You learn more when you do more. That's the educational philosophy behind Your Hendrix Odyssey, an exciting new component to our curriculum.
With six categories and plenty of flexibility, the Odyssey Program encourages all Hendrix students to embark on educational adventures that are personalized to their own interests and abilities.
All students are required to complete three Odyssey experiences selected from the six categories. Each of these three required experiences must come from a different category.
Funding Process and Guidelines
Funding Deadlines for 2014-15 (by 5 p.m. in STLC 246)
Spring and Winter Break Projects-Wednesday, October 1, 2014
Summer Projects-Monday, February 2, 2015
Fall/Winter Break Projects and qualifying summer PL experiences-Wednesday, April 1, 2015
Odyssey Funding Workshops for 2014-15
Thursday, Sept. 11, Thursday, Dec. 4, and Thursday, Jan. 22
Convo Period, Mills A
The Odyssey Office will guide you through the funding process and give tips on writing a strong proposal.
Find out more about the origins of Your Hendrix Odyssey.
Learn about the exciting Odyssey Exemplars Presentation Series.
NOTE: The Odyssey Office is located on the second floor of the Student Life and Technology Center, Room 246.
Learning Goals of the Odyssey Program
The below list identifies the four chief learning
goals of the Odyssey program. No one
Odyssey project is expected to achieve all four goals, and engaged learning
experiences will understandably be designed with varying degrees of emphasis on
the different goals. By completing the graduation requirement of at least three
Odyssey credits in three different categories, however, Hendrix students achieve
the following four outcomes:
Enhancement of learning—both
what they know and how they come to know—by:
- the examination of ideas in
- the application of theories
- the first-hand discovery of
how things are in the world,
- the exercise of, and
reflection upon, their powers of judgment in practical situations.
Vocational Self-Discovery and
Professional Development through:
- the discovery of qualities
and capacities they possess for acting effectively in the world,
- the exercise of
resourcefulness and problem-solving abilities in new and complex situations,
- the identification and
exploration of vocational and a-vocational passions,
- the reflective delineation of
values, life plans, graduation and career goals in light of hands-on
Development of a sense of ownership
over one’s educational pursuits and of the habits conducive to life-long
- independently structuring
educational projects in accordance with self-selected learning goals
- applying previous learning to
new contexts in creative and novel ways
- discovering unforeseen
connections among disciplines, schools of thought, or social practices,
- learning to learn from
critical reflection upon both success and failure.
Increased awareness of one’s
responsibility for linking action and understanding in the effort to respond
effectively “to the social, spiritual, and ecological needs of our time” (Hendrix Statement of Purpose) by:
- discovering one’s capacity to
explore the world and act as an effective agent within it,
- becoming reflective and
articulate about how one’s values and beliefs influence one’s actions and
actions shape and reveal one’s values and beliefs.
- gaining exposure to, and
critically reflecting upon, previously unfamiliar avenues of response to
intellectual queries and social problems,
- making conscious decisions in
the selection or design of hands on projects responsive to local and/or global