Part 1: Infinitive statements and categories  1. Now that you have identified an issue, what would it mean to solve it? This step asks you to develop 7-10

Part 1: Infinitive statements and categories 

1. Now that you have identified an issue, what would it mean to solve it? This step asks you to develop 7-10 infinitive statements, which are purpose and/or action statements. Think of these as articulating the PURPOSE of your intervention. 

• All of your infinitive statements should begin with “To” and are followed by an action word (i.e., imagine, promote, inspire, etc…) with at least some of the W’s in close pursuit… who, what, when, where, and why.

 • An example of a set of infinitive statements from a different project follows: 

To promote an ethical and diverse Lawrence campus 

To inspire and promote the change we believe in 

To apply the four competencies in adaptive problem solving 

2. After developing your 7 to 10 statements, write them on notecards or post-it notes and begin to sort your cards into categories. What ones seem to connect through common themes? Once you have sorted all of your statements into categories, name the categories. Use emotive and narrative words, and for help consult your word list as you think about naming these categories. 

• Be creative and innovative with your word choices as you name the categories –what would inspire you? What would inspire others? 

Part 2: Adaptive Solutions, Technical Answers 

1. Based on your work above, identify a technical answer to your issue. Describe the answer briefly and using course material, explain why it is technical in nature. 

2. Now determine an adaptive solution to your issue. 

• Provide a justification, based in course material, for the adaptive solution. In other words, why it is adaptive in nature? 

• Give a detailed explanation of what it is comprised of – what will it look like, feel like, sound like, smell like? Consider the analysis you have already completed –you will draw a good deal of your material from this work. 

• Finally, describe what success will look like. Identify what you will see/hear/experience/feel when your experiment is wildly successful. 

Part 3: Reflection 

1. As you reflect on what you have created, can you see how this process could be beneficial?Why or why not? 

2. Connect the four civic leadership competencies to this semester project. What connections can you/ do you make between the process itself, your engagement with the process, and the competencies? 

3. Finally, as you reflect on the course as a whole what, if any, are the “takeaways?” In other words, what are the key points that had meaning for you and that you anticipate applying to other projects/other parts of your life? 

Part 4: Bringing Everything Together: What do you need to turn in? 

1. Turn in your entire Semester Project (Phases 1-3) as one document so that your instructor can review the entire project together. 

2. Using any video production device you choose (including your tablet or phone, Zoom, voiceover on PowerPoint, etc.) create a 4-5 minute narrated video presentation about your Semester Project that: 

a. Summarizes the important parts of the project and process for you 

b. Reflects on what you have learned and what you will take away from the project. 

c. Is professional and organized. 

d. Has an outline or script (which you will also turn in on Canvas) e. Has a visual component (e.g. slides or an infographic or a poster that you show on screen, etc. FEEL FREE TO BE CREATIVE!)

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