POLS 30596 International Development in Practice II: Advanced Topics Spring 2014 (March 23, 2014) Location: Hesbur

h Librar! 1000 "#ass: $ues%a! an% $hurs%a! 9:30 & 10:45 a'(' O))ice Hours: $ues *:15 & 9:15 a'(' + 3:30,5 -'(' an% .ri%a!s 1:30,3:00 -'(' /nstructor: Ste0e 1ei)enber 2e##o /nstitute )or /nternationa# Stu%ies 1303 Hesbur h "enter

$e#: (544) 631,0514 5(ai#: srei)enb6n%'e%u This seminar builds on the knowledge and practical skills developed in POLS 30595 International Development in Practice: What Works in Development! Students will take an active role in designing the content o" this new course and helping teach the class as well as serving as consultants to an international development client# This Advanced Topics and Applications course is highl$ interactive and re%uires active student participation in class discussions as well as in multiple e&ercises and group pro'ects# The students selected to participate in the class will help design the substantive content o" the course# (n the collective e""orts to design the course we will "ocus on ma'or development themes organi)ed in three modules as identi"ied b$ students in their application essa$s "or the class* 1+ measurement and evaluation o" development pro'ects ,including anal$)ing best practices in "ields such as health education and povert$ alleviation as well as the role o" randomi)ed control trails and other s$stematic evaluations o" development impact+ -+ negotiation and the process of development ,including the role o" leadership politics and negotiations around di""erent approaches to development interventions+ and 3+ implementation and strategy ,including strategies "or going to scale with ideas that work and re.conceptuali)ing international aid as accompaniment+# /ach student will be part o" a team ,o" "our or "ive students+ who will be responsible "or planning one o" the three modules as well as leading an individual ,one hour+ class session# (n addition throughout the semester students will work with a real world 0client1 organi)ation to address a development problem or opportunit$ identi"ied b$ the client# This will build on work o" the 2evelopment 3dvisor$ Teams and go deeper both in terms o" international development theor$ and practice related to the client pro'ect# 3s part o" the class interested students will have an opportunit$ to appl$ "or "inancial support to travel and spend time ,over spring break+ working "or their client organi)ations through the generous support o" 4otre 2ame donor interested in promoting innovative linkages between the classroom and real world practice# Students interested in taking advantage o" this opportunit$ must consult with instructor and "inali)e their application plan b$ 5ebruar$ 6 -016# 7e%uired course books* 8ooks will be available at the 42 8ookstore#

9arlan 2ean and :acob 3ppel More Than Good Intentions: Improving the Ways the World's Poor orro!" #ave" $arm" %earn" and #tay &ealthy" Penguin ;roup -01- (S84 065--9<5=< >r$ ?illiam# Getting to Past 'o: 'egotiating (our Way $rom )onfrontation To )ooperation 3 8antam 8ook 1993 (S84 05533<1315armer Paul and ;ustavo ;utierre)# In the )ompany of the Poor: )onversations !ith Dr* Paul $armer and $r* Gustavo Gutierre+" Orbis 8ooks -013 (S84 1=-=9@0500 3rticles A chapters o" books ,see individual class sessions "or additional readings+ 9en 8ain What the est )ollege Teachers Do" Barvard >niversit$ Press -006 Chapters - ,pages --.6<+ A Chapter 5 ,9@.136+ L# 2ee 5ink A #elf Directed Guide to Designing )ourse for #ignificant %earning" in the book )reating #ignificant %earning ,-periences: An Integrated Approach to Designing )ollege )ourses :osse$.8ass -003 7onald Bei"et) %eadership Without ,asy Ans!ers" &arvard .niversity Press :ohn Paul Lederech Preparing for Peace: )onflict Transformation Across )ultures" S$racuse >niversit$ Press 1995 Chapters 6.< ,pages 3=.<0+ 7ichard Light Making the Most of )ollege Barvard >niversit$ Press -001 (ntroduction ,pages 1.1-+D Chapter 6* The Eost /""ective Classes ,pages 65.=9+D Chapter =* 5acult$ ?ho Eake a 2i""erence ,pages 106.1-9+

