GAP Year Best Practices and Standards - Carlton as a Industry Reference by American Gap Association

GAP Year Best Practices

and Standards

Posted on April 1, 2013

It’s not a surprise that it’s taken so long to develop the Standards for Gap Years in the US, but after much effort, several drafts, and a lot of collaboration, I’m proud to say that they’re here!  Visitwww.americangap.org/standards.php to download a copy!

What’s in the Standards:  AGA’s Gap Year Standards hold five main certifications at this point: “Philosophy & Integrity”, “Partnerships”, “Backcountry / Developing Country”, “Service-Learning”, and “Independent Student Placements”.  Each of these certifications represent what any single organization will be doing when on program, and organizations will submit corroborative materials for each certification.  In most cases the Standards represent common-sense best practices, but their true value is in safety – primarily those issues that are potentially major but due to their infrequency are often overlooked.   The idea is to prevent the major issues through planning!

Why should I care?:
Simply put, Gap Year enrollment has shown consistent growth since the numbers have been tracked.  At this point we’ve been able to take a sample accross the industry and I’m pleased to see the growth of the industry.  However, as this form of pedagogy has grown, so too has the onus to ensure the highest caliber of instruction, and so, the Standards are beyond important!
o 2006-­‐2007 = + 35.3% enrollment
o 2007-­‐2008 = + 39.0%
o 2008-­‐2009 = + 4.2%
o 2009-­‐2010 = + 27.8%
o 2010–2011 no data
o 2011–2012 = + 34.9%
o 2012–2013 (March to March) = + 58.2%

How they’ve changed: The Standards have gone through many evolutions, but the big ones include:
* removal of the “Environmental Sustainability” section.  While this is a very important standard, it represents only one of many possible (such as women’s issues, etc.), and thus a larger plan is required to integrate these sub-certifications into the overall fold
* revised Gap Year pedagogy section that focuses more on outcomes
* revised Service-Learning section
* increased transparency about financial aid availability
* greater clarification about Philosophy & Integrity Indicators: policies about relationships, forms, incident reporting, student orientation, student re-entry process, hiring standards, and staff training.
* increased compatibility for online submission (coming in April!)

Who’s reviewed them: Thankfully, as these Standards have evolved, I’ve been lucky enough to incorporate some great feedback from peers in the industry.  The following people deserve a very special thanks for their comments in this documents evolution.  Holly Bull (Interim Programs), Robin Pendoley (Thinking Beyond Borders), Drew Edwards (Carpe Diem Education), Erin Barnhart (Effective Altruism and IPSL), Carlton Rounds (Volunteer Positive and formerly Cross Cultural Solutions), and Karl Haigler (Author of The Gap Year Advantage).  Without these tremendous people the Standards would not represent such a high caliber.

Crime and Found Poetry Training - 3 Day Training (Ethics and Values Clarification)

* Written by Carlton L. Rounds and Bobbi Kyle/ January 1992

ABSTRACT

This is an experiential workshop designed to take place over one weekend in a retreat-like atmosphere. The objectives of the workshop are to enhance self-awareness through experiential exercises. The processing inherent in the workshop will be explored by utilizing various writing techniques. Some of these specific writing techniques shall include play-writing, free-writing, journal writing and poetry.

The number of participants will be limited to twenty, with two trainers or facilitators. Clients will be self-selected, will have had previous experience with the writing process and will share an interest in exploring self-awareness. Clients will receive information before the workshop begins informing them to dress comfortably, and that participation in all aspects of the workshop is required. They will be shown an agenda of the weekend before arrival so they know what to expect.

The weekend will be inclusive, with housing provided at the site, all meals shared with fellow participants and some free time scheduled into the session to allow for self-reflection and the opportunity to enjoy the serenity of the retreat setting. Journal writing will be encouraged throughout the weekend and participants will have the opportunity to share their writings with others.

