Why Innovation Academy? "People don't buy what you do, they buy why you do it

What comes to mind
when you think
about money?

If you don’t TAKE NOTES
over what you learn--if you don’t
write it down, review it, think
about it, Tweet it, or talk about
it--you’re not going to
DEEPLY LEARN it.

Why do people love
sports, arts,
service, & starting
businesses?

At their best, they are done WITH people...

How does this compare & contrast
with the way schools are operated?

Schools are sometimes about working
WITH people, but only rarely FOR people.

Current model = a selﬁsh pursuit of learning

Schools are also at their best, when students
get to learn WITH people FOR people.

Innovation Partner
Domenico Bobby
Stephano Gisella
Augusto Daniela
Gonzalo Karen
Pedro Andrea
Carolina Sara
Paolo Kathy
Schools are also at their best, when students
get to learn WITH people FOR people.

START WITH THE WHY - THE PURPOSE - THE VISION
CONSCIOUS CAPITALISM
CONSCIOUS LEARNING

Why School?
“People don’t buy what
you do, they buy why
you do it.”

Image credit: iStockPhoto
Imagine being Ryan Hreljac's first grade teacher. After telling your class of six- and seven-year-olds that
children in Africa are dying because of lack of clean water, one of your students is so moved that he has to do
something. What starts as Ryan taking on extra vacuuming at home to earn money for wells eventually turns
into Ryan's Well Foundation (1), a non-profit that, to date, has brought safe water and sanitation services to
over 789,900 people.
As Ryan's teacher, you helped him start on the path to a life purpose, which, according to research, may be
one of the greatest services you ever render to your students.
Seeking Meaningfulness
William Damon, leading expert in human development and author of The Path to Purpose (2), states that
students today may be high achievers but they have no idea what for. He believes that this sense of
meaninglessness is one of the main contributors to the skyrocketing suicide and depression rates among our
youth. One sample statistic: the American College Health Association reported in 2011 that 30 percent of
undergraduates were so depressed they could hardly function.
To combat this meaninglessness, Damon argues that students need to find a purpose in life -- something
meaningful to themselves that also serves the greater good. In a series of studies of over 1,200 youth ages 12
to 26, Damon found that those who were actively pursuing a clear purpose reaped tremendous benefits that
were both immediate and that could also last a lifetime.
More immediate benefits included extra positive energy that not only kept students motivated, but also helped
them acquire the necessary skills and knowledge to pursue their purpose, making them very strong learners.
Youth with a strong sense of purpose also benefited from positive emotions such as gratitude, self-
confidence, optimism and a deep sense of fulfillment -- all of which scientists have found help prevent
depression and anxiety.
Students who carry this sense of purpose into adulthood may also benefit in the long run. Research shows
that adults who feel their lives have meaning and purpose are happier, more successful at work, and maintain
stronger relationships.
Pivotal Moments
So what does this mean for educators? In-depth interviews of 12 purpose-driven youth from Damon's studies
STUDENT ENGAGEMENT
Put the Awe Back in "Awesome" -- Helping Students
Develop Purpose
JUNE 10, 2013

revealed that all of them came to their purpose through people outside their immediate families -- people that
included their teachers.
In his book, Damon suggests several ways that teachers can help their students discover a sense of purpose,
such as asking about what's most important to those students and talking about their own sense of purpose
as a teacher.
But new research suggests another way: awe.
While the research on awe is still fairly new, several studies conducted by the Greater Good Science Center
(3)'s Dacher Keltner have shown that the experience of awe has the potential to turn students' lives in a new
direction.
Here's how awe works: when we experience an inspiring work of art or a grand vista in nature, or when we
learn a new mind-expanding theory, we often feel a sense of vastness that gives us a new perspective on the
world and our place in it. These two steps make up the emotion of awe.
Keltner has found that awe makes us feel connected to something larger than ourselves -- a crucial and
necessary aspect of purpose. According to Damon, without this larger connection, students are less likely to
maintain their inspiration, motivation and resilience in the face of challenges.
Imagine how life-changing this emotion could be for students who are struggling to find meaning in their lives
and schoolwork! An awe experience has the potential to open their minds to new ways of thinking, including
what their place in the world might be.
For teachers who would like to use awe in the classroom to help students find purpose, here is one research-
based suggestion that might spark even more creative suggestions from readers.
Introduce an Awe-Inspiring Unit of Study
When planning your next unit, think about how you might open the topic in a way that places it in the "grander
scheme of things," and about how students might relate to both the topic and this grander scheme.
For example, the video below was used in Keltner’s research lab to induce awe. Teachers could use it at the
beginning of units on astronomy, geometry, perspective or measurement:
Zoom IN Star Size 2

