Students think expansively, generating concepts and experiences most salient for them in relation to a particular topic, then seek connections and disconnections.
Have students use a visual medium to tell and share stories about themselves; practice close listening; find commonalities and differences with peers.
Students generate conversation around any given topic through choosing an image.
Students identify and discuss important learning moments in and outside of the classroom.
Students learn and practice generative knowledge interviewing, identify their own strengths, capacities and values and those of their peers.
Students plan a research or capstone project in a timed, interactive experience through which they generate and gather feedback on three potential research directions.
Students reflect on and make connections between what they care about and what they know well.
Students plot out their digital stories with images.
Students write creative “to do” lists for themselves.
Students discover commonalities and differences with peers, discuss the concept that “identity” is not always apparent, and consider the idea that “the self” evolves over time and feels different in varying contexts.
Students experiment with writing about themselves in the third person.
Students write about the best (and worst!) post-graduation scenarios.
Students write their life story (or the story of the past ten years) in three word sentences, filling one to two pages.
Students talk with peers about a moment of resilience or resourcefulness represented in a personal photo.
Reflect on your academic research in a non-academic way.
Write about a moment of puzzlement, challenge, transformation, joy, or learning in your research.
Synthesize portions of what you have written, and write a new narrative, incorporating feedback from peers.
Think and talk holistically about identity through reflection on meaningful non-professional, non-academic moments.
Empower students to tell new kinds of stories about themselves.
Students consider the ways in which their feelings about their identity change in different contexts.
Students learn and practice generative knowledge interviewing; identify their own strengths, capacities and values and those of their peers; begin to tell a story about themselves as scientists.
Students reflect on and articulate their intersectional social identities and the ways in which these do (or do not) inform their research interests.
Students sit in a circle, and tell the story that will be the basis for their digital stories.
Students reflect on the academic and co-curricular work that has been most meaningful to them.