IKIGAI+ Advising Model - FIELD TESTS AND PROTOTYPES - OI Engine
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IKIGAI+ Advising Model FIELD TESTS AND PROTOTYPES
Ikigai is a Japanese term that means “a reason for being.” The Ikigai+ is a purpose-based academic advising model; which is guided by an Ikigai coach to empower 21st Century students to find, explore and engage the fundamental issues and questions that “keep them up at night.” This process guides the students through a journey to tackle those questions by developing an individual purpose statement to affect/change the greater society; in which they will create marketable ideas and/or solutions based on their degree of study. At the Institute of Applied Creativity for Transformation (IACT) at ArtStreet, we have utilized the Ikigai model in a number of “labs” and creative experiences, exploring the potential of the model as an academic advising tool.
TABLE OF CONTENTS
FIELD TESTS:
4 Ikigai Vision Statements: Year 1
6 Ikigai Purpose Statements: Year 2
8 Future Vision Lab: Future Back Happy Hour
10 Future Vision Lab: The Collective Soul
12 Future Vision Lab: Dayton 2037
19 IACT Lab: Vocation Implementation Team
20 Ikigai Field Test: IACT Student Staff
APPENDICES:
22 Appendix A Shape Your Own Path
25 Appendix B Ikigai Story Cards
27 Appendix C Ikigai Selection Responses
29 Appendix D Ikigai A-HA Cards
4 IKIGAI VISION STATEMENTS: YEAR 1 TARGET AUDIENCE: IACT Certificate Cohort Students, Class of 2019/20 These vision statements were created by IACT certificate cohort students in the fall of 2016, based on their responses to the Ikigai prompts. The students in the cohort are predominantly first and second-year students at the University of Dayton. “Establish innovative psychological methods of recovery for traumatic brain injuries (TBI) through creative processes.” (Jack, Psychology) “To innovate industrial engineering technology systems to preserve nature from adverse shipping, handling and receiving processes.” (Chad, Inudstrial Engineering Technology) “Establish an innovative mobile healthcare provider nonprofit that creatively delivers free-to-low cost healthcare to impoverished communities.” (Krissy, Exercise Physiology, Spanish Minor) “Establish innovative STEM-oriented devices/machines in urban communities, as catalysts for electrical engineering awareness and accessibility.” (Henry, Electrical Engineering) “Innovate physical therapy processes to alter perceptions through creative individualized plans for recovery.” (Kate, Physical Therapy) “To cultivate awareness and empowerment amongst inner-city youth to change quality of education and access to food.” (Destiny, Human Rights) “Use data and analytics to identify trends in mental health development to identify courses of action to overcome mental illness.” (Sachin, Psychology) “To utilize creative legal approaches to change standardized testing in K-12 education.” (Rowen, English/Business/Law)
5 “To get high school and college-level students who are mathematically inclined to pursue it; and to allow those who feel alienated by math to make peace with it.” (Amy, Mathematics) “To empower Gen Z’s through innovative marketing for growth mindsets of integrity, spontaneity and courage.” (Logan, Undecided Marketing) “Create a photo journalistic “day in the life” of Queer homelessness to give voice for a call-to-action.” (Chloe, Human Rights and Sociology) “Utilize applied social psychology to empower communities for positive change through an innovative campaign.” (Brooke, Psychology)
6 IKIGAI PURPOSE STATEMENTS: YEAR 2 TARGET AUDIENCE: IACT Certificate Cohort Students, Class of 2018 These purpose statements were created by IACT certificate cohort students in the spring of 2016, based on their responses to the Ikigai prompts. The students in this cohort are in their third and fourth years at the University of Dayton. NOTE: We have seen powerful growth in the development of some purpose statements, and opportunities for improvement in other areas. We are working to better adapt the Ikigai model to grow with the student as he/ she develops throughout his/her academic journey. “To improve and reimagine the accessibility of U.S. health care through an interactive-installation of global perspective.” (Karl, Biology) “Mobilize a family-oriented and economically affordable experience, that is immersed within dentistry and volunteerism.” (Maddie, Pre-Dentistry) “To make symbolic art/visual anthropology of global and cultural aesthetics accessible to millennials through a multimedia approach and design.” (Alexandra, Communication) “Embrace psychology of the human through environmental photography that allows us to more fully co-exist within nature; through an increased consciousness of sustainability, energy, and the environment.” (Colin, Mechanical Engineering) “Create a low-cost mechanical engineering model for water filtration of third world countries to obtain human rights.” (Aaron, Mechanical Engineering) “How do pharmaceutical sales policies affect health care practices and what are the subsequent community fall-outs thereafter?” (Michael, Pharmaceutical Chemistry)
7 “To create an action-oriented immersion that raises awareness of PTSD, through a mock re-entry community of artistic therapy and psychology for soldiers and their families.” (Brittany, Psychology) “To mold the environmentally-conscious engineers that will allow the public to sustain and co-exist with environmental infrastructures.” (Jacob, Civil Engineering) “To create an accessible and efficient experiential automobile- driven installation through mechanical engineering, that combats unethical; practices of the automobile industry.” (Quinton, Mechanical Engineering) “To create a 4-dimensional multi-aesthetic experience that embraces the humanity of Latin American culture, while challenging the romanticism of corruption.” (Samantha, International Studies) “To establish a multi-faceted creative experience that raises awareness of current healthcare affordability and access, while reimagining “Doctors without Borders” in the United States.” (Christa, Exercise Physiology) “To challenge archaic modes of travel, by presenting futuristic U.S. high speed rails and aerospace designs that cater to those with low spectrum autism and disabilities.” (Lewis, Mechanical Engineering) “To create a biological experience of cultural-perspectives, that challenges oppression & the views of diverse groups.” (Ellie, Biology)
8 FUTURE VISION LAB: FUTURE BACK HAPPY HOUR 10/6/16 at LTC Rotunda TARGET GROUP: UD FACULTY AND STAFF Celebrate a “tech expo” like none before. VR, robots and Legos galore. Come explore the future and so much more!
