1. Output Specification

Welcome to my Learning Review, a holistic review of my capstone year with Gaia University. This
report provides an overview of my projects, outcomes, and outputs; reflects on my major processes and
learnings; and introduces my pathway and relevant materials I've created.
To design this output, I created an Intuitive/ Integrative design process, which consists of the following
phases: grounding, containing, gathering, visualization, tracking, and reflections. This can be viewed in
full in the extra attachment titled “Design Process.” My main intentions were to highlight learning and
development, integrate threads, incorporate mixed media, and complete in a timely manner. I chose to
incorporate a variety of mixed media, to creatively and effectively illustrate my main points. I chose to
use the 3 P's (personal, professional, and project) as an organizing framework, since this aligns well
with the system I used to track my development.
This report is designed to be read chronologically. Some elements are embedded media, whereas others
are linked as text in PDF format – all available from the page on Mahara. An overview of all contents:

1. Output Specification: this document; introduces the output, explains focus and approach,
summarizes the content, directs the reader.

2. Introduction: written text and a video, which provides an overview of Integrative Eco-Social
design and my learning pathway.

3. Time-line: an overview of my capstone year; view as an embedded Prezi power-point. The
reader can direct the presentation by clicking the bottom arrow (or pressing the arrow key on
their keyboard).

4. Output Packets: an overview of the six outputs of my capstone year, summarizing the purpose
and theme, including highlights and listing outcomes. Also displayed through a Prezi.

5. Projects and Pathway Management: addresses my key intentions for the year and how I
engaged them; reflects on design methods and management tools. 

6. Integral Quadrants of Skill Building: an overview of my skill-building using the Integral
Quadrants model; displayed through a Prezi.

7. Professional Development: an examination of skill-building in three areas, summary of
learning and outcomes. 

8. Personal Development: an exploration of internal growth through the lens of grounding;
details five practices for grounding and how this influenced my learning pathway. Embedded as
a video.

9. Emerging Directions: expresses my vision for life and career development in the near and
longer future. An embedded video recording.

10. Conclusion: synthesizes and wraps up the report. 

Extra Attachments and Behind the Scenes:

• Annotated Resource Review & Digiphon – a compilation of all resources, listed thematically
in a PDF.

• Design Methodology – The complete version of my Intuitive/Integrative Design process used
for this output packet; includes Output Process Reflections; view in separate PDF.

• Behind the Scenes: Freewriting for the OP design and process, Learning Journal Excerpts;
Written transcripts of all audio recordings; presented as text in a PDF.

• Tracking and Evaluation: a compilation of the tracking system I used in OP 2 – 4; view as an
Excel spreadsheet.

• Weekly Design Template – a core process I used for time and project management.

• Resume – an updated Resume; link to a PDF.
Please proceed onwards to section 2, found on my Learning Review page in Mahara.

2. Introduction

My capstone thread is Cultural Wisdom and Regeneration. This encompasses the breadth and depth
of skills, projects, events, resources, and theory I've engaged with in my pathway with Gaia University.
This focus is about collecting, harvesting, and honoring the existing wisdom being expressed, and
aligning my life work with the renewal of culture—a means of regenerating ecological and social
systems. My degree pathway, Integrative Eco-Social Design, provides a framework for learning and
practicing this. Cultural Wisdom and Regeneration is an evolving field of study, an approach to action
learning and a path to right livelihood.
For an overview of Integrative Eco-Social Design and my learning pathway, please see the video
below.

3. Timeline of my Capstone Year

4. Overview of Output Packets

5. Project and Pathway Management

In my Learning Intentions and Pathway Design (LIPD) I outlined 4 key intentions for my capstone
year: a) Move towards Regenerative Livelihood; b) Develop my Writing Projects for Publication; c)
Strategic Engagement and Benefit to the Field; and d) Graduate in September 2012. Under each
intention I elaborated with several goals and objectives. Here I provide an overview of how I met these
goals, and how this influenced my learning pathway. I then reflect on the tools and methods used to
design and manage my projects and pathway, and how this worked.

a) Moving towards Regenerative Livelihood

Gain experience in leadership, mentoring, and facilitation: I identify four capacities in which I engaged this goal: 

Transformative Action Learning (TAL): These events focus on strategically engaging in the world,
helping people discover their purpose and passions, and providing resources, skills, and tools need to
effectively manifest projects. These events have powerfully impacted my personal capacity to
consciously engage with my life and projects. I have participated in two TAL events as a team leader,
and am helping to organize and facilitate the upcoming event in September.

