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TRANSCRIPT
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Engaging Students in Community
Economic Development Through a
STEM Co-Curricular ProjectScaling STEM: Strategies that Engage Minds Conference 2013
March 11, 2013,
Durham, NC
Riverside Middle SchoolMartin County LEA
Williamston, NC
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Coming together isa beginning, keeping
together is progress,
and working togetheris success.
-Henry Ford-
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Session Overview This session details how to lead
community asset mapping and trainyouth as peer-to-peer facilitators of the
mapping process towards developing a
community economic developmentSTEM program .
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Objectives Engage youth in learning about
community asset mapping throughhands on activities
Identify and Develop community
partnerships for STEM co-curricularprojects.
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AgendaIntroduction ......................................................................................DiscussionThe Community Asset Process.....................................................Discussion
STEP 1: Values & Visioning...............................................................Discussion,
Activity
STEP 2: Community Mapping.........................................................Discussion,
Activity
STEP 3: Photo Visioning + Mapping...............................................Discussion,
Activity
Developing Curriculum from Partnerships................................ Discussion
Q & A
Evaluation
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Introduction
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Tonya Little Administrative Intern
NCSU Northeast Leadershi
Academy Fellow
Jennifer Veverka Science Teacher
John Parker Independent Consultant
Presenters
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Our Story(http://www.youtube.com/watch?v=nwqikegyyG8)
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Social Cognitive LearningTheory(Lent, Brown &Hackett, 1994)
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Collaboration(http://www.youtube.com/watch?v=E9icOsPGTsI)
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Divide participants ingroups of 4-5 people.
Supplies: constructionpaper, flip chart paper
and markers to create
a Dream Tree.
The Dream Treerepresents their hopes
for an ideal future in
their community.
Dream Trees: Values & Visioning
Exercise
Activity
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Provide participants with sticky notes towrite down at least 3 hopes for the futureof their community. (Example: community-based STEM program)
As a group, share these hopes for thefuture and use them to create a DreamTree.
Each part of the tree will representdifferent values they have for the idealfuture in their community.
Roots: large values such as culture,sustainability, poverty alleviation, etc.
Trunk: programs or resources in thecommunity that could help to achievethese values (eg Youth ResourceCenter)
Branches/Leaves: specific outcomes(eg increase interest and awareness of
STEM careers)
Steps:Activity
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You may choose touse a template instead
of constructing a tree.
You may choose touse another symbol in
place of a tree.
ModificationsActivity
http://localhost/Users/NELA/Desktop/Tree_Roots.docxhttp://localhost/Users/NELA/Desktop/Tree_Roots.docx -
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Identify
1. People
2. Opportunities
3. Spaces and locations
4. Groups
5. Cultural Identity
6. Community Services
7. Sources of Information
8. Employment & Industry
Community Mapping
th t i ht b i t t d i
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groups that might be interested inbecoming involved in celebrations and
events
groups (including leaders and decision
makers) that could be invited to talk toorganizers about what they would like and
value
sources of support that have not beenpreviously recognized
community leaders, potential sources ofvolunteer and participant contributions
underutilized resources in the community
Highlight visions and cultural points of viewthat a statistically-based community profile
cannot
Provide a sound basis for greatersustainability of committees and their work
support and encourage greater social
Activity
Identify
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Creating a community map toprovide a fresh look at
possible collaborators - do thisoften to reflect change and
new additions.
Shape the beginning search
for the WHO andWHAT.
Community Mapping
Activity
A ti it
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Provide the youth withmaps of the area in thecommunity - these maps
are often called base
maps. These maps must
be large format for a group
to work with. They can
usually be requested from
the municipal government,
or from a cartographicstore. Maps can also be
printed from Google Earth
and blown up to a larger
desktop size.
Activity
Community Mapping
A ti it
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Community Mapping
Activity
A ti it
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Community Mapping
Activity
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Community Mapping
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Excellent tool to engageyouth in thinking abouttheir community and theirvalues.
Through walking tours ofthe community the youthphotograph things thathave meaning andsignificance to them andthe things that they wouldlike to see changed.
The photos are then usedto form the basis ofdiscussion around a youthvision for the community.
Photo-Visioning + Mapping
Digital Stories
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Photo-Visioning + Mapping/ Digital
Stories
Objective
To engage youth indeveloping a vision for
their community, and
to utilize creativity to
imagine their goal
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Cameras (Digital, disposable, film or Polaroid,depending on your project)
Notepad and paper to take down notes, photo
locations and observations
Maps of area (neighborhood, park, city, region,etc.)
Consent forms that grant permission for the use ofphotos where participants appear.
Post-It Notes
Flip-chart paper
Computer (if using digital camera)
Photo-Visioning + Mapping/ Digital Stories Supplies
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Explain to participants that thepurpose is to capture their
community in photographs.
The photographs shouldeventually tell a story of how aSTEM education could enhance
their community (Eg.
environmental awareness)
Participants can take photos ofplaces and things that havemeaning and significance to them
or that they think are important to
their community.
Photo-Visioning + Mapping/ Digital Stories
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Upload or print the photos so that thegroup can look at them together.
Ask each person to share 4-5 photosand explain why those images are
important to him or her.
Have participants label their photos andwhat they represent about their
community.
Photo Visioning Debrief
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Building on the photo exercise, you can now engage youth in a visionstatement for their community
Provide sticky notes and have youth write down three things they feelare fundamental to the future of their community
Stick the words on flip-chart paper and then group the words by keythemes (eg. protected environment, clean rivers, sustainability,engineering, transportation)
Engage the group in developing common words to describe the keyvalues/themes
Keep the descriptive words and use them as part of the details onwhich the youth vision is founded.
Creating a Vision for Success
The photos and vision statement can be used to mobilize City Council, businesses,
teachers, parents, etc. to take action.
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How Does This Student Vision His/Her
Community?
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Community Mapping
http://prezi.com/wa1qncqboyde/rms-community-mapping/?kw=view-wa1qncqboyde&rc=ref-4694665http://prezi.com/wa1qncqboyde/rms-community-mapping/?kw=view-wa1qncqboyde&rc=ref-4694665 -
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Results(http://www.youtube.com/watch?v=Ul8EOH-ti8c)
A ti it
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Reflection As a group, review the mapping
exercises shown in STEPS 1-3 of the
session.
Discuss possible challenges andstrengths of facilitating this process with
their peers.
As a group answer these key questions Who will your sessions be held for?
What arrangements need to be made for mapping?
How will youth be included?
How will your group assure that all voices are included?
Activity
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Thank You
Q & A
Tonya Little [email protected]
Jennifer Veverka [email protected]
John Parker [email protected]