ABSTRACT
Despite educators’ best efforts to empower students to own their learning, many undergraduates still emphasize the result (grade, deliverable, etc.) over the process and see “succeeding in business” as separate from “doing good.” This chapter recounts one university professor’s attempt to construct an alternative learning environment outside of his classroom (by creating a non-profit summer consultancy called Social Impact Scholars) that squarely puts student participants in the driver’s seat of owning their impact, making deep connections with key stakeholders, confidently articulating their value and addressing (SDG-related) problems. Throughout the discussion, the author will emphasize the mentorship structures, just-in-time training modules, problem solving techniques and reflection opportunities that work best to keep students motivated in thinking bigger about their social impact. A student participant also shares his own program-related experiences and serves as a case study for how Social Impact Scholars helped him find purpose. Ironically, by experimenting outside the academic environment and working with students as a leader of a non-profit organization, the professor learned valuable teaching approaches he now implements within his classroom setting that better empower students to effect change and find meaning.
