Fiscal Year 2019 HUD Entitlement Grant Program FUNDING APPLICATION

PUBLIC SERVICES PROJECTS SUMMARY INFORMATION Public Services funding will be limited to approximately $95,100 (15% of the CDBG entitlement grant), for all projects.

GENERAL INFORMATION Applicant Legal Name: Project Name: Amount of Funding Requested:

PROJECT INFORMATION Location of project:

Goal(s) of the project (be specific and succinct): Priority need(s) the project will address (Consolidated Plan): Total number of people who will % City of Ithaca % below be served: residents: 80% AMI: Characteristics of people who will be served (i.e., youth, elderly, disabled, formerly incarcerated, homeless, etc.): Proposed use of requested funds (i.e., staff salaries, materials, participant stipends, etc.) Leverage (divide total funding Total project cost: from other sources by amount requested):

CONTACT INFORMATION Head of Agency Information Name: Title: Address: Phone Number: E‐Mail Address: Application Contact Information Name: Title: Address: Phone Number: E‐Mail Address:

Public Services Application Page 1 of 9

PROJECT DESCRIPTION

In the space below, provide a clear project summary that contains a description of the proposed project, including services and activities that will be provided. Include the census tract number within which the project will be located (see Application Instructions).

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PROJECT DESCRIPTION (cont.)

Explain how the amount of funding requested is justified, taking into account other available sources of funding for the project type. Explain how and when the cost estimates for the project were prepared. Provide the name, title, company/organization name, and qualifications of the individual who prepared the cost estimates.

Does the project require coordination with, or participation of, another entity or organization? If so, how will you ensure the project’s successful and timely completion?

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POPULATION SERVED & PROJECT IMPACT

Describe the population the project will serve, being sure to include income levels (i.e., 30% AMI, 50% AMI, 80% AMI), and any special needs characteristics (e.g., disabled, elderly, homeless). How has the project been designed to address the specific needs of this population?

Explain the project goal(s). How will each goal be measured and documented to confirm whether or not the goal has been met?

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POPULATION SERVED & PROJECT IMPACT (cont.)

Will your project advance the City’s goal of ending and preventing homelessness? How?

Will your project advance the City’s goal of moving people out of poverty? How?

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PROMOTION OF FAIR HOUSING

How will your project address any of the fourteen factors contributing (“Contributing Factors”) to fair housing issues and problems in the City of Ithaca? Refer to: Explanation of IURA Assessment of Fair Housing Contributing Factors document.

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ORGANIZATIONAL CAPACITY

Describe your organization’s experience in successfully implementing projects of similar scope and comparable complexity to the proposed project.

Describe your staffing plan for the proposed project. Indicate what percentage of each staff member’s time will be allocated to this project and how many other projects, in addition to the one proposed, each staff member will be responsible for. If you are requesting funds to pay for staff salaries, please explain how the proposed project will be impacted, if full funding is not awarded. If the project is collaborative, explain how involved organizations will work together and who will be the lead.

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PROJECT BUDGET

*** You must complete Excel form that accompanies this document. ***

If your organization received funding from the IURA in the past two program years, please complete the following table(s):

2017 Project Name: Amount of funding awarded: Amount expended to date: Total number of unduplicated clients to be served: Total number of unduplicated clients served to date:

2018 Project Name: Amount of funding awarded: Amount expended to date: Total number of unduplicated clients to be served: Total number of unduplicated clients served to date:

PROJECT SCHEDULE

Cumulative % of Project Month Specify Project Milestone/Actions Completed Amount of CDBG Budget Funds Expended November 2019 December 2019 January 2020 February 2020 March 2020 April 2020 May 2020 June 2020 July 2020 August 2020 September 2020 October 2020 November 2020 TOTAL:

 Note: Assume contracts will be executed by NOVEMBER 1, 2019, so that funds may be drawn that month.

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CERTIFICATION & SUBMISSION REQUIREMENTS

☐ By checking this box and providing the following information, I certify the statements made in this application are true and correct, and I am authorized to submit this application on behalf of my organization.

______Name Date ______Organization Title/Role ______E‐Mail Address Phone Number

Is your organization a 501(c)(3)? Yes ☐ No ☐ Federal Tax ID: ______DUNS #: ______

Required Attachments:  Excel budget page  Resumés of key staff and/or consultants who will be responsible for this activity  List of your organization’s current board members  Letter(s) of commitment from any other individuals or entities (outside your own organization) whose participation is required for project completion  Evidence of commitment for any funds indicated as “secured” in your project budget  Most recent Form 990 or tax returns for applicant entity (only 1 copy needed)

Optional Attachments:  Letters of support  Program materials (e.g., brochures, program guidelines, outreach materials)

Submission Requirements:  One (1) ORIGINAL of the complete application, including all attachments  Twelve (12) double‐sided 3‐HOLE PUNCHED CLIPPED COPIES of the complete application, including all attachments, except Form 990/tax return (only 1 copy needed)  One (1) ELECTRONIC PDF COPY of the application, including all attachments, on a disc or flash/thumb drive  Complete application packages must be received by noon, February 28, 2019 at the following address:

Ithaca Urban Renewal Agency 3rd Floor, City Hall | 108 E. Green St. | Ithaca, NY 14850

 Applications will be date/time‐stamped upon arrival. Applications received after the deadline will not be considered.

Public Services Application Page 9 of 9

Fiscal Year 2019 HUD Entitlement Grant Program FUNDING APPLICATION ADDENDUM

ALL PROJECT CATEGORIES FUNDRAISING INITIATIVES

Regarding the secured vs. unsecured funding section of your budget application form(s), please describe in detail below what fundraising initiatives your organization has undertaken in the past year and/or plans to undertake in the year ahead, to identify/secure additional funding and ensure the financial viability of your project/program.

