations, please contact me at whjohnso@uncg.edu. Make sure to give me enough notice to respond to your e-mail; if you contact me the day before your presentation, I probably will not be able to get back to you in a timely manner.

You have two resources to help you with your posters - the Life Design Center and the Digital ACT Studio.

The Life Design Center is located in 222 McIver Building; the hours of operation are: Monday - 3-8pm Tuesday - 3-8pm Wednesday - 3-8pm Thursday - 3:30-5:30pm Friday - 1-4pm Saturday and Sunday - closed

The staff in the Center has all had HHS125: What Could I Do With My Life and have been trained as Life Design Catalyst Coaches to assist you with the construction and design of your posters. The Center has broad and fine tip markers, colored pencils, and 18" x 24" paper, as well as additional resources to help you create meaningful posters. No appointment is necessary; just stop by during open hours and the staff will be more than happy to serve you. You can also visit the Life Design Center for help you with any of the assignments/activities required for this class.

The Digital ACT Studio (https://digitalactstudio.uncg.edu/) is located in the lower level (basement) of the Jackson Library; the hours of operation are:

Monday - 9am-7pm Tuesday - 9am-7pm Wednesday - 9am-7pm Thursday - 9am-7pm Friday - 10am-3pm Saturday - closed Sunday - 3pm-6pm

The Digital ACT Studio will also be available to assist you with the design and construction of your posters; they also have markers, paper, and additional resources to help you with your poster. The consultants have extensive design experience, so will be able to help you with the design of your poster. Although walk-ins are welcomed, it's best to make an appointment; click on this link - https://digitalactstudio.uncg.edu/our-services/make-an-appointment/.

We have made sure to provide you with an array of outside resources to assist you with the construction of your posters, as well as with the design of your life. Take this as an opportunity to tell your story in a more effective, meaningful way! But most of all, HAVE FUN!

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Quick Activity: What’s Most Important to Me?

If you had to identify the things that are most important to you right now, the things that you believe drive your actions and decisions on a daily basis today, what would they be? From the list below, only choose your top five – and if possible, rank order those top 5, with 1 = most important and 5= fifth most important. Remember, you only get to choose your top five most important, so choose wisely.

Name: _______________________________________________________

Most Important Things in My Life(check only your top five most important)

_____ Connecting/spending time with family, friends, others

_____ Having fun/having a good time_____ Practicing my religion/spirituality_____ Having money, money, and more money_____ Being healthy (heart, mind, body, spirit)_____ Living a fulfilling life/living a life with no

regrets_____ Getting my degree/getting an education_____ Getting a job/being employed/having a

career

_____ Being happy/enjoying life_____ Helping/serving others _____ Learning new things_____ Being great at something/becoming an

expert_____ Making a difference in the world_____ Proving people wrong_____ Being successful/achieving more_____ Creating my own business_____ Planning for the future_____ Other: ___________________________

Remember to rank order your top five, with 1 = most important, 2 = 2nd most important, etc. up to your most important five.

Note: A quick activity that can be used to get students thinking about the good that they have done in their lives. Have them answer as many as possible in a 5-10 minute time frame.

Useful Item: In the 2016 Spring Semester, I decided to collect the information to see the results of this quick activity in three classes. The top five choices (out of 28) were: 1 - Connecting/spending time with family, friends, others (25); 2 - Being happy (16); 3 - Living a fulfilling life/living a life with no regrets (15); 4 - Being healthy in heart, mind, body, and spirit (14); and 5 - Making a difference in the world (10). Luckily, I still had most of the results from my previous semester’s classes, so I decided to review the results. In the 2015 Fall Semester, I also conducted the same activity with 125 first-year students; the activity was given after the 5th week of their first semester in college. Here are the results:

#1 – Connecting/spending time with family, friends, others (116/125)#2 – Getting my degree/getting an education (80/125)#3 – Being happy/enjoying life (73/125)#4 – Being healthy (heart, mind, body, spirit) (62/125)#5 – Practicing my religion/spirituality (58/125)#6 – Getting a job/being employed/having a career (47/125)#7 – Helping/serving others (43/125)#8 – Being Successful/achieving more (36/125)#9 – Living a fulfilling life/living a life with no regrets (25/125)

#10 – Having money, money, and more money (21)#11 – Having fun/having a good time (20)#12 – Making a difference in the world (16)#13 – Planning for the future (11)#14 – Learning new things (5)#15 (tie) – Being great at something/becoming an expert (4)#15 (tie) – Proving people wrong (4)#15 (tie) – Other (4)#18 – Creating my own business (2)

How would these results help you as you work with first-year students (or any student population)?

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Major/Career/Calling Exploration Poster

Do you have interest in one particular area?  In multiple areas?  Can't decide on any one particular major/area to focus on?   What are your options - as far as majors, minors, and concentrations?  What should you really pursue while in college?  It is our goal to help you find/create work that matters and to understand the difference between a job, a career, and a calling, which we have the listed below (from Job, Career, Calling: Key to Happiness and Meaning at Work? - https://www.psychologytoday.com/blog/career-transitions/201206/job-career-calling-key-happiness-and-meaning-work):

Job Orientation: Individuals who fall into this category tend to view their work as a means to an end. They work to receive the pay and/or benefits to support their hobbies, family, or life outside work. They prefer jobs which do not interfere with their personal lives. They are not as likely to have a strong connection to the workplace or their job duties. The job serves as a basic necessity in life.

