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Transcript

Empathy Map

Christina ManceorSchool of Education, Johns Hopkins University ED.855.643.1A: Leadership for School and Educational Organization RedesignDr. Robert BalfanzFebruary 4, 2024

Understanding student participants’ interaction with the Peabody Internship Pathways program

Start

DO

THINK

FEEL

SAY

CONTEXT

Reflections

InterVIew with Student Intern

PROTOCOL

ReferencesSlaughter, J., & Springer, D. G. (2015). What they didn’t teach me in my undergraduate degree: An exploratory study of graduate student musicians’ expressed opinions of career development opportunities. College Music Symposium, 55. https://www.jstor.org/stable/26574402Stanford University Institute of Design. (2014). Understand mix tape: Discovering insights via human engagement. https://static1.squarespace.com/static/57c6b79629687fde090a0fdd/t/58993ab21e5b6c9dbecc9746/1486437057629/understand-mixtape-v8.pdf

Back

Questions: *starred questions were spontaneously added during the interview

  • Why did you decide to apply for the internship program?
  • How do you choose between opportunities when there are multiple that interest you?
  • Tell me about a time during your internship when you felt like you learned something or began to develop a new skill.
  • How do you see these skills connecting with future career goals?*
  • How do you interact with your supervisor? Describe how these interactions impact your experience.
  • Tell me about a time during your internship when wished your experience would have been different.
  • How do you feel people in your life influence your career interests/choices?*
  • What else would you like to share about your internship experience?

First, I introduced the concept of empathy mapping and purpose of the interview.The interview was recorded and transcribed using Otter.ai.

PROTOCOL

  • "I wanted to test out more experiences"
  • "It's propelled me into another path that I'm interested in."
  • "I wish I could go to more of the [organization's] concerts . . . I want to be involved more with the community."
  • "I don't feel as much as a student . . . I feel more independent."
  • "I'd like to do more."

SAY

  • Institutional Context: Higher education performing arts conservatory
  • Program: Peabody Internship Pathways
  • Purpose: Prepare students for future arts careers through off-campus internships providing mentored skill-building and impactful career experiences and professional connections (Slaughter & Springer, 2015)
  • Primary Stakeholders: Employer partner organizations, student participants, career services staff, institutional leadership
  • Interview Focus: Perspective of student participants

CONTEXT

Peabody Internship Pathways

  • Relaxed body language
  • Soft laughter before answering when the situation was complex
  • Tillting head, indicating thoughtful reflection on questions
  • Hand gestures to emphasize different perspectives or options in a situation

DO

  • Concerned about busy/unpredictable schedule
  • Felt stuck about career advancement before starting internship
  • Curious about the fields of marketing and development in the arts
  • Excited to explore interests and learn new skills
  • Feels more independent and professional working for an organization outside of school
  • Pressure to "get his life together" knowing he will soon graduate and is engaged to be married shortly afterward
  • Desire to do and learn more, but feels limited by external factors

FEEL

I found the empathy interview process interesting and thought-provoking. In preparation, I occasionally caught myself drafting questions containing inherent assumptions and was able to reframe them from a mindset of curiosity. During the interview, this open-ended approach allowed the conversation to take turns I did not expect, and ultimately led to a deeper discussion and learning more about the student I interviewed. In fact, we both enjoyed the conversation; the student mentioned that it was helpful to reflect on his experience as well. Creating the empathy map, it struck me that this student's behaviors, thoughts, quotes, and emotions seemed consistent and well aligned. This prompts me to wonder if this would be similar with other student participants, or if others' empathy maps would show more variance.Overall, the takeaways from this experience are highly informative to my work with the internship program as well as my dossier research on experiential learning. I look forward to conducting more interviews with additional students and employer partners in the future!

REFLECTIONS

  • Wondering how to take next steps toward his goals
  • Gaining new skills and building a career path with the help of the internship
  • Supervisor's limited bandwidth prevents him from taking on as many new tasks
  • Family does not understand his career interests and choices

THINK