All Project Applications

PUBLIC SERVICES PROJECT BUDGET SOURCES AMOUNT AMOUNT % OF TOTAL FUNDING SOURCE TITLE SECURED* UNSECURED** BUDGET 1. FY2019 Community Development Block Grant (CDBG) $26,250.00 100.00% 2. 0.00% 3. 0.00% 4. 0.00% 5. 0.00% 6. 0.00% 7. 0.00% 8. 0.00% 9. 0.00% 10. 0.00% TOTAL SECURED & UNSECURED FUNDING $0.00 $26,250.00 100.00% TOTAL PROJECT BUDGET $26,250.00 100%

LEVERAGE OF SECURED FUNDING PERCENTAGE 0.00% * Supporting documentation is required for amounts listed as secured. ** Please be sure to list all unsecured funding amounts (e.g., funding applied for, but not yet received). USES PROPOSED CDBG PROPOSED PERSONNEL EXPENSES: POSITION TITLES AMOUNT TOTAL (SALARY/WAGES + OTHER FRINGE) Administrator & Book Keeper $1,250.00 $1,250.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 A-TOTAL PROPOSED PERSONNEL BUDGET $1,250.00 $0.00 $1,250.00

PROPOSED CDBG PROPOSED NON-PERSONNEL EXPENSES: LINE ITEM/TYPE AMOUNT TOTAL (SALARY/WAGES + OTHER FRINGE) Supplies $7,500.00 $7,500.00 Publications/Printing $500.00 $500.00 Rent/Lease (Project Operations) $3,000.00 $3,000.00 Insurance $0.00 Utilities $0.00 Communications $0.00 Stipends: Artist, and Educator $14,000.00 $14,000.00 Other Expenses (list below) $0.00 $0.00 $0.00 $0.00 B-TOTAL PROPOSED NON-PERSONNEL BUDGET $25,000.00 $0.00 $25,000.00 (A+B) TOTAL PROPOSED PROJECT BUDGET $26,250.00 $0.00 $26,250.00 MONTH PHASE PERSONNEL MATERIALS FOOD SPACE RENT TOTAL NOVEMBER Community $500 Publicity 0 $1250 2019 OUTREACH $250 Admin $500 ​ DECEMBER INTROductory $2000 $100 $500 $2,600 2019 session with CORE GROUP of participants Empowerment Work

JANUARY Empowerment $2000 Design $100 $500 $2,800 2020 Work $200 Mosaic DESIGN

FEBRUARY CLAY Phase $2500 Clay $750 $150 $500 $6,900 2020 INTRO Substrate Panels $3,000

MARCH GLAZING and $2000 Glazing $100 $500 $3,400 2020 FIRING $500 Firing $300

APRIL Mosaic $2000 Assembly $100 $500 $3,500 2020 ASSEMBLY $900

MAY Community $2500 $850 $200 $500 $4,050 2020 Build GROUTING

JUNE PUBLICITY $500 Publicity $0 0 $750 2020 $250

JULY Community Admin $750 $250 0 $1,000 ​ 2020 CELEBRATION

$15,2500 $7,000 $1,000 $3,000 $26,250

MATERIALS

Substrate $3000 Grouting $850 1/4" Hardy backer board Grout 1/2" MDO board Sponges (for grouting) Primer, paint and supplies Rubber gloves Screws & hardware Ceramic tiles (mirror, shell, and colored Mortar glass optional) Labor 15-20 paint brushes of various sizes 3 water buckets (3-5 gallons) Mural design $200 Cement mixing buckets (3-5 gallons) Large roll drawing paper Reusable & sealable plastic plastic charcoal (enough for 2-3 drawing sessions) containers (for daily paint storage and kneaded erasers usage) Painters tape Rags for clean-up and buffing finished Full length mirrors mosaic Tarp & rope (to consider if the sun is directly Clay phase $750 on wall and participants) ​ ​ wire tool(s) for cutting the clay clay and all clay related tools canvas mats

Fining Fees Kiln firing and transportation of all glazed ceramic artwork $300

Assembly $900 drop cloths Mirror Stained glass Mortar Cement trowels Mortar pan and hoe Masonry stains

Glaze Phase $500 Glazes Brushes

CLINTON GLOBAL INITIATIVE: Empowering Girls & Women

Around the world, girls and women continue to suffer from a lack of economic opportunity, inadequate health care and education, early marriage, sexual violence, and discrimination. The good news is that empowering girls and women yields undeniable returns – for everyone in the community. Closing the gender gap in education adds half a percent to a country’s per capita gross national product – benefits that are shared by boys and men. When women work, they invest 90 percent of their income back into their families, compared with 35 percent for men. By focusing on girls and women, innovative businesses and organizations can spur economic progress, expand markets, and improve health and education outcomes for everyone.

In 2009, the Clinton Global Initiative (CGI) Annual Meeting had a special focus on girls and women, and in 2010 the topic will be elevated into its own Action Area. Subtopics may include Women and Entrepreneurship; Access to Education for Adolescent Girls; Maternal Health; Women-led Approaches to Climate Change Advocacy and Adaptation; Addressing Violence Against Girls and Women; Empowering Women Along Corporate Supply Chains; Trafficking and Slavery of Women and Girls.

Each member of CGI makes a new, specific and measurable commitment to take action on an issue that is impor- tant to them. Below is a selection of CGI commitments focused on Girls and Women.