Writing from the Soul: a practice in timed free-writing from prompts, which encourages freeing one's
voice, letting go of the inner critic, and generating creative material to work with. I took this class
with Jane Brunette, as a ten week series with a group. I then collaborated with a yoga teacher to
facilitate a Yoga & Writing from the Soul class, as well as offering Writing from the Soul circles at a
TAL event and to the Gaia University community.

Pixie Path: At Free Cascadia Witch Camp, a gathering for witches and activists, I co-designed and
facilitated Pixie Path, a path for youth that meets for three hours every day. We integrated lessons
about magic and earth-based spirituality into games, songs, stories, and crafts.

Queer Camp: I stepped in as a counselor for the weekend at Queer Camp, a four day camp in the
woods for queer youth. In a safe and supportive space, youth are encouraged to build relationships,
connect with nature, express themselves, and receive support for issues in their lives.

• Budget and track expenditures on a monthly basis

I successfully fulfilled this goal, a means of gaining deeper awareness of effective financial
management. Although I didn't generate income this year, I did engage in a work-trade situation this
summer, and continued to track my spending diligently. This allowed for a better sense of what I value,
where I spend my money, and how much money I need in order to live in the way I would like to.

• Develop a five year design for regenerative livelihood

My interview with Jane Brunette addressed regenerative livelihood and helped me gain clarity about
my process in creating it: be patient, keep the magic alive, know that all kinds of jobs can contribute toprofessional development, and it's worth letting our gifts incubate before offering them to the world.
This encouraged me to slow down, focus on grounding and creating a solid foundation. In each output
packet I addressed my livelihood; mentioning how threads tied in with my professional development
and vision for a career. In this Learning Review, I pull those pieces together to articulate an overall
vision for my livelihood, what my intentions are for the next year, and then in three to five years. This
can be viewed in the “Emerging Directions” video and read in the Behind The Scenes transcript.

b) Developing my Writing Projects for Publication

• Write for 5-10 hours a week

I certainly wrote for ten hours every week: I wrote in my journal, wrote letters, wrote output packets,
and started writing poetry again. This writing wasn't in the container of a project to be published and
shared, like the biomythography or online publication outlined in my LIPD—however I kept a
consistent writing practice, which helped me develop material and more versatile skills as a writer.

• Develop storytelling skills

My main intent was learning how to tell my personal stories in a way that teaches and benefits others.
In the past I have received positive feedback about my presence, authenticity, and creativity when
storytelling, and encouraged to make my writing more accessible and relevant. In my capstone year I
prioritized connecting with the global context and weaving in best practices. This is especially evident
in my output packets, through my design to include and benefit the readers. Additionally I continued to
study storytellers who have been successful in publishing and performing their work, reflected on what
I learned from them and began integrating that into my own writing.

• Share drafts with Jane, Lily and other for feedback

The main way that I engaged with this goal was by printing the draft of my biomythography, over 100
pages, and sharing this with Lily Moon for her feedback. Since giving her that draft, I have felt a
latency with the project and decided to put it aside, focus on other aspects of my development as a
writer, then return to this project with renewed perspective. Though I didn't share this book draft with
Jane, I did share my writing with her regularly through the ten week Writing from the Soul class that
she taught. This helped me develop confidence reading my writing aloud, and for Jane and I to develop
a rapport for future work together. I also realized that writing output packets is an excellent way to
receive holistic feedback on my development as a writer.