Career Orientation: An individual with a “career” orientation is more likely to focus on elements related to success or prestige. This individual will be interested in the ability to move upward in his or her career, to receive raises and new titles, and to achieve the social standing which comes from the career. Careers which have a clear upward “ladder’ are appealing to those with a career orientation.

Calling Orientation: Individuals with a calling orientation often describe their work as integral to their lives and their identity. They view their career as a form of self-expression and personal fulfillment. Research conducted by Wrzesniewski and colleagues find that individuals with a calling orientation are more likely to find their work meaningful and will modify their duties and develop relationships to make it more so. They are found to be more satisfied in general with their work and their lives.

This week, you will put together a "poster" (must be a minimum of 18" X 24") about your major/career/calling options, to include the following:

1. List your meaningful work statement.2. A list of at least one (1) and up to five (5) potential majors/concentrations aligned with your meaningful work

statement.  You may also choose these majors based on your personality type, your values, your strengths, your talents and gifts, your interests, your audience – or a combination of all of the above.  If you know EXACTLY what you want to do and don't have any interests in any other options, then just choose the one major.  If you aren’t sure, check out this "List of UNCG Majors - http://admissions.uncg.edu/forms/majors-concentrations-2016.pdf” - to see the many options for majors/concentrations at UNCG.  If you can't narrow down your options because you don’t know or have to many, choose from two to five that sound most interesting - it's always better to have more options than less, especially if you're pursuing a “competitive” major.  If you have an interest in pursuing multiple majors, list these on your poster as well. You will need to list these major(s)/concentration(s) options on your poster.

3. For each of the majors that you choose (even if it’s just one), make sure to identify the specific entrance requirements to get into the major, such as GPA requirements, prerequisite courses, application forms/deadlines, and any other specific entrance requirements.  Make sure to list these entrance requirements on your poster.

4. If you have or have an interest in one or more minors, make sure to list the minor(s) and the requirements to complete the minor(s), such as number of credits, courses that you plan to take to complete the minor(s), and any other useful minor-related information on your poster. Find a list of minors here: list of uncg minors, 10-18-16.doc

5. If have interests in courses not related to major requirements but will enhance your college experience (such as courses in speaking, photography, media studies, art, music, theater, business, etc.), include those options on your poster as well.  For this category (list as “Interesting Courses”), list classes that you might take that would actually be FUN. You can review UNCG's Undergraduate Bulletin (http://uncg.smartcatalogiq.com/2016-2017/Undergraduate-Bulletin) to see the list of courses (and their descriptions) offered at UNCG.  This list of courses may also provide some information to help you choose the major that fits you best.  

6. For this next part, you will need to visit the two links below: What Can I Do With a Major In - http://www.isu.edu/career/majors/default.html Majors That Pay You Back (PayScale.com) - http://www.payscale.com/college-salary-report/majors-

that-pay-you-back Use the links above to write down the following information on your poster:

Specific areas and employers related to your major choices and/or meaningful work.

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Information, strategies, requirements, and/or experiences you need to obtain to pursue this work further or enhance your chances of finding/creating a position (graduate school, certificates, observation hours, etc.).

Average starting salary for your major - include both bachelors and, if necessary, graduate/professional degrees - in your major/meaningful work/area of interest.

7. On your poster, write down your list of courses you plan to take for the following (Spring 2017) Semester.  If you're not sure what to take, visit department web sites to see if they have suggested four-year course sequences for their majors.  

Programs of Study in the School of Health and Human Sciences: http://www.uncg.edu/hhs/advising-center/admission-major.html

8. Include a four-year plan of study of what you should take for the rest of your college career to finish out your degree. These can be found on most department websites.

9. If you have an interest in graduate school, use the link below to get a list of graduate programs in your area of interest and/or programs in a particular location/state.  On your poster, write down your graduate school interest(s), as well as a list of at least three graduate school programs that have your major/area of interest.  For example, if you want to get a list of graduate-level Physical Therapy programs in the state of North Carolina, use the link below and type in physical therapy and North Carolina for a list of schools.

Petersons Graduate School Research - https://www.petersons.com/graduate-schools.aspx10. Also list student organizations and/or professional organizations that could enhance your experience in the

major/area of interest.  List at least three student organizations and/or professional organizations that are associated with your major/area of interest. Campus Activities and Programs: http://cap.uncg.edu/

11. Feel free to include anything other information regarding your interest(s) in majors, careers, calling, and meaningful work that's pertinent to this assignment.

FOR SENIORS ONLY: If you are a senior taking this course and plan to graduate in December 2016, May 2016, or August 2017, use this as an opportunity to reflect on your undergraduate experience.  You will put together a poster that includes:

1. Your meaningful work statement, as well as your major(s)/concentration(s), minors (if any), and a list of the most interesting courses you’ve taken, at UNCG and/or other places. You can also include any special training/certifications you’re obtained to enhance your education.