Course 7e%uirements and ;rading* 1# Class participation ,-0F+ Students will have a chance to give "eedback on their peers as well as evaluate their own participation# -# /valuation "or design and e&ecution o" each substantive module G group e""ort ,15F+ 3# (ndividual teaching* preparation and presentation ,-0F+ 6# 2evelopment Consulting Pro'ect ,30F+ o Concept Eemo G ,-.3 pages that includes statement o" problemHopportunit$ approach proposed "inal product and timeline+ 2ue Tuesda$ Earch 6th o (ndividual background paper ,6.5 pages+ 2ue Thursda$ Earch -0th o Practice 23T client presentation to class 2ue Tuesda$ 3pril 15th o Presentation o" "inal 23T pro'ect to client between 3pril 1<.-3 o 5inal 23T pro'ect submission to instructor Thursda$ 3pril -6th o Sel".evaluation and evaluation o" team member contribution o 23T blog* http*HHintldevelopmentinpractice#wordpress#comH =# 5inal s$nthesis ,15F+ 3

3ttendance Polic$* This class is to prepare pro"essionals interested in international development# Iou will o"ten be part o" a team working together on a common pro'ect# :ust as i" $ou were working as a pro"essional ( e&pect $ou to attend ever$ session and come prepared to participate# (" $ou anticipate missing a class or are ill ( e&pect $ou to communicate with me ,ideall$ be"ore class+ at srei"enbJnd#edu Laptops and Cell Phones are not to be used in class unless designated as part o" a speci"ic working session# O""ice Bours* (" these hours are not convenient ( will be happ$ to arrange an alternative time# Please email or talk with me a"ter class "or an appointment at another time# Code o" Bonor* Toda$ as a precondition "or admission to the >niversit$ all undergraduates pledge* As a member of the otre Dame comm!nit"# I $ill not participate in or tolerate academic dishonest"%& The website www#nd#eduHKhnrcodeHdocsHhandbook#htm describes the principles policies and procedures o" the 3cademic Code o" Bonor#

/ntro%uctor! Mo%u#e: "ourse 7esi n an% Pe%a o ! :anuar$ 16 1= -1 -3 -@ and 30 Tuesda$ :anuar$ 16 The Starting Point* ?here 3re ?e ;oing!
All that is gold does not glitter, Not all those who wander are lost.

:#7#7# Tolkhien 7eadings ,sent via email and on S393(+* 7eview course s$llabus 7eview the original one.page essa$s o" each member o" the class about his or her ob'ectives "or the class as well as a particular area in which each student is interested teaching# ?hatLs di""erent about this course s$llabus! ?hat are the instructorLs ob'ectives "or this class! ?hat are m$ personal ob'ectives "or this class!

Thursda$ :anuar$ 1= 7e.(magining Course 2esign The art of teaching is the art of assisting discovery* Eark Man 2oren 7eading ,sent via email and on S393(+* L# 2ee 5ink A #elf Directed Guide to Designing )ourse for #ignificant %earning" in the book )reating #ignificant %earning ,-periences: An Integrated Approach to Designing )ollege )ourses :osse$.8ass -003 3nswer as man$ o" the %uestions "rom the #elf Directed Guide as $ou can be"ore class# 3re there use"ul "rameworks and ideas in this article "or course design! 3re there insights will $ou tr$ to take "rom the #elf Directed Guide in designing $our module! 5or the speci"ic session $ou are planning to teach!

Tuesda$ :anuar$ -1 Eapping Iour 2evelopment 3dvisor$ Team Pro'ect #eek first to understand" then to /e understood* 5

Stephen Cove$ 7eading* ?illiam >r$ Getting to Past 'o pages 3.51 ?h$ does >r$ emphasi)e the importance o" 'oint problem solving! ?hat does it mean 0to go to the balcon$1 ?hat relevance does this concept have "or $ou 23T client relationship!