This next video was also used to induce awe in the lab and could be used for units on sustainability, nature
photo/videography, geology, zoology or ecosystems:
After showing the video, help students process what they just saw. Awe involves changing our mental models
to incorporate the experience. Thus, to help students understand and process the experience at a deeper
level, have them first write about what they felt or thought while watching the video. Then discuss with them
how both the video content and the topic they're about to study relates to them personally and to the world in
general.
Setting the Stage
It's important to note that your efforts to induce awe in students will fall on some deaf ears. Keltner found that
not everyone is prone to awe -- particularly those who are not comfortable changing their outlook on the
world. But that shouldn't keep teachers from trying to induce awe in students. UC Berkeley social
psychologist Paul Piff speculates, "There's good reason to think that students who don't experience awe
could benefit from those who do. For example, through the contagious effects of positive emotion, increased
solidarity and cooperation, social facilitation, and benefiting from others' egalitarianism." And even if none of
the students experience awe, the follow-up discussion still has the potential to generate a rich exploration
Planet Earth Footage

EDUTOPIA WHAT WORKS IN EDUCATION © 2013 The George Lucas Educational Foundation All rights reserved.
about purpose.
Helping students find a path to purpose is one of the noblest aspects of teaching. As Damon writes, "This is
how all young people should feel about life when they are starting out. Idealism, high hopes, enthusiasm, and
a sense of awe and wonder in exploring the world around them."
Source: www.edutopia.org/blog/awe-helping-students-develop-purpose-vicki-zakrzewski
Links
1 www.ryanswell.ca/
2 www.williamdamon.com/pathtopurpose.html
3 greatergood.berkeley.edu/about
Reprint Policy: www.edutopia.org/terms-of-use
Privacy Policy: www.edutopia.org/privacy-policy

Why Learn?
you do it.”

Why Innovation Academy?
you do it.”

7/31/13 30 Example Vision Statements - Top Nonprofits
topnonprofits.com/examples/vision-statements/ 1/3
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EXAMPLES
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LISTS EXAMPLES
30 EXAMPLE VISION STATEMENTS
Vision Statement: (Desired End-State) A one-sentence statement describing the clear
and inspirational long-term desired change resulting from an organization or program’s work.
The following vision statements were selected from the top 100 nonprofits (based on a series of web,
social, and financial metrics).
Be sure to check out our Guide to Creating Vision and Mission Statements for more helpful tips.
Details on how this list was compiled can be found by scrolling down to the bottom of the page.
GENERAL FINDINGS
The best visions are inspirational, clear, memorable, and concise.
Avg length for the full 30 organizations listed here is only 14.56 words (excluding
brand references)
Avg length for the first 15 organizations is only 10.5 words (excluding brand references).
The shortest contains only three words (Human Rights Campaign)
The longest contains 31 words (Amnesty International)
30 EXAMPLE VISION STATEMENTS
Oxfam: A just world without poverty (5 words)
Feeding America: A hunger-free America (4 words)
Human Rights Campaign: Equality for everyone (3)
National Multiple Sclerosis Society: A World Free of MS (5)
Alzheimer’s Association: Our vision is a world without Alzheimer’s (7)
Habitat for Humanity: A world where everyone has a decent place to live. (10)
Oceana seeks to make our oceans as rich, healthy and abundant as they once were. (14)
Make-A-Wish: Our vision is that people everywhere. will share the power of a wish (13)
San Diego Zoo: To become a world leader at connecting people to wildlife and conservation. (12)
The Nature Conservancy: Our vision is to leave a sustainable world for future generations. (11)
Ducks Unlimited is wetlands sufficient to fill the skies with waterfowl today, tomorrow and forever.
(13)
In Touch Ministries: proclaiming the Gospel of Jesus Christ to people in every country of the world.
(14)
NPR, with its network of independent member stations, is America’s pre-eminent news institution (12)
World Vision: For every child, life in all its fullness;; Our prayer for every heart, the will to make it so
(19)
Teach for America: One day, all children in this nation will have the opportunity to attain an excellent
education. (16)
ASPCA: That the United States is a humane community in which all animals are treated with respect
and kindness. (18)
Cleveland Clinic: Striving to be the world’s leader in patient experience, clinical outcomes, research
50 Example Mission Statements
30 Example Vision Statements

