Kathy Bishop (kathy.bishop@royalroads.ca) is an Associate Professor and Catherine Etmanski (catherine.etmanski@royalroads.ca) is a Professor in the School of Leadership at Royal Roads University. Victoria BC Canada.

Rationale

To offer graduate students an experiential understanding of their upcoming capstone research journey, we, the authors, have staged a three-hour workshop outdoors (on the grounds of our university) based on Lewis Carroll’s (1990/1865) fictional tale, Alice’s Adventures in Wonderland, and following Joseph Campbell’s (1968) three-part monomyth structure (departure, initiation, return). We call the session: “Down the Rabbit Hole Capstone Journey.” For this session, we invite learners to take an embodied journey down the rabbit hole by tuning into the personal call for adventure, identifying their active stories, and initiating a journey of discovery by passing through the milestones of doing a Master of Arts capstone. A capstone is a research project or thesis to be completed as partial requirement for completing a Masters of Arts degree.

The Down the Rabbit Hole Capstone Journey enables students to gain a high-level conceptualization and understanding of the overall research process, key milestones, potential pitfalls, enablers and/or highlights that they may experience when doing their capstone research. Although the prospect of conducting research may be exciting for some students, for others, the number of steps involved can feel daunting at times. By actively participating in this Down the Rabbit Hole Capstone Journey, students have an embodied experience of going through the steps of research, albeit mythically. In this way students gain not only an intellectual understanding of the research process but also experience a range of feelings and learn different ways they may navigate obstacles along the way. The staging of the capstone as such enables students to have insights and gain potential strategies they may draw upon when doing their actual capstones. In this way the capstone research process can be demystified.

For faculty, the Down the Rabbit Hole Capstone Journey offers a way to creatively provide an overview of the process of research and work on a deeper level with students about what they may experience when doing their research. Through the experience, faculty can debunk the notion that a capstone will unfold in a uniform way because there are many challenges and opportunities that may arise when meeting key deliverables and milestones. While debriefing this experiential activity, faculty can help students with this new learning overcome any concerns or fears that they may have in doing their research, strategize how they might plan for the unexpected, and put in place support systems. This activity may also act as a catalyst for faculty to offer other creative ways to enhance student learning in other areas of their teaching.

The overall purpose of the activity is for students to have an experiential and symbolic experience of completing the capstone journey, including some of the trials and successes along the way. Some of the key learning outcomes for students are to:

• recognize and describe key milestones in doing a research project;
• examine and differentiate between different stages of the research along the way;
• foster a sense of agency through exploration, risk taking, and fun to develop research capabilities;
• discover the power of community and the need at times to ask for help/help others; and
• explore the capstone research journey in a playful way as a reminder to enjoy the process.

This activity is based on: strong adult education principles rooted in experiential education (Kolb, 1984; Kolb & Kolb 2017), embodied and whole person learning (Amann, 2003; Yorks & Kasl, 2006, 2002), transformation (Dirkx, 2006; Mezirow, 2000; O’Sullivan & Morrell, 2002; Taylor & Cranton, 2012), and reflection (Schön, 1984). As well, we draw upon arts-based (Knowles & Cole, 2008; Leavy, 2015), theatre-based (Ackroyed & O’Toole, 2010; Boal, 2002; Norris, 2009; Saldaña, 2011), and nature-based activities (Plotkin, 2003; Plotkin 2008; Sharmer & Kaufer, 2013).

Overview

The Down the Rabbit Hole Capstone Journey follows the format of a research project. Within Royal Roads University’s School of Leadership Studies, our students are expected to complete applied action-oriented research which includes having a partnering organization. As a result, key milestones have centered around the student capstone handbook, which highlights such tasks as: (1) confirming organizational partner and supervisor, (2) submitting a supervisor nomination form, (3) finalizing proposal with supervisor, (4) completing a letter of agreement, (5) securing  ethical approval, (6) engaging in data collection, (7) undertaking data analysis, (8) writing the final report, (9) writing a reflective practice integrated paper, and (10) submitting a final organizational partner evaluation. For this activity, we have mapped out a campus walking loop for students to travel as a journey (structured as departure, initiations, and return) with corresponding milestone stations and associated activities to complete, as shown in Appendix A.

