Why Program Works

The V(i)llage™ program works because we empirically track participant's curriculum content awareness and application in their K-12 learning spaces. 

GOALS Developmental Model (2017)

Our developmental GOALS process allows for student to imaginative, yet realistic about setting and achieving objectives based on GOALS setting. The 4 Dimensions of Holistic Student Development (Hotchkins, 2017) frames students’ personal perceptions as central to their ability to negotiate varied environments. GOALS are four environments: Home, Family, School and Friendship. Subsequently, each environment shapes academic and social outcomes.

The diagram above illustrates our paradigm.

    The V(i)llage™ program applies formative and summative assessments of students through tracking the completion of individual and group efforts. Desired outcomes include:

(All participants)

  • Elevated GPA (scholarship)
  • Decreased truancy (advocacy)
  • Heightened leader efficacy (leadership)
  • Design and complete a Community Service Project (community)
  • Increased organizational involvement in leadership roles (involvement)
  • Develop and complete Cultural Educational Project (culture)

(High school students)

  • Take ACT/SAT
  • Complete and submit FAFSA 
  • Complete College Fit Matrix = submit college applications to (3) institutions 
  • Apply to three scholarship applications = national, state and institution specific 
  • Write and submit personal statement to be included in college admission packet

In 2013, professor Bryan K. Hotchkins, PhD was advised by Utah teacher-educators about the design of our rigorous, interactive The V(i)llage™ curriculum. It is informed by empirically-based research that focuses on K-20 student learning styles, resilience and educational aspirations that are connected to effective instruction delivery. Our curriculum modules delineate between middle + high school students and are comprised of 16 lessons per unit (leadership, scholarship, advocacy, involvement, community and culture), which allows for approximately three years of learning exercises per student educational life cycle.

Dr. Tony Butterfield, University of Utah, educating The V(i)llage participants about smoke cannons during STEM U (2017).