Title:مشارکت جوانان و رهبران جامعه

این پخش اینترنتی در حال حاضر فقط برای مشاهده در دسترس است و دیگر برای اعتبارات AICP CM قابل استفاده نیست. ۲۲ آگوست ۲۰۱۴ حمایت شده توسط: بخش تمرین خصوصی توضیحات: برنامه های برنامه ریزی جوانان می تواند به جوامع کمک کند تا نسل بعدی شهروندان مدنی را شکل دهند. در حالی که کارشناسان کمیسیون منطقه ای آتلانتا، دانشگاه جورجیا، و توسعه تعاونی دانشگاه جورجیا سه برنامه برنامه ریزی جوانان منطقه را شرح می دهند، گوش دهید: یک اردوی روزانه، یک برنامه رهبری، و یک برنامه ترویجی برای جوانان در معرض خطر. ببینید این برنامه ها چگونه رهبران جامعه فردا را شکل می دهند.

قسمتي از متن فيلم: Mode hello everyone and welcome to the webcast my name is Christine derse I’m the executive director of APA Ohio and vice chair of the new urbanism division today friday august twenty second we will hear the presentation youth engagement and community leaders for technical help during today’s webcast

Type your questions in the chat box found in the webcast toolbar to the right of your screen or call the 1-800 number shown for content questions related to the presentation type those in the questions box also located in the webinar tool bar to the right of your

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Some recorded webcasts are available for distance education for availability of distance education check the webcast webpage at utah APA org slash webcast and like us on Facebook planning webcast series to receive up-to-date information on our upcoming sessions we are recording today’s webcast and it will be available on our YouTube channel just

Search planning webcast on YouTube a PDF of the PowerPoint and handouts will be available at Ohio planning org slash webcast presentations I’d now like to turn it over to Ramona male-male he/she is the executive director at the Center for better communities and past chair of the private practice division she would

Like to speak briefly on the divisions initiatives Ramona I’m transferring to you okay I don’t forget Christine we’re going to also do Oh Ohio poet shall I let me do that right now before I even get started I wrote it down and completely skipped over it all right

We’re going to just do two quick polls just so that our speakers can sort of gauge what our audience is the first poll question looks like my polls didn’t go through what you want me to start then yeah well go at why don’t you I don’t know why the polls aren’t working

Right now why don’t you go ahead and go through ok slides and I’ll figure out what’s going on ok good morning everybody Aloha from Hawaii and I would like to welcome you oh my goodness it’s not showing cookie have we changed presenters are we on no

Um okay oh you’re good okay great I want to welcome you for the private practice division as you know the private practice efficient is one of over 20 divisions and this year we’re celebrating our 25th anniversary and also we have developed a member only benefit which is the private planning

Practice handbook it’s especially useful people who are entertained going into the private practice and need some help so I think we all know as planners that involving as many of the constituencies in the community is very important for us especially in terms of the planning process of decision making but I think

Francis Laurel apey really summarize best in terms of an informed citizenry and in terms of youth involvement when she talked about how important democracy is and young people participation not only to be able to help make those decisions but to learn about what it’s like to be involved in public life and

The most important thing of course as we have discovered as planners and involved in the community about the good life and how rewarding that is in regards to our involvement today we are going to highlight the art of youth engagement with three some outstanding programs let me introduce our speakers today grace

Trimble who is the manager of marketing and communications for the latter Regional Commission which covers 10 county metro area is the overall messaging guru for the atlantic regional commission and she’s going to talk about a Youth Leadership Program that they have that covers 10 to 11 graders and

They look at regional issues in the lab area grace will be followed by Carol Meyers flow and she is currently the integrated water management planning for the Nebraska Department of to resources but what’s going to share with us is about a middle school summer day camp program that she was involved

With when she was in Atlanta with the Gwyneth environmental inherited center and last but never least where our last speaker is going to be sharing space Gibson she is over 15 years experience in program development addressing poverty community capacity building cultural competence of diversity and she’s with the University of Georgia and

She’s going to talk to us about an outreach to at-risk youth program that they have that has been extremely successful involving young people in terms of people of lower it comes and getting them excited about just participating community so I don’t know whether we have the pole yet but if you

Don’t have the pole we turn to grace Kimball our speaker clear we do have we have our first poll ready and perfect thank you sure the first pull is is whether or not you’re currently involved in any type of youth engagement program so I’m going to go ahead and launch that

So if you could just select yes or no just so that we could sort of gauge I’ll leave that open for a moment hey we still have some answers coming in alright so I’m going to go ahead and close the poll and then share the results so it looks like the majority of

Folks eighty percent no they’re not currently involved in any youth engagement programs and twenty percent is yes so great let me see if I can grab our other pull its acting a little finicky today let’s see here yes it looks like i have my other pull so let

Me go ahead and grab that one this next one is just your work demographic i’m going to go ahead and launch that just so our speakers can see who were working with so we have if you’re with the public sector private academic nonprofit or other so i went ahead and open that

So we’ll we’ll see who who we have on today you okay I’m going to go ahead and close that poll and then share the results the majority it looks like is with the public sector sixty-three percent and twenty-six percent private four percent academic four percent nonprofit and

Three percent other so I’m going to go ahead and close this pull out and Ramona if you want to change your slide over to grace I think I did okay I think you did too I’m grace tremble and Ramona said manager of communications and marketing with the Atlanta Journal condition and

I’m delighted to be able to talk about the model Atlanta Regional Commission or mark which is our youth leadership program it’s one altogether surprised that so many of you are not as in youth leadership issues I believe mark is the first regional youth leadership program

In the country and it we we date back about 17 years for those of you who are not familiar with you an already great I’m Jeff I have to interrupt we don’t see your slides could you make sure that you select a pop-up to show your screen

