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May 06, 2023 252 likes •451 views

The Bonner Capstone Series: Session 2 Primary Colors Building the Foundation for the Bonner Capstone 1 Workshop Analyze their previous brainstorm and exploration activity in order to identify Goals possible variations of their sweet

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Primary Colors

Building the Foundation for the Bonner Capstone

The Bonner Capstone Series: Session 2

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Workshop Goals

Analyze their previous brainstorm and exploration activity in order to identify possible variations of their “sweet spot” integration Be inspired by other capstone examples, drawn from their peers and the greater Bonner Network Take away key questions and frameworks to guide them in their journey toward a Bonner Capstone

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INTEGRATIONS (REPRISE)

Today’s Agenda

LET’S GET INSPIRED!

DEBRIEF: SCAVENGER HUNT

PRIMARY COLORS

NEXT STEPS

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Capstone Examples

Capstones take many forms:

Research Paper
Volunteer Handbook
Curriculum
Program
Grant Proposal
Theater Production
Campaign
Policy Recommendation

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Identity Education Community Service

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Identity Education Community Service

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Identity Education Community Service

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Meadville Property Assessment

During 2015, I have been working on creating a uniform method to assess properties throughout the Meadville area. During my experience working within the City of Meadville, I have seen a lack

f uniformity concerning property taxes and assessment.

This project will be done in partnership with Andy Walker as a representative of the city, and the Crawford County Courthouse. After working as a Bonner within Meadville in several different capacities and locations, I wanted to dedicate my senior comprehensive project to giving back to the community I learned so much from. With the guidance of Andy Walker, Meadville City Manager, I have created a project that not only is much needed in the community, but also fulfills my academic and career goals within the field of Political

Science. I first met Andy through the Bonner High Impact Initiative at Allegheny College, which led to

a summer shadowing position.

The Goal

I hope that my work on this project will serve the community by allowing Meadville citizens to pay their fair share and city to have accurate representation of the buildings that make up this community.

Miguel Liriano

Meadville, PA

Community Engagement and Mentorship

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Student Voice in Literacy: Engaging At-Risk Youth in Finding Their Path to Empowerment

Siena College Bonner Service Leader Capstone By: Gabrielle Tegiacchi Faculty Advisor: Dr. Mark Jury, Ph.D.

Abstract

Why are we trying to make all of our students white? Although we may not like to admit it, there is an inherent source of racial bias at work in the United States’ education system, resulting in a pandemic of teachers who are failing their students. Lack of resources, severe demographic inequalities between students and teachers, unequal treatment in the classroom, as well as the deadly combination of low performance levels and low expectations, are hallmarks of failing schools. It seems to be no coincidence that the populations of these failing schools consist predominantly of black and Latino/a

students. This research examines the current state and

national literacy standards at the cornerstones of our classrooms, and what those standards expect of students and schools, looking specifically for sources of racial bias and attempts to mold students to fit an “ideal” white

identity. It also investigates alternative methods for

sparking student interest in literacy in a way that resonates with their own identity, reviewing the levels of success, and also the feasibility of implementation. In addition, the research provides data on real-life high school English students in a failing school community. With this information, I work with students themselves to generate literacy-based alternatives that emphasize both achievement and empowerment. Lastly, I put these research-based alternatives to practice during a seven-week student teaching field placement, evaluate their effectiveness, and establish areas for improvement or further research. The results demonstrate the importance and effectiveness of alternative models with a differentiated, scaffolded focus. In addition to having a direct impact on students, the lessons learned from this research can be used as a tool in diverse classrooms across the nation to train teachers, making classrooms a space that fosters a genuine inclusivity toward all students.

