Hi. Good morning, everyone. My name is Yana Estrada. I'm sorry. Jonah. Okay. Excuse me. I'm so sorry. I'm not acknowledged. Earlier on, I was having technical difficulties with the recording for this session will be recorded. If anyone chooses not to be recorded, you're more than welcome to leave the session. I do apologize for getting this out. I was having some difficulty setting up the recording. All right. Thanks, John. Can everyone hear me? Yeah, no, we aren't able to hear you. I got a nod from Daniel. So why don't we jump to Daniel. Daniel, would you like to introduce yourself? Sure. I'm Dr. Daniels to senior. I'm a health career navigator for the health career opportunity program. And my previous experience, I was political science faculty at one time. And then I became a trio Advisor for Students Support Services, as well as the McNair Scholars Program. And I've been at MSU Denver for about a year now working on the hiccup program. And my favorite thing is students build self-efficacy as they reach towards their goals and dreams. And Yoda. Right? Emily, are you able to hear now? Okay. Yes. Yes. Well, good morning, everyone. My name is Yona Estrada. My pronouns are she her hers? I like Daniel. I'm also a health care navigator for the health careers opportunity program, which you may hear us refer to as kicked up or H COP. My previous experiences, I was an undergraduate English major and then a somewhat recent graduate master's student in higher education administration. And I moved to Colorado two years ago from Miami, Florida. My favorite thing about the work that we do is I'm very much in this line of work to pay it forward. And I advocate, I'm a first-generation student and I very much advocate for underrepresented students to achieve their personal and professional goals. So that's that isn't arching. Okay. I do not know why we're getting it. Maybe your audio if you have your audio on. Can you all hear me now? Yes. Thank you all for your patience as we're navigating this technology, as you would think after all this time with the pandemic that we have all of this workout, but we are actually at another conference here with the clutter, both foundation and so we're in a new environment. So thank you for your patience. And I assume that you are you've got ordered slides popping up. Thank you. We are here today to re-imagine to re-imagine the health equity and health and health career management equity, which is something that our team is deeply committed to. We are, we've got a full agenda here this morning and we will be engaging in activities. And so we do ask that you feel comfortable, please. We encourage, just like we did with our students on camera participation because we always want to create a sense of belonging and that we can see you. And so you can see here what our agenda is to the morning. And with that, I am going to pass the microphone over to serosa. Awesome. Thank you so much. Emily. I'm just going to tell you a little bit about MSU Denver in general. As I share with you these demographics on the screen, I just want to highlight a few features about are really unique, awesome student body. There are 80, 80% percent of our students work while pursuing their education. 78% of our alumni state in Colorado and could contribute to the workforce here, and 57% are first-generation college students. So we're incredibly proud of them, and they are just really wonderful individuals. Sorry, I'm trying to change. Okay. There we go. Awesome. So probably MSU Denver values, diversity, equity inclusion. We support 49% who are students of color are Hispanic. Serving institution status was granted in 2019. And while we are relative new piece to this status, we have a longstanding history serving communities of color. I know that my time with the students is an investment in Colorado's future and on Colorado's health care future. Specifically, we are the largest Spanish serving institution in the state of Colorado. Specifically, our Health Scholars Programs, which we will focus on today, are located within MSU, Denver Health Institute, whose mission is to break barriers, empower communities, foster collaboration, and embrace diversity, all in the name of revolutionizing health. Next slide. Each of us represent the Health Institute, which is comprised of ten health and behavioral health departments. Quickly noted here. Five of which offer master's degree programs. Alright, so we're gonna shift gears a little bit into an icebreaker activity of some sorts. So here what you see is a personal dashboard. So this is actually an assignment that we do with our students very early on in the program. And it's really how we can really check in and with our students. And later you'll see that in the Designing Your Life curriculum that we use, it's a way for students to accept where there are then in there. So we're going to have you all tried to participate in creating your own personal dashboard. So as you see here, there are four different gauges. Love, play, work in health. And I encourage you all to draw this out either on a piece of paper or you can do it on your phone. You can think of it as a gas tank. So obviously love, for example, loved being on the full end. You'll be at a 100%. Or if you feel your empty, you'll be at 0%. You can use percentages if that's more comfortable for