Q&A With Mary Katherine Duncan and Jennifer Johnson of the Bloomsburg University GoodWork Initiative

By Daniel Mucinskas

Welcome sign for Bloomsburg, Pennsylvania

At Bloomsburg University, one of the public institutions of higher education in Pennsylvania, colleagues have been spreading the message of “good work” since 2011. The Bloomsburg GoodWork Initiative involves a number of interrelated efforts, including an orientation activity for new students on “good work” defined by the three Es (excellence, ethics, and engagement), workshops, courses, and student research.

The Initiative is spearheaded by Mary Katherine Duncan, Joan and Fred Miller Distinguished Professor of Good Work, and Jennifer Johnson, Associate Professor, both in Bloomsburg’s Department of Psychology. Below, we ask them several questions about their projects, what led them to champion “good work,” and their challenges and successes.

We hope that others planning or working on similar pursuits can learn from their example.

Q: With the Bloomsburg University (BU) GoodWork Initiative now well-established, how has the program evolved over time?

Mary Katherine: We began the BU Good Work Initiative on a large scale with a campus-wide introduction to the concept of Good Work through guest lectures, faculty workshops, and a website. Then, we sought to embed the concept of Good Work into existing programming. For example, we used the three Es (excellence, ethics, and engagement) of Good Work to introduce incoming first-year students to the expectations of our academic community. Since 2011, we have designed, implemented, and assessed mandatory summer reading assignments, freshmen orientation workshops, and first year seminars. We are currently assessing a Good Work-inspired online module for all incoming first-year students.

Over the last few years, we have concentrated our efforts on examining factors that motivate and challenge psychology majors’ pursuit of excellent, ethical, and engaged academic work. Interestingly, our findings align with the American Psychological Association’s principles for a quality undergraduate education, as well as the national organization’s guidelines for implementing a distinguished undergraduate program in psychology.

Over the years, we’ve been fortunate to be able to share our successes (and lessons learned) through publications in scholarly, peer-reviewed journals. In addition, we hope that these data will inform programmatic and curricular developments as we strive to offer undergraduates a distinguished program of study in psychology.

Jennifer: Thinking back on our efforts, I would say there has been an ebb and flow between promoting Good Work to a wide audience across campus and learning more about Good Work within our specific department of Psychology. I would say the Bloomsburg University Good Work initiative started as a university-wide effort; we wanted the Good Work message to reach as many students and faculty/staff members as possible. We worked through several years of revisions as we created an online Good Work-inspired module that incoming first-year students complete before coming to campus. I’m happy to say that the first-year module is now a permanent part of first-year orientation to BU. We also worked several years on creating an initiative website, with resources for students and faculty/staff members. As the initiative progressed, we found some of what we were doing to promote Good Work to a wide audience was difficult to sustain. We’ve had to cut back on some parts, such as organizing Good Work-inspired workshops for first-year students and offering presentations to our faculty/staff colleagues. That was when we started to focus our energy on researching factors that motivate and challenge Good Work in our Psychology majors. Now that we have that information, I think we might move our initiative back out to a broader audience now that we have new information to share.

Q: Can you share a memorable moment, story, or realization from your work over the years?

Mary Katherine: One of the most memorable moments on this journey occurred years ago when Jennifer and I attended a meeting with high-level administrators from the Office of Academic Affairs and the Office of Student Affairs. One of the administrators recognized that the broadly applicable concept of Good Work created a unique opportunity to bridge Academic Affairs and Student Affairs in higher education. It was an important “all in” moment.

Jennifer: I always get excited when I mention Good Work to students and they remember learning about it through the first-year online module. I specifically remember one time that Mary Katherine and I were getting coffee on campus: we were talking about Good Work, and a couple of students overheard us. The students recognized what we were talking about and told us how they found the Good Work message to be inspiring. We were thrilled!

Q: How does the GoodWork Initiative fit into your professional interests? Why does it resonate for you?

Mary Katherine: I have long held that the mission of higher education is to educate for purpose. I agree with Bill Damon that good workers are often people of purpose. To the extent that we are able to assist young men and women in identifying their aspirations and activities that align with their self-selected personal/professional/civic goals, we have achieved part of the mission of higher education. The mission, however, is not complete without also fostering an understanding of and competence in pursuing purpose vis-a-vis the three Es (excellence, ethics, engagement) of the Good Work model.

Jennifer: Ethics has always been important to me, and the Good Work model provides a great framework for conversations about ethical behavior. I hope to continue to find ways to increase ethical work on campus through the BU Good Work Initiative.

