Download the Generation Success Toolkit

GENERATION SUCCESS Harnessing Boston’s Collective Energy to Prepare Students for College, Career and Life In 2017, the Boston Opportunity Agenda convened a group of stakeholders from Boston’s education ecosystem. We gathered leaders from Boston’s district, charter and Catholic schools, the City of Boston, high education institutions, foundations and nonprofits throughout the City to define college, career and life readiness — and get clear on what our kids need to succeed.

In sketching out expectations for the future based on insight into the industry, education and civic landscapes, the group recognized that the future, particularly today, is characterized by its dynamism and that any singular vision narrows how we expect our graduates will live. So instead, the group coalesced around a set of forces that shape trajectories for career, college and life. These forces inform the skills and beliefs students will need to succeed in this fast-shifting environment. Testing in practice and against research, we created definitions and measurements to understand what it means to be college, career and life ready in Boston.

To fulfill the needs of young people, we have launched Generation Success, a city-wide campaign in collaboration with schools, out-of-school programs, parents and private industry groups across Boston, to prepare students for college, career and life after high school. We’re putting our collective energy behind Boston’s young people so they can discover, explore and prepare for the universe of opportunities in our city and region. We want students to learn about who they are as individuals — including their unique strengths and interests — so they can design their own futures.

We know that students learn through curiosity, exposure and hands-on experience. We also know that private industry, in partnership with educators and nonprofit organizations, is taking a leadership role in advancing student success, which in turn creates a pipeline of students entering into the workforce after high school or college. Access to learning opportunities is imperative to empowering and inspiring students and strengthening our communities and economy — and the business community has the chance to make an even greater impact on their success.

We understand from our research that business leaders in Boston need a roadmap to help illustrate the types of efforts that youth would find valuable, so, as a part of this work, we have created this “bright spot toolkit” to high-quality programs in Boston that are run by businesses and private industries in the area. The hope is to share examples of the great work being done to prepare students for college, career and life and motivate other businesses to follow suit in creating programs that students find valuable. We invite businesses as well as out-of-school providers to submit their programs as we continue to expand this toolkit.

Please visit the Generation Success website, gensuccess.org, to learn more about preparation opportunities for life after high school. Over time, more content and resources will be added to the site. If you have questions, or would like more information about creating a high-quality program for Boston students, reach out to me at [email protected].

Cheers,

Kristin McSwain Executive Director, Boston Opportunity Agenda How We Support Students leadership program a distance learning Autodesk experience where they focused on the Since Autodesk moved to Boston’s Sea- Student-focused introduction of new technology as part of port in 2016, we have collaborated with potential career exploration. They were programs the City of Boston and the Boston Public challenged to work together in groups to Schools on a variety of programs that design a BCYF Community Center of the expose both students and educators to Future. in-demand skills directly related to jobs of the future. Autodesk is committed to empowering We were inspired by the ‘Future of students and educators globally. For example, the “Future of Construc- Construction’ weeklong series to tion” program exposes K–12 students “create a challenge unique to our pro- to exciting career paths and builds their gram. Our SuperTeens were challenged understanding about how the construc- to work together in groups to design a BCYF Community Center of the Future. tion industry is leveraging technology We found the program to be accessible to reimagine how we can build more to both teens and adults with varied and build better, while having less neg- technological skills. Our teens were ative impact on the planet. This program introduced to careers and technical skills also leads students through the design related to design, construction, city plan- thinking process as they imagine, design ning and advocacy. They also learned and create a solution for a real-world soft skills for future employment that included collaboration, public speaking problem under the guidance of industry and project management.” mentors. We use in-person field trips across various industry sites, as well as KATE HENNIGAN, PROGRAM MANAGER, virtual [experiences / lessons / education] BOSTON CENTERS FOR YOUTH AND FAMILIES through a series of interactive webinars. Beyond Future of Construction, Autodesk When the COVID-19 health crisis caused also supports Digital Ready’s “Year 13,” a many youth-serving organizations to no-cost, accelerated pathway for recent abruptly shift to a virtual format, some Boston high school graduates into local groups accessed Autodesk pro- college and future career paths related grams to supplement their offerings. CONTACT to architecture, engineering and con- For example, this summer, Boston Cen- Kellyanne Mahoney, Youth Program Specialist struction technology. We offer students, ters for Youth and Families (BCYF) pro- [email protected] educators and academic institutions free www.autodesk.com vided 400 teens in its SuperTeens youth