7/31/13 30 Example Vision Statements - Top Nonprofits
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and education. (14)
Goodwill: Every person has the opportunity to achieve his/her fullest potential and participate in and
contribute to all aspects of life. (21)
Smithsonian: Shaping the future by preserving our heritage, discovering new knowledge, and sharing
our resources with the world (17)
WWF: We seek to save a planet, a world of life. Reconciling the needs of human beings and the
needs of others that share the Earth… (25)
Save the Children: Our vision is a world in which every child attains the right to survival, protection,
development and participation. (18)
Kiva: We envision a world where all people – even in the most remote areas of the globe – hold the
power to create opportunity for themselves and others. (26)
Leukemia & Lymphoma Society: Cure leukemia, lymphoma, Hodgkin’s disease and myeloma, and
improve the quality of life of patients and their families. (18)
Boy Scouts of America: To prepare every eligible youth in America to become a responsible,
participating citizen and leader who is guided by the Scout Oath and Law. (24)
charity: water believes that we can end the water crisis in our lifetime by ensuring that every person
on the planet has access to life’s most basic need — clean drinking water. (28)
Clinton Foundation: To implement sustainable programs that improve access worldwide to
investment, opportunity, and lifesaving services now and for future generations. (19)
VFW: Ensure that veterans are respected for their service, always receive their earned entitlements,
and are recognized for the sacrifices they and their loved ones have made on behalf of this great
country. (32)
Special Olympics: To transform communities by inspiring people throughout the world to open their
minds, accept and include people with intellectual disabilities and thereby anyone who is perceived as
different. (28)
Creative Commons: Our vision is nothing less than realizing the full potential of the Internet —
universal access to research and education, full participation in culture — to drive a new era of
development, growth, and productivity. (33)
Amnesty International: Amnesty International’s vision is of a world in which every person enjoys all
of the human rights enshrined in the Universal Declaration of Human Rights and other international
human rights instruments. (31)
WHAT DOES THIS MEAN FOR YOU?
Is your vision statement longer than 20 words? Can you get it below 15? Below 10? Design you
vision statement to clearly communicate what you are working to achieve in a way that people can
remember it and communicate this to others. If you can’t get your full vision below 15 words, consider
also creating a vision tagline (2-6 words) which people can more easily remember.
HOW THE LIST WAS COMPILED
Visions statements were gathered for each of the top 100 nonprofits that had published version
and then evaluated for content and length.
30 were then selected for this list based on length and organized roughly from shortest to
longest (based on number of characters).
The number in parenthesis at the end of each line depicts the number of non-branded words
included in their vision statement.
In order to standardize the list, we removed things like “[Brand's] vision is” or “The vision
statement of [Brand]” when it created redundancy in the beginning of a vision statement.
Related Articles:
50 Example Mission Statements

Possible Mission Statements:
you do it.”
We learn & work
with people for people.
We recognize the power of language, media,
business and education, and we strive to use
all of these to create a positive impact in our
community and around the world.