Okay okay well let’s see show my screen here we are that better beautiful all right thank sorry I told you couldn’t make it idiot proof anyway the Atlanta Regional Commission is a now they’re not advancing the ism is a we are officially a non-profit we act very much as a

Council of governments we represent ten counties in the metro Atlanta area a map of those ten count is on your screen but we do a whole lot more than just act as the council of government we are Metropolitan Planning Organization for greater atlanta area representing about

۱۸ or more counties we do water planning for 15 counties we do workforce development for seven counties so it’s sometimes very complicated to know who we are and exactly what we do we are the first publicly funded regional planning agency in the country dating back our predecessor agency got its start in 1947

With just the city of atlanta fulton county and DeKalb County but there are about ten now there are 12 regional commissions in the state of Georgia and we are the oldest and because most of the population of the state of Georgia is in metro Atlanta we are the largest

RC over the years have been involved in some really groundbreaking initiative we planned for the first parallel runway system in the country which contributed to Atlanta’s emergencies the world’s busiest airport in the 50s we began planning for a rapid rail system and had our plan ready when the urban then urban

Meant as Transit Administration said at a call for projects and we were able to take advantage of that funding very early on our Chattahoochee corridor plan which dates from 73 has helped protect drinking order supplies in the region so our primary focus has been to help the region remain competitive and we

Continue that today leadership development is one of our key values and we have three leadership programs our link trip which stands for leadership involvement networking and knowledge takes established leaders on City visits we’ve been doing that for about 15 years we’ve been to denver a couple of times

Seattle Portland this past year we went to Philadelphia next this coming year will be going to Toronto and we talked with peers in those cities to see what their challenges are how they’re working on issues that are similar to ours here we also have a regional Leadership Institute which brings together about 55

Emerging leaders to talk to learn about regional issues and we immerse them for a week at the beach which is not unpleasant to talk about regional issues and regional collaboration these individuals over the years have gone on to become elected officials citizen members of planning citizen planning members and they lead other partner

Organizations such as the Regional Business Coalition the metro atlanta chamber the council for quality growth and the plein air campaign just to mention a few the program I’m really here talk most about is the model Atlanta Regional Commission this program involves about fifty tenth and eleventh graders each year as I mentioned we

Began this about 17 years ago and we have these students for six months one Saturday a month for six months and we hope to really tell them how the or engage them not tell them but engage them and how the region works the program is very experiential in hands-on

And we hope they come away understanding the complexity of how a region works how critical it is for local governments to work together and with state partners to make to create the kind of quality of life that we want in region we as I say we we recruit from

All over the region and this program is about 17 years old our goal when we started it as it remains today is to engage youth in regional issues we don’t believe that they’re going to go out and become planners although many several of them have several of the law in planning

School several of them have decided they want to pursue planning as a career after they’ve been through the program but what we hope they’ll do is that after they finish college that they will return to metro Atlanta and and get involved and at least understand what’s involved in protecting our water supply

Providing for transportation solutions and and participate in the public process you know all too often teenagers think only of what’s going on in their school or their immediate neighborhood and we believe that mark will give them a broader view of the region’s assets and what’s happening to help the region

Address it it’s challenged we start in September as I mentioned right after a labor day and and go through the end of februari during October we take them on a field trip we take them on an overnight retreat to to a nearby conference center where they really have

A chance to get to know each other we begin crew recruiting for students in the middle of februari so we have already accepted the class that will begin the 19th of sep tember 120th September and we we make a real effort to get excuse me students from all ten

Counties in the region that is one of our core values is that the class represented at the entire region students have told us that one of the things they value most about the program is getting the opportunity to meet students from all across the region from

North to south as I’m sure most of you know Atlanta is a big region and many many of these students make friendship during the mark program that they keep through through college and beyond we the application process is relatively simple we ask them about their extracurricular activities we want to

Know a little bit about their academic record although that is not the primary driver of whether they’re accept it or not the thing we look most closely at is an essay that we asked them to write that answered the questions what regional issues is interest you the most

And why and what strengths and experiences can you contribute to helping solve regional challenges we give the most points for outstanding essays we send materials to the schools every year focusing primarily on counselors and social studies teachers and government teachers we have found that they are most receptive and most

Interested although we have had teachers recommend students who are artists or in fine arts or physics or whatever band directors so any any teacher can recommend and in fact and if a teacher has once recommended a student we continue to reach out to those teachers after the you know in subsequent years

To see if they’ll recommend additional students our board helps us recruit they have been particularly helpful in in getting information to the school superintendents who have been successful in getting it to the right people within the school and we get we recruit among a four mark students so it’s a it’s a real

Aggressive push to get to get the class assembled we receive about 100 applications each year and then a committee of a RC and staff local government staff and former mark students comprise the selection committee as I mentioned our priorities a top priority is to ensure that we have

Students from each of the ten counties in our region and it’s essential that we do that so even if we do not get participation from all of our counties by the deadline we we will attend the deadline and do an additional push in those jurisdictions a lot of people have

Asked us how we pay for this we are very fortunate in that AR c is does have some resources to contribute toward it we we operated on a fairly small budget the staff time excluding staff time it costs us about twenty thousand dollars a year to do this and that includes all the

Printing that is necessary for the materials and the mailings but it also includes breakfast and lunch each time we need the cost of the overnight retreat and just out-of-pocket expenses office supplies and that sort of thing given that everybody’s budget is tight we have been able to raise some

Corporate funding over the years we’ve gotten funds from AT&T from wells fargo and then the captain planet foundation has also given us a grant several years ago so it’s it doesn’t it is a fairly cost effective program but can the curriculum varies from year to year we do that because we

Evaluate every class every session we have the students we asked them what they liked what they didn’t like and and we are always tweaking the curriculum to ensure that it’s it’s engaging in fun these young people are asked to give up or saturday and we we don’t want to bore

Them so we we really do try to give them a lot of very very rich experience we always include a land use exercise we have units on transportation in water it’s very difficult to get teenagers to think about growing old but as the Area Agency on Aging we think it’s important