1 access to the same tools and workflows grateful for our ability to work together to model the collaboration we hope to that construction, architecture, manu- with a network of talented and caring see in our city’s schools and classrooms. facturing and engineering professionals adults across sectors and industries in This aligns with Autodesk’s commitment use every day. And, also, we are an active support of Boston’s next generation of to supporting schools, educators and, member of BoSTEM’s Advisory Com- innovators. ultimately, students to navigate the gap mittee, a multi-sector partnership meant between the old and new economies. to expand hands-on STEM learning How the Program Prepares Students This type of engagement also provides opportunities for Boston youth. We are for College, Their Careers and Life the opportunity for us to gain insight into committed to preparing students to start how to best educate and open career rewarding careers and make positive Expectations for the “jobs of the future” pathways into industry for students. This impacts in the world — and this commit- that students will someday need to meet is important not only to Autodesk, but ment extends into their early careers. are evolving at a rate that schools and youth-serving nonprofits are struggling also to our customers who continue to to keep pace with. In order to help face a skilled labor shortage, including We hope to continue to improve bridge the opportunity gap that many of the construction industry, with 80 percent and refine our programs, so that the city’s children face, we need to take of construction firms recently reporting “the great potential of our city’s home- an “all hands on deck” approach and that they are having a hard time filling grown talent can be fully actualized, and hourly craft positions representing the so that we can together build a better roll up our sleeves and innovate along- Boston for all. side the city’s educators, students and bulk of the construction workforce. youth-serving nonprofits. We also need

In fall 2019, Autodesk teamed Our Unique Approach up with Suffolk Construction, MassRobotics and the Boston None of this would be possible without Public Schools to organize a series of field trips to explore the deep and meaningful relationships exciting possibilities for the we have formed with local nonprofit future of construction with a group of fifth graders from organizations, such as Boston Children’s the Harvard-Kent Elementary Museum, MassRobotics, Boston Soci- School in Charlestown. ety for Architecture, West End House, the Design Museum, Mbadika, Boston Debate League, the Timothy Smith Net- work, Boston Centers for Youth & Fam- ilies and the United Way of Massachu- setts Bay and Merrimack Valley. We are

2 How We Support Students City Summer Internship. Its theme, Boston Society “Blueprint for Success,” had participat- for Architecture During the summer of 2020, 40 young ing students exploring their strengths, women from Boston Public Schools weaknesses, interests and curiosities to In partnership with preparing to enter ninth grade took part inform their career and life choices going in an experiment — to create and deliver Apprentice Learning forward. Apprentice Learning asked the a hands-on design experience. Design is Boston Society for Architecture (BSA) a creative, collaborative process where to create a complementary hands-on people experiment, take risks, make design project, where students could “Design Challenge: A Space for Your mistakes and learn from each other and craft and build at a time when all learning Future Self” brought hands-on design about themselves. “Design Challenge: was happening through a screen due to to students’ home, with live instruction, A Space for Your Future Self” brought the COVID-19 pandemic. mentorship and actual design tools hands-on design to students’ homes with that ultimately transformed their live instruction, mentorship and actual We tailored the design curriculum to bedrooms into design studios. design tools that ultimately transformed this age group and to Apprentice Learn- their bedrooms into design studios. ing’s methodology that addresses both personal and career discovery. We The design challenge complemented developed a curriculum where students and supported Apprentice Learning’s would consider how design and the design of space influence the way they feel. The result was an expres- sion of themselves in the future, including a design of a future apartment. To align with real design projects, students were paired with another CONTACT student acting as their Polly Carpenter FAIA, Director of Public Programs client, whom they had Boston Society for Architecture to understand, design [email protected] and build for. www.architects.org Students experience a model building tutorial via Zoom

