Tier Two (Don't Delete)

Classroom Curriculum


teacher in front of classroom talking about intercultural communication


8-Step Process: Values-Driven High-Performance Leadership

1. Establish Brave Space

Establish shared rules, agreements, core values, and practices while living with peers and skilled professionals in a positive holding environment with access to regular rest, exercise and nutrition in order to support healthy mental, emotional, physical and spiritual growth and development. Become aware of the role a secure base plays in learning, growth, creativity, performance, and innovation.

2. Embody Attention + Awareness

Learn to feel and attend to the breath inside your body while also being aware of thoughts, feelings, sensations, and perceptions.

3. Map the Mind

Learn to turn your awareness inside and stabilize your attention in order to identify your inner motivations, thought patterns, and core behaviors. Discover your conscious and unconscious habits of mind, biases, and lenses.

4. Explore Cultural Context(s)

Define culture, explore your family of origin culture, discover how to encounter other cultures, learn perspective taking tools, practice cultural humility and awareness, and learn communication skills to connect across difference.

5. Connect + Communicate

Learn to name emotions accurately; discover the three main types of empathy; identify judgments versus observations; discover the relationship between narratives, feelings, and needs; and learn to communicate skillfully and with empathy through clear, positive, and doable requests with peers and adults.

6. Train the Brain

Learn basic brain anatomy and understand the role of the stress response; develop the capacity to be aware of your automatic reactions, inner motivations, thought patterns, and core behaviors; strengthen cognitive control (the capacity to keep your attention where you want it); practice pausing before reacting to a stimulus; and learn to choose positive and constructive responses in order to make effective decisions in both day-to-day life and under pressure.

7. Ride the Wave

Practice emerging empathy and executive functioning skills like attention, awareness, cognitive control, and emotional regulation in a culturally diverse environment and in a variety of arenas (public speaking, writing, surfing, and in peer-to-peer communication).

8. Navigate the Seas

Learn about deep listening and the role of stillness in a high-performance life. Reflect deeply on your life’s purpose in the context of your family, your culture(s), and your emerging leadership interests and then consider what you are obliged to do, what you aspire to do, and how you hope to negotiate the tension arc between those two forces.

Summer Programs

Each day includes a mix of mindfulness practice, collaborative communication, empathic listening, narrative storytelling, small and large group collaboration, leadership training, and time in nature.
man meditating representing mindfulness concept

Mindfulness means paying attention to our unfolding experience with purpose and compassionate curiosity. When we develop the ability to bear witness to our experiences, even while we're having them, we can more clearly see the impact our thoughts and actions have on ourselves and others. Faced with a challenge or difficult decision, our ability to remain focused and aware gives us the space to choose skillful and values-driven responses, especially under pressure. Students learn and practice these skills under the guidance of nationally recognized mindfulness teachers, and there is an opportunity for a day of silent practice in the middle of the program.

Collaborative Communication example image of two students sitting across from each other talking.

Collaborative Communication, also known as Nonviolent Communication (NVC), was developed by psychologist Marshall Rosenberg and teaches us: 1) how to identify and express our own feelings and needs in a way that creates connection rather than conflict, and 2) how to hear and understand the needs of others, even when those needs are expressed in a hostile way. When we engage in this practice, we have the capacity to build long-lasting connections founded upon trust, mutual respect, and understanding without suppressing differences. Students work in pairs and small groups to practice the skills of effective listening, speaking, and requesting.

Core Leadership program - outdoor activity with students sitting in circle in the forest holding hands

Empathic listening and narrative storytelling are central to effective leadership. Council—a communication method that cultivates empathic listening and authentic dialogue—teaches us how to listen to others' stories while practicing the art of telling our own. In Council, and in the reflective writing portion of our program, students are given the space to become curious about their lives and the lives of others and to experience having their stories received by others with an open heart.




Student Voices
"I learned over the course of this program that it's important to experience this kind of deep introspection as a leader, because it's impossible to lead others humanely and effectively without knowing how we really lead ourselves." - Bruce, Brown University



 

Core Leadership program large group of students sitting around a room talking.

 

Facilitated Discussion gives students the space to unpack the experience of creating a healthy, high-trust, values-driven culture together. They are given the opportunity to share what has arisen in their experiences in the dorm, outdoors, in mindfulness practice, Council, and in the reflective writing portion of the program. It is in this space that students explore how the various aspects of the program contribute to the learning, growth, and performance of future leaders. By the end of the program, students have a more clear understanding of how their inner lives shape their actions in the world.

"I learned how effective my silence and presence could be around others. I know for sure this skill will help me create better relationships with my students and allow me to really be present for them when they need me to listen."
- Erika, Yale University