This workshop will be intense and engaging. Our overall goal is for participants to have a great time and learn more about their strengths as writers and people. It is the trainers' belief that if participants can view the risk factor of an experience not in terms of how much they may lose but in terms of how much they may learn, they are better able to balance the risks against the gains in their own minds and make the decision to participate. Ample processing of all activities will be designed into the workshop through both open discussions and the various writing processes with emphasis placed upon individual achievement.


NEEDS ASSESSMENT

After a warm-up and an ice breaker the first morning, we will give participants time to write in their journals about what aspects of themselves and their writing they would like to strengthen over the weekend. They will then break into five groups of four to share these journal entries. Each member of the group will make a commitment to share expertise and support each other in the workshop. This will create a mini support system within the group. Each small group will then write a letter to the trainers to illustrate their most burning desires for growth over the weekend. As trainers this will give us the opportunity to read about their current concerns and address them within the workshop design.

A more formal needs assessment is not necessary in this scenario as the participants will be self-selected and will have detailed information about the workshop's intent ahead of time. Individual needs assessments will be gathered through the letter writing phase and can be integrated into the weekend's activities by the trainers. The success of the weekend will rely upon interaction and a common skill level. We expect that not all participants will be experienced in all areas but they will share a common desire to experience new things.


GOALS AND OBJECTIVES


1) Participants will be given the opportunity to explore various creative writing techniques.


2) Participants will increase their knowledge of how writing can enhance personal processing.


3) Participants will be given the chance to become involved on an experiential level with other people's writings.


4) Participants will be given the chance to increase their awareness of themselves as writers and as human beings.


5) Participants will have a great deal of fun.


DETAILED AGENDA


DAY I


9:00 - Welcome breakfast with fresh roasted coffee, oven fresh pastries, New York bagels, and fresh squeezed fruit juices.Each participant will be greeted, given a name-tag (with the name of their choice on it - real of fictitious), and each participant will be individually greeted by one of the trainers and thanked for giving their weekend to do something important to them. The trainers will express their enthusiasm and excitement for the coming two day workshop.

10:00 - Participants are brought together in a common room for a warm-up and ice breaker. The needs assessment journal writing and letter writing will follow the ice breaker.

11:30 - 11:45 BREAK

11:45 - 1:00  Writing Exercise/Experiential Exercise (with processing)

1:00 - 2:15 LUNCH

2:15 - MICRO EXERCISE #1 "Buckets o' Drama"

Objectives:


1) To explore the process of play-writing.


2) To write an original play


3) To experience the dynamics of having one's writings interpreted by others.


Methods:


1) Participants will be separated into four groups of five. (5 minutes)


2) Five buckets will be placed in the center of the room containing the following:


Bucket #1 - four identical character descriptions


Bucket #2 - four situational settings


Bucket #3 - four odd props


Bucket #4 - four specific actions


Bucket #5 - four more identical character descriptions


For example: one group might receive "a peg-legged waitress at a McDonald's with an egg-beater interviewing a passing mid-wife about Elvis."

Another possibility: "a mid-wife in the back of a bus with a raccoon coat doing a psychic reading for a peg-legged waitress."

The groups will receive their five bucket items, their instructions and go to their assigned small rooms.


(10 minutes)


3) Given these variables, each group will have to compose a play to be read by one of the other groups. No group will know which play they will end up with. Each play must include appropriate background information, stage directions, a group generated third character and dialogue. Given seemingly unrelated information their challenge will be to create high drama. A copy of the original play is given to the trainers. (1 hour 30 minutes)


4:00 - 4:15 15 Minute Fresh Fruit Salad Snack Break


- trainers will photocopy the plays for distribution.


4) Participants will reconvene to the large common room. The plays will be randomly distributed to the small groups (so that each group has a play they did not author). Each group will be given 30 minutes to read over the materials.

(30 minutes)

5) A group of five will sit in a circle in the center of the room with the remaining 15 participants around them. Task breakdown will include: one person to read background information, one person to read stage directions, two to play the assigned characters and one person to play the group generated character. The group will them do a dramatic reading based only on the script they were given. (15 minutes)


6) Each group will perform Step 6. (45 minutes)

7) Participants will be given 20 minutes to write in their journals addressing these questions:

how does writing for an audience influence process?

how is the play you wrote different from the play you heard read?

what surprised you?

what did you like about it? what didn't you like?

what did you learn about ownership of your writing and ideas?

how does it feel to present someone else's work?


