Course Structure and Time Management Improvement

[whapworth]

I see two parallel paths: one where we spend part of the class teaching them something and be highly interactive. In this section we would have alums coming to speak on a particular topic. I can speak about working with people in a cross-cultural context, you can talk about working with administrations and the need for patience. Really really basic elements of organizing that are key. This is way before we start talking about pitches, business plans, etc. but that of course can come later. I am trying to think of how we sequentially work through this with them. I learned more about business organizing a campus election for the Colorado PIRGs (very tough organizing group first founded by Nader) than I have in any class. Likewise the same could be said about when I worked on the Kerry campaign. These kids haven't had those college experiences and are thus quite behind in that regard. For them school is handed out and consumed, not created cooperatively. We will have to brainstorm how to address that. There are great exercises that my good friend the dean of the business school here at the Yale of Thailand has done (actually the school is called Thammasat but you get my drift). For instance, giving the students $25 and telling them to go out and make money somehow in Boston for the day. If not a real exercise than a business case and in this it could be actual business or something different. I think back on that student who started Martin Luther King Day at Andover by having candle light vigils in front of the headmasters house. How did he do it? Why? What was necessary? We could have teachers come and talk about it, etc. Things like this - each class can become a memorable experience with a fun activity that can give them the tools for...

The second path of the course, which would be where we mentor them on their projects. This could be 100% practical and mentor focused. So after taking away 1-3 main points from their first exercise they could apply those to the project they are currently working on. This is where we need to pair up the students with mentors fast. I have been doing this here in Bangkok with GSVC and it works where they get 100 people together for a day of preliminary judging and then ask the judges (in our cases the mentor list we have) to list out groups they want to help and then commit themselves to a certain number of skype / call / email hours per week where they can provide ad-hoc help and networking. This is really useful. That person builds up a long relationship with the group or entrepreneur/ student and becomes their advocate. I think this is great that Eric immediately jumped on that. We need to find others for the other projects. In the meantime we can fill in until we find the right match. What do you think? We can more formalize the process as it goes on, call them Andover TIA mentors, give them little gifts at the end of the program, etc. Have it be something they can be proud of - we can profile the students' development over the course of the program and write up a booklet on the process. Just some ideas.

If the first exercise took 1.5 hours than the second could take 1.5 as well. However if there are any field trips than other logistics become tough - again will have to play it by ear.

[whapworth]

Not sure what to do with this...what is a solution we can try immediately?

[whapworth]

meeting was way too long. plenty of evidence to suggest people can't focus well given long periods of time without movement.

[whapworth]

Divide students up and assign primary mentors. Communicate to them they can and should reach out to the other mentors for their expertise, but from facilitator side should have somebody responsible for them.