 Herat Gynecological and Surgical Hospital: The Afghan Institute of Learning (AIL) committed to provide infrastructure, techni- cal and logistics support for a small gynecological and surgical hospital in Herat, Afghanistan  Improving Girls’ Participation & Performance in Science, Mathematics, and Technology Subjects: The Forum for African Women Educationalists committed to scaling up its model of Gender Responsive Pedagogy in 20 Teacher Training colleges in 20 countries in Africa.  Breaking the Cycle of Poverty: Pro Mujer committed to provide poor women in Latin America with an integrated package of microfinance, healthcare and training –- tools that allow women to take an active role in changing their lives and creating a better future for themselves and their families.  Addressing Sexual Violence Against Girls: The Centers for Disease Control (CDC), CDC Foundation, Grupo ABC , the Nduna Foundation, UNICEF , UNAIDS , UNFPA , UNIFEM and the World Health Organization committed to develop the first global initia- tive to addressing sexual violence against girls.  Nablus Women Innovating Business: The Cherie Blair Foundation for Women and Tomorrow’s Youth Organization committed to support Palestinian women-led businesses in Nablus by offering tailor-made training and services to increase participants’ business, craft, and innovation skills.

If you would like more information now, please email us at [email protected].

CLINTON GLOBAL INITIATIVE ClintonGlobalInitiative.org / [email protected] / Tel: +1.212.397.2255 / Fax: +1.212.397.2256 Content of Collaborative Art Creation Process (as multiple audiences are involved, some of these session maybe held multiple times, at different locations; such as at multiple community gathering spaces, and for varying age groups)

1) Introductions: to each other and to the idea of collaborative public art. Share a meal together.

2) Brainstorm (creative problem solving) and engage participants in generating imagery. Discuss strategies for synthesizing the imagery generated

3) Demonstrate how to make scale drawings (integrating math: STEAM! Scale, measurement, ​ ​ fractions!) to use as templates in creating the clay and paint elements of their designs

4) A second session to complete full scale drawings and add color

5) Cut up the scale drawing and create templates for clay tile work. Artist demonstration of clay tile construction techniques and sculpting raw clay.

6) Continued clay tile making

7) Continued clay tile making

8) Clay tile glazing

9) Clay tile glazing

------Time allowed for ceramic tiles to dry, and then be fired in a kiln.------

10) Design assembly including other non-handmade tiles elements (such as mirror, stained glass, and commercially made tile)

11) Continued design assembly and mortaring tiles to substrate.

12) Adhering tiles to substrate.

13) Adhering tiles to substrate.

14) Grouting

15) Grouting (provides an opportunity for service organizations to support and participate)

16) Grouting

Spring 2018 WHAT ARE WE MADE OF?

Downtown Ithaca Children’s Center

Our Enrollment is... 8% are foster 5% Asian children

44% African American/ Multiracial 2% are parented by grandparents 51% White

Of those children, 7% are 52% of our children’s Hispanic/Latino families are impacted by poverty and receive child care subsidies through their counties of Our staff are … residence 40% African American/

Multiracial 48% of our families 60% White live above poverty 18% of our staff are Hispanic/ level Latino

19% of our staff are Male 41% of our families are single parent 65% of FT staff are paid a living wage (17% increase from 2017) households

the girl effect factsheet

CHILD MARRIAGE

One in seven girls in the developing One-third of girls in the developing 1 world (excluding China) will be 4 world will be married before the married before the age of 15. age of 18. Source 1.1 Source 1.4

Every year, approximately 10 million Girls from poor families are nearly 2 teenage girls are wed. That’s 25,000 5 twice as likely to marry before 18 per day, 19 every minute. than girls from wealthier families. Source 1.2 Source 1.5

Child brides have a pregnancy 3 death rate double that of women in their 20s. Source 1.3

age at first birth

Half of all first births in the Girls between the ages of 10 and 14 1 developing world are to 3 are five times more likely to die in adolescent girls. pregnancy or childbirth than women Source 2.1 aged 20 to 24. Source 2.3 Medical complications from 2 pregnancy and childbirth are the If a mother is under the age of 18, leading cause of death among girls 4 her infant’s risk of dying in its first aged 15-19 worldwide. year of life is 60 per cent greater than Source 2.2 that of an infant born to a mother older than 19. Source 2.4

ECONOMIC EMPOWERMENT

Closing the joblessness gap between Giving women the same access 1 girls and their male counterparts 3 to non-land resources and services would yield an increase in GDP of up as men could increase yields on to 1.2 per cent in a single year. women’s land by up to 30 per cent, Source 3.1 raise total agricultural output in developing countries by up to An extra year of primary school four per cent and reduce the number 2 education boosts girls’ eventual of hungry people in the world by wages by 10–20 per cent. 100-150 million. An extra year of secondary school Source 3.3 adds 15–25 per cent. Source 3.2

EDUCATION

When a girl in the developing world Girls who stay in school during 1 receives seven years of education, 4 adolescence have a later sexual she marries four years later and debut, are less likely to be subjected has 2.2 fewer children. to forced sex and, if sexually active, Source 4.1 are more likely to use contraception than their age peers who are out Secondary school completion of school. 2 rates for adolescent girls is below Source 4.4 five per cent in 19 sub-Saharan African countries. On average, only 70 per cent of girls Source 4.2 5 with 28 hours or more per week of household chores attend school. In sub-Saharan Africa, fewer than When that chore burden is reduced 3 one in five girls makes it to to less than 14 hours, 90 per cent secondary school. attend school. Source 4.3 Source 4.5