you all, or you can color it in, draw it in whatever makes sense at this point. So I'll go ahead and give you about two to three minutes to complete your own personal dashboard and just be prepared also two. And then I'll work on some breakout sessions to be prepared to share out with a partner as well. Does anyone have any questions? All right, so I will attempt to try to play some music while we work on this for about two to three minutes. I think I had this function. Music rather than language within the same dance. Because of their GMB make it and you can tell right away. All right. So I hope that gave you enough time. So Daniel has just put in to the slide some questions that you all will discuss with your partners. And then let me go ahead. Hopefully. While you own is getting that set up. It's just, this is just a beautiful exercise to just check in with a partner where you add this morning. You know what's going on for review. We always want to start our students with, let's ground you're bursts in where you're sitting. Because we know that if we can do that, check in that they're going to move forward. I'm getting a more engaged way. Although that what will happen is we will be sending the wallet into breakouts with a partner with you to answer those questions. And I know that I'm receiving a little bit more explanation because the elements are tech master here behind the scenes. So sometimes it takes a little bit of time to get everybody into breakout. Those breakouts. I'm going to open them now and then we'll again share out with your partner for about two to three minutes. Tessa, you're not in a breakout room? Yeah. Okay. Perfect. No, everyone else. So um, I don't know if I'm Erica. Take out the invite. Okay. Emily, your partner just oh, I think your partner was Erica and I don't see that she took she said known as showing up. Sorry, we removed it. Has any background. Is there a room that you need me to participate in? Unwilling to. I'm Andrew Jordan. Oh, okay. Yeah. I see. Andrew is yeah. If you want to join Sean, that rumor, that can be great. Okay. I don't know why. So Emily, your partner was Erica? Okay. Let's see. I see Erica here on the screen. Erica, you want to send this back out? I don't know. Probably. Erica, Can you can you hear us? Yes. Sorry. Can you hear me? Yes. We can. I'm Emily, you're you're muted and I think it's because Tesla join a room. Erica, Can you hear me? Yes. I can hear you now. Yeah. Erica, Can you hear me? Yes. Can you hear me? Yes, I can. How are you today? I think I saw your mouth. You can't go on camera. That's fine. I'm not sure. It keeps saying update num and then it never nothing ever happens. No worries. No worries. Any reflections that you have on those four areas of where you're sitting here this morning? Excellent. So I would say definitely, I think my love in play and work are full in health, pretty full, but always I think I didn't exercise this morning, so that's a little bit lower. Yeah. I totally hear you too, because sometimes that's one of the first things to go, isn't it? Yes. Yes. Unfortunately. Yeah. Feel extra sometimes it'd be easy not to do. Yes. Yes. Yes. And we're always looking for simple ways to check in with students and just kinda say, Where are you, how are you doing? And so we appreciate your sharing here in this space where you are this morning. This is more on the technical side of things. So when you do this exercise with students, I know in the chat there was some of the prompts, but what do you do to try to dig into it? A little bit more, to explore that. Yeah. I think that one of the things that sometimes we feel like we should be a 100% in every category. And that's a lot of pressure. And knowing that we're kind of balancing, particularly our student, population of students that we work with. They're balancing so much between work because so many of them work their class loads. Sometimes they have family obligations. And how do we just support them in recognizing that they're trying to do a lot. Awesome. I like that. Yeah. And that it's okay that you're not 100. Those areas. It also brings up, you know, maybe there's an area of deficit, like, for example, connected to self-care. You know, how, what, what are you allowing to go first? Usually, you use it to start out each session that you have with a student or just one of the first times that you meet. We have some curriculum built in around also the individual sessions that happen with students. And so what we do is incorporate this into some of that curriculum and it gets students to get to know each other and kind of check in with one another. But it's also a good way as our health career navigators meet individually with students, that it's a good way to just say, Hey, you know, as we're starting off today, Let's do a quick check-in. How are you feeling in these? And it gives us structure to that check-in. How are you feeling in these four areas? So we should all be back in just a few minutes or seconds. So I think okay. I think we should all be back from, can't see the participants on land. But I'm alright, well, I hope that this was a good check-in and it was able to help ground everyone. Again, this is one of the first activities we would do is refer students. And I hope that you also was they were able to see that you can take a full this can be a