7/31/13 Strong Company Culture Predicts Long-Term Success | Fox Small Business Center
smallbusiness.foxbusiness.com/legal-hr/2013/06/03/strong-company-culture-predicts-long-term-success/ 1/3
Companies that focus on company culture may create not only a
positive work environment;; new data has also found that those
companies are also setting themselves up for long-term success.
That’s because 91 percent of respondents to a new survey say
companies with a strong sense of purpose and culture also have
strong financial performance. Additionally, the same number of
respondents at companies with a strong culture says their company
has a strong brand that differed and stood out from their competition.
Ninety-four percent of respondents also say they have strong
satisfaction among customers, while 79 percent say they have
strong employee satisfaction.
On the other hand, respondents from companies without a strong
culture say they are less likely to perform well financially and have a
distinct brand. Additionally, customers and employees at those
companies were far less likely to be satisfied, the research found.
"Organizations that have a culture of purpose focus on delivering
meaningful impact for all their stakeholders — customers,
employees and communities," said Punit Renjen, chairman of the
board at Deloitte, the company that conducted the research. "Many
businesses have made great strides to strengthen their role as
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corporate citizens. However, our survey suggests that there is still
so much more work to do, and that could have a positive long-term
impact for companies that do so."
Despite those benefits, many companies are not focused on
instilling or creating a strong culture. Sixty-eight percent of
employees and 66 percent of executives say they their business is
not doing enough to create a positive culture at work.
"As leaders, we need to change the conversation — to focus more
on the impact our organization creates rather than the profit we
make," Renjen said. "Measurements such as revenue and profit fail
to capture the full picture."
Part of the problem behind implementing a strong culture is the
disconnect that exists between employees and executives.
Executives were more likely to say a company has a strong sense
of purpose that could be easily explained than employees.
Additionally, employees were also less likely than executives to say
that cultural development programs were integrated into a
company's strategy.
"Many companies are missing an opportunity to more
comprehensively integrate purpose-building activities into their core
business strategies and operations," Renjen said. "What companies
do for clients, people, communities and society are all
interconnected. A culture of purpose ensures that management and
employees alike see each as a reason to go to work every day."
The research was based on the responses of 1,310 employees and
executives for the Core Beliefs and Culture Survey for Deloitte.
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EMPOWERMENT
CREATIVITY
CULTURE

CULTURE OF THE
INNOVATION ACADEMY

What type of culture
do we want to create?

This is true in
education too! Being
self-disciplined and
self-motivated is KEY!

7/31/13 Six Components of a Great Corporate Culture - John Coleman - Harvard Business Review
blogs.hbr.org/cs/2013/05/six_components_of_culture.html 1/3
HBR Blog Network
Six Components of a Great Corporate Culture
by John Coleman | 3:00 PM May 6, 2013
The benefits of a strong corporate culture are both intuitive and supported by social science. According to James L.
Heskett (http://blogs.hbr.org/cs/2011/12/what_great_companies_know_abou.html) , culture "can account for 20-30% of
the differential in corporate performance when compared with 'culturally unremarkable' competitors." And HBR writers
have offered advice on navigating different geographic cultures
(http://blogs.hbr.org/cs/2013/03/when_crossing_cultures_use_glo.html) , selecting jobs based on culture
(http://blogs.hbr.org/cs/2012/05/when_choosing_a_job_culture_ma.html) , changing cultures
(http://blogs.hbr.org/cs/2012/12/to_change_the_culture_stop_try.html) , and offering feedback across cultures
(http://blogs.hbr.org/cs/2013/02/giving_feedback_across_cultures.html) , among other topics.
But what makes a culture? Each culture is unique and myriad factors go into creating one, but I've observed at least six
common components of great cultures. Isolating those elements can be the first step to building a differentiated culture
and a lasting organization.
1. Vision: A great culture starts with a vision or mission statement. These simple turns of phrase guide a company's
values and provide it with purpose (http://bigthink.com/experts-corner/purpose-as-a-compass) . That purpose, in turn,
orients every decision employees make. When they are deeply authentic and prominently displayed, good vision
statements can even help orient customers, suppliers, and other stakeholders. Nonprofits often excel at having
compelling, simple vision statements (http://topnonprofits.com/examples/vision-statements/) . The Alzheimer's
Association, for example, is dedicated to "a world without Alzheimer's." (http://www.alz.org/about_us_about_us_.asp)
And Oxfam envisions "a just world without poverty." (http://www.oxfam.org/en/about/what/purpose-and-beliefs) A vision
statement is a simple but foundational element of culture.
2. Values: A company's values are the core of its culture. While a vision articulates a company's purpose, values offer a
set of guidelines on the behaviors and mindsets needed to achieve that vision. McKinsey & Company, for example, has
a clearly articulated set of values (http://www.mckinsey.com.ar/our_work_belive.asp) that are prominently
communicated to all employees and involve the way that firm vows to serve clients, treat colleagues, and uphold
professional standards. Google's values might be best articulated by their famous phrase, "Don't be evil."
(http://en.wikipedia.org/wiki/Don't_be_evil) But they are also enshrined in their "ten things we know to be true."
(http://www.google.com/about/company/philosophy/) And while many companies find their values revolve around a few