We have a cast of characters (inspired by Alice’s Adventures in Wonderland) the students meet as they journey through the various milestone stations. Two key characters are Mad Hatter who acts as the overall facilitator and Rabbit/Joker (complete with mask, a big clock, and pre-made rabbit/joker cards) who acts as a trickster, both helping and offering challenges on the journey, and attending to time by shepherding students through the course. Other characters include Administrator (who ensures forms are complete), Ethics Reviewer (who makes students jump through hoops, literally using hula hoops), Cheshire Cat (who stands at crossroads to ask students which way they are going), and Tweedle Dee and Tweedle Dum (who attend to the data analysis station which includes handing out bags of puzzle pieces). Our delivery team meets beforehand to clarify roles and tasks and review a handout (see Appendix B). The Mad Hatter starts the activity and sends students on their way with a handout of the journey and what they need to complete (see Appendix C). As students make their way along the path (or “down the rabbit hole”), the characters meet and greet them. The activity culminates with students returning to the place they started, where we lead them through an imaginary convocation ceremony and celebrate their success. Once this is done, we come out of character and debrief the activity.

When debriefing the activity, we have time for both individual reflection and group dialogue. For individual reflection, we ask students to take a moment to write down what happened in this experience (as objectively as possible), key reflections, any scholarship they can recall that may link to what they did, and learnings they will take away as a result. These reflection questions model Kolb’s (1984) experiential cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. For the group dialogue, we engage the large group conversation by asking questions structured around Kolb again, such as: What happened? What came up for you, either personally or symbolically? Did anything surprise you? How does this link to your upcoming capstone? What will you do differently now as a result? We also ask specific questions around milestones and learning at each milestone station.

For an overview on setting up and implementing your own Down the Rabbit Hole Capstone Journey, see Table 1.

Table 1

Setting up and implementing a Down the Rabbit Hole Capstone Journey

Reflections

Down the Rabbit Hole Capstone Journey can be a powerful experience for students. It takes time to plan and prepare and can be confusing for students if not set up clearly. Colleagues who are recruited may not feel clear or confident in playing a role; therefore, it is important to have preplanning sessions as well as to offer a script with key deliverables. The clearer and more confident people are in engaging in the activity, the more successful the activity will be. Also, the role of the Rabbit/Joker is key in facilitating the process. Be sure to use a mask that is not frightening to the participants. When I (Kathy) first played this role, I used a white paper mâché mask that caused students great angst. After the activity, students gave me a happy cartoon rabbit mask for the benefit of future students engaging in the activity.

For each Down the Rabbit Hole session we run (Bishop & Etmanski, 2021), we adapt it to the people, place, and purpose. We pay particular attention to co-creating the learning space (Bishop & Etmanski, 2021; Etmanski, 2014). We invite our students to co-create safe and brave spaces (Arao & Clemens, 2013) as well as accountable spaces (Ahenkorah, 2020) with us. “This acknowledges that at times we may feel uncomfortable or choose to take risks, or that we may enable spaces of grace where we accept people however they show up, trusting the process will deepen our understandings and connections” (Bishop, et al., 2019, p. 6). For further lessons on creativity and action research, see Etmanski and Bishop (2017).

Conclusion

By going “down the rabbit hole,” we provide students with a symbolic and lived experience of completing a capstone research process. Just as the capstone process itself is a way of integrating the theories, competencies, skills, and methods students have learned up to this point in their Masters of Arts education, the Down the Rabbit Hole Capstone Journey is a way of integrating lessons learned and supporting students in making meaning about achieving key research milestones through an emergent process. Norris (2000, p. 40) cited McLeod’s observation that there are five major ways of making meaning: through word (privileged in education) and number (privileged in science); and through image, gesture, and sound (privileged in art). Furthermore, as noted by Cranton and Kasl (2012), there are “several ways in which people revise their perspectives (cognitive, extrarational, social, relational, artistic, and intuitive). Each path leads to transformative learning in a different way” (p. 397). By facilitating a Down the Rabbit Hole Capstone Journey, we offer students a creative, fun, and potentially transformative learning experience to understand research milestones and some potential pitfalls, amplifiers, and strategies to support them when they engage in their actual Masters research.

