A Reflection
At face value, nobody believes me when I say I was a terrible student in school. I look great on paper. But my ability to “play the game” correctly despite my often-severe learning disabilities disguised the tears I shed at every turn, and the stifling loneliness that came with feeling like the system was never built for students like me.
The deep feeling of exclusion (enforced by the belief that I should “pull myself up by my bootstraps,” and that it was “all in my head”) pushed me to get out as soon as possible. I graduated college in three full-time semesters—not because I was a good student, but because I felt so out of place that I was in a rush to get out. “The system” was not a place that respected your identity, especially if you came from a different cultural background—you certainly could not engage in sophisticated critiques of existing power structures, for fear of repercussion—to speak out on my perceived injustices in the classroom was seen as subversive, instead of (what I felt) was the core purpose of education.
I actually never intended to go to graduate school at all. I applied to a few education programs that compelled me after sensing they were quite unusual. I got caught up one day reading the backgrounds of HGSE professors on the website, and was shocked at how genuinely they cared. It never occurred to me that there were programs that actually prioritized empathizing with the students, and especially their engagement with social change in the real world, where my passions lie. (Today, several of my HGSE peers have been enormously helpful in the nonprofit I started, which does reproductive rights advocacy and supports women’s fertility planning!)
My initial impression of HGSE’s LDIT program was thus enormously eye-opening. I grew up thinking that school represented an authoritarian system that cared little about the genuine learning of students within it—especially when students came from marginalized backgrounds or were neurodivergent, which made them especially inconvenient to teach. It certainly didn’t leave much room for experimentation, which I viewed as integral to growth and experience.
HGSE takes the exact opposite approach. I didn’t realize there existed professors who actually rewarded creativity instead of viewing it as a nuisance. And perhaps most importantly, everyone here understands the importance of play. The madness of creativity, the compulsive curiosity that makes a lifelong learner, and the humbling fact that educators are always first and foremost students themselves are incredibly radical ideas. But HGSE takes pride in its empathetic defiance of the “dunce-cap system” my peers and parents grew up with.
But in this explorative freedom, students must then learn how to find structure. Growing up in a closed system, you’re told exactly what you need to do to succeed—memorize, regurgitate, and repeat. There is no room for “the self” to exist. I found myself scattered as I worked on several different projects that, while all exciting, didn’t really feel like one coherent learning design product. I went from mentorship sessions to advising an edtech company to hosting a hackathon for young teens. But I’m unbelievably excited to say I finally found a way to tie it all together.
In the startup world, they say you should build a product that solves a problem you yourself have. It’s clear one problem I have is structure. So, I’m excited to announce that I’m hosting a summer program at my group house from June to August 2024 for young teens to explore their passions freely while still providing an evidence-based support system!
Announcement Post: The Residency — Summer Program in Cambridge for Young Teens
My friend Nick and I are hosting a summer program in Cambridge, at our house two blocks away from Harvard Yard. We’ve spent the last few weeks deliberating how to make this happen, so I’m so excited to finally launch! Our goal is to support and empower residents working on nonprofits, content creation, activism campaigns, entrepreneurial ventures, or any other self-directed project with the goal of social change. Here’s an overview of our pedagogical philosophy:
Project-Based Learning
- What it is: Also known as “learning by doing” & “action learning”, project-based learning occurs when learners are working on real-world problems.
- Why do it: Research shows that by actively building their knowledge, project-based learners are more likely to develop a deeper & longer lasting understanding.
AI Supported Learning
- What it is: Artificial intelligence (AI), is a computer that has some level of intelligence. Large language models are a type of AI that will dramatically transform education.
- Why do it: 1-1 tutoring has been proven to be the most effective way for individuals to learn, and technology-integrated learning like GPT tutors can support human tutors. We’ve partnered with Osmos Learn to give differentiated instruction that meets the individual needs, preferences, and learning styles of each student.
Peer Learning
- What it is: Peer learning occurs when learners collaborate with and teach one another.
- Why do it: Why do it. Research shows that peer learning can increase learning outcomes, improve communication & teamwork skills, and learners can accomplish more.
Universal Design for Learning (UDL):
- What it is: UDL is an educational approach that offers flexible learning environments to accommodate individual learning differences, involving multiple means of representation, expression, and engagement.
- Why do it: UDL facilitates accessible and inclusive learning for all students, supporting diverse learning styles and abilities, thus enhancing overall educational effectiveness and engagement.
Resources we offer:
- Expert Mentors: Gain insights from experts across various domains, from artificial intelligence to fundraising. Our mentors are here to guide residents, providing them with the knowledge and tools needed to excel in their chosen fields.
- Personal Coaches: Our coaches are dedicated to enhancing intrinsic motivation and addressing any social-emotional barriers. They integrate practices that support students’ social and emotional development, and ensure residents are on track to meet their goals.
- Innovative Housing: Residents will live together, immersed in an energizing, builder-focused community. Our co-living experience is designed to foster lifelong friendships and a supportive atmosphere, with group bonding activities in the first week!
- Financial Support: Equitable access to education matters. That’s why residents can apply for a stipend that comes from a grant we’ve received. We also offer access to our network of philanthropists and investors for potential pitches.
- Dynamic Coworking Space: Reflecting the principles of experiential learning, our co-living arrangement is designed to ensure continuous engagement and practical application of skills. The living spaces are not just for accommodation but are active learning environments, fostering collaboration and peer learning.
- Accountability Through Peer Learning: Residents will engage in peer learning sessions, adopting techniques inspired by Sahil Bloom and Richard Feynman. This approach involves mutual teaching, learning, and reflection, fostering a strong sense of accountability and collaborative growth.
We’re working on our application process for our June 2024 – August 2024 cohort. which will go live in December. In the meantime, feel free to send Nick or I an email or refer us to your friends who you think might be a good fit. More details to come!