Q: How do you see students reacting to the GoodWork Initiative?

Mary Katherine: One of our mottos is, “No one rises to low expectations.” The three Es of the Good Work model, when explained in clear, concrete ways, as well as through case studies and students’ own anecdotes, sets the bar high. Undergraduates report being inspired by the challenge to pursue academic Good Work; empowered by having clear expectations for their performance as a member of our academic community, and grateful for the opportunity to reflect on the quality of their own academic work. About 2 years ago, our department, college, and university approved a Good Work-inspired upper-division psychology course which may be taken in partial fulfillment of the requirements of the psychology major or minor. A permanent addition to the University’s course catalog, PSYCH 327 Positive Psychology is offered at least one per year, and it enrolls up to 30 students per section. The students seem to have an insatiable desire to learn more about this topic, often commenting that they wish they had taken the course earlier in their academic careers.

Jennifer: Our research findings have shown time and again that students find value in learning about Good Work. However, I do worry that our students only have one guaranteed exposure to the Good Work message through the embedded online module for first-year orientation. It is a module that students complete in addition to many other modules and requirements before starting at Bloomsburg University. It would be easy for the Good Work message to be lost. Mary Katherine and I will be working this year to find ways to embed the Good Work message into other university-wide initiatives.

Q: What do you hope that students take away from their participation?

Mary Katherine: I hope that students develop a habit of reflection and an understanding of the importance of periodically considering anew what it means to do academic Good Work within their respective discipline. I want them to know that they have an obligation to look up from the path they are on and recognize that they can determine whether they continue walking down this path or pivot in a new direction. In terms of engagement, “What really matters to me and why? What brings me a sense of enjoyment or fulfillment?” In terms of excellence, “What do I know or do really well? How do I know that my work is exceptional?” In terms of ethics, “To what extent am I using my knowledge or skills to elevate others (family members, colleagues, neighbors) or to contribute in a meaningful way to institutions with which I am affiliated (my school or workplace) or to society as a whole? In other words, how does my work benefit the good?”

Jennifer: I hope they gain a framework for examining their own and others’ work. I also hope that students see the value of the Good Work message and infuse excellence, ethics, and engagement into their life-long personal and professional pursuits.

Q: What challenges or puzzles are you currently facing?

Mary Katherine: Our biggest challenge is how to embed the message more fully into curricular and extracurricular activities across the University. It is challenging to find a group of individuals to take the mantle and embed the message of Good Work into existing programming or daily practices. Unfortunately, the perpetuation of the message of Good Work is sometimes lost in the day-to-day business and business of University life. In addition, it has been challenging to preserve the integrity of the Good Work message. For example, the concept of Good Work is sometimes misinterpreted through different constituencies’ idiosyncratic translations of each of the Es or misrepresented through well-meaning attempts to inform undergraduates about this “heady” topic through edutainment (education + entertainment). One way to counter these challenges may be to regularly profile and showcase role models of Good Work at our University (e.g. current students, faculty, staff, or alumni). We fully understand the challenge of this task, as good workers tend not to seek or enjoy being in the spotlight.

Jennifer: Faculty members at our university have a heavy teaching load (4 courses per semester) and everyone (including us!) is so busy. It’s difficult to find the time to keep old initiatives going and even harder to find the time to get new initiatives started. We were able to build a team of Good Work advocates on campus in the first few years of the initiative, but it was challenging to maintain those relationships. We had hoped faculty members would embed Good Work messages into their courses but also understand that people may not have a lot of flexibility in terms of the content of their courses. It is also possible that faculty and staff on campus have infused the Good Work message into their courses, but we are unaware of it.

Q: Where do you see the GoodWork Initiative going in the next few years? What is your vision for the future?

Mary Katherine: I would like the work that we have done on identifying psychology majors’ motivators and challenges to academic good work to continue informing curricular and extracurricular programmatic developments in our department. Our first attempts at studying these motivators and challenges have left us with more questions than answers and a program of research for years to come. In addition, any programs that are designed and implemented as a result of these data would require assessment over the long term. Ultimately, I can imagine sharing our research methodology (measures, procedures, coding rubrics), findings, and research-informed developments with other departments at the University.

I also am in the process of taking the message of Good Work into the community vis-à-vis elementary school and middle school-based programming.

Jennifer: After spending the past few years researching factors that motivate and challenge Psychology majors’ pursuit of Good Work, I think we will move our focus outward to the campus community again.

Q: What makes the concept of “Good Work” attractive to an institution of higher education like Bloomsburg University?

