hive community meet-up 11/20/14: hacking the hive nyc community brokering model
TRANSCRIPT
Hive Meet-up:
Hacking the Hive NYC Community
Brokering ModelDixie Ching
Rafi Santo, Christopher Hoadley & Kylie Peppler
MAGNET, November 20th, 2014
dolcelab
Game Plan!
Introduction: Why brokering?
Group work: Hacking the model
Brainstorm: Network-level initiatives
Wrap up/Share out
“Network perspective” on brokering
Hive NYC Community White Paper
“Supporting Interest-Learning Pathways in Hive
NYC: A Focus On Brokering Learning
Opportunities”
I. Overview
II. Hive NYC Mission for Youth Pathways
III. A Focus on Brokering and “Connective
Tissue”
I. Model
II. Challenges and Opportunities
IV. Conclusion
What is Brokering?
“Bridging or linking youth to opportunities, individuals, and/or offline and online resources that can support their engagement in interest-driven learning toward various personal, academic, professional and civic goals.”
What does Brokering have to do with
Pathways?“Youth Pathways” “Brokering”
Why is Brokering Important?
Set of values, practices (and tools) that are:
Relevant/necessary
Adaptive
Scalable
Field trips
Role models
Mentors
Institutions
Events
Programs Internships
Books, Magazines
Peer collaborators
College attainability resources
Career attainability resources
Teachers
Cousins
Aunts, Uncles
ParentsSiblings
Friends Cousins
Acquaintances
Grandparents
Caretaker Family friendGuidance
counselors
PrincipalsTeaching artists
Hive educators
Mentors
Family Adults PeersNon-Family Adults
“Opportunities” “ Information Sources”
“Social Connections”
WebsitesHive
educators
“Leveling up” internships
Teachers
Visits to professional
spaces
Conferences
Capstone events
Hive youth
“Brokering”
W ho brokers?
W hat is brokered?
Post-program:
- Offer a way to ‘level-up’ in the org (e.g., co-teach the program, become a
“student resident,” etc. ). Possibly base this on passion in addition to (or
instead of) skill level.
- Discuss other programs w youth and help them apply.
- Help them learn about ways to continue (online, via a program, etc.)
Facilitating connections by arranging f2f meeting; helping
with applications, resumes, and cover letters; etc.
W hat does brokering look like?
Helping a youth develop an artifact (e.g., video, playable game) or portfolio that she can use to garner her next opportunity.
Noting things they’ve made (“artifacts”) or done;
documentation, description
Looking at their portfolios (learning, artist,
writing, etc.)Conversations (during class, program,
via email, while hanging out, during pizza time, at maker party events, etc.)
Noting badges activity
Social media activity (Twitter, Tumblr, Instagram are less personal than FB)
Noticing what they show up for and what they do there (programs,
capstone events, maker parties, school events, etc.)
Listening to youth presentations (classes, programs, capstone events,
maker parties, etc.)
W hat are some ways to get to
know youth?
Have easy access to an up-to-date list of opportunities and info sources. Have helpful social networks for brokering.
Check in with current and past youth on a regular basis. Let them know you’re
following their activities.
Think about the timing of our recommendations (for ex, tell youth about a program 1-2 weeks before the
deadline).
H ow can we be bet ter brokers?
Keep in mind the program features that matter to youth.
Knowing our youth in terms of their
• interests, likes and dislikes
• aptitudes
• academic, civic, professional goals
• home life, “ life stuff”
• activity (what sorts of activities they’ve engaged in)
Friends there; possibility of making friends
Whether or not it:
- conflicts with another program or sports team activities.
- taps an interest or curiosity.
- is free; provides a stipend.
- might lead to an internship or job afterwards.
- involves access to computers.
- involves exposure to a type of technology that the youth is
excited about (Arduino, Unity, Scratch, mobile phone
software).
Geographic location (transit time from school; back home)
General vibe of the place, based on looks, ppl who work there, neighborhood
W hat program features
mat ter to youth?
Awareness of societal
issues
Helping a youth connect her current experience to future
career or college plans.
Forums
Longer or more frequent interaction times (year-long, semester-long
programs; inviting back youth, etc.)
"Bridging or linking youth to opportunities, individuals, and/or offline and online resources that can support their engagement in interest-driven learning toward various personal, academic, professional and civic goals.”