whole hour-long student appointment. We can spend 30 minutes to an hour with our students. You just on as a check-in. And you'll also notice that this is a good activity to do periodically because it'll always change depending on the day, the time, the time of the day even. So, this is a tool that I hope that you all can now use in the future as just a personal dashboard check-in with your students. Alright. But under the umbrella of the Health Institute, we have built our signature health scholar programs, which are represented here today. Two of which are represented here today. Or health scholar programs provide students scholarships and stipends in roughly the amount of $5 thousand per year. We have supported over 300 scholarship recipients over the last four years. And last year we provided over a $0.5 million of scholarship and stipend monies directly to students. Many of our students have encountered obstacles along their academic path, but have the ability not only to succeed, but to speak to the needs of underserved communities and they have the desire to address health disparities. Our primary goal is to help uncover potential career paths and give them the tools to get there. We collect data through surveys and focus groups, and use that data to refine and improve our delivery. Throughout the academic year, students take a course called health career foundations and participate in various activities, workshops, work one-on-one with their health care navigator and are paired with a mentor in their field. We're very intentional about building community. And students are placed into cohorts of approximately 15 students. And each cohort is led by an HCN. So as we shared a little bit earlier, our curriculum is based around the Designing Your Life book. I'm in here, you'll see that it is written by Bill Burnett and Dave Evans. There are two faculty from Stanford. So right away we have thought about this, how this bulb translates to our student population. And you heard a little bit earlier about our demographics. So we've had to also make changes that are representative to our student population shifts as non-traditional students, students that were on a commuter campus. We're Hispanic serving institution. So I'm sure again, very different than what Stanford's population will look like designing your life. That faculty at Stanford have also created a training around this. So most of our staff have already or are going to participate in an upcoming training that has also helped us in facilitating this curriculum. Ultimately, what this book does, and this is, it really talks about answering the magic question of what am I going to do for the rest of your life? So we have a short video coming up that actually explains all of this much better than I am. So I'll go ahead and play the video. Meat, not clean from my screen. So I might have to open the link. And Jonah, while while you're working on opening that and just go forward and I'll just stop talking when it's ready to go. But Just, you know, we love this curriculum because what it does is it applies design thinking. And it helps students to get out of that anxiety that they have about that they've got to make them. All right. Designing Your Life as a guide to help anyone learn how to think like a designer in order to figure out what life and career it is they really want and how to get it. Because I understood approach problems in a particularly creative way. To begin by really trying to understand what's going on, then define what problem it is actually sought. Once they do that, use design techniques to generate lots of ideas, the better ideas they used to build one, well experiments. We call them to try those ideas. From the prototypes. They can pick their best ideas, the ones that really works. The first thing we do is we get rid of battery. We call these dysfunctional beliefs. These are ideas that don't work yet, people stop. And we'd give you a new idea and call it a refund. Gives you a new way of thinking and frees you up to be more creative. We've been developing, designing your life over 15 years. We talked to over 2 thousand students here at Stanford. We regularly hear back from Mercy 35 or even ten years after graduation. What we hear from them if they're continuing process. And it's really working on. The research shows directly to people using our life design. To design their lives. Have more ideas. The more creative or less anxious about the future and are more confident in their ability to build a life. Patients find that most people who want help design their life fall into one of three categories. They're in their early 20s, just starting out in their career. You don't really know where to begin. Or people between 3050 in the middle of a life and career were wondering if and how it's time to make a change. Then there are people who are in their encore phase of life. These are folks in their seventies for the thing to do after that. So they are really all asking the same question. What do I want to do with the rest of the how do I get there? Our life design methodology works for you. Each HCN provides at least five Life intensive life design sessions over the course of the academic year. At these sessions, we emphasize the power of community. It helps students gather the tools they need or notice the skills they