simple topics (employees, clients, professionalism, etc.), the originality of those values is less important than their
authenticity.
3. Practices: Of course, values are of little importance unless they are enshrined in a company's practices. If an
organization professes, "people are our greatest asset," it should also be ready to invest in people in visible ways.
Wegman's, for example, heralds values like "caring" and "respect,"
(http://www.wegmans.com/webapp/wcs/stores/servlet/CategoryDisplay?storeId=10052&identifier=CATEGORY_1341)
promising prospects "a job [they'll] love." (http://www.wegmans.com/webapp/wcs/stores/servlet/CategoryDisplay?
storeId=10052&catalogId=10002&langId=-1&identifier=CATEGORY_533) And it follows through in its company
practices, ranked by Fortune as the fifth best company to work for (http://money.cnn.com/magazines/fortune/best-
companies/2013/snapshots/5.html?iid=bc_sp_list) . Similarly, if an organization values "flat" hierarchy, it must
encourage more junior team members to dissent in discussions without fear or negative repercussions. And whatever
an organization's values, they must be reinforced in review criteria and promotion policies, and baked into the operating
principles of daily life in the firm.
4. People: No company can build a coherent culture without people who either share its core values or possess the
willingness and ability to embrace those values. That's why the greatest firms in the world also have some of the most
stringent recruiting policies. According to Charles Ellis, as noted in a recent review
(http://www.economist.com/news/business-books-quarterly/21576071-lessons-leaders-simply-best) of his book What it
Takes: Seven Secrets of Success from the World's Greatest Professional Firms (http://www.amazon.com/What-It-Takes-
Greatest-Professional/dp/1118517725) , the best firms are "fanatical about recruiting new employees who are not just
the most talented but also the best suited to a particular corporate culture." Ellis highlights that those firms often have 8-
20 people interview each candidate. And as an added benefit, Steven Hunt notes (http://hiring.monster.com/hr/hr-best-
practices/recruiting-hiring-advice/strategic-workforce-planning/hire-for-the-organization.aspx) at Monster.com that one
study found applicants who were a cultural fit would accept a 7% lower salary, and departments with cultural alignment
had 30% less turnover. People stick with cultures they like, and bringing on the right "culture carriers" reinforces the
culture an organization already has.
5. Narrative: Marshall Ganz (http://en.wikipedia.org/wiki/Marshall_Ganz) was once a key part of Caesar Chavez's
United Farm Workers movement and helped structure the organizing platform for Barack Obama's 2008 presidential
campaign. Now a professor at Harvard (http://www.hks.harvard.edu/about/faculty-staff-directory/marshall-ganz) , one of
Ganz's core areas of research and teaching is the power (http://www.hks.harvard.edu/degrees/teaching-courses/course-
listing/mld-355m) of narrative (http://www.hks.harvard.edu/degrees/teaching-courses/course-listing/mld-356m) . Any
organization has a unique history — a unique story. And the ability to unearth that history and craft it into a narrative is a
core element of culture creation. The elements of that narrative can be formal — like Coca-Cola, which dedicated an
enormous resource to celebrating its heritage (http://www.coca-colacompany.com/?topic=heritage) and even has a
World of Coke museum (http://www.worldofcoca-cola.com/) in Atlanta — or informal, like those stories about how Steve
Jobs' early fascination with calligraphy (http://www.hollywoodreporter.com/news/steve-jobs-death-apple-calligraphy-
248900) shaped the aesthetically oriented culture at Apple. But they are more powerful when identified, shaped, and
retold as a part of a firm's ongoing culture.
6. Place: Why does Pixar have a huge open atrium (http://officesnapshots.com/2012/07/16/pixar-headquarters-and-the-
legacy-of-steve-jobs/) engineering an environment where firm members run into each other throughout the day and
interact in informal, unplanned ways? Why does Mayor Michael Bloomberg prefer his staff sit in a "bullpen"
(http://www.nytimes.com/2013/03/23/nyregion/bloombergs-bullpen-candidates-debate-its-future.html?pagewanted=all)
environment, rather than one of separate offices with soundproof doors? And why do tech firms cluster in Silicon Valley
and financial firms cluster in London and New York? There are obviously numerous answers to each of these
questions, but one clear answer is that place shapes culture. Open architecture
(http://www.uxmatters.com/mt/archives/2011/02/designing-an-office-space-that-encourages-great-design.php) is more
conducive to certain office behaviors, like collaboration. Certain cities and countries have local cultures that may
reinforce or contradict the culture a firm is trying to create. Place — whether geography, architecture, or aesthetic design
— impacts the values and behaviors of people in a workplace.