Mary Katherine: In my opinion, the Good Work model is attractive because of its versatility. Whether a student subscribes to the transactional mission of higher education (i.e. prepare for the workplace) or the transformative mission of higher education (i.e. personal/civic development), the message of Good Work is relevant to and congruent with their goal of obtaining a baccalaureate degree.

I also think the concept of Good Work is attractive insofar as it helps students to more fully appreciate the expectations of the University’s constituents. That is, students who are admitted to Bloomsburg University have been “stamped for success” by all those who contribute to the operations of the institution. The Good Work message conveys to students that they are expected to work hard… not to obtain incentives, but to gain expertise and, with it, credibility. They are expected to make good choices… not to avoid trouble, but to elevate others. They are expected to get involved… not for a line on the resume, but to achieve a sense of fulfillment that comes with doing what you do best every day. Just as our students have every reason to believe that faculty, staff, and administrators are committed to pursuing Good Work, the University’s constituents have every right to expect that students will pursue Good Work for the good of the Good.

Q: What advice might you offer someone who might be interested in starting a similar initiative at their institution?

Mary Katherine: A bottoms-up approach (department-level) seems to be more manageable, productive, and fulfilling.

Jennifer: Find a small group of committed people to work with. Find high impact ways to reach as broad an audience as possible.

Harvard’s Wellbeing Newsletter Highlights Our Toolkits

By Daniel Mucinskas

The January 2019 New Year’s edition of Harvard University’s “Your Life Well Lived” newsletter, a publication for all faculty and staff, has featured the GoodWork Toolkit, the Elementary GoodWork Toolkit, and the Good Collaboration Toolkit.

Because the newsletter focuses on sharing resources that are useful to workers in their everyday practice, the editors wanted to share The Good Project’s work widely across the University to help people find meaning and be productive together.

Click here to read this edition of the Wellbeing newsletter, and thank you to our partners who made the feature possible.

Keeping the Professions Alive and True to their Mission: Lessons from the Netherlands

By Howard Gardner and Daniel Mucinskas

For those of us who believe that the professions are a remarkable human creation, worth maintaining and even enhancing, these are depressing times.

Netherland’s flag

On the one hand, so-called professionals, equipped with titles, prestige, and generous income, all too often behave in ways that are embarrassing, if not patently illegal. To mention just a few examples, we have recently seen medical researchers who hide support from drug companies from the public and then provide the results that the companies seek, and educators who falsify test scores in order to receive higher salaries.

On the other hand, powerful and “intelligent” digital applications perform many of the major tasks once handled by trained professionals, in ways that are quicker, more accurate, and far less expensive—and these trends are guaranteed to continue and intensify in the years ahead. “Intelligent” programs can now diagnose melanomas more accurately than physicians, and at least half of the routine work done by lawyers can now be done more efficiently and less costly by digital applications.

When Howard and his colleagues began a study of “good work” a quarter of a century ago, involving both traditional professions like law and medicine, semi-professions like journalism and education, and non-professions like theatre and philanthropy, we had already begun to sense these trends. In studying journalism, we already saw disruptive forces at work—and fully one third of the one hundred journalists whom we interviewed were ready, even eager, to leave the profession altogether. (We interviewed an equal number of researchers in genetics, and none of them even considered leaving their jobs). We also interviewed five kinds of lawyers and found that those in the developing arena of “cyber law” were among the most energized.

The purpose of our project was to understand how people do “good” on the job, what their values, motivations, and responsibilities were, and how they handled vexing situations as they arise. Researchers often heard interviewees talk about the supports or lack thereof within their professional domains and associations that supported or hindered their ability to carry out “good work.”

But members of the Good Work Project (which has now morphed into the more expansive initiative known as The Good Project at the Harvard Graduate School of Education) were unprepared for the speed and decisiveness of the decline of the professions over the past two decades—at least in the United States, and, as we have learned from the writings of Richard and Daniel Susskind, in the United Kingdom as well. Since the appearance of the Susskinds’ important book The Future of the Professions in 2015, our team has made diligent efforts to voice our concerns and to seek partners, but on American soil we have had modest success. Still, we persevere and are grateful for our collaborators. For example, legal scholar John Bliss of the University of Denver has used our frameworks and tools with law students to explore their professional identities; and colleagues at several educational institutions over the years, such as tGELF in India, have used our GoodWork Toolkit as a part of professional development activities for teachers.