* Participants should leave their journals in the room (for separation from the activity) and continue on to dinner.


6:00 - 7:30 - DINNER of Pasta Primavera in a reduced cream sauce served with fresh hot Italian garlic bread and red wine. Fresh ricotta pie and cappuccino will be served for dessert. The rule at dinner will be that no discussion of the previous exercise will be permitted. This will induce individual internal processing.


7:30 - 7:45 Energizer

7:45 - 8:45 Participants will be given an additional 15 minutes to read over journal entries and make additions. The trainers will then facilitate an open group discussion on the "Bucket o' Drama" Exercise encouraging participants to draw from their journal entries.

8:45 - Closing and Homework


Participants will be ask to free-write in their journals concerning these questions:

- if you had to evacuate your home and could only take five material objects with you what would they be? and why?

- what is one thing you most dislike about your everyday life?

- if you could change anything in the world or solve any problem by waving a magic wand, what would you change? What would you be willing to give up to make this happen?

DAY II


8:00 - Participants gather for a totally delicious breakfast consisting of fresh berries, granola, homemade french vanilla yogurt and a variety of flavored coffees.


9:00 - Warm-Up


9:15 - Intimate Team Building Exercise


9:45 - MICRO EXERCISE #2 "Criminal Defense"


Objectives:


1) To redefine and explore the sources and process for creating poetry.


2) To give participants the experience of arguing from a subverted moral position.


3) To create "found poetry" from a high risk experiential exercise.


4) To heighten personal awareness concerning decision making and judgement in a high risk situation.


Methods:


1) Participants will be divided into two groups of ten (one group for each facilitator). The groups will be sent into different rooms. The two groups will be involved in identical exercises. Each person in each group is given a piece of paper that lists a specific crime they have been convicted of. In turn each member must confess to his or her crime using "I statements" without any other statements or justifications. The crimes would include:


- I shot the President of the United States.


- I shot and killed my spouse.


- I embezzled $100,000 from an orphanage which resulted in its closure.


- I euthanized my 58 year old mother.


- I beat my child so badly that it induced mild brain damage.


- I captured, starved and tortured a dog before killing it.


- I forced my partner to engage in sexual acts against their will.


- I was convicted of vehicular manslaughter and DWI after a head on collision with a family of four.


- I was convicted of distributing narcotics to children under twelve.


- I was convicted of attempted murder for knowingly exposing someone to HIV.


(15 minutes)


2) Further instructions are given to the groups: You will be your own jury whose job it is to sentence five of your fellow criminals to death, three to life imprisonment and two to counseling. Before passing sentences, each criminal will have the chance to plead his or her case. You will have twenty minutes to prepare your defense in writing (journal). You will then have five minutes to present your case to the group. (1 hour 20 minutes)


3) Each group decides on process of sentencing be it by vote, consensus or any group generated method. At this point the group is to be notified that one of the group's "criminals" is innocent. By the end of the 40 minutes the group must present the facilitator with a list of the sentence breakdowns. (40 minutes)


4) Facilitator will announce who the innocent person is in the group. Individuals are then given a half hour to process in their journals addressing these questions:


what was your sentence and how was it determined by the group?
how did it feel to try and justify a criminal act?
is criminal behavior ever able to be justified?
what was a common factor in your group's decision making?
which did you consider the worst crimes?
how do you feel about the fact that one person in your group was innocent and sentenced?
did you learn anything about yourself?
list five statements made by other participants that stick out in your mind


(30 minutes)


12:30 - 12:45 Silent Break with touching allowed


12:45 -


5) After break, participants will be asked to generate two lines or phrases in their journals: one line about how they feel after the above exercise, and a quote they remember from the defense or sentencing discussions. (5-10 minutes)