ShadowshipsFellowship, Scholarship
Opps
Professional training
Networking events,
meetupsProfessional Mentoring
Noting their interactions at events where there’s a lot of “ free
choice” (e.g., maker parties, Emoti-Con, etc.).
Other brokers
Guidance Counselors
Help youth develop personal, academic, civic and
professional goals. Show how an interest can grow into
those long-term possible futures.
Create “ ladders of opportunities”
within your org or with other
opportunities beyond your org; if
possible, your org should function as
the ladder “rails.”Youth development principles could be useful here: e.g.
Having high expectations for young people; what a "caring adult" looks like/how they relate to young people; helping young people understand impact of their action/inaction on
the broader community, however defined
Identify “ junior leaders” who are ready to scaffold their "leadership" roles with younger youth; have them serve as the
"youth bridge.”
Align recommendations with significant moments in the school year, college application process,
etc. (e.g., a fun game jam might be perfect right after stressful Regents week; an opportunity highlighting college pathways or scholarship
opportunities would be helpful for high school juniors in the spring, for
seniors in early fall; etc.)
Feel OK with referring youth to OTHER programs, so to spread
the love!
Develop more and closer relationships with teachers,
guidance counselors, and mentors
Understand and analyze the impacts of structural barriers that youth
face. Analyze the impact on ourselves as educators. Interrogate our own relationships to structural
oppression.
Acting as the “human bridge” to new places and people (e.g., organizing a field trip to an org; introducing a youth to another
educator)
Making a presentation about your program during class time
at a school.
Talk to youth about other programs (at pop-up events, during your program). Help them register.
Saturday, November 15, 14
Hive NYC Community Brokering
Model
- Interviews (youth, Hive educators, teaching artists)- Observations of Hive programs and events- Youth Trajectories meetings (Charrette, Affinity
Group)- YT pilot initiatives (Hive Youth Meetups; Text
Connect; Hive Teen Mailing List)- Hive community engagement (community calls,
cohort calls, community meet-ups)- Background literature
Field trips
Role models
Mentors
Institutions
Events
Programs Internships
Books, Magazines
Peer collaborators
College attainability resources
Career attainability resources
Teachers
Cousins
Aunts, Uncles
ParentsSiblings
Friends Cousins
Acquaintances
Grandparents
Caretaker Family friendGuidance
counselors
PrincipalsTeaching artists
Hive educators
Mentors
Family Adults PeersNon-Family Adults
“Opportunities” “ Information Sources”
“Social Connections”
WebsitesHive
educators
“Leveling up” internships
Teachers
Visits to professional
spaces
Conferences
Capstone events
Hive youth
“Brokering”
W ho brokers?
W hat is brokered?
Post-program:
- Offer a way to ‘level-up’ in the org (e.g., co-teach the program, become a
“student resident,” etc. ). Possibly base this on passion in addition to (or
instead of) skill level.
- Discuss other programs w youth and help them apply.
- Help them learn about ways to continue (online, via a program, etc.)
Facilitating connections by arranging f2f meeting; helping
with applications, resumes, and cover letters; etc.
W hat does brokering look like?
Helping a youth develop an artifact (e.g., video, playable game) or portfolio that she can use to garner her next opportunity.
Noting things they’ve made (“artifacts”) or done;
documentation, description
Looking at their portfolios (learning, artist,
writing, etc.)Conversations (during class, program,
via email, while hanging out, during pizza time, at maker party events, etc.)
Noting badges activity
Social media activity (Twitter, Tumblr, Instagram are less personal than FB)
Noticing what they show up for and what they do there (programs,
capstone events, maker parties, school events, etc.)
Listening to youth presentations (classes, programs, capstone events,
maker parties, etc.)
W hat are some ways to get to
know youth?
Have easy access to an up-to-date list of opportunities and info sources. Have helpful social networks for brokering.
Check in with current and past youth on a regular basis. Let them know you’re
following their activities.
Think about the timing of our recommendations (for ex, tell youth about a program 1-2 weeks before the
deadline).
H ow can we be bet ter brokers?
Keep in mind the program features that matter to youth.
Knowing our youth in terms of their
• interests, likes and dislikes
• aptitudes
• academic, civic, professional goals
• home life, “ life stuff”
• activity (what sorts of activities they’ve engaged in)
Friends there; possibility of making friends
Whether or not it:
- conflicts with another program or sports team activities.