That they understand that when you are planning for a region you have to plan for all of the citizens in that region and like most places across the country the number of older adults who are going to be living here is growing exponentially so we we talk about aging

And the challenges that that means to the physical environment and resources and then we also talked about the region’s economy and jobs and how jobs are created the land use exercise is one of their things they enjoy the most we give them a demographic profile of a of

A of a town and a base map and they have to plan out where they would put their school’s their roadways their parks some of the land is set aside because either it’s wetlands or the slopes are too steep but they have to put all these facilities including a landfill and

Water treatment on their map what they don’t know when they are planning their we divide them up into groups what they don’t know is that after each of each group has planned its town we put those six boards together to form a region and invariably somebody has put a landfill

Right next to a park and they get a many lesson in the importance of cross jurisdictional planning and collaboration water supply is a big deal in metro Atlanta we’ve had protracted droughts and we’ve had lots of litigation that has created challenges for us we’ve worked hard over the last

Decade to try to manage our water resources well and we hope that these young people who come through our program become good stewards and advocates for good water policy and good water planning so we have them test the water in the Chattahoochee which is the primary drinking supply and we talk to

Them about whether order comes from and what some of the challenges are in terms of stormwater pollution and conservation the built environment takes a lot of our attention this image shows peds with an pedestrian advocacy group taking the students on a walking tour of an area of

Midtown to talk about the good the bad and the ugly in terms of the pedestrian environment they always get a lot out of that and four years ago when we did our regional referendum to raise money for transportation a referendum that did not pass much to our disappointment but one

Of our interns who’s there in the red checked shirt developed a game called terminus which is designed to sort of mimic this regional referendum and they divided up into five groups five jurisdictions and they have to invest in transportation projects to meet individual community goals but there’s

Not enough money so they have to negotiate with their neighbors to see which projects they are going to fund that game actually they johanna news there in the red check shirt presented this to the Transportation Research Board several years ago many of our students are from the outline jurisdictions and

They had some of them have never ridden the martyr rail system before so we always like to try to get them on the morrow rail there’s a lot of misconception about Marta and almost all of them are transit advocates and we think that’s a good sign for the future

And they always are thinking of ways to improve transportation in the region we’ve done housing exercises where we asked them to think about the combined cost of housing and transportation and and show them the link the link between those two that if you live too far away

You have to have more vehicles than if you live live close to work we’ve been to the nanotechnology at Georgia Center at Georgia Tech to learn about the economy and it’s just again this it’s a very very rich program where they have lots of hands-on activities lots of

Problems to solve and we’ve we’ve and occasionally do some we almost always do some kind of leadership development unit within each session each year during the class students divided up into four committees that mirror a are seized committees and they are the each committee researches and develops

Proposals for making the region a better place to live they have their own thoughts about as you can see on this and homelessness was of concern to this group and they research these issues and come back with proposals for how to address the things that eat that are of

Interest to them the committee’s focus on community services communications and public involvement transportation and environment and land use Eddie and each meeting they have about an hour to me to discuss what they want to do and then between meetings they they do their research in their planning their final

Meeting they come together to present their resolutions to their group and then the whole class votes on those resolutions and those that pass go on to the aarc board where the students have a chance to present to the elected officials of the region and then usually the Chairman prefers those resolutions

To a RC committees for considerations one of the things that if the goal of the program is to expose these use to the elected officials and we’ve had students to have gotten internships with local governments we’ve had students who’ve been invited to follow local officials around for shadow them for a

Week or or for a day so they really do get a chance to meet some of the top leaders in in the region and we hope that pays off for them we as I said we do have talked a little bit of a leadership and mentoring and which they

Need to do to be a good minty and how they can go about developing a mentor relationship with an older adult so it we want this program to extend beyond beyond the six months that we have them it’s it’s a great program it’s been very successful the board over the years has

Become more and more supportive of it which is why the funding remains in place and we have much more opportunities for them to engage today than we did before the students get invited to come and participate at a RC committees one year we even had students go and

Present to the Georgia Department of Transportation Board so it’s a lot of very exciting opportunities for these young people they keep in touch with us we now have one of our graduates is a member of the Atlanta Board of Education he won an election this year we have

Students who have raised funds to preserve rainforests in South America we have a lot of students go on to tech and we hope they’ll come back as planners and architects and engineers and provide their services to the region we are currently working on creating a an

Alumni group and we have two former mark students who are involved in that so we’ll see how that works out it’s been a great experience for me to run this program for 1314 years and we’re very pleased with it and are willing to share information with anybody who is

Interested in starting a similar program we can help you figure out what where we made mistakes what we learned and and what we can you know will be give you any and all of our materials so I think that concludes I’ll be happy to take any

Questions at the end of the session so thank you for your attention Carol okay with that I’d like to shift gears a little bit and talk about insurance as sergeant on a set of common days kalapatti and i’ll be talking about a summer day camp that i put together

Several years ago with the goal of introducing middle school students to design related careers the camp was called designing our world I start out by giving some background and over year the camp just an introduction to what the camp involved who was involved in creating it and then I’m going to move

On to some lessons that we learned from the camp that I think could be applicable to anyone who might be considering some sort of career related outreach to children especially in this noodle for each packet okay so designing our world is a one-week day camp it was targeted at middle school children’s

Approximate ages 11 to 13 a primary focus is on introducing them to career in architecture and landscape architecture as chip ionic campus taken place three times for a total of Louisville forty characters and have gone to the program so far designing our world grew out of a partnership between

The Gwinnett environmental and Heritage Center which is in buford georgia which is a metro Atlanta and the University of Georgia’s college environment design as with any partnership these two organizations came in with kind of different goals for the camp and part of the challenge was getting those goals to