References

Arao & Clemens (2013). From safe spaces to brave spaces: a new way to frame dialogue around diversity and social justice. In L. M. Landreman (Ed.), The art of effective facilitation: Reflections from social justice educators (pp. 135–150). ACPA College Student Educators International/Stylus.

Ackroyd, J., & O’Toole, J. (2010). Performing research: Tensions, triumphs and tradeoffs of ethnodrama.  Trentham Books.

Ahenkora, E. (2020, Sept 21). Safe and brave spaces don’t work (and what you can do instead).  Medium. https://medium.com/@elise.k.ahen/safe-and-brave-spaces-dont-work-and-what-you-can-do-instead-f265aa339aff

Amann, T. (2003). Creating space for somatic learning with transformative learning theory. Weissner et al. (EDS.), 5th International Conference on Transformative Learning: Building Bridges Across Contexts and Disciplines (pp. 26–32). Teacher’s College Columbia University.

Bishop, K., & Etmanski, C. (2021). Down the rabbit hole: Creating a transformative learning environment. Studies in the Education of Adults. https://doi.org/10.1080/02660830.2021.1879454

Bishop K., Etmanski, C., Page, M.B., Dominguez, B., & Heykoop C. (2019 Spring). Narrative métissage as an innovative engagement practice. Engaged Scholar Journal, 5(2) 1–16.

Boal, A. (2002) Games for actors and non-actors. Routledge

Campbell, J. (1968). The hero with a thousand faces (2nd ed). Princeton University Press.

Carroll, L. (1990). Alice’s adventures in wonderland. Dragon’s World. (Original work published 1865).

Cranton, P., & Kasl, E., (2012). A response to Michael Newman’s “Calling transformative learning into question.” Adult Education Quarterly, 62(4), 393–398.

Dirkx, J. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. In E. W. Taylor (Ed.), New Directions for Adult and Continuing Education: No. 109. Teaching for change: Fostering transformative learning in the classroom (pp. 15–26). Jossey-Bass.

Etmanski, C. (2014). Creating the learning space: Teaching arts-based research. In C. Etmanski, B. Hall, & T. Dawson, (Eds.) Learning and teaching community based research: Linking pedagogy to practice (pp. 265–284). University of Toronto Press.

Etmanski, C., & Bishop, K. (2017). Creativity and action research. In Hilary Bradbury and Associates, Cooking with action research: Volume 2, Resources for self and community transformation, Volume 2 “How To” (pp. 81–94). AR  https://actionresearchplus.com/action-research-book/

Knowles, J. G. & Cole, A. L. (Eds.). (2008) Handbook of the arts in qualitative inquiry: Perspectives, methodologies, examples, and issues. Sage.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Kolb, A. Y., & Kolb, D. A. (2017). The experiential educator: Principles and practices of experiential learning. EBLS Press.

Leavy, P., 1975. (2015). Method meets art: Arts-based research practice (Second ed.). Guilford Press.

Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass.

Norris, J. (2009). Playbuilding as qualitative research: A participatory arts-based approach. Left Coast Press.

O’Sullivan, E., & Morrell, A. (Eds.) (2002). Expanding the boundaries of transformative learning: Essays on theory and praxis. Palgrave Press.

Plotkin, B. (2008). Nature and the human soul: Cultivating wholeness and community in a fragmented world. New World Library.

Plotkin, B. (2003). Soulcraft: Crossing into the mysteries of nature and the psyche. New World Library.

Saldaña, J. (2011). Ethnotheatre. AltaMira Press.

Scharmer, O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler.

Schön, D. A. (1984). The reflective practitioner: How professionals think in action. Basic Books.

Taylor, E.W & Cranton, P. (eds) (2012). Handbook of transformative learning. Jossey Bass.

Yorks, L., & Kasl, E. (2002). Toward a theory and practice for whole-person learning: Reconceptualizing experience and the role of affect. Adult Education Quarterly, 53(3), 176–192.

Yorks, L., & Kasl, E., (2006). I know more than I can say: A taxonomy for utilizing expressive ways of knowing to foster transformative learning. Journal of Transformative Education, 4(1), 1–22.

