Challenge : 

 As a higher education student affairs professional , the challenge I have chosen to approach involves   examining multiple student groups which share similar missions , strategies , and even some shared   membership . Often times , the groups inadvertently compete with each other ( read : compete with   themselves ) for membership , representation , and space to do their work .   As their advisor , I had some   questions about what things I could do to improve the efficiency of my time / work ( what things am I   doing 2 - 3 times that I could be doing just once ) AND the efficiency / success of their work ( what things   are they doing separately , that could be improved by working more closely together ? ) .   The analogy I   was thinking of , was that there were multiple roads here , going in opposite directions , moving towards   the same “ endpoint ” in different ways . What can I do to align these roads to become parallel lanes ;   promote bridge - building between and among the student groups to be more efficient and successful ? 

 Selection : 

 The tool I have selected to use here is “ storytelling ” … to help answer the question WHAT IF ? I needed   to look beyond our statistical data , to explore these groups and their members as humans . I need to   listen to their stories , learn more about their motivations , and what is important to them -- push the   students themselves to challenge the status quo and reimagine what we could be . Considering the   George / Geoff scenario from this class , I needed to put myself in a growth mindset , but also set the stage   for the students to feel comfortable with that mindset as well .   Part of using the storytelling tool in this   scenario also involved me sharing more about the history of our student organizations with the students   so they could consider where we ’ve been , where we are now , and imagine – where we could go . 

 Application : 

 To facilitate these conversations , I invited members of all of these student groups to participate in focus   groups , discussing our brand . It seemed like a non - threatening way for members of the groups to share   what ’s important to them , their brand identity , and see what areas we might have in common . I   constantly reminded myself not to go into these meetings with what I think should be the “ right ”   answer , rather , to listen and take notes and reflect back what I ’m hearing using active listening . 

 In all , I held six different focus groups with different combinations of student members and leaders   within the groups . I had a few very open ended questions to start off the conversations , but then just let   the students take it from there . As the main subject of the meetings was marketing / branding , it allowed   the opportunity to ask some more abstract questions about brand identity , in a non - assuming way . 

 Insight : 

 The tool of storytelling – and allowing the students to tell their own stories – works very nicely in   combination with the culture of “ student self - governance ” that we have here at UVA . That being said ,   the idea of challenging the status quo , contradicts some of tendencies of valuing “ tradition ” at UVA as   well . Overall , this approach worked very well in allowing the students to come to some of these   conclusions on their own . They quickly identified what similarities they had with each other and how   some of our processes may be improved by working more closely together ( and even “ re - branding ”   under some shared mission / identity ) . 

 Approach : 

 Moving forward , I ’m excited to involve more students ( stakeholders ) in the design thinking process   through mind - mapping , testing these new ideas , and pushing towards more change . While part of the   student development process is allowing students the opportunity to fail in a safe space , I will continue   to encourage them to think outside the box and look beyond the next ‘ logical ’ step based on data . While   there ’s always a time and a place for that , the idea of design thinking can really help to push them   beyond the predictable , ‘ safe ’ path .   While this step was allowing us to align our lanes to be more   parallel , I think it also sets the stage for us to cross those paths more frequently in a way that feels   comfortable ( and advantageous ) to all students involved . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Challenge : 

 As a higher education student affairs professional , the challenge I have chosen to approach involves   examining multiple student groups which share similar missions , strategies , and even some shared   membership . Often times , the groups inadvertently compete with each other ( read : compete with   themselves ) for membership , representation , and space to do their work .   As their advisor , I had some   questions about what things I could do to improve the efficiency of my time / work ( what things am I   doing 2 - 3 times that I could be doing just once ) AND the efficiency / success of their work ( what things   are they doing separately , that could be improved by working more closely together ? ) .   The analogy I   was thinking of , was that there were multiple roads here , going in opposite directions , moving towards   the same “ endpoint ” in different ways . What can I do to align these roads to become parallel lanes ;   promote bridge - building between and among the student groups to be more efficient and successful ? 

 Selection : 

 The tool I have selected to use here is “ storytelling ” … to help answer the question WHAT IF ? I needed   to look beyond our statistical data , to explore these groups and their members as humans . I need to   listen to their stories , learn more about their motivations , and what is important to them -- push the   students themselves to challenge the status quo and reimagine what we could be . Considering the   George / Geoff scenario from this class , I needed to put myself in a growth mindset , but also set the stage   for the students to feel comfortable with that mindset as well .   Part of using the storytelling tool in this   scenario also involved me sharing more about the history of our student organizations with the students   so they could consider where we ’ve been , where we are now , and imagine – where we could go . 

 Application : 

 To facilitate these conversations , I invited members of all of these student groups to participate in focus   groups , discussing our brand . It seemed like a non - threatening way for members of the groups to share   what ’s important to them , their brand identity , and see what areas we might have in common . I   constantly reminded myself not to go into these meetings with what I think should be the “ right ”   answer , rather , to listen and take notes and reflect back what I ’m hearing using active listening . 

 In all , I held six different focus groups with different combinations of student members and leaders   within the groups . I had a few very open ended questions to start off the conversations , but then just let   the students take it from there . As the main subject of the meetings was marketing / branding , it allowed   the opportunity to ask some more abstract questions about brand identity , in a non - assuming way . 

 Insight : 

 The tool of storytelling – and allowing the students to tell their own stories – works very nicely in   combination with the culture of “ student self - governance ” that we have here at UVA . That being said ,   the idea of challenging the status quo , contradicts some of tendencies of valuing “ tradition ” at UVA as   well . Overall , this approach worked very well in allowing the students to come to some of these   conclusions on their own . They quickly identified what similarities they had with each other and how   some of our processes may be improved by working more closely together ( and even “ re - branding ”   under some shared mission / identity ) . 

 Approach : 

 Moving forward , I ’m excited to involve more students ( stakeholders ) in the design thinking process   through mind - mapping , testing these new ideas , and pushing towards more change . While part of the   student development process is allowing students the opportunity to fail in a safe space , I will continue   to encourage them to think outside the box and look beyond the next ‘ logical ’ step based on data . While   there ’s always a time and a place for that , the idea of design thinking can really help to push them   beyond the predictable , ‘ safe ’ path .   While this step was allowing us to align our lanes to be more   parallel , I think it also sets the stage for us to cross those paths more frequently in a way that feels   comfortable ( and advantageous ) to all students involved .
### Output: 