6) Participants should then in turn read the lines they have generated while one member records the lines on newsprint. At this point the facilitator should then step in and give the group the following instructions: As a group, it is your task to take these individual lines and from them generate a poem. Start by putting the lines in some sort of order (in their original form). Then the group should feel free to edit the lines to allow for smooth transition. A title should then be created. Once the poem has been written, the final draft should be written in everyone's journal and on newsprint. The two poems are then posted in the common room. (1 hour)


2:00 - LUNCH is brought in to the common room. Huevos Rancheros on fresh, homemade corn tortillas, potato skins with chili, sour cream, cheddar cheese and crumbled bacon - with imported fruit juice spritzers (with umbrellas).


3:00 -


7) One representative from each group will stand up and read their group's poem. After which the facilitator should open up discussion to the group. The following questions should be addressed:


- how are you feeling?


- how does your poem play a part in what you are feeling right now? does your poem reflect your experience in this exercise?


- how do feel about the process your group went through in creating the poem?


- what have you learned about the sources of creativity?


- how do you feel this experience will relate to future writing endeavors?



(1 hour 15 minutes)


4:15 - 5:00 Acknowledgement for participation in the weekend and closing ceremonies. Informal mingling where trainers will be available and open for feedback and discussion about improving the workshop. Dessert coffees and sinful chocolates will be available.













* Written by Carlton L. Rounds and Bobbi Kyle/ January 1992

Letter of Support from SUNY New Paltz Equal Opportunity Program

To Whom It May Concern:

For seven years I have worked as an Academic Advisor for the Educational Opportunity Program at SUNY New Paltz. Our program assists underrepresented students with various student support services. In 2008, in an effort to increase our number of students studying abroad, our office collaborated with that of the International Programs Office to develop a Best Practice Model.

At that time, Carlton Rounds was the Director, and together, in an effort to ensure more students had access to study abroad opportunities, we developed and formulated a model to increase student participation. Within a year, our efforts resulted in a marked increase in student enrollment and in 2011, our offices were recognized, and were awarded the Diversity Network Innovation Study Abroad Award.

His professionalism, communication and organizational skills and played an essential role in our efforts. He was dedicated and committed in assisting our students’ find the academic and financial resources ,which enabled them to have access to international educational opportunities.

In short, Carlton is devoted to becoming the best kind of educator and teacher. As a fellow higher education professional, I recommend him highly.

Sincerely,

Clare Kelly-Barra
SUNY New Paltz

Excerpts from an Interview of GAP Years Abroad for New Book by Andrea Wien

ON LEARNING:

Carlton Rounds is an academic administration veteran the current Director of Campus Engagement at Cross Cultural Solutions (CCS), a non-profit organization that connects volunteers with people in need around the world. He says the benefits Mindy is referring to come from stepping outside of your comfort zone, making mistakes and learning from those around you. At CCS, Gappers volunteer alongside people of varying ages who come from different backgrounds, which can be a rich opportunity for young people who haven’t yet ventured outside their peer circles.

He tells the story of a time when he was 39-years-old and shared an experience with an 18-year-old who was volunteering at a special education center:

“At dinner, we would talk about our volunteer work days, and this younger guy was a street artist, so he loved to just sit and sketch. Then, one day he said, ‘I don't know what to do about this issue that’s happening on-site at my placement.’ ”

I said, ‘Ok, we'll make a deal. I'll teach you some special education techniques if you'll give your personal time to bring art to people on my placement.’ I could never have replicated his skills, as I have no artistic talent. One of the big, important outcomes for him was that he asked for help from an adult in exchange for his own mature talents. I think that's a huge lesson in reciprocity.”

LGBTQ Youth and Higher Education Selection Article for IECA - Independent Educational Consultants Association

My Story

As acceptance for gay people gains national legal and cultural recognition, the backlash to this movement has created increased violence and painful rhetoric targeting the gay community, specifically its youth.The 24 hour media cycle exploits these conflicting narratives barraging watchers until they are numbed to the destructive intent of the message. Though the conversations can be shocking, the fact that they are happening so publicly can be interpreted as a positive thing, for it exposes hateful agendas. But I have to wonder, how does a young person in the process of exploring their sexual orientation or gender identity react to this kind of constant mixed messaging? I feel fear, and I wonder if they do, too.

