SYMBOLS OF IDENTITY:
CONNECTING ODYSSEYS AND THE WORLD OF WORK MORE CONCRETELY TO STUDENT IDENTITY

At California State University, Dominguez Hills, we have adopted the philosophy of going far together. Our intersecting identities are the foundation upon which we build our understanding of the world and come to find a sense of belonging. We are embedding tools into our courses to help students to recognize their own intersecting identities, to connect those identities to others sharing their career interests, and to see how our various identities influence how we see ourselves in the context of work. 

Why add problem based learning and identity work to management courses?

The widespread use of information and communication technology and artificial intelligence is transforming work processes and job design in organizations which will require a new set of knowledge, skills, and abilities in college graduates.  Our new Management concentration is introducing project-based learning and competency-based education with workforce development as a viable strategy to enable our students a smooth transition from college to professional workforce. Problem and project-based learning invites students to engage with authentic questions in a community of inquiry, and to use cognitive (technology-based) tools, community service, and multidisciplinary themes to interrogate these questions.  

The Role of Odyssey Plans and Our New Assignment: Symbols of Identity

We have introduced Odyssey Plans as a problem based learning support, as a precursor to the management students selecting a partner for a community-based project.  We have also created a new assignment, expanding on the symbol element of Odysseys, called Symbols of Identity. 

Symbols of Identity invites students to reflect on multiple aspects of their identities to more deeply connect their lived experience, communities of belonging, and interests, to their future selves. The assignment allows the student to consider the design work that might most closely connect with their beliefs and the needs of their communities. They then utilize both their Odyssey Plans and Symbols of Identity to select their community based project partners. We are privileged to work with nonprofits and minority-owned small businesses from within local communities for these projects.  Students codesign with these partners, developing a system of reciprocal support as they together tackle project challenges.

We expanded beyond the simple symbol identification originally proposed in the Odyssey Plan partly because the Odyssey framing based on the classic ancient Greek text by Homer does not resonate with our typical first-generation students. For many the Odyssey is an unfamiliar story and doesn’t connect with their lived experience. As a result we decided that a better way to invite them to design their way forward might be having them think of their current community, their heritage, their tools and other factors that relate to their experience in the “working world” and to use this and a jumping off place.  For our students, this grounding in identity and work provides a useful touchstone, as most students are currently working or have several years of work experience.

Symbols of Identity was adapted from glam rocker James Golding’s Live Regally program, and expands on the symbol element of the Odyssey Plan.  We tested the initial version of this assignment with 110 students in one of our MGT 310 sections during Fall 2020.  We have since expanded the assignment beyond the initial coat of arms proposed by Golding, to recognize and honor a broader range of global and socioeconomic perspectives.

Symbols of Identity: Assignment Details

Time: 60 minutes

Overall Objective: This activity introduces the notion of a personal or family symbol to help the student deeply reflect on the You Are Here part of the Design Your Life approach.  Students will reflect on multiple aspects of their identities to more deeply connect their lived experience, communities of belonging and interests to their future selves.

Specific Learning Outcomes:

• Reflect on different facets of one’s identity

• Describe four of these facets visually 

• Integrate these into a “Symbol of Identity” like the Coat of Arms or Crest 

• Describe how different aspects of one’s identity impact your experience in the world

• Honor different lived experience

• Engage authentically in groups to build community and a sense of belonging

• Invite radical collaboration

Facilitator Talking Points and Activity Guide 

Introduction: 7 minutes

This initial conversation grounds the activity in examples of personal and community symbology from a variety of perspectives.  It invites a visual design perspective to articulating identity, in advance of the activity.

• Tell participants that you're about to have them create a multifaceted symbol of identity.

• Invite students to consider where they have seen symbols of identity in their own lives, stories they have read, places they have visited etc. (They may mention coats of arms, graffiti tags, logos, personal branding, etc.)

• Invite analysis of various symbols of identity:

  • Corporate logos: Show them the Mitsubishi Three-Diamond mark and ask them what it represents?

• Mitsu means three and Hishi means water chestnut and it was selected as it evokes the three-leaf crest of the Tosa Clan and of the three stacked rhombuses of the Iwasaki family crest.