HEALTH + SAFETY

Worldwide, nearly 50 per cent of Worldwide, an estimated five million 1 all sexual assaults are against girls 3 young people between the ages of 15 aged 15 years or younger. and 24 are living with HIV. More than Source 5.1 60 per cent – 3.2 million – of young people living with HIV are girls. Among those whose first experience Source 5.3 2 of sexual intercourse was forced, 31 per cent were less than 15 years Each year, an estimated three million old at the time. Another 14 per cent 4 girls experience genital mutilation were aged between 15 and 17. or cutting. Source 5.2 Source 5.4

sources

CHILD MARRIAGE 2.3 ‘Fact Sheets: Young People’, UNFPA. 4.3 Rihani, May. ‘Keeping the Promise: Five Retrieved 28 March 2011 from http://www. Benefits of Girls’ Secondary Education’, 1.1 ‘Supporting Married Girls: Calling Attention unfpa.org/public/factsheets Academy for Educational Development: Center to a Neglected Group’, Population Council 2007, for Gender Equity 2006. Retrieved from http:// 2.4 ‘Why is giving special attention to http://www.popcouncil.org/pdfs/TABriefs/ www.aed.org/Publications/upload/Girls-Ed- adolescents important for achieving Millennium GFD_Brief-3_MarriedGirls.pdf Final.pdf Development Goal 5?’, World Health 1.2 ‘The State of the World’s Children 2007’, Organization 2008. Retrieved 28 March 2011 4.4 Levine, Ruth, Cynthia B. Lloyd, Margaret UNICEF 2007 pp.4, 12. Retrieved 25 March 2011 from http://www.who.int/making_pregnancy_ Greene, and Caren Grown. Girls Count a Global from http://www.unicef.org/sowc07/docs/ safer/events/2008/mdg5/adolescent_preg.pdf Investment & Action Agenda: A Girls Count sowc07.pdf>. www.girlsnotbrides.org Report on Adolescent Girls. Center for Global 1.3 Bruce, Judith. Reaching The Girls Left Development. Girls Count, 2009, http://www. Behind: Targeting Adolescent Programming ECONOMIC EMPOWERMENT cgdev.org/files/15154_file_GC_2009_Final_ web.pdf for Equity, Social Inclusion, Health, and 3.1 Source: Chaaban, Jad and Wendy Poverty Alleviation. Prepared for: ‘Financing Cunningham. ‘Measuring the Economic Gain of 4.5 ‘The World’s Women 2010: Trends and Gender Equality; a Commonwealth Investing in Girls: the girl effect dividend’, World Statistics’, The United Nations Statistics Division Perspective,’ Commonwealth Women’s Bank 2011, http://econ.worldbank.org/external/ 2010. Retrieved from http://unstats.un.org/ Affairs Ministers’ Meeting, Uganda, June default/main?entityID=000158349_20110808 unsd/demographic/products/Worldswomen/ 2007, http://www.popcouncil.org/pdfs/ 092702&pagePK=64165259 WW2010pub.htm Bruce2007CommonwealthFullText.pdf 3.2 Psacharopoulos, George, and Harry 1.4 ‘The State of the World’s Children 2011’, Anthony Patrinos. ‘Returns to Investment

UNICEF 2010. Retrieved Aug 29 2012 from in Education: A Further Update’, World HEALTH + SAFETY http://www.unicef.org.uk/Documents/ Bank. Education Economics (2002) 5.1 Garcia-Moreno, Claudia; Jansen, Henrica; Publication-pdfs/sowc2011.pdf 12.2: (111-34). Retrieved from http:// Ellsberg, Mary; Lori Heise and Charlotte 1.5 ICRW 2007 – Knot Ready, p9. Accessed siteresources.worldbank.org/EDUCATION/ Watts. ‘Multi-Country Study on Women’s on Aug 30 2012, http://www.icrw.org/files/ Resources/278200-1099079877269/ Health and Domestic Violence Against publications/Knot-Ready-Lessons-from-India- 547664-1099079934475/547667- Women’. World Health Organization 2005. on-Delaying-Marriage-for-Girls.pdf 1135281504040/Returns_Investment_Edu.pdf Retrieved from http://whqlibdoc.who.int/ publications/2005/924159358X_eng.pdf 3.3 Chaaban, Jad and Wendy Cunningham. ‘Measuring the Economic Gain of Investing in 5.2 ‘WHO Multi-country Study on Women’s age at first BIRTH Girls: the girl effect dividend’, World Bank 2011, Health and Domestic Violence against Women’, 2.1 Bruce, Judith. Reaching The Girls Left http://econ.worldbank.org/external/default/mai World Health Organization 2005. Retrieved Behind: Targeting Adolescent Programming n?entityID=000158349_20110808092702 from http://www.who.int/gender/violence/ for Equity, Social Inclusion, Health, and Poverty &pagePK=64165259 who_multicountry_study/summary_report/ Alleviation. Prepared for: ‘Financing Gender summary_report_English2.pdf Equality; a Commonwealth Perspective,’ 5.3 ‘Progress for Children: Achieving the MDGs

Commonwealth Women’s Affairs Ministers’ EDUCATION with equity’. UNICEF 2010 pp. 30. Retrieved Meeting, Uganda, June 2007, http:// 4.1 Levine, Ruth, Cynthia B. Lloyd, Margaret 29 March 2011 from http://www.unicef.org/ www.popcouncil.org/pdfs/Bruce2007_ Greene, and Caren Grown. Girls Count a Global immunization/files/Progress_for_Children- Commonwealth_FullText.pdf Investment & Action Agenda: A Girls Count No.9_EN_081710.pdf Report on Adolescent Girls’, Center for Global 2.2 Source: Patton, G.C., et al. “Global 5.4 ‘Women’s and Children’s Rights: Making Development. Girls Count, 2009, http://www. Patterns of Mortality in Young People.” The the Connection’. UNFPA, UNICEF 2010 pp. 53. cgdev.org/files/15154_file_GC_2009_Final_ Lancet 374.9693 (2009): 881-892. Retrieved Retrieved 17 March 2011 from http://www.unfpa. web.pdf from http://download.thelancet.com/pdfs/ org/webdav/site/global/shared/documents/ journals/lancet/PIIS0140673609607418.pdf 4.2 Lloyd, Cynthia and Juliet Young. ‘New publications/2011/Women-Children_final.pdf ?id=e16241398b8eb460:61453979:12f087a2 Lessons: The Power of Educating Adolescent 4d6:-14711301520582196 Girls’. Population Council 2009 pp. 23. Retrieved 25 March 2011 from http://www.popcouncil.org/ pdfs/2009PGY_NewLessons.pdf