Work together for the environment the environmental center Tom they were really interested in this camp as an opportunity to highlight sustainable building techniques the center is a LEED Gold facility and they consider it part of their educational mission to teach the public about rebuilding and so this

Can’t really fit in nicely with back for the university they mostly saw this camp as an opportunity to increase awareness of landscape architecture as a possible career path as many people listening or probably aware like planning landscape architecture is a look at most students have never heard

Of by the time they get to college and so they saw this is a way to to introduce potential students who might be interested earlier I’m not going to spend a lot of time talking about details of activities particularly as this is an architecture Landscape Architecture camp and I’ll Mesa planning

Webinar but I did want to give an overview of just some of the types of activities that we included the focusing on the architectural landscape architecture sections we tried to kind of give a a well-rounded overview of the career so we focused on careers in those fields as well as people who either

Currently or in the past have been involved in that career also included things two mules related to those careers and then we’ve done two application so what kinds of Larson kinds of music that people in this community choose to do with the skills that they developed planning was a

Little bit different it was since it wasn’t a primary focus of the camp there were obviously fewer plenty activities and also we weren’t so focused on giving a complete overview of planning so much as pulling in details about planning that we could relate back to architecture Landscape Architecture so

We took the opportunities to talk about planning as we load but it’s not as broad of movies they’re there to each other’s okay with that I’d like to move on to lesson learned some tips for sharing information about your career with middle school students the first tip is to look outside of planning

Specific events for opportunities to share planning with others in most cases you’re not going to have you know city planning day or you’re not going to advertise a planned event and have lots of people come show up so think about events that are going on in your own

Community that are related to planning in some way that might like your perspective on what they do in this case we were looking at landscape architecture primarily but also to a lesser extent planning and being both of these are things that middle school students probably haven’t heard of and

Are not necessarily likely to sign up for camp for but by bundle in those together with an architecture tonight architecture is something that no statistical studies have heard of many of them are very excited about it and it’s kind of a glamorous field and might be interested in which is a career

So we brought them in and fondling it with architecture and that gave us the opportunity to also talk about landscape architecture and like I said to a lesser extent home what you see in front of you is an overview of the base outline of

The camp as you can see for each of the two major topics architecture and landscape architecture we started out with a day focused on basic skills and concepts so what does an architect do a landscape architect and what of tools they use to do that and then move on to

Applications and and broader picture activities within these fields the second thing you’ll notice is the organization of the camp started from a small spatial scale down to the individual room for architecture in the dots of buildings and then lands fix what this did was give us the

Opportunity to tie in planning as a natural outflow kind a couple of hours of planning on Friday as a natural natural conclusion to help wrap up those other topics a second tip if possible includes some World War examples from your own community in your outreach um you know examples from across the world

Or complete there’s a lot to be learned from that but i recommend thinking about what it is in your own community that can help you illustrate the points that you’re trying to meet and the reason for that is first of all if you’re talking about a building or a park or something

That the children already know about it’s something they can be excited about and bring your own experiences into the discussion of a second of all if it’s something they’ve never noticed before maybe it will notice it again after your activity after you’ve talked to them and it’s something that can serve as a

Reminder to them over the years as they pass that when you’re driving down the street for laying park or whatever and it might be something they can share with their their family or friends and are there in this example these pictures are from our field trip to downtown

Buford the primary focus of this field trip was on looking at a variety of architectural styles this is really something spectacular about the community word is that there are there’s a huge diversity of architectural styles really good examples of a lot of our textiles and the reason for that is it’s a small

Town but for over 100 years it was dominated by a very successful industry a leatherworking company and so that provided over a hundred years of great specimens of various architectural styles in addition while this was an architectural focused skilled trip this ties back to the to the first point

About using whatever opportunity pans talk about planning by being in buford we were able to talk about deaf reviews of historic structures we were to compare the core of downtown the nearby residential area we were able to talk about how a railroad and factory shaped

The form of the town is the layout tip number three but none with an existing youth education our outreach organization in this case the university provided subject matter expertise for the canal they provided a staff member whose responsibility for the coordination and activity development as well as visiting professionals every

Year we would bring in at least one architect and at least one in landscape architects for the children to interact with the landscape architects are always professors from the University on the other in contrast the environmental center provided a facility for the camp existing marketing materials namely recognition as a summer camp destination

So that parents would feel comfortable with the idea of symmetric there and experience with children implanted staff members who could give feedback on whether activities were age-appropriate as well as be they are to deal with potential behavioral issues that come back so you know it may not be an

Environment education center that you find it work with what i do recommend now looking at scout troops or career day at your child’s school or church youth groups or whatever is in your community that already has children coming together and see how you can go into their for march that what you can

Focus on is what you know and love and you can have somebody else you can happen with the logistics of running an active you like this next build on existing resources look for existing activity ideas and find out what’s worked well for ups in the case of designing our world we rely heavily

In the initial planning stages on boy scout and girl scout badges related to architecture Landscape Architecture and Environmental Design now these these badge requirements didn’t write the campers but what they did do is provide us with a foundation that was based on what to internationally recognized youth organizations felt were age-appropriate

And felt was a good well-rounded introduction to his career so provided a starting point similarly identify existing experts volunteers and sources information in your area again don’t start from scratch in our case every year we brought in a master gardener to talk about help talk about content selection yeah that’s something we could

Have done ourselves but we thought we that puppet is a better more informative for the children and also easier for us to bring in master gardeners who are existing volunteer organization that exists to come talk about pants similarly for the field trip we didn’t start by going to the library and

Research in the history of he purred we started with the Buford Historical Society and ask them for suggestions and looked at what resources they already had that we could challenge my picture number five focus on key points not details I think suitable program goals especially for the middle school age

Would be to introduce a career option provide an overview of key concepts and ideas spark interest enthusiasm and build a foundation so if those children later decide to go into planning or relate a career because of what they learn they’ve got something to build on not and they’ve had time to think about