3 At the end of the project, students pre- The curriculum also aligns with real hands-on portion of the workshop. The sented their designs in a Zoom celebra- design projects as students were paired kits provided students with step-by- tion with a “jury” of professional archi- with another student acting as their step instructions designed to match tects from Boston. We are continuing to client, whom they had to understand, the online classes, office supplies and work with Apprentice Learning during design and build for. The process was a a variety of building materials – fabrics, the school year and hope to expand the mix of questions, brainstorming, sketch- papers, cardboard, etc. The contents of project to Boston Public Schools. ing, building and sharing; having a multi- the kit were delivered in boxes, which phased approach helps students to build when emptied, became the space where How the Program Prepares Students up their ideas, accept mistakes and find students would build their apartment for College, Their Careers and Life out which parts of the process they shine designs. in, are interested in or are challenged by. This program gives students a glimpse We also engaged with two architects into the design careers, but also expands from local Boston firms. Each architect How We Did It their thinking on who they are and who shared their work experiences with the they want to be when they grow up. The Each year, we collaborate with our long- students in Zoom sessions. The first ses- organizational structure that is the foun- time partner, Apprentice Learning, whose sion focused on how an architecture firm dation of the Design Process is a tool that mission is to introduce middle school approaches the design process in their can be used the rest of their lives in any students to career options and connect work with examples of built projects, setting whether personal or professional. them with area professionals as they while the second session focused on the begin to design their futures. architect’s journey from student to working professional, with an engaging Q+A I learned that being an architect Shifting their summer’s two-week design throughout for the students. requires a lot of thinking and plan- workshop into a fully virtual setting “ning out before you go to the construc- required the BSA and Apprentice Learn- tion site. You have to know what you’re Making the apartments and floor doing and plan it out before you start ing to collaborate in a new way. We plans were my favorite parts of the building.” spent the month of June designing a “presentation because I got to do hands- digital version of the curriculum, pub- on work instead of just talking, so the STUDENT PARTICIPANT lishing it on an online platform, Milanote, presentation felt very interactive.” and working with Apprentice Learning to collaborate on schedules, learning STUDENT PARTICIPANT Our Unique Approach objectives and the overall structure of Our approach centers around gathering, the Zoom program. Alongside the dig- learning and building together as indi- ital curriculum was a matching physical viduals rather than teacher to student. kit, delivered to each student for the

4 How We Support Students teachers face when teaching STEM to Rapid7 students. In the summer of 2020, Rapid7 hosted a Rapid7 BoSTEM Teacher virtual externship for nine Boston Public During the first day with the teachers, the Externship School teachers through a partnership program focused on laying the ground- with the United Way. Teachers learned work for this externship, covering what about cyber security during this two-day Rapid7 does, describing the main prod- remote event, including ways to increase ucts offered, and highlighting the warm students’ interest in STEM through mean- workplace culture. Rotatoes then gave Externships are designed to equip ingful classroom activities. At the end, a high-level introduction to what cyber teachers with experience and a each teacher gave a brief presentation security is, including its history, current social network of fellow educators about their experience and what they will cyber security threats and ways that peo- that addresses real-world project bring back to the classroom. ple and organizations can protect them- and problem-based tasks that guide selves from being compromised. learning experiences for students as they enter into a rapidly changing How We Did It Throughout the program, teachers not world. One aspect that makes this externship only heard from members of the Rota- experience unique is that the Rapid7 tion Program, but also from more expe- presenters are part of a Rotation Program rienced Rapid7 employees who spoke where recent college graduates spend about their STEM journey and gave 18 months working in a variety of areas guidance on STEM engagement as well across the business, including Software as potential career opportunities for stu- Development, People Strategy, Finance, dents. Part of the time was also spent div- Marketing and User Experience. Partic- ing into why students drop out of STEM ipants of this program are referred to classes around the same age and ways as “Rotatoes.” As part of this program, interest can be built up and sustained in Rotatoes participate in four hours of the classroom. community service a month and spent six Across both days of the externship, we months developing the BoSTEM Cyber included several lessons based on activ- Security Externship. Rotatoes were able CONTACT ities that the teachers could take back to Joseph Rosenbaum, Director, BoSTEM to partner with more senior employees their classrooms. For each lesson, we had United Way of Massachusetts Bay and at Rapid7 to offer a wide range of per- the teachers run through the activity on Merrimack Valley spectives. The externship was intention- their own, and then we discussed how [email protected] ally designed to address the barriers www.rapid7.com they could implement these activities in

