Explore New Interests

Open yourself up to a new experience or explore aspects of a different culture this week. Go to a museum, take part in a concert, go to a different house of worship, or try a new ethnic restaurant. Travel off the beaten path and try something new. Test your comfort zone.

Reflect on what you did this day. Did you enjoy it?

What are your Ambitions

" Keep away from those who try to belittle your ambitions. Small people always do that, but the really great make you believe that you too can become great." -Mark Twain

Ambition is the force driving us to reach our dreams, yet sometimes others can affect our ambition by questioning our choices or dreams we seek to achieve. Sometimes we can affect our own ambitions by talking ourselves out of our dreams and by thinking that we're not smart enough, talented enough or giving enough.

Think of someone great or small who achieved a goal or dream because of his or her ambition, and despite setbacks or criticism, remained focused on achieving that dream. If you could sit down with this person for a cup of coffee, what questions would you ask them? What advice would you seek?

Setting Short-Term Goals

Tips for teacher:

Create a list of ten goals you might have for the upcoming semester. They can be academic or personal goals. Narrow the list down to three goals. Beneath each goal, write four or five steps and requirements that you will need to achieve these goals. Keep this list with you throughout the semester. Make sure you refer back to it to see if you are on the path of achieving these three goals. To be nobody but yourself--in a world which is doing its best, night and day, to make you everybody else--means to fight the hardest battle any human being can fight, and never stop fighting. - E.E. Cummings Describe yourself. Now describe yourself as you think others see you. How do the two descriptions compare?

Where Will You Be?

Imagine what your life will be 6 months after you have graduated. Write it down. What 3 principles or influential ideas have you learned here at college? How do you think you will apply these ideas to your life once you have graduated?

Journey To Achieving Goals

Tips for teachers to guide students:

Have you ever found yourself creating a goal and building a dream about how it would be when you got "there"? So many times we have an image of how it would be when we accomplished something and then have been disappointed when we actually got "there." The experience didn't measure up to the dream. All that happens is that we then establish another "there" to go toward. It can be a frustrating cycle. We must remember that it isn't "there" that is important. It's not the destination but the journey that is important. What we need to be aware of and tend to is the journey towards that goal and what we learn about ourselves along that way. Everything happens as you are getting "there."

Framework for reflective practice

The questions ‘What?, So what? And Now what? can stimulate reflection from novice to advanced levels. It is possible to use the model simply at the descriptive level for level 1 reflection. The arrows at the top of the diagram indicate a sequential and cyclical order to the framework.

There are 3 stages of the framework development:

  1. Firstly the practitioner reflects on the situation in order to describe it.
  2. The second phase encourages the practitioner to construct personal theory and knowledge about the situation in order to learn from it.
  3. At the third level the practitioner reflects on action and considers ways of improving the situation and reflects on the consequences of his/her actions.

Supporting template hand-out

Stage 1
Stage 2
Stage 3

Descriptive level of reflection

Theory - and knowledge - building level of reflection

Action-orientated (reflexive) level of reflection

… … is the problem/difficulty/ reason for being stuck/reason for feeling bad/reason we don’t get on/etc., etc.?

… was my role in the situation?

… was I trying to achieve?

… actions did I take?

… was the response of others?

… were the consequences • for the patient? • for myself? • for others?

… feelings did it evoke • in the patient? • in myself? • in others?

… was good/bad about the experience?

So what
… … does this tell me/teach me/imply/mean about me/my patient/others/our relationship/my patient’s care/the model of care I am using/my attitudes/my patient’s attitudes/etc., etc.?

… was going through my mind as I acted?

… did I base my actions on?

… other knowledge can I bring to the situation? • experiential • personal • scientific

… could/should I have done to make it better?

… is my new understanding of the situation?

… broader issues arise from the situation?

Now what

… do I need to do in order to make things better/stop being stuck/improve my patient’s care/resolve the situation/feel better/get on better/etc., etc.?

… broader issues need to be considered if this action is to be successful?

… might be the consequences of this action?

MOSEP Project - http://wiki.mosep.org/Mosep/
The project is managed by the Salzburg Research Forschungsgesellschaft , if you have any questions or contributions, please contact the project co-ordinator Wolf Hilzensauer.