Musings from the Mountain

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During my time at ASC, I have had the opportunity to attend two retreats with my team. Initially, I was very apprehensive about this experience and the thought of spending three days on top of a mountain with zero cell service and zero personal space.  Nonetheless, I packed up my car, and my work, and prepared myself for a few days of intensive analysis of our intersession camp at Wildacres. Although I returned home exhausted, I found that there was a major benefit to spending some time away from the office. Here are some of my reflections on the experience:

1.) In the modern workplace, technological tools have advanced our ability to organize, communicate and work. And while this technology serves to make us more efficient workers, many times the constant bombardment of email requests, calendar reminders and text messages can stall productivity. At Wildacres, wifi and cell phone service (not to mention LTE) is virtually non-existent. Knowing this from our Fall retreat, I chose to unplug completely and turn my cellphone off for the duration of our time. This decision certainly increased my professional productivity, but more importantly, I found this break from likes, swipes, and push notifications to be highly refreshing. NOTE: If you choose to do this, be sure to text your mom & let her know that you made it to the top of the mountain safely first.

2.) Do not underestimate the importance of socializing with your team. Although I was admittedly anxious about sharing breakfast with my coworkers before at least two cups of coffee, I think the informal moments on our retreat were very beneficial to our team dynamic and rapport.

3.) The Arts & Science Council works to build appreciation, participation and support for the arts, sciences, history and heritage throughout Charlotte, with the hope of creating a vibrant cultural life for all. I have found that ASC is equally invested in fulfilling this mission and cultivating creativity within our workplace. On our fall retreat, I got to spend time in the lapidary studio cutting rocks. In the spring, we did evening multi-media and paint projects. In my opinion, opportunities to play and create help us become innovative leaders and creative problem solvers.

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The Importance of Early Education

Standards and Guidelines

Nationwide, less than one-third of 4-year-olds participate in preschool programs (US Department of Education, 2014). Compare this figure to global statistics, and the United States ranks 25th in the world in early learning enrollment (US Department of Education, 2014). Even more staggering is the reality that of this fraction of American students receiving a preschool education, the majority come from an economically advantaged background. According to a 2014 report from Child Care Aware of America, “the average annual cost of enrolling an infant in a center-based daycare program is more than a year’s worth of tuition and fees at a public college in that state” (Time Magazine, 2014). In the Northeast for example, preschool can run up to $22,513 a year. While costs are variable depending on location, and program quality, these exorbitant tuition fees make programs inaccessible to many young learners and their families.

Yet, research shows that early education is critical to a students’ success.  High quality early education provides the foundation for a lifetime of learning. Early education has been linked with lifelong positive cognitive, social, and emotional outcomes. Furthermore, the Perry Preschool Project conducted a longitudinal study of at-risk students. They compared a group of students receiving a high quality preschool education with a control group that did not. Forty years later, their research revealed that those students receiving a preschool education had higher earnings, longer employment, were less likely to commit a crime, and were more likely to receive a high school diploma (The HighScope Perry Preschool Study, 2005).  President Obama validated these and other findings, pledging to commit to early childhood education during his tenure, “If we make high-quality preschool available to every child, not only will we give our kids a safe place to learn and grow while their parents go to work; we’ll give them the start that they need to succeed in school, and earn higher wages, and form more stable families of their own. By the end of this decade, let’s enroll 6 million children in high-quality preschool. That is an achievable goal that we know will make our workforce stronger.” Earlier this month, President Obama made fiscal progress on this goal announcing a $1 billion investment in preschool education.

Unfortunately, North Carolina is not one of the 18 beneficiary states of this funding. Nonetheless, high quality preschool programs are active across our state. I have recently taken on more responsibility with ASC’s affiliate North Carolina Wolf Trap program, a regional branch of the nationally acclaimed Wolf Trap Early Learning Through the Arts Program. Through a partnership with CharlotteMecklenburgSchools and the Wolf Trap Institute, North Carolina Wolf Trap brings the performing arts into the Bright Beginnings Pre-K program for seven-week residencies with a cadre of local teaching artists. By integrating common core standards and CMS’ literacy curriculum with performing arts, Wolf Trap provides both students and classroom teachers with an engaging and enriching experience. Active in Charlotte since 2006, this program illustrates the power and necessity of the arts in early education.

While North Carolina did not receive funding in this recent federal allocation, it is imperative that we continue investing in early childhood education programs, such as North Carolina Wolf Trap. Every child has exceptional potential – an investment in their education is an investment in our future.