Thursda$ :anuar$ -3 Outlining the Course S$llabus To achieve great things" t!o things are needed: a plan" and not 0uite enough time* Leonard 8ernstein /ach o" the three module teams will make an initial presentation on the ob'ectives "or their module and suggested class sessions# 7eading* 7ichard Light Making the Most of )ollege Barvard >niversit$ Press -001 (ntroduction ,pages 1.1-+D Chapter =* 5acult$ ?ho Eake a 2i""erence ,pages 106.1-9+ 2oes 7ichard Light suggest ideas that are relevant to developing $our module! 5or developing the individual session $ou will teach!

Tuesda$ :anuar$ -@ /""ective Teaching %earning and teaching should not stand on opposite /anks and 1ust !atch the river flo! /y2 instead" they should em/ark together on a 1ourney do!n the !ater* Loris Ealagu))i 7eading* 7ichard Light Making the Most of )ollege Barvard >niversit$ Press -001 Chapter 6* The Eost /""ective Classes ,pages 65.=9+ 9en 8ain What the est )ollege Teachers Do" Barvard >niversit$ Press -006 Chapters - ,pages --.6<+ A Chapter 5 ,9@.136+ ?hat do $ou anticipate will be most challenging about this process o" designing a module and teaching a session! ?hat are $our thoughts "or overcoming these challenges!

Thursda$ :anuar$ 30 =

5inali)ing the course s$llabus 3'o one learns as much a/out a su/1ect as one !ho is forced to teach it*4 Peter 2rucker /ach o" the three module teams will share in writing and present the overall ob'ectives "or their module the titles o" speci"ic class sessions proposed readings and related %uestions#

Mo%u#e 1: Measure(ent an% 50a#uation in /nternationa# 7e0e#o-(ent8 (8a## %ates in bo#% are #e% b! stu%ents) O0era## Learnin 9oa#s 8$ the end o" our time together each student will* 1# 8e "amiliar with various "rameworks "or measurement and evaluation and be com"ortable developing and appl$ing them in diverse practical settings# -# 8e able to navigate the comple&ities o" an evaluation including the various stakeholders merits de"iciencies opportunities and challenges presented# 3# Bave a cohesive understanding o" how to translate evidence into strategic action# Tuesda$ 5ebruar$ 6 2evelopment 3dvisor$ Team G work in teamsD discussions with instructor $hurs%a! .eb 6 3nna 2ott:a(-: Let;s Start at the <er! =e innin 3Would you tell me" please" !hich !ay I ought to go from here54 3That depends a good deal on !here you !ant to get to*4 3I don6t much care !here74 3Then it doesn6t matter !hich !ay you go*4 8 %e!is )arroll" Alice in Wonderland Learning ;oals To understand and be able to articulate the reasons "or and against monitoring and evaluation# To understand the arra$ o" methodological choices associated with monitoring and evaluation# 7eading* Eosenkis :# ,-013+ NCash or Cows#N (P3 8log# Selections "rom the :P3L website <

Bei"er (nternational has "inall$ Nseen the lightN about monitoring and evaluation# The$ have hired $ou to make recommendations about the creation o" a comprehensive evaluation program "or their organi)ation# 5or headings 1.5 in the N:P3L /valuation OverviewN article ,the 4eeds 3ssessment Program Theor$ 3ssessment Process /valuation (mpact /valuation and Cost 3nal$sis portions+ think about 3.6 %uestions to ask and potential methods to answer these %uestions in order to develop a plan "or monitoring and evaluation "or Bei"er (nternational# (t ma$ help to think Nwhat are we tr$ing to answer!N and Nhow will we answer this!N in coming up with $our ideas "or each section# Spend some time "amiliari)ing $oursel" with Bei"er (nternationalOs website http*HHwww#hei"er#orgH to develop $our recommendations#