already have. Topics include evaluating short and long-term goals, career and academic coaching, professional and graduate school advising, and connecting students with potential mentors and campus resources. Okay, So we're just giving you just a taste of what the life design curriculum looks like. But we found just like they talk about in the video, that it's been a very, it's provided us with some very effective tools. I'm in working with students and we're just, again, we gave you a very simple exercise just to check in at the beginning, there are multiple exercises and curriculum that then leads us up to the place where we do what are called Odyssey ideations. They initially used to call them Odyssey plans, but they changed the language to odyssey ideations. And I'm going to yawn if you can queue up that video. We're going to let the authors, one of the authors of the Life Design book, just give a quick description of what Odyssey ideations are all about. We just talked about how there's six transitions nowadays in a modern adult life. And at each of those transitions, It's good to have a moment where you sort of sit back and you think, Hey, what's coming next? So we've designed this thing we call an odyssey plan, which is really a little bit of a misnomer because we don't believe so much in planning, but we believe a lot in having ideas, ideation. So when an odyssey plan is, is sort of a brainstorm about how might my life work going forward, maybe five years or ten years, and coming up with all the elements that would make that life rich and fulfilling. It's important to do it because if you plan for nothing, you're gonna get nothing. If you aim at nothing, you're going to hit nothing, right? So having at least some kind of an ideation about what would it be like if my life worked on this particular plan and what would happen with me, my family, my friends, and my career. It's a really good way to just take a moment and sort of visualize how would my life be at this transition point. And we've talked about the different transitions that are certainly when you leave college as a big transition is a transition in your 20s and 30s when you've had your first job and maybe you want to pivot and try something new. There's a transition in your fifties and sixties when we're thinking about moving to an encore career, new career. In each of those points, It's great to have a tool like the Odyssey plan to figure out, hey, what might be next. It's not, it's not a specific. A equals b equals c. A plan. It's more of a brainstorm on how might my life unfold if these things were true? There's an old expression. I think it comes from Dwight Eisenhower, who was a general and then he became the president of United States just before Kennedy. He was famous for saying, planning is everything but the plan is nothing. What he meant was getting ready and planning and thinking about all the possibilities can get you set up for the next stage. But there's also another military expression that no plan of battles survives contact with the enemy, right? So no matter whatever you plan, when you actually get into the field and you get it going, you gotta be ready for anything. We reframe that in the Life Design class because we'd aren't military, has no plan for your life, survives first contact with reality because stuff happens, right? But having a plan, so it makes you feel like you are ready to engage in. So that's what we take from that, that quote. So as, as young as cuing up our slides again here and here, here is, these are the ingredients of an odyssey plan. First, there's three five-year timelines with both professional and thanks Yana. So one of the things that we're gonna do, and we're going to take you through a few slides here about what it means to do an odyssey ideation and to build out a future before we even jump into that, just want to sit with the expectation that we often have with students. Which is that they, they enter their college career with an expectation that they know where they're going and what they should pursue. And there's there's so much pressure that they need to make the right decision. I think that, that are experiences that, that creates a lot of anxiety for students. And yet we don't give them the tools and the opportunity to reflect on who am I, what are the opportunities in my life and, you know, in terms of going forward and what resonates me with me in terms of my own sense of purpose and where I want to go with work and what does that work look like? And so that's why we love this approach with design thinking. But how is it that we give students support to sit down and reflect on who they are and where they're going and to be flexible and adaptable. Because again, it's one of the myths that they break down in the Designing Your Life material is that you need to make one choice. And they really encourage people to make, to develop three, five-year plans. And I'll tell you this is some of the hardest work that we're diving in. And some of the hardest work that our students have to do. This is challenging. We all do it ourselves because we want to walk our talk. And some of the hardest things is to project yourself in the future, particularly in a world that can be changing rapidly as we've seen in the last three years here. We also serve doc and undocumented