The Girl Effect is the unique potential of adolescent girls to end poverty for themselves and the world. Get inspiration and tools to unleash the girl effect at girleffect.org

AMERICANS FOR THE ARTS PUBLIC ART NETWORK COUNCIL: GREEN PAPER page 1

Why Public Art Matters Cities gain value through public art – cultural, social, and economic value. Public art is a distinguishing part of our public history and our evolving culture. It reflects and reveals our society, adds meaning to our cities and uniqueness to our communities. Public art humanizes the built environment and invigorates public spaces. It provides an intersection between past, present and future, between disciplines, and between ideas. Public art is freely accessible.

Cultural Value and Community Identity American cities and towns aspire to be places where people want to live and want to visit. Having a particular community identity, especially in terms of what our towns look like, is becoming even more important in a world where everyplace tends to looks like everyplace else. Places with strong public art expressions break the trend of blandness and sameness, and give communities a stronger sense of place and identity. When we think about memorable places, we think about their icons – consider the St. Louis Arch, the totem poles of Vancouver, the heads at Easter Island. All of these were the work of creative people who captured the spirit and atmosphere of their cultural milieu. Absent public art, we would be absent our human identities.

The Artist as Contributor to Cultural Value Public art brings artists and their creative vision into the civic decision making process. In addition the aesthetic benefits of having works of art in public places, artists can make valuable contributions when they are included in the mix of planners, engineers, designers, elected officials, and community stakeholders who are involved in planning public spaces and amenities. Artists bring their own creative skill set to those conversations, which can also inspire creativity in others, ideally bringing the means of decisions and problem-solving to a more responsive and imaginative result. There is a public art continuum that appreciates the varied creative intentions and roles that artists may bring to a project. Artists may be invited by an official entity, a project may be artist-initiated, or work may take the form of a non-sanctioned artistic endeavor. However, artists inevitably bring personal and distinctive interpretations to each idea, site, social construct, and aesthetic potential. In this way, artists can be social and civic leaders, advocating through art for alternative perspectives that can challenge assumptions, beliefs, and community values.

AMERICANS FOR THE ARTS PUBLIC ART NETWORK COUNCIL: GREEN PAPER page 2

Social Value and Placemaking Public art is a reflection of its place and time. It acts as a place marker in all human settlements. Artworks like Cloud Gate in Chicago's Millennium Park are intertwined with our images of those cities. Transient artworks, like Christo and Jean Claude's Running Fence in California or the Sultan's Elephant in London, have become memorable moments in time, captured in picture postcards and in family photo albums. Public art activates the imagination and encourages people to pay attention and perceive more deeply the environment they occupy. Public art stimulates learning and thought about art and society, about our interconnected lives, and about the social sphere as a whole. Public art is uniquely accessible and enables people to experience art in the course of daily life, outside of museums or other cultural institutions. Public art provides everyone in the community direct and on- going encounters with art. It engages social interaction—both during the selection process and following installation. And, an artwork can lead the viewer toward self-reflection and awareness.

Social Value and Collaboration The effort of creating art for public space is not solitary: the public art process asks the artist to share his/her creative point of view and approach to art-making, and to collaborate with others throughout its development. In consequence, the work can reverberate throughout the community, thereby encouraging a sense of shared ownership and collective affiliation. The inclusion of artists' thinking, creative input, aesthetic contributions, and problem solving methods in the public realm engage ways of working in the built environment that are different from the approaches of practitioners of other disciplines because their concerns are different.

Economic Value and Regeneration As has been witnessed throughout history, public art can be an essential element when a municipality wishes to progress economically and to be viable to its current and prospective citizens. Data strongly indicates that cities with an active and dynamic cultural scene are more attractive to individuals and business. Public art can be a key factor in establishing a unique and culturally active place. Public art can create civic icons, but it also can transform our playgrounds, train stations, traffic circles, hospitals, water treatment facilities, and airports into more vibrant expressions of human imagination. By building and reinforcing community culture, public art can act as a catalyst for community generation or regeneration. In this case, size does not necessarily matter. Public art can be very visible, large, permanent and unmistakable as an art experience; but it can also be very subtle, short lived or seamlessly integrated into one’s experience of a place. Public art matters.

AMERICANS FOR THE ARTS PUBLIC ART NETWORK COUNCIL: GREEN PAPER page 3

Challenges to the Field of Public Art In order for the field of public art to stay relevant and thrive in America’s rapidly changing environment, we need to actively shape its future and make the case for the value and relevance of public art. These challenges fall into two complementary and surprisingly uncomplicated questions: what to do (ideas and concepts) and how to do it (“nuts and bolts”).

How to do it? Working Together Artists, administrators and curators have so much to learn from one another, and they need to communicate more effectively. There will always be different points of view, but these are strengths and not weaknesses in a field that requires so much collaboration. For administrators and curators, the challenge is to advocate and create opportunities for artists, even while negotiating a minefield of government or institutional beauracracies, regulations, and budgetary and other constraints, as well as community expectations. For artists, the challenge is to understand (and perhaps reconcile) the requirements, restrictions, and callings of the site with his/her ongoing creative inquiry. Open to productive discussion should be issues related to fees for services, insurance procurement, contracts, image submission, selection processes, artist training for public art, collections management, conservation and other topics of shared interest, with the understanding that standardization may not always be possible or desirable.