The Problem:

The social injustices all around us are big topics of discussion right now, yet no one wants to address how they are at work in

ur classrooms. As teachers, we are uncomfortable engaging in

dialogue about our differences, we treat all students the same instead of acknowledging what makes them unique, our unequal curriculums speak volumes, and the gap in representation of teachers of all races is astounding. Yet we are silent, and we silence our students instead of empowering them. New York State Student Enrollment by Ethnicity. NYS School Report Card 2016-17. Total number of public school teachers and percentage distribution

f school teachers, by race/ethnicity and state: 2011–12. Published

by The Schools and Staffing Survey. The National Center for Education Statistics.

The Plan:

1.More PD and teacher training at all levels, particularly for pre-service teachers. 2.Build in opportunities for students to express themselves. Allow them to share their stories, interests and values. Focus on heterogeneous grouping, and invite students to learn from one another. 3.Don’t highlight different cultures as a special “feature.” Allow them to be an equally valued part of the curriculum. 4.Talk about current events, and be willing to listen to and learn from your students. 5.Talk to students about the importance

f education, and encourage all

students to consider a future in it. 6.Keep instruction multi-dimensional, and allow room for students to express themselves and their interests in different ways. 7.Look to the communities. Invite families in, seek to explore partnerships. 8. 8.Be open to all ideas! The here is not one si single e so soluti tion.

Our students have a lot to

say. It should not require a

tragedy to make us stop and listen. How are we giving them a voice in our classrooms and in our world?

How are the 76.3% of white teachers representing the needs

f 43% of Black and

Latino/a students? “One of the greatest lessons that the preservice teachers learn is the importance of providing

pportunities for all students to see themselves and

their communities represented in the work that the teachers do inside the classroom” (Haddix 69).

The stories of our students matter, and they should be written, shared, and celebrated. They can’t be our future if we do not value them here and now.

“If not in our nation’s public schools, where will tomorrow’s leaders learn how to agree to disagree, to solve problems on a deep conceptual level, to value self and others, to openly consider new and differing ideas, to ask questions and seek answers?” (Covey, Pink, Gelb, 2). As teachers, are we celebrating and promoting differences, and prompting students to think

utside of the box of their own personal experiences, learning how to walk in someone else’s

shoes? Are we teaching our students to value others, including those of different races, genders, sexuality, religion, and socioeconomic background? Are we teaching that simply tolerating others is not enough--that acceptance must be at the forefront? These lessons cannot be tested on a state exam, but they certainly can be taught and put to the test in the way in which our students are challenged to treat one another.

What’s Race Got To Do With It?

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Creative Placemaking in Arbor Hill and Sheridan Hollow

Community Partners

Sheridan Hollow Neighborhood Association Sheridan Hollow is a neighborhood in Albany, NY which, led by the local Neighborhood Association, has recently begun working on revitalization efforts. The area has significant rates of low-income households and vacant properties, which contribute to its low population density. It is the only neighborhood in Albany that has never seen a time of prosperity, but the Neighborhood Association is hoping to change that through these new efforts.

A Practical Application

Albany Barn 56 2nd Street Albany, NY 12210 Albany Barn provides living/working residences for artists in Arbor Hill. Created out of the idea of Creative Placemaking, and in partnership with the Albany Housing Authority, the first residents moved into 22 apartments in 2013. Currently, more than 35 artists are associated with the Barn as it works to bring art into Arbor Hill and revitalize the surrounding neighborhood. This application demonstrated both the usage and limitations of the model as a guide for Creative Placemaking projects. Firstly, it showed that the model is an effective tool for evaluation of

projects. Areas of Albany Barn’s operations that were identified

as weaknesses through the model were also reflected by the

rganization as areas where they have been creating
interventions. Conversely, the Sheridan Hollow project

demonstrated that the model has a limitation in its applicability during the defining stage of a project. As it currently stands, the model has to wait for projects to reach a further point before it can become effective.