Studio 345 Students Celebrate Park Journeys Trip

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On November 18, 2014, Studio 345 students, parents and staff convened to celebrate the Studio’s partnership with Park Journeys, Inc. Park Journeys, Inc. is a youth development organization which seeks to educate, energize and empower urban and rural youth. Last summer, ten Studio 345 youth were selected to participate in a 16-week program which integrated exploration, wellness and civic engagement into a transformative journey. The three-piece journey began locally in Charlotte, when participants were charged with addressing a community-based need – youth homelessness. Participants made three trips to The Relatives – the only local organization focused on providing homeless youth with shelter and support services. The Studio 345 students worked together with Relatives’ clients to plant shrubbery and trees, and paint a “Safe Place” mural. As the culmination of this civic engagement component, the group selected Justin Ratchford to travel to Washington, DC to advocate for the issue at a higher level. As the group’s delegate, he sought to find national support and solutions for youth homelessness in his local community. The final component of the program was the

1966773_10152486135066027_7005002464604114988_ngroup’s trip to Yellowstone National Park. The students were challenged physically and socially throughout the trip, as they embarked on strenuous hikes and participated in many team-building activities. Chaperone Emily Pfahl reflected, “The students worked together, worked through their differences and grew throughout the trip – they emerged more confident and ready to take on foreign places.” Tuesday’s celebration included reflections from students, a rap performance inspired by the trip, a video slideshow and gallery exhibit of student photography. The festivities ended on an exciting note with a grant announcement that will make this trip possible for m ore Studio 345 scholars.

 

Spiral Bound

Spiral Bound Key PremiereBefore starting my fellowship, I spent much of the summer wondering what exactly I would be doing as the “Cultural Education Special Projects Fellow” at ASC. Sure, my job description provided a glimpse of my daily responsibilities – “supports the ASC education team by providing logistical and managerial support in the area of special projects” … “manages ASC advocacy strategy relevant to special projects” … “creates data representation associated with special projects” – yet the vague language of job descriptions provided little detail of the nature of these “special projects.”

Needless to say, I was relieved when one of my first “special project” assignments gave me the opportunity to collaborate with Davidson to plan a campus screening of our arts advocacy documentary Spiral Bound: Living & Learning through the Arts.

Last summer, my boss Dr. Barbara Ann Temple, ASC Vice President of Education, partnered with Davidson to serve as an internship site for an Education Scholar.  The Davidson Education Scholars program aims to drive change at every level of our education system through the integration of workshops and immersive internships.  Barbara Ann was inspired by the program’s mission, and immediately saw an opportunity for a point of connection between these scholars and high school students from ASC’s arts-based youth development program, Studio 345. Over the course of the summer, these two cohorts examined our educational climate through intensive dialogue, team building and a trip to Washington D.C. Spiral Bound captures their experience, and throughout the film we see the Studio 345 and Davidson College students become education activists and emerging artists. While this summer program serves as the impetus behind the film’s narrative, Spiral Bound’s reveals the importance of equity, access and opportunity in public and higher education on a national level.

Planning the campus Spiral Bound screening was a wonderful first special project. I got to collaborate with a variety of campus offices and was excited to see the reaction of the Davidson community. In addition to providing me with an abundance of interesting projects, Spiral Bound served as an excellent orientation to the impact the Arts & Science Council is making in the Charlotte community and beyond.

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Transitioning to Impact

 

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Spring 2014: I am a second semester senior, on the brink of graduation, yet I still have no idea what direction I want my life to take. I am a psychology major with no intention of becoming a clinical psychologist and though I have deeply immersed myself in many extracurricular activities, none of them point me towards a particular career path. Nonetheless, after a fall full of career services appointments, information sessions and interviews, one fundamental criterion emerged from my job search: I am longing to have a sense of purpose in my post-grad life.

In fact, I am searching for this sense of purpose that permeates every aspect of campus life – from the orientation service walk to classes designed around civic engagement – Davidson fosters a connection between students and the surrounding community. While President Quillen has succeeded in coining this experience (“Transition to Impact”); this phrase simply encapsulates Davidson’s longtime commitment to preparing students for impact. The Davidson College Statement of Purpose asserts, “The primary purpose of Davidson College is to assist students in developing humane instincts and disciplined and creative minds for lives of leadership and service” – i.e. “transition to impact.”

Fall 2014: I have just started my Davidson Impact Fellowship at the Arts & Science Council (ASC). On my first day, I saw “Transition to Impact” programming in action, as Davidson Education Scholar Scott Cunningham ’16 provided me with a comprehensive overview of the importance of out-of-school time programming – a topic that will become a major focus of my own work here at ASC. During my year-long fellowship at ASC, I will be working on special projects on the Education team. While I do not know what the next year will bring, I am very excited to be a part of this program, and I am looking forward to sharing my experiences on this blog!

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