Overview

It’s important for students to see links between their current trajectory and their potential success in things they care about in the future. Reflecting on a desired identity as a possibility can motivate students in their coursework (Oysterman et al., 2002; 2006). The activities below ask students to think about what their future trajectories could hold, and attempt to link their current learning with these future possibilities.

What does it look like?

Assign a reflection activity as an assignment or for extra credit. Here are some examples of what this looks like:

Five-Year Narrative. Imagine that five years from now you are applying to a graduate program, a fellowship, or a job. Also imagine that you have had many experiences (some that you planned out in college, some that you haven’t). Along the way, you have gained skills (including the skills and perspectives you have gained in this class). Now you are trying to describe how your path has led you to the role you are applying for now – how it builds on your skills, how it is consistent with your values and desired contributions, and also how this is the next step in your journey. It does not have to be perfect; the most important thing is that you have reflected on how to tie your experiences together into a narrative. (Adapted from Dr. David Yeager).
Future Award Winner. Browse the MacArthur Fellow profiles for this past year. Now, imagine you will win a MacArthur Award in 2035. Create your own fellow profile with a bio and a description of what you will win it for. (Adapted from Dr. Uri Treisman & Erica Winterer).

Tips

Here are a few more considerations that will promote success with this practice.

Clarify that you are not judging students’ essays based on structure or grammar. Rather, state that you want to see meaningful reflection about the things they care about.
Ensure that students can reflect on their core values, rather than outcomes (e.g. “I started this work because I care about X”)

Back