In one of our most fruitful associations, as early as 2009, we were in initial contact with a group of scholars and practitioners in the Netherlands. Led by Thijs Jansen of Tilburg University, members of this group shared our concerns and hopes for the professions today. They created the Professional Honor Foundation (PHF). This organization is dedicated to the study of the professions and professional identity and, to the extent possible, their revitalization in the current social, economic, political, and technological environment, all of which continue to rapidly change in the 21st century.

Over the years, thanks particularly to the efforts of Wiljan Hendrikx, we at The Good Project in Cambridge have kept in touch with the individuals who are spearheading the many activities of PHF. In addition to exchanging messages, papers, books, and regular updates, we also had a very useful gathering at Harvard in October 2016, bringing the two teams together face-to-face for an exchange of ideas and a reaffirmation of our common enterprise.

Recently, as part of our continuing contacts, Howard travelled to the city of Utrecht and spent several hours with Thijs, Wiljan, and a number of their colleagues, all of whom are studying and attempting to refashion for the better different areas of professional practice.

Howard’s visit came as the Brazilian president-elect Jair Bolsonaro had just won the 2018 election in his country, as the U.S. mid-term elections were a mere week away, and as worrying political trends were all too salient across much of the globe, from the Americas to Eastern Europe to East Asia.

Yet, within just a few hours, Howard’s spirits were lifted, and he felt a new surge of hopefulness.

Why this renewed optimism? Because on several fronts, PHF has made genuine inroads. To be specific, here are some of the promising developments:

-In work in the profession of accounting, their recommendations have been widely discussed and at least partially adopted in the Netherlands on a national level, with promising signs as well in the United Kingdom, customarily a bastion of neo-liberal thinking in the erstwhile professions.

-In the management of local municipalities, several teams of civil servants have met regularly to discuss the rights and responsibilities of those who need and should merit public trust. These teams have drawn on the Good Work Toolkit, which PHF has used and further developed over the past 7 years.

-Teams of medical workers—physicians, nurses, aides, and more—have convened to sort out their individual and joint responsibilities and to reconsider healthcare management practices. Some of the results are described in a book on the medical profession.

-Most dramatically, in education, our own field, a fledgling effort to raise the position and stature of educators around the world has picked up considerable support in several countries as a component of the Global Educational Reform Movement (GERM). This movement started with the book Flip the System, published in 2015. As the title signals, this book put forth the radical notion of turning the education system upside down. In lieu of the top-down bureaucratic approach currently dominating the sector, this movement puts individual educators at the heart of good education. The particular foci in this case are decent salaries, respect for professional judgment, and popular support from the public.

Why, in comparison to the United States, have these efforts been crowned with more success? We can suggest a few possibilities.

First of all, while The Good Project is largely the effort of trained social scientists, PHF draws on several disciplines (e.g. philosophy, management) and on expertise in several professions (as noted, medicine, accounting, management, teaching). Rather than focusing on general processes and practices that ostensibly travel across the professions, most of the efforts of PHF have been directed at specific professions, and their work may therefore be more directly applicable.

Second, rather than depending largely on conceptualization, exhortation, and scholarly writing, PHF has devoted efforts to developing hands-on interventions with practitioners, which begin with the practitioners concerns and involve co-development over time of effective sessions, practices, and policies. A PHF-developed version of the Good Work Toolkit has been quite helpful in facilitating these interventions.

Third, the materials developed by PHF have been directed largely at specific professions—for example, attending (and even convening) conferences and authoring short pieces in profession-specific publications.

Our final “takeaway” is the most speculative. When individuals think of the professions, they typically envision law and medicine. That is understandable, because these are the best known and most attention-grabbing professions. But they may also be the most difficult for outsiders to influence; they are large, powerful, well-protected, and equipped with strong justifications and rationalizations for current practices and malpractices (consider the mammoth United States ABA and the AMA, basically lobbying organizations).

A possible lesson for The Good Project and others lies therein. Instead of focusing on trying to impact those more established professions that have been around in essentially their current form for centuries, begin instead with less visible and less powerful (and therefore less defensive) professions like accounting, K-12 teaching, and municipal management, leaving law and medicine for a later day.

Two possible candidates come to mind from the United States. First, the principles of good work are crucial in engineering. Our colleague Richard Miller, President of Olin College of Engineering, has been a champion in this respect, and to our knowledge, no one has had as much success in conveying the central role of ethics in the professions in the U.S. and abroad as Miller and colleagues, and their work has spilled over into higher education more generally.