As a youth, I was very sensitive to the opinions of others and my peers. As part of my personality development, I looked to people surrounding me for role models and encouragement. For gay youth, there seemed to be only two options for self preservation; to retreat inside or to rebel with vigor. I chose the vigorous route. Adults interpreted my teenage persona and behavior in ways that usually resulted in suggestions for me to conform (for my own safety), or so that my soul could be saved, and/or so I would not encourage other “different” youth, like me, to question and challenge authority structures. It never occurred to anyone that it might not be me that needed to change, but instead their own behavior and beliefs.

As a sophomore, in a remedial class reserved for youth who confronted the status quo (gay), communities of color, or with learning challenges, I met the educator that changed my life and my trajectory. She created a safe space in her classroom where I could escape the beatings, share openly my feelings, and engage in critical thinking about the world. She recognized something special in me, something worth nurturing and defending. She allowed me to take off the armor, breathe, and be a vulnerable teenager. She also helped me understand how profoundly gifted I was as a young man, an activist, and as an intellectual. To be very direct, she saved my life. She understood that my resistance was actually a reflection of amazing resilience. She became the conduit to opportunity and college.

My Youth Work

I have been a diversity, inclusion and equity focused educator for as long as I can recall. I have spoken truth to power for the sake of many young people, and from their emerging narratives I have learned many lessons. But, my way, my approach, is not the only way, nor is it necessarily the right way. It is a way that has been forged through a life long commitment to self reflection and learning. Most people have an approach that has its strengths, as well, and I suspect many are constantly trying to improve or refine their skills.

If one out of ten people are on the LGBTQ spectrum, current educators are already working with this target population with various levels of success. Like any other population who continues to experience marginalization, discrimination, judgment, or unequal treatment, a best practice for one group is likely to be a general best practice for another. For the sake of this discussion, I am going to focus on the gay community, but I feel that “gay” could be substituted by female, Muslim, black, poor, disabled, foreign, etc.

Good for the Goose

Many educators are distracted by what they can observe/see about a young person and use a visual identity marker as an initial point of reference. For identities that can not be seen, it is necessary to engage other methods.

What process do you have in place to explore apparent or non apparent aspects of identity?

If you are talking to me as a white man and I answer as a gay man, would you be aware enough to shift your focus? What are your own experiences with the diversity of human identity? How might you benefit from revisiting your own biases or opinions informed by your age, gender, class, race, region, religion, upbringing, or experience? Do you have someone to process this exploration with?

Curiosity and Cultural Humility

Categories and labels are traps, as are assumptions. The gay community, young and old, is incredibly diverse and always has been. If your goal is to specifically establish rapport with cultural humility when advising a young person, it is crucial to be curious, and to take the time to learn. Out of respect and as evidence of authenticity, do your homework.  If you feel that you are already very fluent in gay culture you are likely mistaken. The gay community has evolved at a rapid pace, even gay people can hardly keep up with terms, attitudes, and trends.

When was the last time you read a GLBTQ history book, and discussed it with a gay friend or colleague? When did you last visit a gay community center, or gay youth group near you? If you are working with a gay young person, do you know enough to help them contextualize their experience historically? Is your gay concept outdated? Are you using gendered language rather than neutral words.

This kind of approach will not only support your work, it will strengthen your relationships with your community. Find what resonates with you about the gay community and become a real part of the narrative. Find yourself in the history, and when you do, share that connection. Go deep and disclose. If you take that risk, they are more likely to reciprocate.

Asking Permission

For young people who identify openly as GLBTQ, it is possible to ask direct questions, but only with their permission. Many young people are engaged in an inner process of identity development and not keen to ascribe to a fixed point, nor externalize it. They may disclose parts of their identity exploration with different groups, but rarely share everything with just one individual. Imagine that each young person is on a spectrum with many layers and it will take some time to sort out the nuances. If you feel like you are beyond your comfort level, do you have a diverse set of colleagues that you can call upon?