There are other factors that influence culture. But these six components can provide a firm foundation for shaping a new
organization's culture. And identifying and understanding them more fully in an existing organization can be the first
step to revitalizing or reshaping culture in a company looking for change.

When should you work to change a culture,
and when should you respect a culture?

Positive & negative
consequences
for behavior?

7/31/13 College teaches one class at a time - USATODAY.com
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College teaches one class at a time
Posted 10/28/2007 4:44 PM | Comment | Recommend E-mail | Print |
By Justin Pope, AP Education Writer
LAKE GEORGE, Colo. — It's a silly old expression, but Professor Eric Leonard says it's true: The best geologist is
the one who's seen the most rocks.
Which is why, on a crisp fall morning, Leonard was driving a van full of sleeping bags and sleepy-eyed Colorado
College freshmen into the mountains around Pikes Peak, where the history of the Earth is writ large in giant slabs
of igneous rock jutting up from the ground.
The overnight trip, and another lasting four nights a week later in Rocky Mountain National Park, offer the kind of
intense, hands-on learning that the typical college lecture course rarely has.
But at Colorado College it is common because of an unusual, 35-year-old system of teaching.
Typically, full-time college students take four or five courses simultaneously, over two or three terms per year.
Colorado College is one of just a handful of places where students take one course at a time, giving it their full
attention for 3 1/2 weeks. They'll spend most of the day in class or on extended field trips like this one. Then, after
a long weekend, they move on to the next course.
On the Colorado Springs campus of about 2,000 undergraduates, you won't see the typical college scene of
students walking across the quad between classes. There's no "between."
The challenge, the private college readily admits, is to make sure students get the broad introductory knowledge
they need, particularly in subjects like math and science. But the payoff is an intense learning experience that the
school insists is well worth it.
"Most kids are taking courses and it's all theoretical. They don't see how it's actually occurring in the
environment," said Brendan Boepple, from Wilton, Conn., perched on a sharp rock face above the South Platte
River, about an hour west of campus. "We get to go out and see how it's affecting different ecosystems." He also
likes having the long "block weekend" between courses when he can indulge his passion for fly fishing.
The idea of the block plan dates to the late 1960s, when Colorado College was preparing for its centennial
celebration with a general re-examination of academic and campus life. Nothing radical was on the table. But a
small group of professors got to talking at Murphy's Bar near campus, and one asked, "Why can't the college give
me 15 students and let me work just with them?"
Across higher education, there was lots of talk at that time about shaking up how colleges operated, and some
made big changes. But the basic rhythm of academic life remained largely untouched. Lee Shulman, president of
the Carnegie Foundation for the Advancement of Teaching, says the reason is college faculty are inherently
conservative when it comes to control over their time.
"There are some utterly irrational ways in which particular ways of configuring time are considered sacred," he
said. "It's almost liturgical."
At Colorado College, the proposal prompted much debate but won faculty approval. What happened next is
somewhat surprising in hindsight. The idea -- new in American higher education -- neither failed nor caught on
more broadly. Rather, Colorado College nurtured and tweaked it, and it has survived as a nearly unique
experiment.
"Modular learning" -- as experts call block courses -- is increasingly common in high schools, and some colleges
have experimented with more intensive, full-time block courses for at least part of the year, usually between
terms. A few schools have created intensive courses, like St. Lawrence University in New York, which takes
some students into the Adirondack Mountains for a full-semester comprehensive course covering everything
from ecology to philosophy.
But only a handful besides Colorado College -- including Cornell College in Iowa, the University of Montana-
Western and Quest University, a new college in Canada -- have gone to a full block system.