9 SHAPE YOUR OWN PATH. What will the collegiate experience of the future look like? STEP 1: Predetermined Outcome What if the cost of tuition included a predetermined outcome that was guaranteed by the University? Choose yours! STEP 2: Intercultural Engagement Grow through an intercultural engagement like no other — with one of our stu- dent organizations (fall). Then carry out the organization’s mission throughout the country, while studying at one of our satellite campuses (spring). STEP 3: Global Immersion Lucky you! Everyone at the University of Dayton receives a global immersion. First decide where you will transport to — and then decipher if want to study at one of our international institutes, co-op, complete service- learning, conduct research, or learn as an apprentice. The choice is yours! STEP 4: It’s 2037! Some students have called for more opportunities with immersive experiences, while others have demanded expedited collegiate completion. Now it’s your time to decide! You can opt to create one additional immersive experience to be completed in your 4th or 5th year of college; or you can graduate within 3 years through our accelerated program. STEP 5: Please puzzle your experiences together as you see fit and place your blocks next to the path that best aligns. If your experience does not fit into any of the categories, add a white block and create a new pathway. STEP 6: You’ve chosen to take a specific experiential journey. Next to your blocks, please write the mission behind the collective experiences you chose for your collegiate voyage. As a student in the class of 2041, my mission is ____________________________. See Appendix A for all collegiate path responses.
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FUTURE VISION LAB:
THE COLLECTIVE SOUL
10/19/16 at ArtStreet
TARGET GROUP: UD FACULTY AND STAFF
As we continue to take bold leaps into our future, a
question still remains... what will be our DNA? When we
talk about UD’s campus climate, what will be its soul in
20 years? Come join the Institute of Applied Creativity for
Transformation (IACT) as we collaborate on each others’
IKIGAI, the Japanese concept meaning “a reason for being,”
and engage the imagination of the heart to seek inclusive
campus agency in 2037.
IDEATION:
Large-scale Ikigai is in the center of the room, completely
covered. Participants enter, receive a packet of 4 half sheet
cards (see prompts below) and are asked to sit down on
stools in a circle.
1. That which you love “through the lens of campus
climate, agency, diversity and/or inclusivity”
2. That which the world needs “through the lens of
campus climate, agency, diversity and/or inclusivity”
3. That which you can be paid for “through the lens of
campus climate, agency, diversity and/or inclusivity”
4. That which you are good at “through the lens of
campus climate, agency, diversity and/or inclusivity”11 Participants spend 5-10 min reflecting on the first prompt and writing a real story/example from their own expe- rience at UD. Enter a story circle, where 3-4 stories are shared as desired. Repeat process with each prompt. Now, take choose 2 of your cards that you most relate to, connect with, or have a response to. Reveal Ikigai in center of room. Participants place the 2 chosen cards in their corresponding places on the Ikigai (e.g., that what you are good at, that which you love). Share desired lab outcome: to create a series of options that can form the University’s 2037 Ikigai through the lens of campus climate, agency, diversity and/or inclusivity. Explain second layer of Ikigai (passion, mission, vocation, and profession). Now choose ONE of your placed Ikigai cards, and move it into the second layer of the Ikigai (e.g., what you love into passion). Each outer layer has 2 possible options/paths. See Appendix B for a sample of story cards placed on the Ikigai. DISRUPTION: Why did you NOT choose the other option (e.g., passion vs. mission)? Complete quarter sheet with the prompt: “I did not pick ____ because _____.” Collect and put on the wall. See Appendix C for responses. In the second layer, you see a layer of headlines that relate to the 2nd layer of Ikigai as well as the cards you have placed there. These are UD headlines from the 1960’s-70’s (UPHEAVAL, White Box Gallery 1/2016). In order to under- stand the University’s 2037 Ikigai, we need to understand how your personal quest can inform an authentic reason for being. Review the headlines and choose the one article that best informs your place in the Ikigai at this moment. AHA: Pass out Ikigai A-HA Card for each participant to complete: “Within my (2nd layer selection) and (1st layer prompt), I will TRANSFORM (60’s headline) by doing/teaching/lead- ing _____ (specific action) towards Dayton’s 2037 Collec- tive Soul.” HOTWASH: Collect the Ikigai A-HA cards and pin them up to share and reflect: “What are you seeing? What are you not seeing?” See Appendix D for Ikigai A-HA cards and Hotwash responses.
