IKIGAI+ Advising Model

35 Pages·2017·4.79 MB·English

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.
10
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”