$ues%a! .eb 11 Mitch 2ochans:i: 1an%o(i>e% "ontro# $ria#s: Metho%o#o ! 3When the facts change" I change my mind* What do you do" sir54 8 9ohn Maynard :eynes Learning ;oals (nternali)e a comprehensive "ramework "or 7andomi)ed Control Trials 3ppl$ "ramework to designHanal$sis o" a proposedHprior 7CT 7eadings* 07andom Barvest#1 The ,conomist# 16 2ecember -013 ;)T Methodology <vervie! adapted "rom povert$actionlab#org ,to be emailed out+ ?h$ are 7CTLs the 0gold standard1 "or impact evaluations! ?hat are the o"ten over.looked problemsHshortcomings o" 7CTLs! Thursda$ 5eb 13 4o class G opportunit$ to meet with 2evelopment 3dvisor$ Team $ues%a! .eb 1* 3#i Sear#e: .ro( Science to Po#ic! to Po-u#arit!: ?a0i atin the @or#% o) e0i%ence #ome people clim/ to the top of the ladder of success" only to find that it is leaning against the !rong !all* .Paul Sorenson Learning ;oals 3ddress challenges limitations and pit"alls in converting evaluation into e""ective action# @

(denti"$ success"ul paths "or bridging the gap between stakeholders scienti"ic research polic$ makers and the general public#

7eading* Odell 9athleen# Measuring The Impact of Microfinance: Taking Another %ook ;rameen 5oundation -010# ,p# 1.31+ 9risto" 4icholas# The ;ole of Microfinance The 4ew Iork Times -009#

?hat is the purpose o" OdellLs review! /&amine the case stud$ o" microcredit in (ndia# (s there evidence to suggest there are e""ective programs! (s there evidence to suggest otherwise! ?hat are the strengths and weakness o" academic research! o" popular 'ournalism! ?hat makes some arguments more convincing than others! 3re there wa$s to discern which are right!

$hurs%a! .eb 20 Aenna 3hn: 3cco(-ani(ent an% 1"$s 3If an effort is not laden !ith an-iety" it6s pro/a/ly not accompaniment" or it6s 1ust the /eginning of the effort*4 8 Paul $armer Learning ;oals To understand creative wa$s in which %ualitative aspects o" development ,speci"icall$ accompaniment+ can still be evaluated "or impact using 7CTs# To integrate and appl$ diverse stakeholder perspectives in designing and communicating e""ective EP/ plans# 7eading* 5armer Paul and ;ustavo ;utiQrre)# In the )ompany of the Poor: )onversations !ith Dr* Paul $armer and $r* Gustavo Guti=rre+" Orbis 8ooks -013 ,pages 1-1.13=+ Eohan 3 4assir B 4ia)i 3* Does routine home visiting improve the return rate and outcome of D<T# patients !ho delay treatment5 ,ast Mediterranean &ealth 9ournal -003 9,6+*<0-.<0@#

?hat can we learn "rom the di""erences between P(B 7wanda and P(B Baiti! ?h$ might accompaniment be di""icult to monitor and evaluate! ?hat does 5armer mean b$ 0discernment1! ?hat three signi"icant correlations are made in the Eohan article! Bow do these "actors re"lect principles o" accompaniment!

Mo%u#e 2: Po#itics an% ?e otiations in /nternationa# 7e0e#o-(ent Tuesda$ 5eb -5th ,instructor+ 7ethinking 3pproaches to Training 4egotiations and 2evelopment egin challenging your o!n assumptions* (our assumptions are your !indo!s on the !orld* #cru/ them off every once in a !hile" or the light !on6t come in* .. 3lan 3lda 7eading* :ohn Paul Lederech Preparing for Peace: )onflict Transformation Across )ultures" S$racuse >niversit$ Press 1995 Chapters 6.< ,pages 3=.<0+ ?hat is the di""erence between the 0prescriptive model1 and the 0elicitive model1! Bow is it important to thinking about development! To $our thinking about $our 23T! /ach 23T team should prepare a brie" ,two minute+ update on the status o" $our pro'ect and one issues or %uestion $ou are grappling with#