How to do it? Services to the Field The PAN Council -- a 15 member elected volunteer group of artists and administrators – tackle, debate, organize, support, undertake, create, and revise documents and services of benefit to the PAN constituency. These include the useful and unmediated ListServe, website, blog, sample contracts, best practices, consultants lists, monographs, year-in-review. Forthcoming are: mentoring programs, regional networks, webinars, and other resources for administrators, artists, and community leaders. The PAN Council welcomes ideas and suggestions for services and tools to better serve the field of public art.

What to do? Creative Collaboration To some degree, every public art project is an interactive process involving artists, architects, administrators, design professionals, community residents, civic leaders, elected officials, approval agencies, funding agencies, and construction teams.

AMERICANS FOR THE ARTS PUBLIC ART NETWORK COUNCIL: GREEN PAPER page 4

The challenge of this communal process is to support artists’ creative involvement through cooperation, not compromise, and to create opportunities for artists to engage in the issues of our time.

What to do? Partnerships and Opportunities Historically, public art partnerships have been fruitful sources of cultural expression and social practice, as well as catalysts for revenue and urban regeneration. Broadly speaking, partnerships can include private developers or funders, infrastructure consortia, museums and galleries, educational institutions, transportation systems or private industry. Interdisciplinary opportunities can blur boundaries among cultural-visual-performative art, design, decoration, and technology.

What to do? Education, Engagement and Evaluation We know that learning happens when we ask questions, and public art prompts vital and primary questions about our environment and ourselves. Public art can encourage a broad range of learning opportunities, from didactic to aesthetic. Educational programs and interpretive opportunities can form the basis for evaluation methodologies that help us understand and engage our public art audiences.

Equilibrium on the edge Public art does something that neither a public space without art nor even a museum with all its art can do: it can capture the eye and mind of someone passing through our public spaces. It can make us pay attention to our civic environment; it can encourage us to question what’s around us. Much of our newly built environment lacks the resonance of history or reflection of civic ownership, which makes residents proud of where they live. Carefully conceived public art installations and environments, rich with connections to our history, the natural world or the ephemeral quality of life, help make places of meaning within a community. Art can celebrate the qualities that make one place different from another. The best of public art can challenge, delight, educate and illuminate. Most of all, public art creates a sense of civic vitality in the cities, towns and communities we inhabit and visit.

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CURRICULUM VITAE Nia Michelle Nunn

Nia Michelle Nunn https://faculty.ithaca.edu/nnunn/ Ithaca College - Department of Education 953 Danby Road Ithaca, NY 14850 607-793-5210 (cell); 607-274-5164 (office); 607-274-1089 (fax) [email protected]

EDUCATION Ph. D. Michigan State University, 2011 School Psychology (APA-accredited) The “Special Education” of Black Boys: An Ecological examination Committee: Jean A. Baker Ph.D., Evelyn Oka Ph.D., Dorinda Carter Ed.D.

B. A. Clark Atlanta University, 2003 Early Childhood Education

ACADEMIC APPOINTMENTS August 2013 – Associate Professor, Ithaca College present Department of Education

August 2008- Adjunct Professor, Ithaca College June 2009 Department of Psychology

August 2004- Instructor, Michigan State University June 2006 Department of Education

HONORS & AWARDS June 2018 Ivy Icon of Alpha Kappa Alpha Sorority, Inc. Omicron Chapter Awarded to individuals whose work and service have strengthened the Ithaca, Corning, Elmira, and surrounding communities in the areas of education, health awareness, family life, or political action.

May 2017 Ithaca College Faculty Excellence Award Awarded to six faculty, annually, for overall excellence in the responsibilities of a faculty member’s specific appointment, including teaching, scholarship, service and/or professional activity. Competitive.

September 2016 IC ALANA/ESP– Faculty Appreciation Award Awarded to two faculty, annually, for sincere appreciation for passionate teaching and commitment to the success of ALANA students at Ithaca College.

June 2016 Unsung Hero – Dorinthia Chapter #19 Awarded to two community members, annually, for a commitment to addressing the needs in the community. February 2019 1 CURRICULUM VITAE Nia Michelle Nunn June 2014 Planned Parenthood of the Southern Finger Lakes Action- Emerging Leader Award Awarded to one individual for important visionary work on Ithaca College’s campus, within the Ithaca community and across the Finger Lakes.

November 2014 Sister to Sister- African Student Association Award Awarded to faculty who honor the African diaspora and sisterhood on campus unapologetically

May 2011 20 Outstanding Women You Should Know. Ithaca, New York Awarded to twenty women representing a wide range of backgrounds and careers throughout the Finger Lakes area.

SCHOLARSHIP

Peer Reviewed Publications

Nunn, N. M. (2016). Super-Girl: Strength and sadness in Black girlhood. Gender & Education, 30(2), 239-258. DOI: 10.1080/09540253.2016.1225013.

Fulmer, E. F., & Makepeace, N. N. (2015). “It's okay to laugh, right?”: Toward a pedagogy of racial comedy in multicultural education. Perspectives on Urban Education, 12(1), 38-53. The research process and manuscript was collaboratively conducted and written.

Deckman, S., Fulmer, E., & Makepeace, N. N. (2015). Dangerous Black professor: Challenging the ghettoization of race in higher education through life texts pedagogy. In V. Stead (Ed.), RIP Jim Crow: Fighting Racism Through Higher Education Policy, Curriculum, and Cultural Interventions (pp. 235- 245). New York: Peter Lang. We each focused on a section and supported one another with the editing process. It may also be interesting to note, that “The Dangerous Black Professor” is from an actual quote from a students feedback form during my experience as an adjunct professor.