5 their classrooms to inspire students to We have already heard from multiple explore a STEM-focused career path. We teachers that they will be applying our also shared a folder with the resources activities in their curriculum and les- needed for the teachers to run these sons, and we hope that this will bring activities on their own. an increased understanding of cyber security and help to continue increasing To give an example, one of the activities interest in STEM. was called ”Hacker Hunting.” The Rota- toes developed this activity based on the daily work experience of a cyber secu- This was a spectacular experience, rity professional. Students practice their and I appreciated all of those who deductive reasoning and pattern match- “put it together. I am sure it wasn’t easy and the efforts are applauded! The group ing skills to correlate common digital of Rotatoes were amazing and they truly security weaknesses with events in server captured the experience of what it is like logs to determine how a data breach to work in the Cyber Industry.” occurred. The activity encourages students to think critically about their own BOSTON PUBLIC SCHOOL TEACHER AND “digital hygiene” as they see how such BOSTEM TEACHER EXTERNSHIP PARTICIPANT weaknesses can be exploited and miti- gated. During the externship, the Rota- toes demonstrated how to run this activ- BoSTEM Externship Teach- ity. The teachers were then tasked with ers connecting with a guest solving the activity themselves. Based on speaker who brought the viewpoint of a senior software the feedback the Rotatoes received from engineer. He shared with teachers after the externship, the activ- everyone his journey, talked about how he is currently en- ities were a highlight for the majority of gaged with his local community and provided numerous participants. STEM resources for the teachers to use in the classroom. How the Program Prepares Students for College, Their Careers and Life We equip Boston Public School classroom teachers to have a positive impact on all of their students’ STEM success.

6 How We Support Students process of how a building gets built in Elkus Manfredi Boston and who is involved in the work. Boston Public School (BPS) teachers tell Architects us that when a student is asked “what No matter the specific program, when we Career Studio do you want to be?” the answer is typ- first meet students, they are often unsure ically either a doctor or nurse, a law what it means to be an architect. One enforcement officer, or a service industry thing we share through Career Studio is worker, which is a direct reflection of that architects are part of a larger team their restricted awareness. We want every consisting of interior designers, graphic Career Studio introduces students to student to have an expansive sense of designers, marketing professionals, visu- the field of architecture and the wide choice —whether or not architecture is alization staff, accountants and human range of careers in the design and the direction a student ultimately selects resources personnel. We also work with building industry from our work as for themselves. Our Career Studio pro- consultants including structural, mechan- architects, to engineering, construction gram introduces students to the field ical and civil engineers and landscape and many other associated career of architecture and the wide range architects. paths. of careers in the design and building industry — from our work as architects, to engineering, construction and many Working with the teachers from other associated career paths. Boston Public Schools is a whol- “ly enriching experience for our team of Career Studio has involved a BPS teacher architects, designers, fabricators and “externship” program where we welcome virtual artists. Not only do we get to teachers from different grade levels over share our passion for the field of archi- the summer to visit us and learn in more tecture, but we always find inspiration in the experience, knowing these motivated detail what architecture is all about. And and engaged educators will take what we have also hosted field trips to speak they learned back to their classrooms to students at two BPS high schools ear- and perhaps inspire the next generation lier this year to discuss the role architects of architecture professionals.” play in the development that they see in their own neighborhoods. We brought EMILY PAPARELLA AIA, LEED AP BD+C, CPHC | VICE PRESIDENT together several members from our CONTACT firm, individuals from a minority-owned We teach students that architecture is Hal Munger AIA, LEED AP, Associate consulting firm and the Boston Planning [email protected] and Development Agency to discuss the critical thinking and problem solving, a www.elkus-manfredi.com