What they might like to do in that field and if they choose not to go into those few years it’s a foundation so that they understand what will those careers playing a community notice what’s not on this list is making sure that they do everything exactly right that they

Produce a product that is actually useful or that they use the tools in exactly the right way those are important for college for your office things like that but when your primary goal is spark enthusiasm and introduces the field to them really focus on the process rather unique product speaking

Of that process and recommend including active learning opportunities whenever possible these could include field trips perhaps demonstrations sensory experiences and can like that the pictures shown in this example was an activity that I really enjoyed from one of our guests this is Scott Weinberg at the time he was a landscape architecture

Professor and he’s now tired but when he came and spoke to the the kids he’s someone who uses AutoCAD wat and he’s these plans and these designs and you wanted to share with any park plan that he had been involved in and what he could have done stood up at the font

Showed some maps that he had created showed some pictures of the final outcome and been done with it but what he chose to do instead was basically bring an AutoCAD activity to the students on a piece of paper so he printed out the site layout all of the building swimming pools ball fields

Everything that was included in the program of what was needed for that site explained to them in background about the site and that allowed them time to try to think where they would like to put all of those things in their own Park only after they had glued down all

Of their buildings and ball fields did he go back and show them boulders Nev I building involve I caulfield where he put everything in the front and why and so that really helped the kids engage a lot more with the process help them understand what it was that he did as a

Landscape architect and then gave them some feedback in terms of comparing their output with what professional educator so I love that activity when I thought it was a beach a great model to follow tip number seven valence creativity and content this activity of you see in this picture is was probably

The highlight of the week for most of the campers and this was building a model treehouse we had the luxury of an entire week so we every year dedicated about five or six hours of time for this project obviously you can pull out a shorter term you know an hour or two

Then need a smaller project but we are in Italy started model treehouse activity we thought to do it very you know technical as a learning activity will provided drawings and have been build a model to scale and then we backed off this idea and thought that it was really important to give the

Kids an opportunity to experience design for themselves and just have some time to explore and what ended up happening that I wasn’t expecting the first year was that each camper went through the process in a very different way focused on the part of design they were most

Interesting so for example some of them focus very heavily on interior decorating this particular treehouse shown on the left is a very very simple tea house it’s just a platform and all the rest of that campers time was spent with decorations on the other hand we had some students who focused very hard

On engineering challenges this one doesn’t look like much in the picture but it was very very technically difficult and it was a rewarding challenge for that camper to try to figure out how to attach his contracts construction to this tree and still other camp campers as the week went on

It became very obvious that their focus was on the experience of moving through and interacting with the treehouse and making sure that everything that was needed to do what they want to do in the treehouse was present and so that was just really neat to give the campers

Time to explore to be inspired and to try to figure out who they were as a designer finally don’t underestimate what kids can do your understand I know middle school can be a very intimidating age for a lot of people you know middle school kids are they’re not really

Little kids anymore but they’re not grownups neither I know and it’s you know you don’t know what to expect so I wanted to leave you with some feedback that we’ve gotten from some of so the guest speakers that have come ova tears um the first one what I did walk away

From that was the unbelievable enthusiasm of the students they are all engaged and asked many good questions they also did not hesitate to give their own opinions about some of the things we talked about second I was amazed the students so quickly picked up on concepts that it takes several lectures for older

Learners to understand by the end of the work sessions they were speaking design and charting their careers to include design professionals talk about fast learners just you know in this context older learners needs college students this was a professor and so was comparing these people school students

To these college students and these were really representative of the feedback we got from all of the guest speakers there it’s and this is very similar to my own experiences the first time I did this come middle school students are amazing how fast they can learn and how many

Complex ideas they can understand you know planning and related fields can have some very complicated topics it could be really tempting to try you know baby goes down so that kids can understand that at least at this age you know go ahead and talk to them you know

At a complex level of detail and they’re not going to understand everything but if people get a lot more out of this than they would if you just assume that they couldn’t understand and with that I’ll just leave you with some contact information on our website so you can

Learn more about the organizations that were involved in developing this camp and I will turn it over to shin you you you you you you you sorry i forgot to unmute myself we’re starting hello as she as Ramona has said I’m Sharon Gibson I was with the University of Georgia as of August

The first I retired from the University of Georgia NM now working independently on contracts currently with Cornell and Wisconsin University of Wisconsin Georgia teens as planners is a program project that was funded through USDA and it was a five-year project we began a project in 2009 funding ceased in 2014

But the project itself is still ongoing Tina’s planners was a response to concerns that high school principals had in across the state and some of our conversations with them about kids who are non joiners these are kids who don’t join of they’re not involved with athletics and on enjoy involved with any

After-school programs for H Boy Scouts Girl Scouts Boys and Girls Club both and we know as youth development professionals that youth that are engaged that are involved in in youth development projects are less likely to drop out of school they tend to graduate on time they feel more connected with

Their communities they have what confidence in themselves and actually will have a vision for their future we also know that males who drop out of school are are several times more likely to become involved with a criminal justice system our teens planners program was based on a program that I

Was involved with with dr. Pratt Cassidy also with the University of Georgia in the College of environment and design I am a cultural anthropologist by training and working with dr. Cassidy who is a planner and teaches in the in the college of environment and design we were working on the program called

Your town and I looked at your town which is an adult program and was trying to figure out how do we take the concepts of planning and use that as a tool to engage youth around issues of civic involvement and citizenship he so when I began the project started looking

At the various researchers out there about youth involvement especially for high-risk adolescents our program actually took place in two very rural counties in Madison County and Elbert County the counties have some differences but the overall and similarity had to do with the high number of teams that were dropping out

Of school and also large number of teams who are not involved actively in any type of youth programming one of the key things that we’ve learned in am working with youth of vulnerable youth is to that it’s critical to build trust not just trust between you and the youth