2. What you have done to prepare yourself for life after graduation. List graduate school you plan to apply to, potential companies/fields you plan to explore, a small business/side gig you plan to create, or anything else pertaining to your future work/education. List the specific areas of interests and employers related to your field, as well as the average starting salary for a degree in your major.

3. A list of student/professional organizations you’ve been involved in during your academic career, regardless of whether they were within or outside your major. Include any internships, apprenticeships, study abroad, part-time/full-time work, or any other experiences that were important and/or valuable in developing your academic/work career.

4. Briefly share your answers to each of the following questions (no more than two sentences for each question): How do you feel about your choice of a major? Are you happy with it or would you have chosen

something else? If you had an option to start your college experience all over again, what would you do differently?   List the experiences have been most meaningful and rewarding?   What has been your biggest challenge regarding your major/career choice? Feel free to add another sentence or two about anything else that addresses the positive or negative

experiences about college, i.e. choosing on a major, working with an advisor, etc.

This is no particular design that’s required for these posters. If you are sure what to do, click on this link - https://thedreamdean.files.wordpress.com/2012/08/posters-major-career-exploration-spring-2016.doc to see examples of posters from previous classes.

The purpose of this homework assignment is to get you to explore and understand your options for majors, minors, graduate school, student organizations etc., as well as to provide you with the resources to make informed decisions about your future. Remember, this is to be completed as a poster project, not as a written report.

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Personal Charter Project and Presentation Instructions

The Personal Charter Project and Presentation will have you create and share a poster that is a compilation of everything you've learned about yourself over the course of the Semester.  The Personal Charter can be used as a guide on how you want to live your life on a daily basis.  You will share and present your Personal Charter on the last day of class. Your Personal Charter Poster will contain a minimum of the following:

4-Letter Personality Type Code and three words that best describes your personality type. Top 10 Personal Values and Top 5 Desired Work Values. 5 Character Strengths and 5 Engagement Strengths. Seven-Word Life Motto. 5-10 Talents and Gifts. Meaningful Work Statement. Visionary Lifework Twitter Pitch. 5 to 10 Desired Feelings. I Am Poem. 5 Personal Manifesto statements.

Feel free to include any other items to your Personal Charter to make it more “you,” such as pictures, quotes, and other words of wisdom that inspires you. See your Personal Charter as your Life Guide Instruction Manual, a document that guides your actions and decisions and monitors whether you’re staying on track or not.  Like the other posters for this class, your Personal Charter poster will be created by hand, utilizing markers, crayons, and/or colored pencils to identify the 10 parts listed above.  Since you will be displaying your poster for others to read, make sure your words are clearly legible for others to read. Your Personal Charter Poster must be on poster paper/board at least 18" x 24" in size; again, feel free to use any combination of words and pictures to construct your Poster.  You may also use this as an opportunity to revise/refine your answers from any of the previous activities; for example, you may decide that you’d like to redo your meaningful work statement or your list of values.  If so, feel free to reflect these changes in your poster.

If you want ideas/examples on how to construct your poster, click here: https://thedreamdean.files.wordpress.com/2012/08/posters-personal-charter-spring-2016.doc  

You will need to bring your completed Personal Charter Poster to the last class; as with the My Life Story Poster, we will hang your poster on the wall for display, then everyone in attendance will participate in a "Gallery Walk," where each attendee will walk around the room to review each poster.  It is important that you attend this class to support your classmates and their work.  The silent Gallery Walk will last for about 5 minutes; once the Gallery Walk is complete, presenters will take one (1) minute to address the following:

What are three things you learned about yourself over the course of the semester? What changes did you make as a result of this class - or what did this class help re-affirm about your

major, your career, and/or your life? What impact will this class have on your future, personally, educationally, and professionally?

Remember, your presentation is only for one (1) minute. The Personal Charter Project and Presentation is worth 8 points - 6 points for the Personal Charter and 2 points for the Presentation. Good luck and have fun!You can download the Personal Charter Poster and Presentation Instructions here: personal charter poster-presentation, 11-16-16.doc

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Contact Information

Bill Johnson (formal: William H. Johnson Jr.)Student Success Navigator/Life Design Catalyst Coach and Lead Facilitator/InstructorLife Design Center/Advising and Personal Development CenterSchool of Health and Human SciencesUniversity of North Carolina at GreensboroOffice e-mail: whjohnso@uncg.eduOffice/Business phone: 336-207-6795Work web site: http://www.uncg.edu/hhp/ssc/index.html- - - - - - - - - -Home e-mails

thedreamdean1@gmail.com shoes119@hotmail.com

Home phone: 302-465-0440- - - - - - - - - -Life Design Catalyst web sites:

Home: http://lifedesignyou.wordpress.com/ Resource list: http://lifedesignyou.wordpress.com/resources

- - - - - - - - - -Bill’s Personal Blog Site:

Blog: http://thedreamdean.wordpress.com

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