7 process with many steps that ultimately students were able to interact with one • Affordable housing and inclusive cities leads to a thoughtfully designed solution. another and our team. By all accounts, • Social equity and equality A solution that ideally will satisfy several the interactions were meaningful. interested parties — your client, the com- How We Did It munity and other interested parties. Our Unique Approach Our relationship with the United Way has We teach about design being a process Architecture is a multifaceted profession helped us connect with BPS. The Boston of many steps and introduce design — one that is not easily taught in second- Society of Architects (BSA) also supports concepts such as scale. Architects can ary schools. Our mentor programs intro- and encourages our student mentoring design at the scale of a building, on large duce this wide field to students, often for initiatives. For example, the BSA asked us projects like planning an entire neighbor- the first time. The exciting reality is that to participate in a high school internship hood, or small details, like choosing the the profession involves so many things program this summer. We welcomed two type of doorknob and hinges for a door. that students are interested in today: rising seniors from Boston Green Acad- • Use of technology in 3D printing and emy, involving them in various projects How the Program Prepares Students fabrication of building materials and aspects of the profession. for College, Their Careers and Life • Design role in sustainability and resil- We treat each BPS Externship as if it iency We have learned that students of color were a design exercise for a new project • Climate change and the part that have a hard time envisioning them- where we study the program’s stated designers play in the problem and the selves in an industry like architecture goals and map out the path that will solution because there are so few people who look like them. As part of our Studio A panel including architects Career program, we encourage students and an official from the Boston Planning and Development to become interested in architecture Agency discuss with high and the built environment, and to bring school students the process with which projects are built in their own ideas and backgrounds to the their neighborhoods. conversation.

We also have our college interns mentor our high school interns, offering a sound- ing board whenever there are questions about what it is like being in architecture school as a young student. Because this year’s internships were virtual, we created a series of video calls where the

8 achieve the best outcome. Usually, this means pulling from across the firm to bring in individuals with diverse backgrounds that are best suited to the program’s specific needs. One of the points we like to emphasize is that architecture (and the broader built environment) is a team endeavor, so we may pull in consultants to help us in developing the best possible presentation.

With the team in place, we have a series of brainstorming sessions and begin to divide the work amongst ourselves, making sure that each team member is fully aware of their role and what is expected from them. A dry run is usually held a few days before the event, and the last BPS teachers participating in the Summer Externship program listen as they details are ironed out. With that, we are tour the firm’s office. They are being shown the 3D Fabrication Lab, where ready to share all the great information models are created using a variety of materials. we have related to the program’s objectives with the participating teachers. One way we can achieve this is to build upon the relationships we have with BPS to create long-term relationships with How We Hope to Expand students, teachers and administrators. One of our goals is to connect with a Encouraging our industry colleagues broader array of Boston communities to to participate in a similar way is also bring more people into the conversation. important. By involving students who are historically underrepresented in architecture, we hope more students will become interested in an architecture career and be part of broadening the personal experiences that inform the design process.

9 How We Support Students We designed the FabMaker Studio FableVision 2D/3D design and fabrication software Learning We help middle school students explore for students to explore design thinking, creative careers through FableVision engineering process and practices, engi- Animation - Design and Learning’s certified Middle School Ani- neering careers and the evolving nature mation and Engineering Design Career of engineering and innovation. During Engineering Middle School Technical Education (CTE) programs. Career Exploration the 18-week program, students tackle These two CTE certification programs hands-on projects and are mentored by are uniquely designed to support teach- engineers with support from the National The goal of our Creativity to Careers ers who may be outside their comfort Academy of Engineering. Students cover program is to engage students in zones in this field and provide students a range of projects exposing them to creative career explorations at the with exposure to careers and real-world an array of engineering breakthroughs. middle school level to increase high experiences. school graduation rates and most Starting with the study of the first engi- importantly, help them prepare for In partnership with our Boston-based neer in 2500 BC, students create scaled jobs. sister company FableVision Studio and 3D models of the first pyramid. From Peter H. Reynolds, award-winning author, there, they continue to explore the illustrator, educator and our founder, we design process, tackling areas across the created Animation-ish software. Anima- industry spectrum from production to tion-ish includes an associated curricu- electrical to mechanical projects. lum and animation lessons, to introduce The research-based FabMaker Studio students to the skills that they will need software emerged from the national in animation and digital arts. Make To Learn initiative – a collaborative of nonprofit, educational and for-profit I’ve been in teacher heaven these organizations spearheaded by the Uni- past three weeks. Animation-ish versity of Virginia. To tackle the disrup- “is truly a superb piece of experiential tion in the STEM education and career educational software. My students and pipeline, the initiative has been building I are spellbound by the software, clever innovative resources to reach students lessons, lesson delivery and activities. I would truly give it my highest recom- much earlier in their learning journey, mendation to any and all.” while their potential STEM identity is still CONTACT forming. The coalition has spent the past Jane Reynolds, President SHELLEY MANN, TEACHER SANTA ROSA 10 years building this research-based ini- [email protected] COUNTY, FLA. tiative to integrate STEM education into www.fablevisionlearning.com