Appendix A: Overview/Script Example Down the Rabbit Hole Capstone Journey

Note: This overview was given to colleagues who helped deliver the Down the Rabbit Hole Capstone Journey activity on campus of Royal Roads University. The campus grounds include lawns with a wide open grassy area as well as a forest trail.

Purpose: To have an embodied experience of completing the capstone research journey, including some of the trials and successes along the way. To do so in a playful way as a reminder to enjoy the research process.

2.15 pm Meet on Lawn/Administration Area

Opening script:

Departure: Mad Hatter and Rabbit/Joker to set up the activity. Banter to lead into activity

Mad Hatter: Your journey is on trail”

Rabbit/Joker “Trail? Trial! Trail or Trial?”

Mad Hatter: For the beginning of the journey- everyone needs to do 3 tasks before they head into the trail. Each station will have further instructions. First is to find a Supervisor and an Organizational Partner .

Rabbit/Joker: Find a Supervisor and an Organizational Partner! We all play different roles in life, so for this journey you will be both your self on the journey and a support to others. What role will you play? Organizational Partner or Supervisor? [Rabbit/Joker puts either an Organizational Partner or Supervisor sticker on back of student] Remember this may be tricky!

Mad Hatter:

1. So your first task is to find a Supervisor. With your Supervisor, go to Tree 1 where the Administrator is.
2. Get nomination form. Fill it out. Get yarn and 3-legged race to Tree 2 (Tweedle Dee and Tweedle Dum will be there to oversee).
3. At Tree 2, Deposit Supervisor nomination form in box. Untie from your Supervisor. Pick up Organizational Partner form. Find an Organizational Partner . Get yarn. 3-legged race back with Organizational Partner to Tree 1.
4. Submit Organizational Partner form. Then run to Tree 3.
5. At Tree 3, Get capstone administration form. With your Supervisor and Organizational Partner 3-legged race back to Administrator at Tree 1.
6. At Tree 1 submit completed capstone administration form. Pick up checklist and go to start of trail (Ethics bench).

At Ethics Bench

1. Pick a card. Take a hula hoop and do the number of rotations.
2. Get Checklist checked. (Ethics reviewer asks a question before checking, i. e., What is informed consent? What is power over? Who are your participants?)
3. Proceed on trail

Point of Choice

Cheshire Cat asks – Which way will you go? Answers – it’s up to you. Pick a path. Your choice.

Data Analysis Area

Tweedle Dee & Tweedle Dum/ Quality Controllers 1&2

1. Get puzzle piece package and puzzle board or paper.
2. Complete puzzle.
3. Return to table. Shows Tweedle Dee or Tweedle Dum.
4. Receives Reporting instructions/paper. [Reporting instructions – Your task is now to do some reporting. Look at the picture on your puzzle. What do you see in the context of your own capstone project? Consider some words or ideas. Use the magazines to cut out words or images to describe what you have found]
5. Complete Report.
6. Return to table. Shows Tweedle Dee or Tweedle Dum.
7. Tweedle Dee or Tweedle Dum asks a question (i.e: 1 minute of dialogue = how many pages of transcript? (2) What type of validity are we seeking in action research (authenticity and trust worthiness rather than reliability and generalizability)
8. Get Check mark.
9. Get Instructions for Reflective paper and proceed onward.

Reflective Area

[Reflective paper instructions – Time to reflect on your journey. Continue over the bridge and find a spot before you exit the trail. In your journal, take a moment to write about

1. What happened in this experience so far?
2. What has been something that has come up for you, either in what you think or how you feel?
3. Any scholarship that you recall that may link to this experience?
4. What may be something you take away as a result?

Once you are finished journaling, return back to the lawn, to Tree 1 where Administrator is. You will show your journal entry is complete to Administrator (she will not read it, but will look to see that you have done it to get your check mark and instructions for next step).

Administration Area

1. Administrator looks to see if journal entry complete. Gives checkmark and Organizational Partner final form.
2. Need Organizational Partner to check off as final assessment
3. Hand in Organizational Partner form and Completed checklist.
4. Go to convocation area.