The Model

Siena College Honors Program and Dake Fellowship Thesis By: Marybeth Condon Faculty Advisor: Scott Foster, M.F.A

Abstract

Creative Placemaking is a strategy that looks to facilitate Urban Development through art. Current research in this field has not been organized or centralized in a way that is practical for those without extensive prior knowledge, which is limiting its

potential. The lack of accessibility makes it difficult for neighborhoods to use this

strategy as a method for self empowerment, as they must wait for an expert to lead the project. My research accomplishes two things. First, it makes Creative Placemaking accessible by developing a model based on best practices and creates a visual rubric to help guide Creative Placemaking projects. It also demonstrates a real world application of this model through a case study in the Sheridan Hollow neighborhood of Albany, NY. With the help of Albany Barn, a local arts based non- profit, the neighborhood is developing its own Creative Placemaking project through a series of focus groups with both community members and local artists. Throughout this process, my model is being used to guide discussions and planning as the neighborhood moves towards the implementation stage.

Challenges Conclusions

This project faced many challenges through out the process including:

Community efforts not following the research timeline
Low desirability for artists due to low population density
Difficulty in proving concept legitimacy to community

Special thank you to CURCA, Albany Barn, Kristen Holler, Sheridan Hollow Neighborhood Association, Susan Dake, The Office of Academic Community Engagement, Dr. Ruth Kassel, and Professor Scott Foster. In the past year, Sheridan Hollow received a Brownfields Opportunities Grant to do revitalization work in the

neighborhood. A steering committee was formed and Albany

Barn was asked to look at the potential in the Creative Sector

f the Economy. In order to determine the needs of the

community, Albany Barn planned to hold 3 discussion groups: the first group with community members, the second with local artists, and the third with both groups together. During this process, they discovered that a survey was necessary to support the findings of the first two discussions and determine how to structure the third one most effectively. This process helped to test the model I developed as a tool for planning Creative Placemaking projects from the on set, and allowed the Sheridan Hollow project to be informed by the best practices and research that my model comes from. Furthermore, while working with Albany Barn on this project, I was able to compare my model to the established

rganization in order to test the model as a reflective and

evaluation tool.

Moving Forward:

There are many areas that this research can look into in order to further develop the model including:

What level of variability is there between each element of the

model?

How early into the process can the model act as an effective tool?
Should the model be revised to include the defining stage of a

project or would it be more effective to create a separate guide?

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Let’s Debrief

Capstone Exploration: A Campus and Community Scavenger Hunt

Name the most interesting and the most challenging thing you’ve encountered from completing this exercise. What skills have you gained from completing this scavenger hunt? How do you think this exercise is related to the Bonner Capstone?

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What are some issues that you really care about? What are issues that agitate you to action? What organizations are you interested in serving with? Where have you served before? What do you hope to study or declare a major in? What topics interest you? Who are people who have significantly impacted your life? Who are some

f your mentors? Who is

someone that inspires you? What are some experiences, whether positive or negative, that have shaped your life? What are some careers that are interesting to you? What problems or challenges have you encountered while serving at a site? What questions have come up while you have been engaging in service?

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Based on your Capstone Exploration and experiences since the last session, what would you add or change about your Capstone Palette? Add words or phrases onto your Capstone Palette to represent each of your scavenger hunt exercises (faculty members, courses, staff members, community partners, issue areas). These may overlap with ones you have previously written.

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Circle three academic priorities (prospective major, issue research, policies, etc.) Circle three community service priorities (sites, issue area, site needs, etc.) Circle three identity or vocational priorities (experiences, career prospects, etc.)

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Palette Priorities

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The series uses simple activities

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4 3 2 1

Explore Experience Example Expertise

Explore passions and interests Build campus and community network Develop capacity building skills Determine Capstone purpose Narrow down Capstone idea Write proposal, get resources Do work plan Do project Focus on sharing

Capstone Progression

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4 3 1

Explore Experience Example Expertise

Develop capacity building skills Determine Capstone purpose

Next Up

The Bonner Capstone Series: Session 3 Introducing the Capacity Building Mindset