"Why don't more people do it? It's expensive," said Colorado College President Richard Celeste, a former
governor of Ohio who also served as U.S. ambassador to India. The average class size is 16, and the larger
courses are required to have two instructors.
"We have to run 122 classes at the same time, so I need 122 classrooms," Celeste said.
But he says a growing number of students discover in high school that modular learning works better for them
and are looking for a similar college experience. Colorado College attracted a record 4,854 applicants last year.
The acceptance rate has fallen below one-third, and the percentage of admitted students who decide to enroll is
at its highest in more than 15 years. The schedule attracts lots of competitive skiers because they can take blocks
off in the winter and make them up during summer term.
Both the rewards and challenges are obvious in Leonard's class of first-year geology students. They are on the
road by 8 a.m. -- the crack of dawn for college students -- and lobby Leonard for a stop at a popular doughnut
shop en route. By midmorning they have pulled off a dirt road in the Pike National Forest, where they begin
making drawings of an exposed cliff side. Leonard prods them to look at the formations through the eyes of a
geologist. It's only the third day of class, but after two full days of study they already know the basic terminology.
"Even when we're inside it allows us to do other things," Leonard says. Students cover fewer topics than their
counterparts elsewhere, he admits, but they study them more deeply and, he believes, ultimately become better
geologists. "It takes away the constraint of the 50-minute lecture or the three-hour lab. You can continue on
things until you're finished."
The college says it can't really say for sure whether students learn better this way. There's no parallel college
with the same curriculum and students against which to compare it. But Leonard says his students do fine
applying to graduate programs. Celeste says he measures the success in the feedback from students, and from
parents, who report they are pleased with how engaged students are in their subjects.
For students in this geology class, at least, one of the benefits is an affirmative answer to a question students are
always peppering their teachers with: "Can we have class outside today?"
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7/31/13 Cornell College
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Cornell College
Location: Mount Vernon, IA
Enrollment: 1150
Phone: 1-800-747-1112
www.cornellcollege.edu
Set on a wooded hilltop overlooking scenic Mount Vernon, Iowa,
Cornell College is a private, four-year liberal arts college offering
students an extraordinary array of opportunities— in the classroom,
on campus, and around the world.
At Cornell, you'll focus intensely on one course for three and a half
weeks, then move on to a new subject. Known as One-Course-At-
A-Time (OCAAT), our academic structure enables you to spend a
month creating a theatrical production, conducting high-level
scientific research, or immersing yourself in a new language—
giving each your full attention and best effort. It's an innovative
approach that attracts a diverse group of students from across the
country and around the world, and it's practically unique: Cornell is
one of only two national liberal arts colleges on the block plan.
Opportunities are not restricted by the borders of a traditional
classroom. You might spend a month in Spain exploring the origins
of Spanish civilization, or work as a full-time intern on a presidential
campaign. With just one course at a time, off-campus study is both
manageable and meaningful.
As a student, you'll enjoy our active campus life and welcoming
community. More than 100 clubs and activities invite you to hone
your leadership skills, showcase your talents, and explore your
interests. In our residence halls, you'll meet new friends who share
a love of learning and campus involvement.
"Cornell is one of two colleges on the block system –
one course at a time. Faculty as well as students
love both the system and the school, and so would
you. It is the only entire campus to be included in
the National Register of Historic Places. In my book
there is no better college, and it produces much
more than its share of writers, scholars, and
executives."
~Loren Pope, Author of Looking Beyond the Ivy
League and Colleges that Change Lives
Austin Neverman
Cedar Rapids, Iowa
Class of 2012
Majors: French, Spanish
I chose Cornell because of the One Course At A Time (OCAAT) academic calendar. Not only do