Works Under Review

Nunn, N. M. (Under Review). Sister-Circles: Creating spaces and curricula of liberation with Black college women.

Works In-Development

Nunn, N. M. (book proposal in development). Black girl liberation: Interrupting gendered-racism in classroom and community spaces.

Nunn, N. M. (chapter in development). Southside Community Center: Continuing a legacy of Black Girl Alchemists. . Nunn, N. M. (chapter in development). #TeachEmLikeTatum: A Black female professor’s methods for preparing anti-racist conscious White teachers.

February 2019 2 CURRICULUM VITAE Nia Michelle Nunn

Nunn, N. M. (in development). White teachers’ critical reflections on their participation in a community performing arts summer program. . Nunn, N. M., Battaglia, A., & Douthit, L. (in development). Processing transformative discussion: White students’ responses to anti-racist pedagogy.

Scholarly Choreography Germane to My Research/Scholarship

Nunn, N. M., (2017). Say Their Names! (“Hell You Talmbout” by Janelle Monae, Deep Cotton, St. Beauty, Jidenna, Roman GianArthur, George 2.0). An original collaborative/choreographed project that advocates against state sanctioned violence and teaches the names and stories of unarmed Black men, women, boys, and girls killed by police. Performed with Ithaca College students and local community members at Southside Community Center for a Community Unity Music Education Program annual concert (July 27, 2017 – invited).

Nunn, N. M. (2016). Super-Girl In Motion! (“Mad Black Woman” by Ava Bryan). Original choreography, work based on Nunn (2016) that presents a Black girl empowerment perspective and complicates notions of Black girlhood/womanhood. Performed with Ithaca College students and local community members at Beverly J. Martin Elementary School for The New Jim Crow- Chapter 3 Community Read (December 12, 2016 - invited).

Nunn, N. M. (2015). In Honor of Sandra Bland: 100% Human. (Strange Fruit: Blood on the Leaves by Kanye West/Nina Simone instrumental). An original collaborative/choreographed project that teaches the relationship between the Black Lives Matter Movement (2015) and the Anti- Lynching Movement (1890-1930’s). Performed with Ithaca College students and local community members at Southside Community Center for a Community Unity Music Education Program annual concert (July 27, 2017 – invited); at Beverly J. Martin Elementary School for The New Jim Crow- Chapter 3 Community Read (December 12, 2016 - invited); and at a Cornell University’s Martin Luther King Lecture for a Black Lives Matter event with Alicia Garza and Opel Tometi in the audience (January 28, 2016 - invited).

Nunn, N. M., (2018). Black Love! (“All the Stars” by Kendrick Lamar, SZA). An original collaborative/choreographed project that teaches us to honor our ancestry while emphasizing the self- love and collective-pride that is needed to interrupt internalized racism today and it invites everyone to celebrate both the beauty and struggle of Blackness through emancipatory learning. Will be performed at The Kitchen Theatre for a Dollar Dance Showcase (May 1, 2018 -in development - invited).

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Scholarly Conference Presentations * Indicates that a presentation was delivered with a current or former undergraduate student or a group of former students.

Nunn, N. M., Nicolas, K., Marshall, M., & Morgan, I. (September 2016). Black female bodies fetishized – Black thought devalued: Critical womanist perspectives within a predominately White institution. Association of Black Sexologists and Clinicians (ABSC) 2nd Annual Conference: Black Families, Black Relationships, & Black Sexuality. Ft. Lauderdale, Florida. *

Makepeace, N. N., Battaglia, A., & Douthit L. (October 2015). Processing transformative discussion: White students’ responses to White Privilege. Paper presented at the 25th Annual Meeting of the National Association of Multicultural Education. New Orleans, LA. *

Fulmer, E., Makepeace, N. N., Giarratano, S., Guevara, K., & Tucker, A. (October 2015). Breaking the tension: A racial comedy pedagogy for multicultural education. Paper presented at the 25th Annual Meeting of the National Association of Multicultural Education. New Orleans, LA. *

Makepeace, N. N., & Hudson, A. (May 2015). Exploring Black femininity through existing & created comic book characters. Paper presented in the Pippi to Ripley Conference: A Literary and Cultural Studies Conference. Ithaca College, Ithaca, NY. *

Makepeace, N. N., Hudson, A., & Mendes, N. (March 2015). The Super-Girl dichotomy: Strength and sadness in Black girlhood. Poster presented at the 40th Annual Meeting of the Association of Women in Psychology. San Francisco, CA. *

Fulmer, E., Makepeace, N. N., & Garriatano, S. (November 2014). “Going too far?” Exploring race and humor in teacher education. Presented at the 24th Annual Meeting of the National Association of Multicultural Education. Tucson, AZ. *

Baker, J.A., Makepeace, N.N., & Maupin, A. (March 2007). School-church partnerships: Support and cultural continuity for urban children. Poster presentation at the Annual Meeting of the National Association of School Psychologists. New York, NY.

Makepeace, N. N. (April 2005). Acknowledging Black children’s sense of belonging in schools. Paper presented at the Annual Meeting of the National Association of School Psychologists. Atlanta, GA.

Dilly, L., Cummings, T. L., & Makepeace, N. N. (March 2005). Supporting students: An exploratory study of students’ daily school experiences. Poster presentation at the Annual Meeting of the National Association of School Psychologists. Atlanta, GA.

Baker, J. A., Lacey, C. L., Cummings, T. L., & Makepeace, N. N. (March 2004). Does teacher-student relationship quality make a difference? An examination of mediating effects for children at-risk. Poster presentation at the Annual Meeting of the National Association of School Psychologists. Denton, TX.