(nternational development is not 'ust about speci"ic interventions# The development interventions that 0work1 are the ones that have navigated the politics o" international development through "orming a s$stem o" relationships with ke$ actors and negotiated their interests e""ectivel$ throughout the process# (n doing so pro'ect managers engage in s$stem building to recogni)e strategi)e and adapt the conte&t to meet their goals# Our Learnin 9oa#s: 1. >nderstand the concept o" power.mapping and be able to identi"$ the various levels o" actors $ou will encounter in the international development "ield and their in"luence 2. 8e able to "rame $our interests appropriatel$ 3. Easter the basics o" a good negotiation and be able to put these ideas in practice $hurs%a!, .eb 24 7ean%ra "a%et: 7e)inin Process, S!ste( =ui#%in , an% 3ctors 3We cannot succeed alone /ut together !e can !ork for a !orld !here all can thrive*4 . 8ill ;ates 10

Learning ;oals Create a de"inition o" the process o" development together Think criticall$ like a development pro"essional about the challenges one ma$ "ace while implementing a development pro'ect 7eadings* Miew an @ minute e&cerpt "rom The Good $ortune directed b$ Landon Man Soest
http://film.economist.com/film/good-fortune

7ead - articles "rom 2uncan ;reenOs O&"amblog $rom Poverty to Po!er >Comple&it$ 101 .0Comple&it$ 101* 8ehind the B$pe1 written b$ Barr$ :ones .0 ;etting to the So ?hatLs1 written b$ Barr$ :ones $ues%a!, March 4 Me an O#son: Po@er,Ma--in an% 3ctors )hoose your corner" pick a!ay at it carefully" intensely and to the /est of your a/ility and that !ay you might change the !orld*
-

Charles /ames

Learning ;oals >nderstand the concept o" power mapping 8e able to appl$ it to $our 23T and "uture situations

7eadings* 0Tools "or (nstitutional Political and Social 3nal$sis o" Polic$ 7e"orm* 3 Sourcebook "or Practitioners1 The ?orld 8ank# ,?ashington 2C* -010+ ,Pages 31.61D 159.1=6+# Create a power.map "or $our 23T using 0Power Eapping* Step b$ Step1 as a guide*
www.moveon.org/team/.../GuideToPowerMapping.pdf

E37CB 6* CO4C/PT E/EO (S 2>/ 5O7 /3CB 23T T/3E Thursda$ Earch = ,instructor+ 2evelopment 3dvisor$ Team SP1/?9 =1532 $ues%a!, March 1* 11

3na 7ionne,Lanier: .ra(in an% ?e otiation 3If I could only nudge the !orld a little /it" may/e that !ould /e enough* ut nudging isn't enough*4 .:ac%ueline 4ovograt) Learning ;oals >nderstand "raming and re"raming and the e""ects it has on issues and interests 3ppl$ these concepts to international development (denti"$ where this "its in our own pro"essional development 7eadings* ,1+ 5rames 5raming and 7e"raming1 b$ Sanda 9au"ma Eicheal /lliot and 2eborah Schmueli http*HHwww#be$ondintractabilit$#orgHessa$H"raming ,-+ 7ead short blog post* http*HHo&"amblogs#orgH"p-pHwh$.is.the.new.o&"am.campaign. called.growH Thursda$ Earch -0 (nvited speaker* Shannon Co$ne C37/ ,Thursda$ Earch -0th+ E37CB -0* (42(M(2>3L 23T 83C9;7O>42 P3P/7 2>/ $ues%a! March 25 Aohn 9ibbons: Si(u#ation 5Bercise Learning ;oal /&ercise "raming and negotiation skills in a class.wide simulation 7eadings* ,1+ 7ead pages 3.5 9 11.1- 1=.-0 and -3 in 00-0 Tips /ver$ Strategic ;rant Seeker Should 9now1 b$ :onathan Pei)er 1# Thinkcriticall$ about the reading and i" $ou agree with the strategies described -# Come up with wa$s $ou can appl$ the tips to the in.class assignment and $our 23T pro'ect overall ,-+ 7esearch the program criteria "unding strategies and theories o" change o" C7S >S3(2 and the ;ates 5oundation 1# ;ood sites to start with are 1-