Second, almost invisible to many of us, information technology professionals, who “serve” our computers, networks, and digital systems, have tremendous power, and we trust them to act in a professional way, even when we find out that this is not the case (as the recent firestorm of allegations against Facebook would indicate). Wouldn’t it be the ultimate irony if those whose work has done so much to disrupt the professions could end up serving as a model for professional behavior in the 21st century?

As The Good Project’s team looks ahead to the future and the opportunities we may have to influence professional practice in the United States, we see there is much inspiration to take from the dedicated work that PHF has done and continues to do in the Netherlands and beyond.

Read Our October 2018 Newsletter

By Daniel Mucinskas

The Good Project’s October 2018 newsletter has arrived!

In this edition, we discuss our latest initiative: trying to expand our reach to audiences across the world. We would like to hear from you with your ideas and feedback on the The Good Project’s tools, and we are open to potential partnerships. Please write to daniel_mucinskas@harvard.edu to learn more.

The newsletter also includes lesson plans to help practitioners teach the GoodWork Toolkit. Our “Good Idea of the Month” concerns cultivating dialogue across difference

Click here to read the newsletter!

Global Citizens Initiative Brings 28 Fellows to Fifth Summer Youth Summit

By Daniel Mucinskas

The Global Citizens Initiative (GCI) is a non-profit dedicated to the empowerment of young people as global citizens to achieve positive change in the world. From July 27-August 4, 2018, GCI once again gathered a talented group of 28 high school students from around the world for a residential program focused on discussion-based learning, design thinking, and the development of “glocal” (think global, act local) service projects.

“Engage, Educate, Empower” below Global Citizens Initiative logo

As a part of each year’s summit, The Good Project’s framework of “good work,” defined by excellence, ethics, and engagement (the “3 Es”), is explored in plenary sessions and student-centered discussion based learning (Harkness™). This year, the three lectures concerned:

-Engagement – an examination of white privilege in the post-World War II United States through the story of one white family, including redlining practices from banks that exacerbated racial inequities and have left questions about how to engage with this historical legacy in American society today

-Ethics – the dilemmas and questions posed by advances in technology, such as social credit systems and live crime reporting, and the unresolved balance or “give and take” between science and ethics

-Excellence – thoughts on giving children the opportunity to freely explore the world without preconceptions, to make mistakes, and to come to their own conclusions about how to live an excellent life.

Following these sessions, we had the opportunity to interview three Fellows in attendance at the Summit about their learning goals, their ideas of global citizenship and the 3 Es, and their service projects.

Below is a summary of the conversation, edited for clarity and confidentiality.

Q: You all mentioned you were motivated to come to GCI after hearing about it from your peers. What are your friends saying about the program, and why did you think it would be a good fit for you?

Group photo of fellows with posters

Student 1: I feel there is less talk from my friend about the actual week of the Summit but more about what happens afterward. GCI is a community, and you have access to the resources and the skills to make an impact in the world.

Student 2: For me, it was the way my friend talked about the implementation of his service project.

Student 3: I researched it after my friends a year above me came. The focus resonated with me.

Q: I know you’re all still in the midst of the Summit, but what do you feel this experience has taught you so far?

3: We’re students from all around the world, which is eye-opening. I’m surrounded by people that want to make change, and we can learn from one another how to implement change in everyday life.

2: There aren’t many opportunities you get in life to be part of a community that is as diverse as the GCI Fellows. I can see that this program is special; you need access to a lot of resources in order to build something like this. I have had discussion-based classes back home at my school, but it is always one or two students who dominate the conversation. All the kids in this program are the ones who like to speak up; we are all the leaders in our classrooms back home, so I’m hearing many different perspectives I often don’t have access to.

1: I really enjoy the Harkness discussions, which are new to me. However, I have a concern. How does this one week make you into a “global citizen”?

3: It’s not solely about the time we spend here. The nine-day summit is preparation for the long “race.”

2: I came here with the misconception that the goal was to have a fully formed service project after 9 months. But now I disagree with that idea. This program is about the meaning of good global citizenship; the point is more about our paths and the time we spend with this cohort of Fellows than the final product we create.

Q: How has this experience helped develop your communication and creative thinking skills?

1: By watching people communicate, like the faculty and the other Fellows, I can emulate them as role models. The greatest asset of this program isn’t its educational model; it’s the people.

3: All of the speakers we are exposed to through this program share their advice with us, which gives us the opportunity to learn more efficiently.

2: The program has shown me that I have to operate with a certain level of humility. We are having an experience in which we are communicating with people from all over the world. We are all hoping to be leaders in the world in some way in the future, and as a part of being leaders, we should be able to communicate with people with whom we don’t have as much in common, and do it successfully.