- taps an interest or curiosity.
- is free; provides a stipend.
- might lead to an internship or job afterwards.
- involves access to computers.
- involves exposure to a type of technology that the youth is
excited about (Arduino, Unity, Scratch, mobile phone
software).
Geographic location (transit time from school; back home)
General vibe of the place, based on looks, ppl who work there, neighborhood
W hat program features
mat ter to youth?
Awareness of societal
issues
Helping a youth connect her current experience to future
career or college plans.
Forums
Longer or more frequent interaction times (year-long, semester-long
programs; inviting back youth, etc.)
"Bridging or linking youth to opportunities, individuals, and/or offline and online resources that can support their engagement in interest-driven learning toward various personal, academic, professional and civic goals.”
ShadowshipsFellowship, Scholarship
Opps
Professional training
Networking events,
meetupsProfessional Mentoring
Noting their interactions at events where there’s a lot of “ free
choice” (e.g., maker parties, Emoti-Con, etc.).
Other brokers
Guidance Counselors
Help youth develop personal, academic, civic and
professional goals. Show how an interest can grow into
those long-term possible futures.
Create “ ladders of opportunities”
within your org or with other
opportunities beyond your org; if
possible, your org should function as
the ladder “rails.”Youth development principles could be useful here: e.g.
Having high expectations for young people; what a "caring adult" looks like/how they relate to young people; helping young people understand impact of their action/inaction on
the broader community, however defined
Identify “ junior leaders” who are ready to scaffold their "leadership" roles with younger youth; have them serve as the
"youth bridge.”
Align recommendations with significant moments in the school year, college application process,
etc. (e.g., a fun game jam might be perfect right after stressful Regents week; an opportunity highlighting college pathways or scholarship
opportunities would be helpful for high school juniors in the spring, for
seniors in early fall; etc.)
Feel OK with referring youth to OTHER programs, so to spread
the love!
Develop more and closer relationships with teachers,
guidance counselors, and mentors
Understand and analyze the impacts of structural barriers that youth
face. Analyze the impact on ourselves as educators. Interrogate our own relationships to structural
oppression.
Acting as the “human bridge” to new places and people (e.g., organizing a field trip to an org; introducing a youth to another
educator)
Making a presentation about your program during class time
at a school.
Talk to youth about other programs (at pop-up events, during your program). Help them register.
Saturday, November 15, 14
Hive NYC Community Brokering
Model
Hack the Brokering model!
Feel free to send more feedback [[email protected]]
HRL will share revised model by end of November.
1. Decide on which of the four posters you’d like to start with.
1. Use markers and post-its to annotate. [Pink post-its = challenges.]
3. After 15 minutes, switch to another poster!
Field trips
Role models
Mentors
Institutions
Events
Programs Internships
Books, Magazines
Peer collaborators
College attainability resources
Career attainability resources
Teachers
Cousins
Aunts, Uncles
ParentsSiblings
Friends Cousins
Acquaintances
Grandparents
Caretaker Family friendGuidance
counselors
PrincipalsTeaching artists
Hive educators
Mentors
Family Adults PeersNon-Family Adults
“Opportunities” “ Information Sources”
“Social Connections”
WebsitesHive
educators
“Leveling up” internships
Teachers
Visits to professional
spaces
Conferences
Capstone events
Hive youth
“Brokering”
W ho brokers?
W hat is brokered?
Post-program:
- Offer a way to ‘level-up’ in the org (e.g., co-teach the program, become a
“student resident,” etc. ). Possibly base this on passion in addition to (or
instead of) skill level.
- Discuss other programs w youth and help them apply.
- Help them learn about ways to continue (online, via a program, etc.)
Facilitating connections by arranging f2f meeting; helping
with applications, resumes, and cover letters; etc.
W hat does brokering look like?
Helping a youth develop an artifact (e.g., video, playable game) or portfolio that she can use to garner her next opportunity.
Noting things they’ve made (“artifacts”) or done;
documentation, description
Looking at their portfolios (learning, artist,
writing, etc.)Conversations (during class, program,
via email, while hanging out, during pizza time, at maker party events, etc.)