Appendix B: Roles and Tasks Handout for Delivery Team

Down the Rabbit Hole Capstone Journey — Roles and Tasks for Delivery Team

Mad Hatter/ Overall facilitator

• You set up the overall journey
• Once journey begins, wander to the first station and then the trail and help out as needed.
• You close the journey with convocation ceremony
• Everyone returns to classroom, and you       facilitate the debrief, asking questions around:
• Make sure students put right forms in right boxes (e.g., Supervisor nomination needs to come from the student and go to the e-mail box)
• Everything from Organizational Partner goes to e-mail box

Rabbit/ Joker (complete with mask, a big clock, pre made rabbit/joker cards – see Appendix D for ideas to put on cards)

• You act as a trickster, both helping and offering challenges on the journey.
• You play off the concept of “Trail or Trial?!”
• You have a big clock, stressing the need to hurry. You can adjust the clock accordingly to ensure everyone gets through.
• You have a set of rabbit/joker cards and you invite people to take one as they enter the trail.
• Once all students have passed into the trail, wander the trail and help people out.
• Position yourself past the data analysis station and offer more rabbit/joker cards; this time ensure the cards are all supportive (like – Smile, it’s all good).

Administrator

• Make sure students put right forms in right boxes (e.g., Supervisor nomination needs to come from the student and go to the e-mail box)
• Everything from Organizational Partner goes to e-mail box
• Everything from Supervisor goes to admin box
• You will tick off boxes on their checklist as needed
• Direct students to start of trail for ethics
• You will also take care of Organizational Partner evaluation at the end
• Supervisors will place tokens in the admin box at the end

Ethics Reviewer

• Governing the number of rounds of review by the Supervisor, by the Ethics Board member, and any reviews by the secondary partner organization
• Students choose a card from your hand to indicate the number of rounds of review. Only the 2, 3, and 4 cards are in your hand to represent 2, 3, or 4 rounds of review!
• Be flexible with people’s hula hooping skills as this is only meant to be symbolic
• Mad Hatter (Person A) will join you to serve as the Organizational Partner’s review board and will have a hand of Aces and Jacks. If they pull a Jack, they come back to you to pull a card representing the number of rounds of review.
• You will tick off the ethics box on their checklist once they have completed.
• Keep track of people who have completed your station by checking of the list of participants that has been given to you.
• Once everyone is through, you can move along the trail and help out as needed

Cheshire Cat

• Standing at the Crossroads and smiling mischievously.
• One road leads to the data analysis station and the other road leads deeper into the forest.
• As people approach you, ask them: Which way will you go?
• Generally speaking, your response is: It’s up to you. Pick a path. Your choice.
• If they ask a specific question about which way to data analysis, or to get the project done more quickly, or to graduate with their cohort, you can direct them toward Persons F and G.
• If their question is vague, you answer like the Cheshire Cat, which is if they don’t know where they’re going, then it doesn’t really matter which path to take.
• Keep track of people who have completed your station
• Also, keep track of those who go deeper into the forest in case we have to look for them
• Once everyone is through, you can move along the trail and help out as needed

Tweedle Dee and Tweedle Dum, you facilitate the data analysis station.  Tasks include:

• You facilitate the data analysis station.
• Hand out bags of puzzle pieces, a board for the puzzle, and two sticky notes.
• When they return with the completed puzzle on the board, check that the sticky notes are labeled Chapter 4 and Chapter 5.
• They keep the sticky notes and you keep the puzzles.
• Give the students two tokens and send them along
• Keep track of people who have completed your station
• Once everyone is through, return to the lawn/administration area.

Appendix C: Capstone Journey Handout for Students

Down the Rabbit Hole Capstone Journey — Capstone Milestones Adapted

Name: _____________________________________________

The following list of project milestones is adapted from your Capstone Handbook, pp. 17-18.

Project Milestones

1     Confirm Sponsor and Supervisor

• Once you find someone to agree to be your Organizational Partner, attach yourself to them with a piece of yarn.
• Once you find someone to agree to be your Supervisor, attach yourself to them with a piece of yarn.
• Note that there are many people looking for Organizational Partners and Supervisors at once so you may (or may not) end up in a cluster.
• Supervisors can accept up to a maximum of FIVE students at once.