,3+ Think o" which organi)ation is most applicable to $our 23T pro'ect and begin conceptuali)ing how best to "rame $our work in a wa$ that is attractive to that organi)ation# $hurs%a!, March 24 Aessica Pec:: .ro( the =oar%roo( to the .ie#%: 5n a in Partici-ants 3A mediocre idea that generates enthusiasm !ill go further than a great idea that inspires no one*4 G Ear$ 9a$ 3sh Learning ;oals 8etter understand the comple&ities o" 0selling1 a pro'ect to the intended recipients S$nthesi)e the module and re"lect on simulation outcomes 7eadings* ?rite a 1.1#5 page re"lection about $our simulation e&perience including challenges successes and lessons learned# Poor ,conomics" Ch# 3 Mo%u#e 3: Strate ! an% /(-#e(entation in /nternationa# 7e0e#o-(ent Learnin 9oa#s: 1. Taking to Scale* ?e want to be read$ to list understand and start to tackle critical concerns when taking a great idea to scale several $ears "rom now# 2. /""ecting 3ppropriate Change* ;iven our own e&periences and e&pertise we will need to be able to )ero in on what changes we are best positioned to e""ect are most needed and will be best received when working in development# $ues%a!, 3-ri# 1 5ri: Aensen + Ste-hen Cer)as: Sca#in D- @ith Structure% $hin:in an% "o((unication

3#mall is /eautiful" /ut /ig is necessary*4 R 5a)le Basan 3bed "ounder o" 873C Learning ;oals 1# Content 9nowledge 1# ?hat are the critical elements we need to keep in mind i" "our $ears "rom now an opportunit$ presents itsel" ,and the need arises+ to enhance a 13

a. b. 3. a.

pro'ectLs scale! ?hat are the critical concepts that might "orm a "ramework to approach such an opportunit$! -# ?hat are 0bright stories1 that o""er a narrative incorporating these principles to enhance learning! -# Skill 2evelopment Can we set ourselves apart in an$ "ield b$ the wa$ we structure our thinking! 8$ the wa$ we structure our communication! (ntegration ?e hope the time in class will provide an e&perience o" appl$ing structured thinking and communication to the scaling up conte&t# 7eadings and 7esources 3hmed Salehuddin and Eicaela 5rench# 0Scaling >p* The 873C /&perience#1 ;A) .niversity 9ournal 3#- ,-00=+* 35.60# Poverty ;eduction that Works >nited 4ations 2evelopment Programme Overview ,&&vi.&&&viii+ Chapter 11 ,1@1.195+ S N8e E/C/ ,mutuall$ /&clusive and Collectivel$ /&haustive+#N Po!erful Pro/lem #olving# 4#p# - :ul$ -010# ?eb# -3 Ear# -016# . http://powerfulproblem-solving.com/be-mece Learning 3ctivit$,ies+ 3pplication o" @ Tensions o" Scaling up to 23T groups ,breakout prep and group e&amination+ 2evelopment o" E/C/ "ramework in pairs ,breakout prep and group e&amination+

S T T

Uuestions 3re the < principles and @ tensions comprehensive! ?hat might $ou add or change i" an$thing! Bow do these concepts appl$ to the 5ilipino case stud$! ?here else might we appl$ E/C/ thinking and structured communication!

$hurs%a!, 3-ri# 3 "a(i#a /narra: 3cco(-ani(ent an% "atho#ic Socia# $eachin 3If there is no friendship !ith them ?the poor@ and no sharing of the life of the poor" then there is no authentic commitment to li/eration" /ecause love e-ists only among e0uals*4 R ;ustavo ;utiQrre) 3 Theolog$ o" Liberation 16