• Connect with a publishing press

Last year I researched publishing presses extensively, and have a fairly good pulse on what's out there.
I didn't connect with a publishing press this year, because I never felt ready to take that next step with
my writing projects. I did, however, apply for a micro-grant from Moonifest, an organization that funds
projects that benefit women and the Earth, and received $130 dollars for my biomythography project. I
intend to use that money for specialist advising with Jane Brunette, and met with her once so far, for
the interview about Writing and Regenerative Livelihood. As mentioned earlier, this actually changed
my thoughts about moving towards publication at this stage, and encouraged me to slow down,
develop more content, hone my personal style, and practice sharing my writing in smaller ways.

c) Strategic Engagement and Benefit to the Field

I set an intention to engage strategically—consciously acting with a set of goals and objectives in mind
—and also benefiting the field; making my work relevant, accessible, and useful to others doing
similar work. This engagement is evidenced in my Overview of Output Packets presentation, and
expanded upon under 'Conscious Storytelling' in Professional Development.

d) Graduating in September 2012

This intention was about completing all required elements (outputs, peer reviews, blog posts, guild
meetings, and community calls) within my time frame. Throughout the year I renegotiated output
milestones several times—then was able to meet these and articulate my process around this. My
pathway management strategies are addressed below.

Tools and Methods for Design and Management

One of my biggest learnings throughout the year was about containment: how to create strong
containers for my projects and output documentation – to narrow my focus, discern the essence, and
follow through in a timely way.
In the beginning of the year I used models created by others, then gradually began adapting and
creating my own. Here are some of the tools and methods used to design and manage my pathway:

• Weekly Design

This method was introduced to me by Gabriel Vieira in October 2011. That Autumn I practiced
consistently undergoing the whole process he developed. As the routine became more familiar, I began
using a modified version: simply listing my goals and objectives for the week under several categories,
surveying the week and identifying available time, then creating a prototype for how long I will do
what when. At the end of the week I examine what tasks still remain, then choose to let them go or
integrate them into a new design for the following week. This practice has proved successful for time
and project management; helping me to develop awareness of how much I can realistically accomplish,
and remain accountable to my commitments by tracking and checking in. The Weekly Design template
can be found in Extra Attachments.

• Feedback Loops

I examined peer and adviser feedback from previous outputs, my mid-year and end-of-year
presentations, and used this to guide my decisions about what edges to push in my Capstone year.
Throughout the year, I increased my attention to feedback in the PODAPO
1 from all angles: my self review, review of peers' outputs, and reviews from my adviser and peers about my outputs.

• Tracking System
1 PODAPO: The evaluation form used by Gaia University associates, an acronym for: Presentation, Organization, Design,
Action Learning, Process, and Outcomes.

In my LIPD I created a system to track and evaluate my development over time. I created tables for my
personal, professional, and project goals, defined each with a measurable objective, such as:

• Nature Connection: at least two hours per week
• Storytelling: connect with global context at least once per output packet
• Writing from the Soul: facilitate at least one more Yoga & Writing class in May
Each output cycle I evaluated my goals using a scale of 1 – 5 (minimal to exceptional).

Subject

Objective

Evaluation

Notes

Nature Connection

At least two hours
per week

3

Walking in the woods,
marsh, and by the ocean.
Harvested edible weeds and
made a spring vinegar


Tracking my goals was an experiment; overall I found it a useful practice to be accountable to my
goals, measure my development, and notice patterns about my ways of working. Here are some
recommendations for Gaia University associates interested in creating tracking systems:

• Start near the beginning of the year, and choose an evaluation interval that works for you.
Weekly is probably too often to evaluate with depth and breadth. Perhaps monthly, or
depending on your output plan, with each output submission.

• Identify a range of edges to push and/or practices to maintain. Consider also what you are
currently doing well—if this could shift over the year in various circumstances, consider
including it in your tracking. For example, I might have included “sleeping enough” under my
personal goals, since this was easy to practice in the winter, yet became a lower priority in the
summer.

• Consider frameworks for organizing your goals and objectives. Personal, professional, and
project worked well for me.

• Create using a medium you will have regular access to, in a format that's easy to compile and
update regularly, so you can easily compare and notice patterns. This could be handwritten in a
notebook, Excel spreadsheets, or other software.

• Choose a milestone to reflect on all the data collected—the Learning Review provides a great
opportunity to integrate your observations.