Language and Visual Cues

Many young people will express an emerging gay identity with words or markers that are used to test your tolerance and acceptance of people who are perceived as different, without the mention of sexual orientation. Gay people will also look for visual cues that signify safety.

Is your meeting space filled with gender specific objects and images? Do you have a prominent and visible inclusion message in your materials and your meeting space? Does it list gay and an extensive list of other identities? Gay is only one identity and likely intersects with other identities that may not be culturally accepted or understood.Do you realize that with some youth, the word Queer is now not an insult, and may not refer to sexual orientation, but rather the rejection of unexplored and outdated social constructs? Asking for feedback on language in ways that are not confrontational, but instead clarifying can be helpful.

Once again, don’t assume gender pronouns. Use neutral ones as a sign that you are aware that there are other people in the world other than straight people, and they deserve to be linguistically accommodated. This gender neutral language is a huge cue to gay people that you have some level of awareness and use it to include all people, not just those you think are gay. Are your terms up to date? Have you processed the emotional responses you may have to language that has been updated, revised, reclaimed or re-coded? As me about my family, not my Mom and Dad, because straight kids sometimes have gay parents.

Trust

Appreciate that any young person who feels different inside, or has been made to feel different, is managing some level of alienation, anxiety, and fear. These feelings can make it more challenging to trust another person, especially an adult who is in a power position. For many youth who are exploring their sexual identity, they are already expecting judgement, profiling, and perhaps public exposure. For some, their college financing may hinge on successfully hiding their sexual orientation from you and their parents. If they seem afraid, trust that they are afraid for a legitimate reason.Respect the boundaries they set. You may be totally accepting, but that is about you and your world view, and may not be shared.

Parents

Parents may have suspicions about the sexual orientation of their children and have likely given inconsistent messages over time about how they feel about gay people. Their level of awareness regarding this dynamic and its influence may not be very evolved, or they may feel guilt and respond by overcompensating or over protecting. In my experience, one parent is more likely to be more of the support while the other the more critical. A young person’s sexual orientation, and anything else they share in confidence, is not the property of their parents. It can be a difficult dance balancing the integrity of the relationship with your young person while still meeting the needs of the parents.

Colleges

There are many resources that explore how open and welcoming various universities are to gay people. Its important to realize that schools that have bad reputations with gay issues and safety are not viewed, in general, as socially or academically progressive, thus less desirable. This makes sense. If gay people are not safe that usually reflects a campus atmosphere where other groups are at risk, including women, minorities of color, and international students. This can mean that to keep a high rating, colleges and universities under report abuses, inflate reputations for diversity, and project public images that are very different than the lived reality of their students.

Sad to say, but different regions of the country have very different interpretations of what gay friendly means. There is a difference from being actively tolerated and being empowered and included. Investigating the reality of diversity on campus has to involve an organization's entire faculty, staff, and funders. There are many masks of inclusion worn by colleges and universities that have a shameful lack of diversity hiding at upper levels of decision making.

College Essays

I support the desire for young people to explore their sexual orientation or gender identity through writing. They should never receive the message, no matter how subtle, that disclosure is somehow inappropriate. Rather anchoring the exploration of identity and the process of self awareness in a larger context is key. Colleges are looking for critical thinkers who can engage complex ideas and concepts. In short, being gay is not more instructive than any other minority group, it is how the student interprets their world that gives it power and relevancy.

Another way to address an identity issue in the college application without having to claim any singular identity is to write about a leader in the gay community, their journey, impact, and strengths. You do not need to be gay to find a parallel with a gay narrative. For a young person who is still exploring, it can be very powerful to give them permission to choose another minority group who they admire. This can show maturity and expanded thinking comparing and contrasting different group's challenges and opportunities. Finally, what is crucial is for the student to share what more they want to learn, what questions they hope to explore about themselves and the world, and how these inquiries speak directly to the college's learning community, values and academic strengths.