 2     Submit Supervisor Nomination Form

• You, in your capacity as the student, must fill out the nomination form and submit it to Administrator in the e-mail box. It must go in the e-mail box or it will not be accepted.
• Once this step is complete, Administrator will tick of the boxes for these first two steps.

 3     Finalize Proposal with Supervisor

• For the purpose of this activity, finalizing your proposal means writing your overarching research question and your current thinking on possible methods for each participant group on a sticky note.
• Make two copies of this sticky note Proposal.
• Attach one sticky note to one Letter of Agreement for the Supervisor.
• Attach the other sticky note to the other Letter of Agreement for the Organizational Partner.

 4     Complete Letter of Agreement

• Both the Supervisor and the Organizational Partner must sign off on a copy of this letter after receiving your (sticky note) proposal.
• Give one copy to your Supervisor and one copy to your Organizational Partner.
• Your Supervisor must submit this to Administrator in the admin box. It must have the sticky note proposal attached and go in the admin box, directly from the Supervisor, or it will not be accepted.
• Your Organizational Partner must submit this to Administrator in the e-mail box. It must go in the e-mail box, directly from the Organizational Partner, or it will not be accepted.
• Once these steps are complete, Administrator will tick off the Proposal box and the Letter of Agreement box.
• Once your Supervisor nomination, your proposal, and your two letters of agreement are complete, you may untie yourself from your Supervisor and Organizational Partner and proceed to the Ethics Review station.

 5     Ethics Review Process

• Draw a card at the ethics review station. This first card represents the number of rounds of edits your supervisor asks you to make on the initial draft of your ethics review form. Spin the hula hoop this number of times.
• Draw a second card at the ethics review station. This second card represents the number of rounds of edits the REB member asks you to make on the completed version of your ethics review form. Spin the hula hoop this number of times.
• Draw a third card at the ethics review station. A Jack means you have a secondary review in your organization. An Ace means you can move forward on the trail.
• If you drew a Jack, draw another numbered card to see how many rounds of review you must complete. Spin the hula hoop this number of times. Once this final review is complete, ask for your Ethics review process box to be checked and proceed to the next station.
• If you drew an Ace, ask for your Ethics review process box to be checked and proceed to the next station.

 6     Data Collection

• As you continue along the path, notice your surroundings and gather insights for your journey. When you arrive at the data collection station, pick up a package of puzzle pieces and two sticky notes.

 7     Data Analysis and Writing

• Complete the puzzle.
• Looking at the puzzle, imagine three themes that relate to your inquiry question. Write these three themes on one sticky note. Write the title – Chapter Four – at the top of this sticky note and place it on the puzzle.
• Looking again at the puzzle, imagine three recommendations that relate to your inquiry question. Write these three recommendations on the other sticky note. Write the title – Chapter Five – at the top of this sticky note and place it on the puzzle.

 8     Complete Final Report

• Return your puzzle with sticky notes to the station. The quality controllers there will give you two tokens. Hold onto these until you are back on the lawn where Administrator is. Once there, you will give the tokens to your Supervisor.
• Check off boxes 6, 7, and 8 and move along!

 9     Reflective Practice Integrated Paper

• Time to reflect on your journey. Find a spot before you exit the trail. In your journal, take a moment to write about
  • what happened in this experience so far,
  • what are your reflections,
  • any scholarship that may link, and
  • what may be something you take away as a result?
• When you are finished, return to the lawn where Administrator is and find your Supervisor.
• Flip open your journal long enough to demonstrate to your Supervisor it’s complete.
• Hand over the tokens to your Supervisor to represent completing your final report and your reflective paper. Your Supervisor must submit these tokens to the admin box on your behalf.
• Administrator will check box 9.

 10   Organizational Partner submits Organizational Partner Evaluation to Administrator

• Pick up a Organizational Partner Evaluation form from Administrator.
• Find your Organizational Partner.
• Ask them to fill out the form and submit it to the e-mail box on your behalf.
• Administrator will check box 10.
• You are now waiting for convocation.