7/31/13 Cornell College
www.thinkindependently.com/take-a-tour/8-cornell_college.aspx 2/2
I get the close relationships with my professors, but I also get to focus all of my energies on one particular class
as well and really dig into that subject. I believe this also allows for a more enhanced learning environment.
Cornell (and Iowa) is the most ideal location for me because I am a native and thus am living in a comfortable,
familiar environment;; but also, I've come to appreciate the friendliness and neighborly attitudes Cornellians
possess. Cornell is a great school because it really does fulfill its motto in that we do have one extraordinary
opportunity after another, and I am thrilled to be a part of that.

Visit Cornell College at Iowa Private College Week
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Randy Scherer
August
5th-7th
Project-based Learning Workshops
Monday Tuesday Wednesday
8 - 3:30
Innovation
Academy
8 - 3:30
With
Teachers
1:05 - 3:20
Secondary
Staff
3:30 - 5:30
PYP
Teachers
3:30 - 5:30
MYP
Teachers
3:30 - 5:30
DP
Teachers
ext Monday
N

August
5th-7th
“The greatest effects
on student learning
occur when teachers
become learners of
their own teaching,
and when students
become their own
teachers.”
John Hattie
Visible Learning
forTeachers

“Transformed by Technology
and Project-Based Learning:
High Tech High”
August
5th-7th

“The purpose for tech in
High Tech High is not for
consumption, it’s for
production.”
- Larry Rosenstock,
CEO of High Tech High
August
5th-7th

“We want kids behaving like
scientists, and behaving like
photographers, and
behaving like graphic
artists.”
- Larry Rosenstock,
CEO of High Tech High
August
5th-7th

Randy Scherer
August
5th-7th
Monday Tuesday Wednesday
8 - 3:30
Innovation
Academy
8 - 3:30
With
Teachers
1:05 - 3:20
Secondary
Staff
3:30 - 5:30
PYP
Teachers
3:30 - 5:30
MYP
Teachers
3:30 - 5:30
DP
Teachers

nnovative
Independent
roject
P

Alan Watts
“What do I desire?”

Start by:
LOOKING FOR
PROBLEMS IN
OUR COMMUNITY
THAT YOU CAN
HELP SOLVE.

THEN:
SEE IF YOU CAN
UTILIZE ONE OF
YOUR SKILLS OR
PASSIONS TO
HELP SOLVE IT

FINALLY:
SEARCH FOR A
MENTOR OR AN
ORGANIZATION
THAT YOU CAN
HELP AND LEARN
FROM IN THE
PROCESS

Why Innovation Academy? "People don't buy what you do, they buy why you do it

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Why Innovation Academy? "People don't buy what you do, they buy why you do it