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 spot” integration 2 Be inspired by other capstone examples, drawn from their peers and the greater Bonner Network 3 Take away key questions and frameworks to guide them in their journey toward a Bonner Capstone
Today’s Agenda INTEGRATIONS LET’S GET DEBRIEF: 1 2 3 (REPRISE) INSPIRED! SCAVENGER HUNT PRIMARY 4 5 NEXT STEPS COLORS
Capstone Examples Capstones take many forms: • Research Paper • Volunteer Handbook • Curriculum • Program • Grant Proposal • Theater Production • Campaign • Policy Recommendation
Identity Community Education Service
Identity Community Education Service
Identity Community Education Service
Miguel Liriano Meadville, PA Community Engagement and Mentorship 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. 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 of 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. 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.
The Problem: Student Voice in Literacy: Engaging The social injustices all around us are big topics of discussion At-Risk Youth in Finding Their Path to right now, yet no one wants to address how they are at work in our classrooms. As teachers, we are uncomfortable engaging in Empowerment 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 Our students have a lot to silence our students instead of empowering them. Abstract say. It should not require a tragedy to make us stop “If not in our nation’s public schools, where will tomorrow’s leaders learn how to agree to and listen. How are we disagree, to solve problems on a deep conceptual level, to value self and others, to openly Why are we trying to make all of our students white? giving them a voice in our consider new and differing ideas, to ask questions and seek answers?” (Covey, Pink, Gelb, 2). Although we may not like to admit it, there is an inherent As teachers, are we celebrating and promoting differences, and prompting students to think classrooms and in our source of racial bias at work in the United States’ outside of the box of their own personal experiences, learning how to walk in someone else’s world? education system, resulting in a pandemic of teachers who shoes? Are we teaching our students to value others, including those of different races, are failing their students. Lack of resources, severe genders, sexuality, religion, and socioeconomic background? Are we teaching that simply demographic inequalities between students and teachers, tolerating others is not enough--that acceptance must be at the forefront? These lessons What’s Race Got To Do With It? unequal treatment in the classroom, as well as the deadly cannot be tested on a state exam, but they certainly can be taught and put to the test in the combination of low performance levels and low way in which our students are challenged to treat one another. expectations, are hallmarks of failing schools. It seems to be no coincidence that the populations of these failing The Plan: schools consist predominantly of black and Latino/a students. This research examines the current state and national literacy standards at the cornerstones of our 1.More PD and teacher training at all classrooms, and what those standards expect of students New York State Student Enrollment by Ethnicity. levels, particularly for pre-service and schools, looking specifically for sources of racial bias NYS School Report Card 2016-17. teachers. and attempts to mold students to fit an “ideal” white 2.Build in opportunities for students to identity. It also investigates alternative methods for express themselves. Allow them to share sparking student interest in literacy in a way that resonates their stories, interests and values. with their own identity, reviewing the levels of success, Focus on heterogeneous grouping, and invite students to learn from one and also the feasibility of implementation. In addition, the another. research provides data on real-life high school English 3.Don’t highlight different cultures as a students in a failing school community. With this special “feature.” Allow them to be an How are the 76.3% of information, I work with students themselves to generate equally valued part of the curriculum. white teachers literacy-based alternatives that emphasize both 4.Talk about current events, and be representing the needs achievement and empowerment. Lastly, I put these willing to listen to and learn from of 43% of Black and your students. research-based alternatives to practice during a seven-week 5.Talk to students about the importance Latino/a students? student teaching field placement, evaluate their Total number of public school teachers and percentage distribution of education, and encourage all of school teachers, by race/ethnicity and state: 2011–12. Published effectiveness, and establish areas for improvement or students to consider a future in it. by The Schools and Staffing Survey. The National Center for further research. The results demonstrate the importance 6.Keep instruction multi-dimensional, Education Statistics. and effectiveness of alternative models with a and allow room for students to differentiated, scaffolded focus. In addition to having a express themselves and their interests The stories of our students matter, and they should be in different ways. direct impact on students, the lessons learned from this written, shared, and celebrated. They can’t be our 7.Look to the communities. Invite research can be used as a tool in diverse classrooms across families in, seek to explore future if we do not value them here and now. the nation to train teachers, making classrooms a space partnerships. that fosters a genuine inclusivity toward all students. 8.Be open to all ideas! The 8. here is not one single si e so soluti tion. “One of the greatest lessons that the preservice teachers learn is the importance of providing opportunities for all students to see themselves and Siena College Bonner Service Leader Capstone their communities represented in the work that the By: Gabrielle Tegiacchi teachers do inside the classroom” (Haddix 69). Faculty Advisor: Dr. Mark Jury, Ph.D.
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