12 FUTURE VISION LAB: DAYTON 2037 11/3/16 at McGinnis Center TARGET GROUP: UD FACULTY, STAFF & STUDENTS The future has arrived. Join the Institute of Applied Creativity for Transformation (IACT) at ArtStreet as we travel forward to 2037 for an imaginative experience that explores just how much has changed at UD and in higher education since 2017, based on YOUR creative input. WELCOME TO DAYTON 2037 >> WHAT MAKES THE UNIVERSITY OF DAYTON DISTINCTIVE TODAY? A campus that has adapted to meet the needs of today and tomorrow. Your collegiate path is all YOU - no more “one size fits all.” We embrace our Marianist heritage and Catholic mission to diversify our minds and souls to be forward-thinking social and cultural change agents. We are taking sustainability to the next level with a net zero campus carbon footprint. We have redefined the ecology of a college education, recognizing that learning occurs throughout every aspect of your UD experience. Our fully integrated approach to research connects us across communities, ideas, technology, people and disciplines. We value the mental health and well-being of our stu- dents, faculty and staff as much as we value the world around us. We are a global community of doers. We are the University of Dayton.
13 YOUR COLLEGIATE PATH IS ALL YOU - NO MORE “ONE SIZE FITS ALL.” Greetings, I am Ikigai, your mission coach at the University of Dayton. I am here to assist you in your curated collegiate journey. Here at the University, we invest a portion of your tuition cost towards a predetermined outcome pending your graduation. But first, we must explore your reason for being and purpose in the world. What do you love? What does the world need? Excellent. Those two answers make up your mission. What can you be paid for, or what is your career focus? That which you can be paid for, coupled with what the world needs, is your vocation. Now, what you’re good at combined with what you can be paid for is your profession. Lastly, your passion is what you love combined with what you are good at. We must now think creatively about your mission, vocation, profession and passion as a cohesive whole to what your purpose is. Think about that more, as it will serve as a guide for the next time we meet.
14
STEP 1
MEET YOUR
MISSION COACH
In 2037, the registration process begins with meeting your mission
coach. The mission coach will be a guide for developing your path over
the next several years. Beginning with an understanding of your
timeline here at the University of Dayton, the mission coach will assist
you in choosing a path based on your personal mission and vocation, as
well as provide examples of intercultural engagement to be involved in.
Next, you and your mission coach will review global immersion
opportunities at the University of Dayton’s satellite campuses and
lastly explain your predetermined outcome investments for the next
step post undergraduate.15
STEP 2
CHOOSING YOUR
JOURNEY
Based on your personal mission, vocation, and interest you will now
choose a path to pursue. The path can be a series of courses and
experiences that will educate you as a whole person.
For a sense of direction, you may also begin by navigating between
four of our most popular paths: health and wellness, entrepreneurship,
STEM sustainability, social and civic engagement, or create your own.
I chose STEM sustainability and my concentration was chemical
engineering and energy. Now I work with a startup company that is
concerned with energy conservation in classrooms.
HEALTH & STEM SOCIAL &
ENTREPRE- CIVIL ENGA- PICK YOUR
WELLNESS SUSTAIN- OWN
NEURSHIP ABILITY GEMENT16
STEP 3
INTERCULTURAL
ENGAGEMENT
As an introduction to campus involvement, your mission coach will also
explain the various forms of intercultural engagement on campus and
how you can be involved in them. These forms of engagement are geared
towards the growth of our campus community and a sense
of inclusivity. Then in the spring, carry out the organization’s mission
throughout the country, while studying at one of our satellite campuses.