students whose life can feel really precarious. And how can I even look at my future plans when I don't know how the political winds might shift and the impact that, that might have on me. And yet we found for those students as well, this has been incredibly helpful. So how do we guide students through these challenging ways of, I love the way that, that billboard met, just described that in the video. Of your, you're ideating, you're coming up with ideas of what's important to you and your future. And it's not just about it's not just about your career, but it's what kind of life are you building? They call the book, Designing Your Life. And one of the things that we have kind of taken on is renaming it, designing our life. Because so many of our students also have to design their lives in the context of maybe their family or a partnership. That it's not just about them. So what you're gonna do is to develop three, five-year alternative Odyssey. That's what we have our students do. Next slide, please, Yona. And what are the things that the authors talk about is that we have multiple lives who live within us. Life number one is the story that you tell today. If you were continuing on the same path that your life is going, what would that look like? Life number two is, what if number one suddenly didn't become available to you anymore? Things change in the world. Where would I go? And life number three is to release your constraints. What if money was no object or you didn't have some of the constraints in your life that you feel right now. What would you choose? Next slide? So this is the worksheet that we utilize with students in building out these Odyssey ideations. And you build out over five years, three different major milestones and it's both professional and personal. So you can include that bucket list. If I want to run a marathon, I want to travel to some part of the world. I want to get married maybe, or have a child. But choosing at least one per year. And students can either write this out or they can make a little drawing. Next slide please. And I don't want to sorry, I don't want to forget to mention the dashboard at the bottom, which also helps students to kind of take a look at how coherent is that with their highest values. And the way that they see the world. How, what are the ways in which it is? Does it look, is it plausible in terms of their reality? And then it asks several questions about that particular plan. Next slide, I'm going through this quickly just because we just want to give you an overview. So do you have the resources to make this happen? How much do you love this plan or it's okay. What's your confidence level? And then again, what is it Coke here? Is it coherent with who you are, not just because this is something you feel like you should be doing. Next slide. So I think now is the time where we're going to have you all create at least one Odyssey ideation. So let me try to go back. So I can not want this. So you all can see. And I don't know if Daniel, were you able to put that in the chat. Okay. So it's in the chat as well, the worksheet that we utilize, you can use that as a resource. And then we'll give you about five minutes to complete. And again, just be prepared to share out with a partner afterwards. If you-all have any questions, please let us know either in the chat or feel free to unmute yourself for any questions. And we're going to just challenge you right now to think for yourself because to do this work for yourself, it's a really good foundation for you to do it with students. What could you imagine that you want in your life over the next five years? Maybe you want to, you could put up that example again. So we are putting you to work right now to if downloading the form doesn't work for you, just pull out a piece of paper and just scratch out your ideas that you can then share with a partner. Music spy, ring. And now there's no way to man. Yeah. Wow. Okay. My bad. Hey. Okay. All right. So I know that probably might have felt really fast, but we're gonna go ahead and put you into breakouts again with a partner. And what this next section will look like is you will try to present your five-year plan a few minutes and then the other your partner will just be listening intentionally to see, you know, where you light up, maybe where they might have some follow-up questions about your plan. Really, you're not obviously critiquing your more just listening to your partner and then you'll switch off and vice versa. So about four minutes each. So we can maybe for a total of eight minutes. And I will send a broadcast message when we are timed to switch partner. And I believe tesla, if those breakout rooms are ready to go and we're gonna go ahead and open those now. We all go into the rooms as assigned? I think so except for the 22343297 number, but it looks like everybody has at least a partner in their breakout rooms. So should we start time from now? I guess it's 93. I actually already did a count down, have a counted on going. So it's like broadcasting that it will close in four minutes and 30 seconds just to keep us on time because we're supposed to be done with this at 41. And I know we were still wanting to do share out. Perfect. Thank you. Who Do we have everyone back with us? I see people popping in. Okay, So I hope that, that trying