10 elementary and middle school curricula With the Engineering Design CTE Pro- shift perceptions. in more effective ways – with support gram, students are introduced to engi- FabMaker Studio research, funded by the from, among others, National Science neers from the past and present, includ- Noyce Foundation, demonstrated effi- Foundation, U.S. Department of Educa- ing young women from the Engineer cacy in shifting students’ attitudes about tion, MacArthur Foundation, Motorola Girl initiative of the National Academy of STEM education, including a 30+ percent and the Bill & Melinda Gates Foundation. Engineering. Students explore the excite- increase in interest in STEM learning ment of problem solving and making a after 8 weeks of the program. Addition- difference to today’s global challenges. There is no substitute for teaching ally, after participating in the program, The software itself has been proven to solids than by students actually students reported positive change in “creating 3D shapes. Not only were they planning their designs in the software, but also strengthening their spatial relations skills while putting the physical shape together.”

KAREN WOLFF, DIGITAL LEARNING COACH, WALPOLE PUBLIC SCHOOLS

How the Program Prepares Students for College, Their Careers and Life With the Animation CTE Program, students are not only introduced to the principles of animation, but also to a wide range of roles in a studio, including directing, sound, storyboarding and ani- mating, as well as the soft skills required to succeed in working in a studio. Stu- dents see real-life projects and learn to work collaboratively as they learn client communication and delivery of assign- ments. Students culminate the project with a presentation-ready digital portfo- lio highlighting their creative work across Students learned the FabMaker Studio software to create this glowing cityscape, a diorama, during a summer camp at the Lighthouse Art Center in Florida. elements of digital media.

11 relationships with adults, relationships industry partners to work with to develop with peers, perseverance and critical exciting materials from real-world exam- FabMaker Studio has given our thinking. ples. For animation, this was with the entire staff the opportunity to talented team at FableVision Studios, “improve our design thinking skills as we work on creating more and more exciting How We Did It a professional digital media company in Boston, who were able to share staff and interactive educational opportunities.” To develop these programs, in addition experiences plus client projects. For to a host of other professional develop- Engineering Design, we collaborate with MAX WASHINGTON, YOUTH PROGRAM ment opportunities for teachers, FableVi- the National Academy of Engineering, DEVELOPMENT COORDINATOR, COMMUNITY sion Learning understands the need to who have provided introductions to MIRACLES IN ACTION collaborate with partners and address working engineers across industries. important issues facing schools.

We started with an analysis of the issues surrounding career development and found that districts were facing problems with completion rates in high school. From there, we identified middle school as critical to create a pipeline for high school. It was revealed that oftentimes high schools specialize in specific tracks and students are frequently uncertain about what courses to choose, and thus what school to attend. Another issue that surfaced was that students were not prepared with basic knowledge and skills to complete their high school courses. This was validated with conversations with District CTE Directors, especially for animation.

As we created our programs, we knew we needed to emulate the real world the best we could within time and financial constraints of middle schools. We chose FabMaker Studio allows engineering design to take off.