You’re working with but these kids also have to learn to trust each other trust be cut is and also to trust their school’s their their communities that their people are going to follow through with what they say they’re going to do our strategy that we the strategy that

We developed was 21 to help the teams build competencies that they could apply whether they are get an after-school job or they go on to college or they go into apprenticeships we wanted to just begin to build competencies what we base our program on is something that is that is

A youth development model that focuses on generosity belonging belonging independence interdependence and massery so we were looking at building competencies and connections with with their community we wanted the teens to be able to demonstrate those competencies through identifying and addressing community issues youth would were asked to look at their

Communities in their neighborhoods their County and and come up with the list of things that they felt needed to be fixed needed to be addressed in one way or another now remember that this program is five-year program we pick them up and identify them in eighth grade they come

Into the program in ninth grade and we stay with them all the way through graduation so we have a long period of time to work with the youth the third strategy was to that the youth would youth will be able to identify utilize community resources and systems and

Information one to help them in their future lives but also in addressing those community issues that they think are critical our fourth strategy was that community partners would begin to recognize and value that teamed what teams can bring to the community change process up one of the things that has

Come out of this program out of teens as planners is that not just the attitude of the youth that were involved but also the attitude of the adults that were working with them and their end community members that were on the periphery that would just observe her

Being what was going on over these five years a good example is this young man here this young men had to be become we had to help him become independent because he had to be emancipated at an early age from and because of his family situation and one of the things that he

Brought to the group was being able to to talk about to his peers about the importance of of not just taking constantly taking he always was saying it’s about giving it’s about giving you take some but you’re going to give a lot the outcomes of the tap program tap

Became what the kids called it so it became the acronym for the program tap participants have had opportunities to learn those needed skills and to master those skills into addressing those the issues that concern them tap pertinents up were were had opportunity to regularly speak to decision makers they recognized early on

That these teams recognized early on through the various types of trainings that they went went through that if you have an idea you can’t just go out and do it that there is a process and that they have to engage with local government and gave each with the

Decision-makers if they want to bring about change in their community another another outcome that we felt was very out was very telling about the teams as planners program is that tap the top participants began to be able to talk about their their roles in their community and they had a sense that they

Were actually contributing they were satisfied with the roles that they were playing in in their community and their families and they take it beyond just that family and community in school to state and national issues that you’ll learn about later on tap participants also will be able to could define define

Themselves as change agents in their communities and change agents in their in their schools and even in their families remember that these kids came from very high poverty communities high poverty families and there were numerous Rick’s risk factors that they were dealing with these teams also felt that they were positively affecting the

Quality of life in their community not just themselves but for their whole community and they felt that their community saw them in a different light which answered several of a of our strategies that we were working from when our tina’s planners first draw when we first started the program we were

Looking to identify a core group of teens from each of those counties we were saying that we would have 20 teams that we would follow for those five years this was a very comprehensive and intensive program they were a lot of teams that participated in it

But because of the time period they were involved in we were able to see a greater outcomes because was much more more time as spent working with each of the teams in the program when they first were identified we had pretty much an even a number of of males and females

But as we went forward we saw that this program really turned out to be a very strong of program for working with high-risk adolescent males one of the things that we because of most of the leaders in the program or females we realized quickly that we needed to reach

Out to men in the community and bring them in because most of these males did not have an active male role model in their life so the way the program started it was in the first year of participation a lot of time was spent on developing trust and teamwork developing

Basic life skills I mean we’re talking that we had to the kids had to basically they had to learn to cook for themselves to clean for themselves to take care of their personal needs because we we thought we were going to work jump directly into community projects but we

Realized very quickly after engaging these years that there were a lot of personal needs that had to be taken care of before we move forward so they developed a lot of basic life skills leadership skills we spent a lot of time on understanding governance about halfway through the first year one of

The things that we we did was do we ask the team what was missing if they were going to add something to the program what was it that they needed us to bring to it and what surprised us was that almost to the to the student to the

Adolescent each adolescent said the same thing failing academically we need help so what we did was we engage youth college students at the university level in various departments in the math department in English and we assign students to those to various stamp members to help them with their academic

Skills because we knew if we didn’t deal with the academic pieces of it they weren’t going to do well in school therefore they were not going to be able to stay in our program and participate in the plan portions of it when they were actually becoming engaged in learning about how their community

Worked up over the in the first first and second year we we built in a lot of incentives to try to keep the kids in the program we found quickly that those incentives were not as necessary as we thought they would be you know small trips little little items like t-shirts

And things to try to keep them coming back but we found that once they felt that that sense of belonging that sense of ownership of the program they they didn’t need incentives to stay in place to stay involved with the program some of the early outcomes were that we head

Through this program was that local decision makers are see the tap participants as real partners in their community they access the you to find out there find out what they think needs to be happening in their community and up they actually engage the youth on boards on community teams to to to make

For planning and for decision-making it’s not just asking a kid to be there because we need to have a teen on the board local take holders actively seek seek out the tap participants in the tap program for assistance and address dressing various community issues and projects the tap tap teams understand

The importance of collaboration and they are there good work good at working together with each other and with adults in the part in the community the other piece that we felt was very important that the teens needed to learn the language of governance and the language of planning

The language as well as how it worked and why it was used and in doing that the teens were able to speak more clearly to the issues of when they went to speak to a community of the community planning boards and their County Commissioners again over and over again

We heard local leaders we refer to the TAF youth as problem solvers and not problems and this is a real change from the first year when they this is a change from the first year when we had people saying we didn’t understand why we were working with that group of kids

When there were kids out there who were already positive and could really benefit from this type of program the teens were asked in there about halfway through the their first year to begin to identify a list of things that they wanted to do in their community that

They felt needed to be addressed give you some examples of they felt like there was problems with litter they thought there were problems with no places for teens to hang out without getting in trouble they had a very long list of you know some of them were very