Learning ;oals To broaden the topic o" accompaniment with Catholic Social Teaching To e""ectivel$ e&plain the concept o" accompaniment to others and to implement accompaniment in our class pro'ects and in the "uture# To compare integral human development and accompaniment 7eadings and 7esources (n The Compan$ o" the Poor Pages 15.-5 A 95.1-1 (nterview with ;ustavo ;utierre) ,"ounder o" liberation theolog$+ http*HHwww#crsprogram%ualit$#orgHpublicationsH-009H-H-3Ha.users.guide.to.integral. human.development#html Learning 3ctivities (ndividuall$ e&plain ,a+ universal de"inition o" accompaniment and ,b+ accompaniment in speci"ic 23T.related conte&ts# Uuestions ?hat are the best wa$s to implement accompaniment into our current 23T pro'ects as well as our work in the "uture! Bow can we engage ke$ pla$ers in our organi)ation to think about and put into practice the principles o" accompaniment! ?hat are the di""erences between accompaniment and C7SOs (ntegral Buman 2evelopment! 3re there situations in which one method would work better than the other! (s accompaniment a secular word or tied to liberation theolog$! Bow does this a""ect working with secular organi)ations! $ues%a! 3-ri# *: ?o "#ass $hurs%a! 3-ri# 10 7enise D(ub!ehi: $ai#orin "han e to On,the,9roun% ?ee%s 3Don6t 1ust tell me !hat to do" come and help me do itA4 R (ndian O""icial Learning ;oals To emphasi)e the importance o" "ocusing on the needs and assets o" the recipient and how this is ke$ to research development polic$ creation and implementation 15

To provide lessons "or bridging the cultural divide in pro'ect implementation

7eadings and 7esources http*HHwww#avsi.usa#orgHmethod#html https*HHpovert$.action#orgHsitesHde"aultH"ilesHallianceVmagaineV. VannieVdu"loVandVcarolineV"iennes#pd" 03re the Paris Principles 8eing (mplemented!1 . Paul 5armer and >4 Uuestions Bow do we ensure that pro'ects are communit$H recipient driven rather than donor driven! ?ho is the e&pertH is there an e&pert when it comes to on the ground needs! Bow do we tailor research and investment to more e""ectivel$ address what is reall$ the most needed!

$ues%a! 3-ri# 15 ?o c#ass %urin (ornin 2evelopment 3dvisor$ Team Class Presentations /vening session* = p#m#.9 p#m# Thursda$ 3pril 1< Leadership ?ithout /as$ 3nswers $ues%a! 3-ri# 22 Me an 1eineccius: ?here do ( "it! 3 What you have from e-perience is !orth more than gold* Any kind of possession can /e lost" /ut your e-perience is yours forever* :eep it and find a !ay to use it*4 R Somal$ Eam The 7oad o" Lost (nnocence Learning ;oals* 8e able to communicate e""ectivel$ the Wwh$L o" what $ou want to do and convince others this is a plausible Wwh$L (denti"$ short.term and long term goals "or post graduation li"e and how these goals ma$ or ma$ not "ul"ill $our W?h$L (denti"$ skillsH tools $ou take awa$ "rom this class and $our 4otre 2ame education 7eadings and 7esources* 1=

0The golden circle1.Bow leaders inspire# 9eeping oneLs belie"s in the center o" oneLs work# ,http*HHwww#ted#comHpla$listsH160HhowVleadersVinspire#html+ ,0Letting $our li"e speak1+ ;ates letter E$th 1 and - http*HHannualletter#gates"oundation#orgH /&tra 7esource* http*HHwww#ted#comHtalksHkatherineV"ultonV$ouVareVtheV"utureVo"Vphilanthrop$#html

Learning 3ctivities* 2raw $our own golden circle and be read$ to present to class ?rite a one to two page W7ules "or the roadL Uuestions* ?hat are $our rules "or the road! Bow has this changed throughout this class! ?hat new insight or tools have $ou added to $our toolbo&! ?h$ do $ou do the things $ou doH what is $our purpose! Bow do $ou plan to go about "ul"illing this purpose! ?hat does this make $ou! ,Think this wa$ when approaching development with main valueHbelie" in mind i#e# accompaniment+ Bow to bring the lessons "rom class and past e&periences into workplaces whether internationalH development related or not! ?hat development m$ths do $ou seek to dispel! "onc#u%in Mo%u#e: 1e)#ection an% S!nthesis Thursda$ 3pril -6 2evelopment 3dvisor$ Team "inal review Tuesda$ 3pril -9 5inal Session

1<