Beyond Academics
Transformation That Empowers
Mindsage is a non-academic program. The concepts taught can not be memorized or calculated. They must be developed.
01 — Background
The program was created after we observed that many interns who joined our studio were still operating in “classroom mode.” They expected to be told what to do, how to do it, and when to do it, and often hesitated to share ideas or take initiative.
In response, we developed the MindSage professional skills training program, drawing on soft-skills frameworks used by innovative companies. Tested on real-world projects, the program helped students become more confident, independent contributors to their teams.
02 — Bridging the Gap Between School and the Workplace
While SEL focuses on helping students understand and manage their emotions and relationships, our program extends that foundation by developing the mindsets, attitudes, and traits needed for high performance in workplace settings.
Structured as a real-world work environment, and intentionally referred to as an internship rather than a course to encourage a professional mindset and approach to the work.
Designed by business and creative professionals to develop students into high-performing professionals in workplace settings.
Refined by educators and students over seven years.
03 — Setting the Tone
It is very important to explicitly communicate to your students:
Work in this program will not be graded.
This program is designed to give you an advantage when entering the job market. Put into the program the effort you feel you are worth—you deserve it. Each of you is unique and valuable, and we want you to become the best version of yourself as you enter the workplace. We hope you want to give yourself this kind of advantage and edge as well.
Durable and soft skills matter. Around 85% of employers look for these skills on resumes, and companies spend billions on soft skills training. Entering the workforce with these skills already developed immediately increases your value.
04 — Program Framing
You are a company/team, not a class.
Goals and objectives, not explicit directions
Emphasize/value Growth, not grades (change in thinking, attitude, and behavior)
Highlight the value of self-awareness and self-development (investment), not just coverage of material
“This is what employers want and are looking for.”
“This material isn’t academic. Can’t cram for a test. Can’t fake it. Employers will know.”
“Get out of the school mindset.”
“Businesses spend billions teaching their employees. You’ll have an edge if you enter the workplace with these habits, traits, qualities, and attitudes.”
High School students: In their words.
The Need
Human Resource
Websites.
Purdue University Student news Website
Ask students to Google the top 10, or most important soft skills employers want. Discuss their findings.
College students: In their own words.
Simple. Consistent. Thought-Provoking.
MindSage uses a microlearning-metacognitive approach.
01 — Microlearning
“At first glance, the definition of microlearning is simple. Microlearning is an approach to training characterized by brief learning modules comprising bite-sized learning activities delivered over mobile devices and designed for quick consumption. They are built in chunks, between three and ten minutes long — short enough to keep a learner’s attention focused from beginning to end.
Brief. Bite-sized. Chunks. Just in time. There they are, four simple ideas that will appear in any definition of microlearning you’re likely to find. But they are deceptively simple. In reality, they represent a systemic change in how we think about every component of our own organization’s learning enterprise.” - Surge9
Mindsage: Simple, consistent, thought-provoking.
02 — Metacognitive
Helping students become aware of how they think, feel and act in relation to the information being discussed.
Self-awareness/Acceptance
Self-Appreciation
Self-development
Self-expression
03 — Project Based
Team-oriented goal, interfacing with people inside and outside of your organization. Purpose-driven, with opportunities to train others.
The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic.
“Surprisingly, many students are not fully equipped with the relevant skills to excel in online learning despite being born into technology. Students are not aware of how to look inward to examine how they learn and to judge which methods are effective especially when faced with new forms of learning online because they lack metacognitive skills. Metacognition is crucial to the talent of learning.
The findings from this study affirmed that students who use metacognitive strategies in online learning are indeed capable of evaluating their understanding of the course content and are capable of adding more effort in regulating their learning process. In view of the findings, this study will be useful for course instructors and students to establish practices on how to utilise metacognitive strategies to enhance students’ learning performance as those lacking in metacognition may find themselves at a huge disadvantage.”