Noting badges activity
Social media activity (Twitter, Tumblr, Instagram are less personal than FB)
Noticing what they show up for and what they do there (programs,
capstone events, maker parties, school events, etc.)
Listening to youth presentations (classes, programs, capstone events,
maker parties, etc.)
W hat are some ways to get to
know youth?
Have easy access to an up-to-date list of opportunities and info sources. Have helpful social networks for brokering.
Check in with current and past youth on a regular basis. Let them know you’re
following their activities.
Think about the timing of our recommendations (for ex, tell youth about a program 1-2 weeks before the
deadline).
H ow can we be bet ter brokers?
Keep in mind the program features that matter to youth.
Knowing our youth in terms of their
• interests, likes and dislikes
• aptitudes
• academic, civic, professional goals
• home life, “ life stuff”
• activity (what sorts of activities they’ve engaged in)
Friends there; possibility of making friends
Whether or not it:
- conflicts with another program or sports team activities.
- taps an interest or curiosity.
- is free; provides a stipend.
- might lead to an internship or job afterwards.
- involves access to computers.
- involves exposure to a type of technology that the youth is
excited about (Arduino, Unity, Scratch, mobile phone
software).
Geographic location (transit time from school; back home)
General vibe of the place, based on looks, ppl who work there, neighborhood
W hat program features
mat ter to youth?
Awareness of societal
issues
Helping a youth connect her current experience to future
career or college plans.
Forums
Longer or more frequent interaction times (year-long, semester-long
programs; inviting back youth, etc.)
"Bridging or linking youth to opportunities, individuals, and/or offline and online resources that can support their engagement in interest-driven learning toward various personal, academic, professional and civic goals.”
ShadowshipsFellowship, Scholarship
Opps
Professional training
Networking events,
meetupsProfessional Mentoring
Noting their interactions at events where there’s a lot of “ free
choice” (e.g., maker parties, Emoti-Con, etc.).
Other brokers
Guidance Counselors
Help youth develop personal, academic, civic and
professional goals. Show how an interest can grow into
those long-term possible futures.
Create “ ladders of opportunities”
within your org or with other
opportunities beyond your org; if
possible, your org should function as
the ladder “rails.”Youth development principles could be useful here: e.g.
Having high expectations for young people; what a "caring adult" looks like/how they relate to young people; helping young people understand impact of their action/inaction on
the broader community, however defined
Identify “ junior leaders” who are ready to scaffold their "leadership" roles with younger youth; have them serve as the
"youth bridge.”
Align recommendations with significant moments in the school year, college application process,
etc. (e.g., a fun game jam might be perfect right after stressful Regents week; an opportunity highlighting college pathways or scholarship
opportunities would be helpful for high school juniors in the spring, for
seniors in early fall; etc.)
Feel OK with referring youth to OTHER programs, so to spread
the love!
Develop more and closer relationships with teachers,
guidance counselors, and mentors
Understand and analyze the impacts of structural barriers that youth
face. Analyze the impact on ourselves as educators. Interrogate our own relationships to structural
oppression.
Acting as the “human bridge” to new places and people (e.g., organizing a field trip to an org; introducing a youth to another
educator)
Making a presentation about your program during class time
at a school.
Talk to youth about other programs (at pop-up events, during your program). Help them register.
Saturday, November 15, 14
Happy Hacking!
We’ll reconvene at
11:10…
Reflection
1. Comments or questions?
2. Any takeaways?
Why a “network perspective” on brokering?
1. We are a robust network with ways to communicate and
share information.
2. Broker/Gatekeeper duality. Sometimes we’re recruiting
and sometimes we’re placing.
4. Over time, coordination costs will be offset by efficiency
gains.
3. Means a greater range of opportunities and meaningful
relationships – “connective tissue” or “mesh of
support.”
Brainstorm: Network-level initiatives
1. Break into groups.
2. Brainstorm possible solutions.
3. What exists? What are some larger
solutions that I would want to be a
part of? (by leading, helping to
implement)
4. Create a project poster. How will your
idea address any brokering issues or
help you broker?
5. Share and Discussion.
Share out
This project is made possible through the generous support of the
Hive Digital Media and Learning Fund at the New York Community
Trust.
Thank you!
Stay updated at:
hiveresearchlab.org
@hiveresearchlab
dolcelab