12 How We Support Students own family members, like diabetes, heart Harvard disease and addiction. Our students Medical School The HMS MEDscience program con- are also exposed to inspiring leaders in sists of a semester-long, credit bearing, the healthcare community that encour- MEDscience advanced biology course with a stan- age students to find a passion and seek dards-aligned curriculum for high school mentorship. High School STEM students. We connect classroom lessons Program in human biology with real-life medical The program also addresses the equity simulations. The curriculum is broken and inspiration gaps in STEM education. HMS MEDscience is an innovative into 7 units, with each unit focusing on a We work with the Boston Public Schools high school biology course immersing different body system and accompanied (BPS) to identify schools and districts in students in simulated medical by a clinical skills lesson. Students work need. We also provide teacher training to emergencies. Our science curriculum with a lifelike mannequin, “STAN,” to strengthen partnering schools’ effective motivates students to think critically, build problem solving and critical think- STEM education. communicate effectively and work ing skills in an authentic and (slightly) collaboratively in teams. We bring Additionally, MEDscience helps build stressful emergency room environment. classroom learning into the real world 21st century skills (critical thinking, prob- STAN is a computer-controlled, adult with hands-on experiences, giving lem solving, teamwork and communica- mannequin that breathes and has a pulse them the confidence they need to tion). We encourage students to share and blood pressure. Students interact succeed. ideas even if they might be “wrong.” This with STAN by carrying on a two-way unique pedagogy has proven to help conversation to determine a medical students grow and enhance these skills. history and evaluate physical exam find- ings. Ultimately, the students arrive at a hypothesis or “diagnosis” and save their How We Did It patient. These applied learning experi- We are fortunate to have access to Har- ences bring science to life. vard Medical School’s students, faculty and researchers, as well as personnel Our Unique Approach from the Harvard Dental School. We are partners with the surrounding teaching The MEDscience curriculum engages hospitals, such as Brigham and Wom- and inspires students through hands-on CONTACT en’s, Beth Israel Deaconess and Chil- Julie Joyal, R.N., M.Ed experiences. Students work through dren’s Hospital. Harvard Medical School Executive Director, HMS MEDscience real-life scenarios based on medical provides us with generous in-kind sup- [email protected] conditions that commonly plague their www.HMSMEDscience.org port and space on the quad where our

13 simulations lab is located. In addition, we and including many more schools both How the Program Prepares Students partner with foundations such as Nellie within Boston and in more rural areas for College, Their Careers and Life Mae, Vertex, David and Linda Shaheen through our new remote telemedicine Right here in Boston, students are in Foundation, The Hamilton Company, platform. Piloted this summer, our tele- need of high-quality STEM program- Joanne L. Shrontz Family Foundation, medicine program brought MEDscience ming. With a telemedicine platform, United Way of Mass Bay (BoSTEM), Paul into the virtual space and into the homes students from all schools now have the &Phyllis Fireman Charitable Foundation, of students in China, Dubai, Malawi and chance to problem solve, think critically Thermo Fisher, Smith Family Foundation, more! We are thrilled to engage diverse think and work as teams to diagnose Boston Foundation, Boston After School students from around the world. and Beyond, Linsey Foundation and the Gilbert Family Foundation. Cumulatively, our collaborators and partners allow us to deliver a rigorous and relevant healthcare-based program to our underserved students.

Unlike school, where everyone is in it for their own gain and is highly “competitive—this classroom fostered teamwork, where everyone helped improve each other’s understanding.”

MEDSCIENCE STUDENT PARTICIPANT

How We Hope to Expand The goal at HMS MEDscience is expansion into every Boston Public School. In the spring of 2020, we welcomed Boston International Newcomers Acad- emy, Brighton High School and Boston Latin Academy. This year, 2020-2021, we are looking forward to accessing High school students get hands on training at Harvard Medical School’s simulation lab.