Grandiose like they wanted to build a giant skate park which I never happened but some other things did happen that kind of replace that and the teens were happy with that so they came up with these various projects as they named the things that needed to be done we asked

Them well how do you make this happen we ever gave them directly gave them answers to you know this is how you fix this problem we would always come back with well how do you think you need to fix this problem what skill sets do you

Need to have in order to to address this issue in your community so we were we really used I guess you would say the Socratic method to at the team’s engaged and get them to be the problem solvers once they identified their their key projects their key

Projects were they want to develop a mascot for their school in Madison County which ended up being very costly so how are you going to have it design how do you get it approved by the school board those types of things and how do you write raise the funds to actually

Have this school mascot rated up that was one another one was cleaning up and improving a historic graveyard in their home county that had the the grave of the founder of their community in the other county there was a community park that had been very special to the kids

In the community but it had been ignored and had been allowed to just kind of go back to weeds and nothing and the kids wanted to turn it back into a place for the community where the community could come together for special events that kids could go and play and that it would

Be safe and the adults would want to also be involved in helping to make this a better place so those were the two three big projects that they were going to work on over the years so if you’re going to be working on a park project or

A historic graveyard or even the mascot project you’ve got to one understand how do you plan to do these do these projects what are the what’s the science behind the various things that you’re going to be doing what’s the math behind these various things you’re going to

Doing and how do you get permission to move forward to make these changes in their community one one of the things we did with the kids with the community park was to to interact with the college of environment design at UGA and had a design charrette where the kids invited

Community members local leaders citizens of the lady who owns the coffee shop in the town a guy who mows the yards has a landscape maintenance up of business in the community and they invited these people all these adults and the teens came together at UGA and went through a design charrette which

Produced a new design for the park and the kids were then able to take that sign to their City Council and to appeal to them to let them begin to look at raising funds and finding ways to improve the community so in there they had small projects that they did a week

To week they did volunteering work in the community they became key volunteers that people called on they had larger projects in their counties and in their neighborhoods and then as part of the graduation process in the in their senior year they did we had two things that they did when we visited various

Universities and colleges and technical schools and apprentice programs that the kids had identified that they were interested in around Georgia and the second piece was to take their show on the road and they identified at it was after Hurricane sandy and they identified the wetlands areas in new

York and new jersey jamaica ave and breezy point where they wanted to go and help well that presented a lot of different problems one is how do you transport them the cost of this kind of of effort and how do you make those connections in another state where you

Can actually go and do work that needs to be done not just go up there and actually become more of a burden that help so the teams began doing their research to try to figure out what organization they would like to work with the organization they worked with

What’s littoral Society in Jamaica Bay and also on the University somebody talking it was all now also the cornell university they um they ended up working there to help them restore the wetlands in Jamaica Bay and along breezy points and they are the even though the funding has ended

They’re going to continue to do that ah one of the things that the teens were asked to do was to come and brief the White House on the work that they had been doing a funding had come from USDA so this was very appropriate the team’s

One of the things that happen most our teams did not have the clothing that would be necessary to to go and present but we were had a very generous donor through booz allen hamilton who came in and provided our teams with khaki pants and neckties and scarves and white

Shirts and shoes and they were able to to go to the White House their heads held I they put brief the White House on their projects one of the things one of the comments that came from Kal Penn who is an advisor to the President on youth

Volunteering was that our d she is coming here to ask for fun so they can do things that they think they might want to do and one of the team’s turn that turned to him and said no sir we’re coming to tell you what we have already

Done and what we’re going to continue to do in our community overall I think this statement from Shaq the young man are the on the right in the upper photograph uh when he was talking to other students at his school we were had a vent and one

Of the schools and he turned to them and said asked him what he was planning on doing after he graduated from high school and the kids said well I think I’ll do this I think I’ll do that Shaq turned to him and said hey man and I’ll

Get it wrong you have to have a plan and I think that is the ultimate thing that came out of teams as planners they recognized that nothing just happens you have to have a plan you have to work collaboratively you have to put in a lot

Of people with a lot of different skills and everyone has something to bring to the table we are going to be able to continue funding this project the slow school systems have stepped up and cooperative extension with UGA is also going to be helping to continue the

Funding for this project in these two counties it will not move beyond the counties but a lot of the concepts are going to be integrated into the 4-h program and into youth development programs through cooperative extension okay hey I guess I turn it over now to

Does it go back to you Christine yes it does all right I’m just gonna take the screen yes okay alrighty and so let’s go ahead and start the questions and answers um let’s see I think this first question is for Carol ah the program that you were that you were talking

About the the camp how did it all get started and why did this or how did it get funded and and what was the determination that it needed to get started if you could just kind of talk about the beginning stages before before it began sure actually as I said her out

Of an existing partnership I was employed by the university as an outreach person at the inferno and Heritage Center and so they had a lot of things that they were all working on together and so this was just kind of an extension so as far as funding this camp

It didn’t really cost any more than any other camp acne no more headache center so there wasn’t you didn’t have to do fundraising or anything for that but the idea for this actually grew out of we have been looking at the environmental center have been looking at actually the Boy Scout architecture

Badge and trying to solve that as a vehicle for helping to talk about architecture menthol but especially the green building the found that that was just to logistical difficult to do in single day program so we started exploring the idea of the camp and as that glue we realized that it could be

So much more than just an architecture camp and that’s Henry Ford any expertise for University and Tom and brought in the landscape architecture in point as well I will say that funding is a challenge in the long term they have not done this camp the last couple of years

In part because it was time to rotate out to do some other cancer to give kids a break so that they come back me every few years but also in part because you know the university had to stop funding a full-time position at the facility and

So we the Heritage Center has been able to continue running the camp still it’s the heat in years that they choose to do so but it’s been a lot more challenging because university can longer from the staffing that you do that so it is now fall into the environmental center to be