Breathe

If you do your homework, build your LGBTQ professional allies, increase your fluency with gay culture, and find your unique connection to difference, you will do great. Gay people are resilient, adaptable, and like many other minority groups, responsive to to those who make the effort to authentically connect. Mistakes will happen, misinterpretations will occur, but you and your young person will survive.

BIO: Carlton Rounds

For nearly 30 years I have worked with young people. I have been an educational counselor for youth of color, international students, students with disabilities, advanced learners, Lesbian, Gay, Bisexual, Transgender, Queer and Questioning, HIV +, homeless, sex trafficked, national and international scholars, gang affected, undocumented, coming out of corrections, gifted and talented, wealthy, impoverished, refugee, mentally ill, addicted, and the suburban middle class. From elite prep schools to GED programs for homeless teens in the Bronx, each student has been a universe unto themselves.

Carlton is the current Director of Educational Partnerships with Cross-Cultural Solutions, the leading volunteer service NGO in North America. Formerly he was an Associate Dean and Associate Professor at Manipal International University in Kuala Lumpur, Malaysia. In addition he was the Assistant Director with the Center for International Programs in the State University of New York system where he managed over 45 international programs and served in a statewide initiative using technology to enhance curricular internationalization. In 2011, he was recognized with a national award from Diversity.com for his work with underrepresented students in international education.  

A Simon’s Rock Early College, Reed College, and School for International Training alumnus, Carlton is a human rights activist, a vocal performance artist, and an international educator.  He has worked with the Soros Foundation’s scholarship division traveling to Uzbekistan, Azerbaijan, and Georgia.  While serving as the Associate Director for the Institute of International Liberal Education at Bard College (IILE), he managed study abroad programs to Central European University in Budapest, Smolny College in Russia, and The International Human Rights Exchange in South Africa.  

Design Your Own University Training - Upward Bound/ School for International Training 2000

Design Your Own University

Experiential Exercise Breakdown

Projected Student Number: 30 (six groups of five)

Abstract: Each group is given a special document that endows them with the power to design their very own university or college.  The letter outlines the task, “Your student group has been selected by a panel of educational experts to design and plan a new university. In order to complete this task, each person will have to participate in individual and group decision-making.  

Each University Design Group of five will meet and decide on a process to pick a name, or a name itself as well as the location of the college and the size.  Each of the five students will also play the part of an expert in a subject.  Each student will be handed a folded piece of paper that will reveal his or her expert status and the information they need to gather from the other experts in their field (from the other groups) to bring back to their University Design Group.  

There are five experts as follows:

1) Admissions

2) Curriculum and Faculty

3) Student Life

4) Financial Aid and Scholarships

5) Reputation/ Claim to Fame

Experts meet for information gathering and strategy and then return to their University Design Group to share their discoveries and to illicit questions from their team.  Then they go back to the expert panel to see if they have any more questions.  Finally they return to their University Design Groups for the last time to design their universities and plan their presentation strategies.  They will present an answer to the question, “Why should a student choose ___________ University or College?”

After each presentation questions are allowed by the audience to be answered by the design team and its experts. (Optional)

ADMISSIONS POLL: After all groups have presented their schools, by a show of hands, have participants indicate their school of choice/

Final Processing Questions

• How did it feel to design your own college?

• Were there good experts in your group?

• What was easiest to agree upon?

• What was a challenge to agree upon?

• Based on the presentations given, what is the most important aspect of a university?

• How well do you know what you want? Is it different now than when we started today?

• Do you know any schools like those described here?

• Is any school likely to have all the things you want?  Most of the things you want?

• How did it feel to have the tables turned, to be able to design the school you want instead of hunting for something you are not sure exists?

• What would you like to know more about?

• What factors (real or imagined) keep schools like these from existing?

Evaluation Facilitated by Students

1. Strengths
2. Criticisms

Workshop leader returns to room to respond to feedback.

ADMISSIONS EXPERT

Questions to Consider When Designing Your University

What kind of student do you want?