1: I love the program, but I do wonder how different it will be from college.

2: In college, it’s easy to drift and end up only becoming friends with people you are comfortable with.

1: I just think that true pluralism takes a lot longer to develop than the nine days we are here.

3: That might be true. But this Summit was programmed for us to develop as much as possible. The pure purpose of this summit is to engage. I’ve never had a roommate, so having two roommates is such a new experience for me. I have learned so much about my comfort zone and about how to communicate on a basic level.

Q: How do this week’s experiences of creative thinking and communicating with others compares to experiences you’ve had at your own schools?

1: I’m privileged to be able to go to school [back home] where a lot of others are disadvantaged. But the teaching there is very linear. You aren’t supposed to have an opinion as a student.

3: This program is my school “on drugs.” It’s intensive. My school’s purpose is to do exactly what we are learning here, but I’m acquiring skills that are more utilitarian and applicable to my everyday life.

2: In my school, we talk extensively about ethics, identity, race, gender. But this program is about planning to taking tangible steps towards making the world better. We have discussions at my school that are often single perspective; since everyone agrees with one another already, it’s “preaching to the choir.” Here, every comment raises a new concern or standpoint I wouldn’t have in my own classroom.

Q: You have been exploring the themes of excellence, ethics, and engagement here as well. What do these topics mean to you?

1: They’re all intertwined. In order to feel connected with your work, you have to be engaged, and be excellent.

3: My sense of these terms has developed. For example, my understanding of being engaged has evolved because now I see in this Summit how engaged other people are in their work. Ethically, I am now able to see issues in a different way. For excellence, I see it all around me, being surrounded by Fellows who are leaders in their schools. We have a responsibility to be excellent in the world.

2: I’m still struggling with excellence, but the level of engagement here is amazing. I’ll never have a class of students like this. It’s all concentrated, so we have to make the most of our time. In terms of ethics, it’s become sort of a buzzword, something to be incorporated into a business model. But this entire Summit is built on a foundation of ethics. You can’t be a global citizen without being ethical.

Q: What is being ethical?

1: Ethics is very relative. We had a discussion this week about our relationships with nature and eating meat. Someone from the west might think one thing, and someone from the east another. I’m leaning more towards a deontological approach to ethics myself, looking at whether our actions are good.

2: I think it’s about being empathetic. You need to have the capacity to think and act with empathy, keeping other people and the implications of what we say and do in mind.

3: I’m still struggling with this because it’s such an abstract concept. If I say one thing, it won’t do it justice, so I’d prefer not to answer.

Q: Tell me a little about the projects you are designing.

1: I have a social enterprise working with child cancer patients on crafts to help them pay for their chemotherapy treatments. I want to build a website and help teach them entrepreneurship skills.

2: The problem I am trying to overcome is bridging of different communities in in my city. People tend to forget how segregated it is and how little interaction there is between different communities. There is a lack of understanding and empathy, and a very large gap between public education and elite private education. We are grappling at my private school with how we can provide a good education when in some ways we are damaging public education. My project is a school partnership model between my school and a public school, involving mentorship and exchanges.

3: My country has been accepting a lot of refugees from Syria. Young female refugees from Syria are at a vulnerable place in their lives. Sexism does exist in the world, and because of their refugee status, it’s amplified. I currently teach English to these refugees, and many women are not allowed to enter the classroom because there are men present. I want to create a space to connect young female refugees with career counselors and college counselors so that they can continue their education, and also have access to therapists to deal with trauma.

Q: What does it mean to do good in the world, or to have an impact in the world?

3: To contribute as much as possible. That can mean many things: making people happy, using your time efficiently, or doing what you do wholeheartedly. Get out of your comfort zone and overstep the boundaries you have set for yourself. Grow. If an individual sets of out to grow, that’s good.

1: If I were to think about doing good for the world, it’s not about the community, or your country; it’s about the world. We are stewards of the earth, and we need to leave it better than we found it. If I’m a citizen of one country, I might go and exploit another for the gain of my countrymen. But that’s not being a good global citizen.

2: Doing good goes beyond yourself. It’s education and empowerment. Those are words that come to mind. If you’re going to have an impact, providing education and empowerment to people so that they can also do good seems like a sustainable path.

1: But I don’t think we should confine our ideas to people. If I go and plant trees, that’s good for the planet. Doing good can be anything and anyone.

2: Yes, it’s impacting the world as a whole for the better.