that exercise was useful, would love to hear back from people. Was that hard? Was it easy? Feel free to just jump in if you feel comfortable doing so we're putting a comment into the chat. What was that like for you? Anyone bold enough to come unmute themselves and share? What did he say, Sarah? That I'm willing. I found that it was nice because it was in a written format of how my brain works naturally. So I thought that was helpful. I also think it's different if you're doing we had I did more like a professional plan versus the personally. My teammate was doing more of a life bowel work balance. So that's gonna be I noticed adjustments. How that works, different thing. That is just such great feedback. Yeah. And you can see the different directions that people go and how useful it is to have more of a holistic approach, even to how you look at what the next few years might look like for you and that you're integrating those. So I really appreciate your feedback. Anybody else want to jump in quickly? Hello. Hello? Yes, please. Hello. Hi. Hi. So yeah. So like she was saying, Mies was a little bit of both personal and professional. Let's just say I haven't done this before, where the five-year mark, making sure you're reaching your goals is very important. I like how she said it, where one person was more so like work-life balance, the professional, I mean, the personal side. I think it is great to do it on both sectors where, you know, professionally. Where do you see yourself within five years and then also in your personal life, where do you see yourself in five years or so for myself, Miles was a mixture of both. I think is really cool to kind of sit down and do these things because sometimes you just be Cohen and going and going. And it's good to sit down and look back at this and making sure that you're completing your goals and how are you going about would be Windows? Yes. And I really appreciate your feedback on that. And we have found this to be so powerful. We are running out of time to share with you some of our student testimonials, but love to hear your reflections. And then what you got to see is that you're just doing one of these, these plans. How challenging it is for students than to do three different plans. Because sometimes they get so fixated on this is my path, this is where I'm going. And as we know, like sometimes they don't get into the graduate program that they wanted or maybe don't have the entry into a career opportunity that they wanted to. And how do we make them as a flexible and adaptable and empowered as possible? Um, which is why we think this tool is really, really helpful. So please enter any questions that you have in the chat. Or we also want to open it up here for anybody to ask any questions as we're wrapping up. We've given a lot of information around what we're doing and would love to hear your questions, your reflections as we finish up here to our session. So feel free again to enter those questions into the chat or just to come on camera and ask those questions. And while I'm waiting, is anybody here used any of the Life Design material before or read the book? No, I haven't. I actually I'm actually about to order it. It's really good and this is my first time hearing about this. So I'm definitely going to order the book for my, for my students. They kinda do some evaluations on how I kind of want to sit down and do my one-on-one sessions with my students. So I really do like this a lot, so Yeah. And thank you so much for saying that. I mean, it's what we've found and they do have the Stanford Life Design Studio does have training specifically, as I think you want to or Daniel mentioned, that they do have training specifically for staff from universities. And again, as Yona pointed out, we are not Stanford, right? We have a very different population of students. And what we're really doing is integrating. Like for example, DEI really understanding our student population and how we utilize this work in a way that really fits who they are. So that feels very important to us, but we're very enthusiastic about our goals and what they offer students in terms of of ways to think differently. And then after it's students do the Odyssey plans, they also test out these different paths. That's the prototyping piece that we didn't even get to. So there's so much in that book, we're just kinda giving you an introduction. I know we've run out of time here. But please, you know, we did provide our contact information. We're happy to share with anyone the kind of work that we're doing and how that might be useful to you all. Hello. I think we're finished. Okay, Awesome. Awesome. Thank you all so much for giving us this amazing information. I really, I really appreciate, I think can really enrich this this year's conference with your session today. And I really thank everyone for attending this conference. I really hoped it up. What comes back next year to get a lot more information to lecture sessions. Thank you. If anyone has, if you have time, please fill out the evaluation link that I put in the chat and I look forward to seeing you all next year. Thank you. I will wait a few minutes if anybody needs to access the link, I'll wait a few months before the session. Thank you so much for having us. It was a lot of fun and yeah. Thank you. Thank you.