Able to supply somebody with enough expertise to coordinate and Roman camp and some of years that happens with us great thank you um this text questionnaire design this is Sharon go ahead I’m sorry this is Sharon um as as my team as the team knows i am doing

This from the hospital okay and the doctor has just come in i am going to have to i’m going to have to get off if if you could relay any questions to me of in written form I’d be glad to answer anyone’s anyone’s questions this has

Been kind of a difficult week and I apologize not a problem we will be sure to forward any of those questions to you okay okay thank you I apologize for having to leave no problem thanks you um okay uh so jeez what a trooper yeah Sharon was a real trooper she was a

Little flustered um and and I think there was a little bit of background noise but boy she did good didn’t she okay this next question i believe is for grace um-hmm if I’m trying to remember that the the whole not the whole but part of the intent was that uh that

These students after they participate in the program they go off they go to college they come back uh what are there any types of initiatives to sort of lure them back to sort of bring that education back into town things like that well it’s not specifically a part

Of this program but air see right now is helping to lead a regional competitiveness strategy and economic competitiveness strategy and one of the one that there are sort of four goals 1 goal is livable communities and so the research we’ve done into the Millennials and these young people are becoming

Millennials and a lot of the graduates are Millennials if they’re looking for a very high quality of life so we hope that that task force that that’s working on livability will be successful in in expanding walkability transit and other things housing options that young people are looking for as I said we are

Beginning to launch a mark alumni program which we think can be helpful in encouraging people to come back obviously if people have a job here they’re perhaps more likely to come back here I’ve had parents say to me you know before my son or daughter went through

This program they had every intention of going to college and turn their back on it Lana and this program has helped them see what great potential they might have in leadership in metro Atlanta and right now my son order is planning to return after college we don’t have good Eric’s

On that and that’s something that we’re going to be working on as I say through this alumni program to find out where all these young people are and why they came back I’m sure the reasons are many but that’s that’s sort of where we are but we wherever they go we think they’ll

Be engaged in regional issues no matter where they live in that I’ll be good for other communities if they’re not here great thank you um this next question is for either Carol or grace I’m given that teens or young people in general are very good for the most part at

Communicating with social media to what extent do any of these camps or projects engage social media like twitter facebook instagram pinterest and do they at all and this is for either one of you I’ll start Carol if you wish years ago but before facebook became what it is

Today the mark class created a facebook page and successive classes are invited to be a part of that facebook page that’s about always done now one of the things that the classes do as i mentioned they they work on resolutions for you know ideas that they think ought

To be implemented in the region and invariably the marketing communications in public involvement group will talk about promoting the mark class there want more people to know about it they want more people to know about a RC and they have proposed a variety of strategies using social media

To communicate that some of them have built website some of them have I don’t think they’ve done too much with Twitter but they have been very active with facebook and just by the nature of the tent mean a single week program of that public that def on the public

Involvement was not really Hollywood ok and let’s see her so I guess this is an overarching question for either one of you and so how do we get a program like this started what what are some of the tactics that that need to be considered first off to get some kind of program

Like this whether it be over a six-month period or a you know condensed one week who are some of the major players that that should be consulted first and you know should some kind of committee of a cross-section of an area be brought together first dude do you have any

Thoughts on on how to how to get these folks started on a project like this well when aaron c began this program we had a non-profit partner the state ymca of georgia which is a teen group and they had an existing program halsey use assembly which gave the student and

Experience quite the General Assembly and they took them down to the state general assembly and then they they hell their own general assembly and and statewide director and our director we’re talking one day but that’s where the idea emerged from that conversation so the originally the

State while their goal was to raise the money in a RCS work was to provide the curriculum and state while would recruit and and as we would we would do the curriculum for a variety of reasons the state why was not able to continue the program after the first two or three

Years and so we’ve taken it on I think we’ve we have partnered with agencies like South face which does an energy efficiency and sustainability we’ve partnered with peds you saw the picture in the slideshow of pedestrians educating drivers on safety and and we we I think it is a clear leave that to

Have the support of your board and and the deeper you can reach into the schools I think the better because you have to depend upon the schools or at least organizations that deal with youth to do your recruiting we didn’t that was initially the statewide was very very

Helpful because they would have y club members in the schools and participation in those schools was was very strong and we struggled a little bit after they had to give up the program in kind of finding our footing but we do as much outreaches we can to the school to

Promote the program to them and we encourage our board and they’ve been very supportive to talk about it in the community all right wonderful oh go ahead oh I wish to say I think you know for the camp being a very different situation he went about it from a very different

Angle you know we already have the benefit of the existing partnership but if not and we were thinking about beginning something like this as a practicing professional on the first step of you just to identify those places in your community that are working with the topics or age group

That you’re thinking about and build that partnership course I figure out how you can fit into their program and then really for us the biggest challenge in making sure that you’re able to go ahead with the camp was you know identifying all of those outside professionals we

Wanted to bring in identifying all the field trip sites and for what for example we had to find out we wanted to visit a construction site in progress and we had to find some new construction that would let 13 you know middle school students come trip around the property

That sort of thing so figuring out all those things that involve external forces first and then if you can get those to fall into place and get all of your guest speakers scheduled then you can happen to those where I guess the two biggest challenges to get me sordid

Past wonderful thank you um well believe it or not I can’t believe it it’s already 230 this was really great for those who had questions for Sharon we will forward those to her and for any questions that we didn’t get a chance to answer they will be forwarded to all of

Our speakers so I’d like to thank Ramona and the private practice division for hosting this session today and for grace Carol and Sharon for sharing their experience with youth engagement and for you know for all of our divisions in chapters that promote our planning webcast consortium thank you so everyone

Have a great weekend and don’t forget to check out our website our facebook page all of the September sessions are up and listed everyone have a great ken thank you thank you thanks Kristine

ID: WAgn-v1XY7Y
Time: 1408975009
Date: 2014-08-25 18:26:49
Duration: 01:28:51

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