• Creating Personal Design Processes

After gaining confidence using the design processes created by others – namely, GaSADIE (Goals
articulation, Survey and Analysis, Design, Implementation, and Evaluation)—I began experimenting
with hybrid and new processes. In a previous year I adapted a ritual pattern from the Reclaiming
tradition (an organized tradition of modern witchcraft). One experiment this year was 'A Tree Grows
by the Ocean' process, for my OP 4, which involved freewriting, establishing roots, then ebb and flow.
My most successful design process has been the Intuitive/Integrative design created for this Learning
Review. This was created though examining core learnings and key words of my pathway, piecing this
together with the key points of “Reflection Reflection” slide on Jennifer English's presentation onConscious Action Management. By drawing from my own experience and sources that I respect, I was
able to create a design process that aligns well with my patterns of working.

6. Integral Quadrants of Skill-building

7. Professional Development

Professional Development

In my LIPD I outlined 3 areas for professional skill-building: Teaching and Facilitation; Collaboration
and Networking; and Conscious Storytelling. Below I examine several skills within each area: I define
their meaning in my learning pathway, briefly reflect on my learning and summarize the outcomes.

TEACHING AND FACILITATION

• Leadership: Taking initiative, offering guidance and direction, supporting and empowering
others, creating containers for growth and learning, teaching content, modeling positive
behavior, providing supportive feedback.
Learning: Act with clarity and decisiveness – accept feedback later; actively solicit participation
from the group – including checking in one on one; delegate and ask for support when needed. 
Outcomes: Writing from the Soul, Transformative Action Learning Events, Pixie Path, Queer
Camp. Engaging opportunities; receiving feedback and reflecting on growing edges; navigating
challenges with relative ease.

• Convening: Gathering people together at an agreed upon time for a specific purpose.
Learning: For in person gatherings, choose a sound for the week—ideally a conch or loud
instrument; for long distance meetings, propose a date and include all relevant information –
time/zone, call in number, etc. 
Outcomes: Content sessions and meal blessings at the TAL events, meetings for the Matrix and
Free Camp facilitators.

• Delegation: Inviting assistance and support from others.
Learning: Be specific – ask for clear tasks within a time frame; provide encouragement, positive
feedback, and gratitude.
Outcomes: Tasks and support roles at the TAL events and Pixie Path; assistance with
documentation and technology for project and output packet.

COLLABORATION AND NETWORKING

• Collaboration: Designing and implementing projects with others,working well with partners or
in a group, accountability in relationships, creating tangible offerings that benefit others.
Learning: For beginning collaborations, working on a project within an organization or already
existing context works well (ie. a camp or community center); establishing connection and
common ground strengthens a working relationship; find ways to highlight and integrate each
person's interests and skills.
Outcomes: Yoga and Writing class with Erin, Pixie Path with Seneca, Event organizing and
leadership with the Matrix for TAL events, work-trade in the garden with Blandy.

• Networking: Making connections in community, documenting shared interests and gatheringcontact information for future projects, collaboration and working relationships 
Learning: Collecting people's information in a notebook at events works well – inviting contact
information as well as their interests; linking up on social media sites allows for more
dissemination or relevant news, events, projects, etc. 
Outcomes: Co-creating ritual, invitations to community gatherings, increased access and ability
to disseminate information.

• Mentoring: Connecting with mentors who are experienced, available, and able to offer wisdom
for my projects and pathway.
Learning: The guidance I seek is readily available, though may not come from my imagined
sources; working with mentors who have a strong foundation and are already offering their
services tends to be simpler and more rewarding.
Outcomes: meeting and working with Jennifer English about transformative action learning,
Jane Brunette about writing, and Dori Midnight for intuitive counseling.

CONSCIOUS STORYTELLING

• Benefiting the Field: Creating art that teaches, inspires, raises awareness, or provides some
benefit to the intended audience and/or those who encounter it.
Learning: Identify the intended audience, their needs, and how your work can benefit them.
Survey the field to learn from others, locate yourself in relation, and identify your strengths.
Start small; gradually take steps to expand your audience and impact on the field.
Outcomes:

• Performing Arts: Performing spoken word poetry, singing, or storytelling to an audience.
Learning: Open mics are a great place to practice; slam poetry events provide an opportunity to
learn from professional or highly skilled performers.
Outcomes: Increased confidence performing and speaking publicly; a design for a spoken word
poetry CD (to implement in the coming year).