• Coats of Arms: who and what might these represent?

• The first one with three crowns is King Arthur’s and the second one with 13 crowns represent King Arthur’s 13 kingdoms.

• Note that though these are from Europe, Coat of Arms and Crests are found in many cultures in all areas of the world.

• In West Africa Adinkra symbols communicate meaning:

• This is a Northwest Coast Native Crest

• King Robbo’s Team Robbo Tag:

• Note: King Robbo (aka John Robertson 1969-2014) was a London underground graffiti artist that had a famous feud with the graffiti artist Banksy. Note the use of color, font and the peace symbol.
  

Ask participants, how do you define your personal symbol of identity?

Activity: Developing Your Symbol of Identity

This activity  helps students begin to articulate who they are and where they come from and reflect on the tools of their trade. 

Review the Activity Instructions: 8 minutes

1. Step One for Quadrant One: Your Animal Symbol

   • The Spirit- Attitude (fierce /calm /resolute/strong/agile/curious/predatory etc.)

   • The Body Position- Movement (jumping/flying/bouncing/running/standing/lying/sitting etc.)

   •  Is it Holding Anything (other objects/with another animal)
     

2. Quadrant Two: Your Environment

   • Your Natural Environment (land/sea/mountains/sky/stars/moon/planet/ garden etc.) 

   • Your Sphere of Influence (province/town/city/village/island/jungle/beach/farm/resort /commune etc.)

   • Your Home or Dwelling (house/fortress/apartment/farm/temple /boat/hut/tent/tepee/tree house/igloo/streets, etc.)
     

3. Quadrant Three: Your Personal Signature, Style and Skills

   • Your Vehicle (car/boat/cycle/rocket/truck/horse/caravan/RV/Batmobile etc.)

   • Your Instrument or Tools of Trade (trumpet/guitar /pen/voice/paintbrush/computer/telescope/racket/hockey stick/phone etc.)

   • Your Precious Item (clothing/garment/jewelry/keepsake/glasses/scarf/watch etc.)

   • Your Craft, Skills or Trade (profession/field of endeavor/hobby etc.)

   • Your Signature (favorite song/movie/book/artist/star-celebrity etc.)
     

4. Quadrant Four: Your Background, Roots, Legacy and Community

   • Your Heritage (family/cultural lineage/background/roots/community etc.)

   • Your Family (ancestors past present/father/mother/spouse/children/ queen/princess/siblings/pets etc)

   • Your Badges of Honor (legacy/achievements/certificates/medals/awards/bestowals/appointments etc)

   • Your Mentors and Teachers (professors/gurus/leaders/artists/models/guides/your calling/philosophy/religious-spiritual teachings/practices etc)

(Show a few examples from past classes if you have any)

Create: 30 minutes

• Let the students loose to create on paper (if you provide markers, pens and pencils with many colors) or their computers using the PPT template or drawing software.

• Wander around observe asking questions, encouraging their work and answering questions with minimal judgement.  (Many students are nervous about their artistic talent.)

Sharing: 12 min

Consider adding instructions for sharing in groups of three here:

• 12  minutes: 3 minutes each, 3 minutes group discussion:

  • Presenter: Walk through your symbols of identity, sharing a few highlights, and what you noticed in doing the assignment.

  • Listeners: Reflect back where you hear the presenter excited or passionate about elements of their symbology.  Notice any themes

  • Repeat for all three people

  • If time, notice any themes that showed up between assignments in your group.  What did you appreciate about the other’s assignments that differed from yours?  Anything you want to add to your own, having seen theirs?

Debrief: 5-15 minutes or via Discussion Board

• What was your experience making this multi-faceted symbol of your identity?

• Did themes emerge? Where (if at all) did you see similarities between quadrants within your own assignment?  What similarities and differences did you see as you shared your assignments with one another?

• How did it feel to share these stories and exchanges? 

• Why do you think we did this as an intro to a class about careers?

  • You are defining, naming, creating a life for yourself!

If you use or adapt these materials, please share your feedback, as we are continuously updating and redesigning our curriculum.

Questions? Comments? 

Contact Thomas Norman:  tnorman@csudh.edu 
Professor of Management  
California State University, Dominguez Hills