Announcements:
- The Integration frameworks are here (scroll to the bottom).
Aims of the session:
- Wellbeing check-in
- Engage in a conversation where you define the potential impact of your capstone work on your own terms
- Based on this conversation, set some personal milestones that will keep you accountable
Presence (10 mins):
Choose 1 activity
Processing through Poetry
There’s a lot going on in the world that affects each of us in different ways - use this medium as a way to process your thoughts/emotions
Gratitudes & Challenges
Highlights & Lowlights
Coach’s choice
Processing through Poetry
There’s a lot going on in the world that affects each of us in different ways - use this medium as a way to process your thoughts/emotions
- Think of 2 words or emojis that represent your unfiltered responses to what’s going on in the world
- Use those words/emojis as starting points for some free-form poetry
- Feel free to share your writing, read it aloud, scrunch it up and throw it away, or do whatever feels most comfortable
Gratitudes & Challenges
- Share 1 thing you are grateful for
- Share 1 thing you found challenging this week
- Check in on your intentions from last week
Highlights & Lowlights
- Share a highlight from the week
- Share a lowlight from the week
- Check in on your intentions from last week
Coach’s choice
- Meditation/walk/
something else
- How did you get on with your intentions for last week week?
Processing through Poetry
There’s a lot going on in the world that affects each of us in different ways - use this medium as a way to process your thoughts/emotions
Gratitudes & Challenges
Highlights & Lowlights
Coach’s choice
something else
Integration - Capstone Lab (40 mins):
A conversation on Milestones + Impact
Step 1: Reflecting on key milestones this term.
Invite each student to reflect on and share an update on their capstone project. They might choose to use a Miro board or a post-it note to share the key milestones they have hit over the course of the term. For example, refining the project, reaching out to key stakeholders, cementing the ‘why’ behind their project, etc.
If there are any specific threads that emerge throughout these conversations, feel free to pursue those.
Step 2: Acknowledging and anticipating key blockers.
Invite each student to reflect on and share the key blockers they have faced and overcome throughout the term related to their project. Invite them to share what blockers they anticipate for next term and how they might plan to mitigate them.
Step 3: Personal growth through your capstone.
Invite each student to think about the ways they would like to grow throughout their project.
Q: Reflecting on your Problems 1c and 2c projects, what if anything, made those projects special for you? When you look back at those projects, what are you privately (or publicly) proud of? ‘Private impact’ could mean the kind of outcome from your work that only you, or a select group of people, know. ‘Public impact’ could mean how your project might impact other people, policy, or a specific system.
Step 4: Defining impact on your own terms.
Private impact: What kind of private impact do you want your project to have, if any? This could be the fact that your work allowed you to pursue a level of unrestricted curiosity or be creative in ways that initially felt uncomfortable. You can define ‘private impact’.
Public impact: What kind of public impact do you want your project to have, if any? This could be over a specific or loose time scale. You can also define ‘public impact’.
Next Steps (10 mins):
Based on the above conversations and whatever spin-off discussions emerge, invite the students to reflect on what kinds of personal milestones they want to set for term 2.