• Mixed Media: Recording songs, creating short videos; posting and disseminating online.
Learning: Keep it simple when starting out; arrange support or advising when needed; draft a
clear and concise script for videos.
Outcomes: Gaia Singing channel, IESD Introduction video: a short and illustrated overview of
Integrative Eco-Social Design and my pathway.

• Grant Writing: Introducing a project in a clear and compelling way, so that others feel excited
and interested in supporting it.
Learning: Summarize the essence concisely and provide supporting material for more depth;
articulate a vision and demonstrate realistic milestones and a timeline for meeting this.
Outcomes: A micro-grant of $130 for my biomythography project; two letters of enthusiasm.

Reflections and Integration

The four roles – Writer, Teacher, Intuitive Counselor, and Interfaith Minister – outlined in my OP 1 still
feel aligned with my professional development and long term career vision. I still perceive writing as
an entry point, the field that makes most sense to focus on at this stage; though also developed skills
that support the other aspects of my career. Particularly I want to emphasize my edge-pushing to
become proficient and more well rounded with Gaian Skillflexes, the range of skills that Gaia
University associates are mentored and evaluated in. These versatile skills will prove useful for
continuing work with Gaia University, as well as other professional endeavors related to ecological and
social design.

8. Personal Development

9. Emerging Directions

10. Conclusion

 

The ability to design one's own learning pathway is an incredible, if at times daunting, opportunity.
With the emergence of new educational paradigms, often drawing from ancient wisdom systems, we
have an unprecedented opportunity to integrate our whole selves into our education and career
development—in a way that strategically impacts the world. The ability to align one's values, passions
and life purpose with an institution for higher learning is deeply empowering. In a time of great
transition, diversifying the ways we learn, think, design, engage, and make a living allows for more
possibilities for collective evolution.
The praxis of Integrative Eco-Social design supports me to actualize my visions for social and
ecological regeneration. Within this, my capstone focus of Cultural Wisdom has consisted of a broad
exploration of knowledge and skills. At a personal level, I have developed practices for grounding,
presence, and wellness. Professionally, I have developed my capacity for conscious storytelling,
leadership, and collaboration, all of which support my intended career as a cultural creative. The
projects I have engaged with have had positive outcomes for my personal and professional
development, some benefit to the field, and will continue to evolve – particularly my writing projects.
The tools and methods I've learned for project and pathway management will continue to help me work
effectively, with realistic milestones and a high level of integrity.
The past three years with Gaia University have been incredibly rich, and I believe all my learnings will
continue integrating in myself and influencing my work in the world. So many people, places, and
beings have given to me, guided me, and helped shape me. With gratitude for all that has supported me
to reach this point – a synthesis, the end of one cycle, a transition – I close this report. I look forward to
all the learning that the future holds.

Click here to read my Annotated Resource Review

Click here to read about my experience behind the scenes

Weekly Visioning and Design
(Date)


Preparing the space, dropping in

What am I feeling in my body right now? Take a moment to sit with these feelings,
then describe them.

What am I thinking about this morning? Any worries or persistent thoughts? Any
excitements? Record these stream of consciousness fashion, without worrying
about organizing them.

Imagine this week as the best, most exciting, engaging, effective, and
transformative week of your life. What does it look like?

Goals and Intentions

What are my intentions for this week? What am I creating and how?

What are my specific and achievable goals for this week? How will I celebrate
when I achieve them?

Survey of the week

Any known events upcoming? What do I need to do to prepare for them?

Anything that needs to be scheduled?

What tasks need to be done to achieve my goals for the week?

What possibilities and exciting opportunities are out there in this week?

What are my concerns about this week and how can I address them?

What am I most looking forward to this week?

Analysis

How long will things take? When is the best time to do them?

What constraints already exist in this week to work around? (i.e. car availability,
guests, etc..)

What constraints do I want to apply to this week? (i.e. focus on one project, no
more than 1 hr of internet a day, etc...)

Design

Go to the calendar. What do I want to do each day? Assign blocks of time to
different projects or to specific tasks as necessary.

Evaluation

How did this week's schedule serve me?

Did I achieve my goals? Why or why not?

What did I learn this week about my time management and design?

 

To view my examples of weekly design click here

Resume

Click here to view my resume