THE NHI LEARNING PROCESS

 

NHI Learning Community and its Supporters

• The organization focuses on young people who plan to attend college and express an interest in community leadership.

• Former participants are fully trained and certified by NHI to administer leadership training services.

•Fees paid by students, contributions from alumni, university donations, community sponsors and other planned fundraising projects keep NHI self-sustaining.

NHI Learning Approach

• NHI employs its own uniquely defined “Immersive-Disruptive Learning” pedagogy as the chief strategy for student self-learning.

• Students who gain admission begin participating each summer starting in ninth grade and many continue as participants, volunteers and interns until the completion of their undergraduate studies. This model forms an eight-year continuum of summer leadership learning experiences.

Community social entrepreneurship is highlighted as an effective tool and strategy for community advancement.

NHI Learning Environment

• NHI ensures diversity in geographic representation, balance in male/female participation, a mix of socioeconomic backgrounds and different cultural orientations.

Learning experiences are conducted on different host colleges across the nation in order to instill the importance of higher education in student development and to increase their access to these institutions.

The Self Changing Process

The Immersive Disruptive Learning (IDL) Model is an NHI designed pedagogical approach to learning that started in the 1980s and early 1990s with the organization’s flagship youth program, the Lorenzo de Zavala Youth Legislative Session (LDZ). The success and impact of this learning model on the social and cultural confidence of students, as well as their academics, drove the organization to incorporate the major features of this approach in the student development of all its training programs.

This approach is designed to meet these goals:

• The student learns that he/she has a voice that can influence others

• The student learns from the example of others

• The student learns that remaining quiet is not a desirable quality

• The student learns to collaborate with others

• The student learns to listen critically

• The student learns to be prepared for the unexpected

• The student learns to articulate, advance and defend ideas

• The student learns to follow process and protocol

• The student learns to have an identity within a group of peers

• The student learns to take risks

• The student learns to appreciate preparation and readiness

• The student develops a public image of him/herself

• The student learns to be tactical and strategic

• The student learns to work within time managed structures

• The student learns to be comfortable in competitive settings

• Students learn to envision the Latino community of the future

• Students learn to see themselves as future community leaders