Appendix D: Example of Rabbit/Joker Cards Messages Down the Rabbit Hole Capstone Journey — Example of Rabbit/Joker Cards Messages

Rabbit/Joker cards offer both enhancers and pitfalls on the journey and include messages for interpretation, questions, and practical wisdom and advice. They can be easily constructed with index cards and printed messages, such as:

1. How do you lead while you are learning? Stop for 3 minutes and notice what is going on around you.

2. It’s okay to throw away things that aren’t working for us. Before you move on, take a moment to think about something you may choose to let go.

3. You are feeling like an Imposter. On RRU website, you watch RRU Writing Centre’s 3 minute video around “Gradschoolitis” and understand these feelings are normal and get some tips. Bravo! Onward!

4. You just realized that your supervisor is crazy; your project is crazy; everyone is crazy! Sit for 5 minutes to check what some of your mental models and assumptions are at this moment

5. Your supervisor gets ill and can no longer supervise you. Find a new supervisor before you continue on.

6. Your Organizational Partner takes a new position and can no longer partner with you. Find a new Organizational Partner, within the organization or may need to find a new organization, before you continue on.

7. Your Organizational Partner doesn’t answer e-mails Shout out: Three strategies I may do to deal with my Organizational Partner who doesn’t answer calls is: 1. _____ 2. _______ 3. ________

8. You try to collect data over summer holidays and no one is available. Shout out: Three strategies I may do to deal with no one being available over the summer holidays are: 1. ______ 2. _______ 3. ________

9. When you are on your 8th rewrite, what may you do so that you do not become demoralized? Write it down.

10. Your Inquiry Team is well chosen and gives you lots of support. What may have been one strategy that you engaged to build the support you needed? Before moving on, write this strategy down.

11. Your Supervisor is really helpful. Before moving on, write down 3 possible values that you may share in common.

12. Your data collection goes smoothly. Smile

13. Smile It’s all good!

14. You are feeling like you can’t do this. Take 5 Deep breaths and recognize you are doing this.

15. When are you going to stop asking, am I going to make it? Wait long enough until you figure out you are making it.

16. Trust the process, understand the process, lead the process. Which is it at this moment for you?

17. At the entrance of this trail was the sign: “Please use caution on these trails. Thank you.” What one other sign have you noticed so far?

18. There will be dragons. Take note of how this makes you feel.

19. You have cleared space in your life to write up your project. Remove role-identity tag from your back. In the future, explain to your advisee that you needed to take care of your self. Help him or her find a new person to fill your role if necessary.

20. You have cleared space in your life to write up your project. Remove role-identity tag from your back. In the future, explain to your advisee that you needed to take care of your self. Help him or her find a new person to fill your role if necessary.

21. BLINDED (put on this blindfold). Call for help on the spot until someone removes your blindfold.

22. You have a conversation with three different potential supervisors to see who is the best fit for you. Bravo! Walk on with the confidence you have earned.

23. Take a moment to recall one gem you have learned so far. How may you draw upon it in the future?

24. What is your leadership stretch? Breathe deeply as you contemplate your answer.

25. You have writer’s block. Shout out for all to hear: The three elements of a well written RRU academic paper are an intro, body and conclusion. In other words: Tell them what you are going to tell them, tell them and tell them what you told them.

26. What is one question you have right now about this process?

27. Look around. Who do you think may be in the most need? Go up to them and ask if they would like some help from you.

28. “Old maps are useless for sailing through uncharted waters” Ralph Stacey (1992) Managing the unknown.

29. According to Wesley, Zimmerman & Patton (2006), an example of a simple system is baking a cake, a complicated system is sending a rocket to the moon, a complex system is raising a child. When you add in human factors, systems become complex. What is meant by the statement: complex is emergent practice? Discuss with the Rabbit.

30. Who has a stake in your project? And, how may “meddling others” apply?

31. What does self-directed learning mean? In way ways may you engage in it?

32. New concepts emerge and you have to go back to the literature. Sit for 5 minutes before resuming the path.

33. No one replied to your survey. Take a moment to consider one thing you may do as a result?

34. 40 people confirmed for your World Café, but only 3 showed up – Take a moment to consider one thing you may do as a result?

35. You have an unforeseen personal challenge. What one value may you have to call upon to get you through?

36. Remember to keep on leading the process