Please choose an intercultural immersion and satellite campus:
ACTIVE ITALIAN SOCIETY OF CLICK HERE
WOMEN
MINDS CLUB ENGINEERS FOR MORE
LOSANGELES CHICAGO HOUSTON BOISE APPALACHIA17
STEP 4
GLOBAL
IMMERSION
A key portion of the modern student experience is crossing the bound-
aries into other cultures. In a globalized and cross cultural education,
here at the University of Dayton we encourage our students to embark
on a global immersion trip. The locations vary as we have successful-
ly launched a sister institutes on each continent, giving a plethora of
options for you to choose from.
Please select a location and experience type:
SOUTH
ASIA AFRICA AUSTRALIA EUROPE
AMERICA
SERVICE STUDY APPREN-
INSTITUTE CO-OP ABROAD
LEARNING TICESHIP18
STEP 5
WHAT’S YOUR
NEXT STEP?
Lastly, your mission coach will go over the University of Dayton’s
investment policy, where a portion of tuition is set aside for a prom-
ised next step in your college career. That next step can obviously
change over time, but will be solidified during the first semester of
senior year. The options for the investment outcomes range from a
mentorship abroad, a new start-up company, funds towards graduate
school, and so many more.
Are you focused on a service placement post-undergrad? Apprentice-
ship? Where will you go next and how can we help you succeed?
My next step was grad school where I feel completely prepared from my
undergrad education, and had a financial starting point thanks to UD’s
investment plan.
JOB GRAD SERVICE
FLEXIBILITY SCHOOL START - UP PLACE- OTHER
MENT19 IACT LAB: VOCATION IMPLEMENTATION TEAM 12/16/16 at ArtStreet TARGET GROUP: UD FACULTY AND STAFF SERVING ON THE UNIVERSITY’S VOCATION IMPLEMENTATION TEAM IDEATION: Participants enter and receive 4 half sheet cards (see prompts below). 1. That which you love 2. That which the world needs 3. That which you can be paid for 4. That which you are good at Spend just a few minutes with each card, responding to each prompt with a phrase or sentence. Put the cards you completed in the designated areas of the large Ikigai (e.g., that what you are good at, that which you love). VOCATION is covered. Pass out the IKIGAI worksheet (VOCATION is missing). “Merge” the 4 cards into the 2nd layer to determine your MISSION, PASSION and PROFESSION. Articulate your Ikigai based on those 3. Encourage collaborative discussion as you do this. Share Ikigais. DISRUPTION: Reveal VOCATION. Articulate VOCATION based on your original answers. Use that vocation to reframe your Ikigai. How did it change? A-HA: Finding your reason for being is about mergers, not choices. Importance of VOCATION because Ikigai is incomplete without it. Correlation of the exercise to the VOCATION piece missing from a UD education.
20 IKIGAI FIELD TEST: IACT STUDENT STAFF 2/3/17 at ArtStreet TARGET GROUP: IACT STUDENT CREATIVE TEAM Participants enter and receive 4 half sheet cards (see prompts below). 1. That which you love 2. That which the world needs 3. That which you can be paid for 4. That which you are good at Spend just a few minutes with each card, responding to each prompt with a phrase or sentence. Ask a few students to share their responses for each prompt. Pass out the IKIGAI worksheet. “Merge” the 4 cards into the 2nd layer to determine your MISSION, PASSION, VOCATION and PROFESSION. Articulate your “purpose” (vision statement) based on those 4. Share. Encourage collaboration in pairs as students work to find commonalities/intersections with each other (possible “Mission Cohorts”). Create a rapid prototype with Legos to demonstrate your intersection. Share as a group. Hot Wash/Debrief. FOLLOW-UP: Ask students to consider what they might put in the 4 blank spots (in that 3rd layer between Mission/Passion/Vocation/ Profession and Purpose).
21
22 APPENDIX A: Shape Your Own Path (Future Back Happy Hour, 10/6/16) Health and Wellness: Entrepreneurship:
23 Social and Civic Engagement:
24 STEM Sustainability: Create a New Pathway:
25 APPENDIX B: Sample of Ikigai Story Cards (Future Vision Lab, 10/19/16)
26
27 APPENDIX C: Ikigai Selection Responses (Future Vision Lab, 10/19/16)
28
29 APPENDIX D: Ikigai A-HA Cards (Future Vision Lab, 10/19/16)
30
31
32
33
34 HOTWASH: What are you seeing? “Bringing people together in conversation” “Limited connection to greater Dayton community” “We don’t get paid for our passion or vocation. We may do them, but don’t always get paid for them.” “Some differences in perception of mission and vocation” What are you not seeing? “How we talk about gender” “Curriculum - teaching and learning is happening beyond the traditional classroom”
35 Brian LaDuca, Director Adrienne Ausdenmoore, Associate Director Karlos Marshall, Academic Development Coordinator Mike Puckett, Program Coordinator (937)229-5101 iact@udayton.edu go.udayton.edu/iact
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