14 their virtual patient. HMS MEDscience is • 21st Century skills: students will have committed to maintaining a strong pres- an increased confidence in future ence in BPS and continuing to address success and student reported increase the achievement, opportunity and inspi- in the ability to work in teams, com- ration gap among Boston youth. municate, solve problems and think critically MEDscience is addressing the critical, nationwide need to inspire diverse youth Diverse students at MEDscience are to join STEM fields. Students from Boston prepared to be critical thinkers, problem Public Schools are not being prepared solvers and collaborators. Very few (if for college and future STEM careers. any) high school students have partici- BPS students lag behind their peers on pated in a medical simulation. They are the science MCAS exams. Of all science placed in a challenging environment tech/engineering test takers across all and given the tools to succeed. The most grades, only 26% of BPS students scored valuable takeaway from the program is proficient (20%) or advanced (6%) com- self-confidence. Students at MEDscience pared to 53% of their peers in the rest find their voice, and this is arguably the of the state. Despite these data, Boston key to success. students consistently demonstrate high interest in STEM fields. Yesterday, at the dinner table, I Our goal is to achieve the following crit- actually found myself explaining ical educational milestones with a grow- “the situation to my parents and how we solved it. I am so proud of what we did as ing student population: a group.” • Inspiration gap in STEM: student self-reported increase in science inter- MEDSCIENCE STUDENT PARTICIPANT est and engagement, science career knowledge and healthcare career interest • Biology-related classroom knowledge: students can describe the major functioning of seven body systems and can explain common major health issues

15 How We Support Students include the Boston Private Industry EdVestors Council, 826 Boston, the College Advis- The Bloomberg Arts Internship (BAI) Bloomberg ing Corps and Muadi B. Dibinga Unlim- program provides Boston Public School ited. This close collaboration as well as Philanthropies Arts (BPS) high school students with full- the network of job placements at 12 Internship (BAI) program time, paid summer employment in arts arts and culture organizations provide and culture organizations, working in students with a meaningful work experi- arts administration, education and pro- ence, skill-building and adult mentorship duction. Throughout the two-month throughout the summer. The Bloomberg Philanthropies Arts program, interns attend cohort meet- Internship (BAI) program provides ings dedicated to executive coaching, rising high school seniors with work oral and written communication skills, experience at select cultural institutions postsecondary opportunities and Bos- My favorite part of the orientation along with work readiness and college process was getting to know the ton’s arts and culture resources. Interns preparation training. By connecting “people I was working with. It was nice learned to develop a success mindset, students with enriching summer to see different personalities and learn set personal and professional goals and internships at local arts organizations, about how everyone expresses their we work to give young residents the received one-on-one tutoring to draft creativity.” tools they need to excel in high school, a college application. They also partici- NORTH END MUSIC & PERFORMING ARTS college and beyond. pated in arts-related workshops led by institutions such as the Institute of Con- CENTER INTERN, ASHLEY, SPEAKS ON HER BAI ORIENTATION WEEK EXPERIENCE temporary Art and Huntington Theatre Company. This program connects with EdVestors’ ongoing work to support How the Program Prepares Students quality arts education through BPS Arts for College, Careers and Life Expansion, as well as our work around career pathways. This summer, interns worked remotely from home and used virtual platforms, such as Zoom and web conferencing, How We Did It to engage in program activities. While Thanks to funding from Bloomberg all interns faced technological barri- CONTACT Philanthropies, Boston became the latest ers, pandemic-related stressors and Jeremy Gooden, Internship & Program city to join the BAI program in 2019, fol- other personal challenges to varying Coordinator, EdVestors lowing New York City, Philadelphia and degrees, the network of organizations [email protected] Baltimore. BAI Boston program partners and program partners worked together https://www.edvestors.org

16 to solve technology challenges, provide social-emotional support and resources and provide a space where interns could express themselves and be heard. At the end of the program, most student participants shared that they: • are clearer about what they want to do after high school/college and how to get there; • understand the behaviors to demonstrate in the workplace for success; and • are better able to identify challenges and use the information available to develop effective solutions.

How We Hope to Expand

Bloomberg Philanthropies has commit- This summer, BAI interns worked remotely from home and used virtual platforms, such as Zoom and web conferencing, to engage in all program activities. ted to supporting this program in 2021, with the opportunity to expand the num- ber of internships available for Boston Public Schools students. Depending on the status of the ongoing pandemic, the program hopes to be able to incorporate some in-person learning and experiences in 2021.

17 www.generationsuccess.com Kristin McSwain, Executive Director, Boston Opportunity Agenda [email protected]