What kind of student will you accept?

What is the average high school grade point average (GPA) for this student?

What is the average SAT score?

Will you require an interview?

What extracurricular activities are weighted more heavily in the admissions process/

What is the gender mix?

What is the ethnic/ racial mix?

What is the sexual preference mix?

Does the college admit students in spite of their financial need?

When is your deadline?

When do you notify acceptance?

What is your rejection rate?

What two essay questions do you want applicants to write about?

Will excellent athletes or people with special talents receive preference for admission?

How important is community service in the application process?

Should the application be typed or hand-written?

What do you do with late applications?

How are admissions decisions made? (By committee, by one person, by peers)?

CURRICULUM/ FACULTY

Questions to Consider When Designing Your University

What is the student to teacher ratio?

Why do you believe this ratio to be ideal?

What is the average age of a professor?

What is the gender mix of your faculty?

What is the ethnic/ racial mix of your faculty?

Do you have any famous people teaching at your university? If so, what do they teach?

Are your classes conducted in a formal or informal style?

Do you have study abroad programs? If so, where?

How are students tested?

How do students evaluate professors?

What are the five most important departments or areas of study at the school?

Where are your classes held? (Describe the physical environment)

Can you receive credit for work done outside the classroom? (Community service, internships, work)

Will students receive letter grades, pass/fail, written evaluations or something else?

What would a student have to do to fail out of the university?

How many years would it take to complete a degree?  How many classes each term?

STUDENT LIFE

Questions to Consider When Designing Your University

How powerful is the student government?

Are students required to live on campus?

Give a list of the top ten extracurricular activities at the university in order of priority/ popularity.

What safety regulations or rules would be necessary to ensure peaceful coexistence?

What circumstances would get a student expelled from the university?

How prevalent are drugs and alcohol?

How safe are women and minorities on campus?

Are their fraternities and sororities on campus?  Why or why not?

How many international students do you have on your campus?

What is the most popular student sponsored event each year?

Describe your dining hall.  What is the food like?  

What is your school mascot?

What role does athletics play at your school?

What is the greatest challenge in keeping students occupied?

What do you anticipate would be the three biggest student life problems at your school?

How would you minimize these problems?

FINANCIAL AID/ SCHOLARSHIPS

Questions to Consider When Designing Your University

How much does your school cost per year?

Are their special scholarships? If so, for what and how much?

Who is eligible for scholarships? Are they need-based or merit-based?

How do you decide how many students get scholarships after they qualify?

What do students have to so to maintain their scholarships?

Are there any special circumstances that would influence your college to give or take away money?

Do you have athletic scholarships?

How much does it cost to apply to your school?

What percentage of your students are on scholarship?

Do you have special scholarships for women or minorities?

How would a perspective student find out about these scholarships?

Do you have any way for students to work for the college to help offset the cost?

Can you use your tuition money toward study abroad expenses?

How helpful is the financial aid office in answering students’ questions?

Is the cost of the education worth it?  Is this school a bargain or a risk?

Does you school participate in federal and state financial aid programs?

How much will most students have to pay back in student loans?

REPUTATION/ CLAIM TO FAME

Questions to Consider When Designing Your University

What is your college famous for?

What is your slogan?

Why would a student choose you over another interesting college?

What do your graduates go on to do?

Do you have any famous graduates?  Who are they and what are they famous for?

Please interview a current student at this university for a personal testimonial (to be used for your presentation).

Tell us about the notable history of your college.  Who founded it and on what idea or principle?

What has been your greatest collegiate scandal?  How did you overcome it?

What do other colleges and universities think of your school?

Is your school a responsible community member and contributor?

If your school could contribute one thing that would change the world, what would it be?

If another school started to steal your entire student pool what would you do?

What three things do you do to attract students to your school?

What is the average starting salary of a graduate from your school?

Do you have a career/job placement office?

What percentage of students graduate?

What percentage of students go on to graduate school?

What is on the front cover of your college catalog? What does that say about your school’s priorities?