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Research-Related Grant Funding

Nunn, N. M. & Blas, N. V. (May 2018). Black Girl Alchemists ~ NoVo Foundation ($270,000.00). http://www.ithaca.com/news/southside-community-center-lands-grant-from-novo- foundation/article_eb8c6f08-39b0-11e8-a398-0b9cd4a5d257.html

Nunn, N. M. & Nunn, F. (July 2017). Community Unity Music Education Program (CUMEP) ~ Park Foundation ($37,000.00).

Nunn, N. (December 2017), "Dollar Dance," Community Arts Partnership Grants, Southside Community Center, Ithaca, United States. ($2,000.00).

Nunn, N. M. (November 2016). Black Feminist Thought ~ Sister Circle Literature. Center for Faculty Excellence Small Grant Opportunity ($295.46).

Nunn, N. M. (May 2016). Black Feminist Thought ICSM Course Preparation. Center for Faculty Excellence Small Grant ($300).

Nunn, N. M. (April 2016). Girl Empowerment Academy/ Sister Circle’s Book Club Inquiry Project. REACHE (Research to Enhance Academic Collaboration in Higher Education) Pilot Funding. ($3,500).

Nunn, N. M. & Nunn, A. F. (2008-2016). Community Unit Music Education Program (CUMEP) – 2016 Summer Program Funding. Park Foundation. (ranging $20,000.00 - $35,000.00).

Makepeace, N. N. & Thomas, S. (November 2015). Beverly J. Martin Elementary Buddies Visit Ithaca College. Clynes Collaboration Grant ($300).

Makepeace, N. N. & Hudson, A. (October 2014). Girl Empowerment Project: Dr. Betty Shabazz Delta Academy” received through a Provost Academic Project, Ithaca College Provost Office ($1,000).

TEACHING

University/College Teaching For advising, please see chart at the end of the CV.

Ithaca College  EDUC 29900: Research Project in Education: Black Feminist Alchemy, Theory in to Practice  ICSM 10500: Black Feminist Thought: Anti-Racist Feminist Perspectives (Freshman Seminar)  EDUC 21010: Educational Psychology  EDUC 23900: Educating Students with Special Needs

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 EDUC 37000: Community & Culture in Education & Teaching  PSYC 10000: Psychology of Adjustment Michigan State University  Dynamics of Personality Adjustment  Human Diversity, Power and Opportunity in Social Institutions  Diverse Learners and Multicultural Perspectives

K-12 and Community Professional Teaching Experience

2007- Community Unity Music Education Program (CUMEP) Present Executive Director and Performance Coordinator -Program Mission: Established in 2002, CUMEP is a not-for-profit organization that serves children from all communities, but particularly children from inner-city neighborhoods in Ithaca, NY. Providing participating youth with multicultural instruction in music and the arts, for the purpose of supporting their development of positive self-esteem, academic and social skills, self-confidence and self- discipline, and public performance skills. CUMEP offers an example of a college-community collaboration, as the majority of its instructors are Ithaca College students training to be teachers or in some realm of education. Participants also develop a great level of awareness and excitement about college and career opportunities. Responsibilities: program director- program administration of the summer program, performances and human rights/multicultural instruction, after school program workshops, and community performances throughout the year. Performances for community events have included the Village at Ithaca’s Annual Lift Every Voice Concert, Cooperative Extension’s Food Justice Summit, and the Greater Ithaca Activities Center’s Annual Dr. Martin Luther King, Jr. Breakfast Celebration.

2007- Beverly J. Martin Elementary School, School Psychologist 2012 Responsibilities: Data-based decision-making, assessment, prevention, social/academic interventions, crisis intervention, social skills education, family consultation, curriculum development, and school-wide initiatives. Provide individual/group counseling and class-wide lessons and activities linked to the Beverly J. Martin and Ithaca City School District Equity themes, emphasizing social skills and character development. Activities integrate academic areas and performing arts. Lesson plans and core standards are linked. Specific psychological evaluation duties include: observations; interviews; reviewing records and relevant literature; administering assessments (e.g. cognitive test, behavioral rating scales); analyzing data; report writing; presenting results to stakeholders; and contributing to data-based decision making on special education categories and educational programming/services. Items for Committee on Special Education, District Committee on Special Education, and individual team meetings may require additional documents, such as counseling reports and Functional Behavioral Assessments/Behavior Intervention Plans.

Professional Certifications

2008 New York State Public School Teaching Certificate (area: School Psychologist)

February 2019 6 CURRICULUM VITAE Nia Michelle Nunn 2008 State of Michigan Public School Teaching Certificate (area: School Psychologist)

SERVICE ACTIVITIES

Ithaca College Campus Service

ITHACA COLLEGE DEPARTMENT OF EDUCATION  Education Studies Minor Coordinator (2017 – present)  Danielson Method Training (May 2018)  Facilitating Race 101- Viewing Race: Power of an Illusion & Discussion (Feb 24, 2016)  Education Studies Minor Advising (2016 - present)  Graduate Childhood Education- Inquiry Project Supervision (2013-present)  Washington Heights/Fredrick Douglas Academy NYC Field Experience Supervisor (2015-present)  Education Studies Minor Steering Committee (Spring 2015-present)  Fieldwork in Education (EDUC 49700) – Course development committee (Fall 2015)  Library Resource Request Liaison (2014-2015)  H&S EAC dinner (2014)

ITHACA COLLEGE SCHOOL OF HUMANITIES AND SCIENCES SERVICE  Committee Member, H&S General Education Committee (2017 – 2018)  Open House Representative (2014 - 2017)

ITHACA COLLEGE, COLLEGE-WIDE SERVICE  Hiring Committee Member ~ Executive Director for Government and Community Relations position (November 15, 2017 – December 14, 2017)  Sister to Sister (S2S) Organization Faculty Supervisor (Fall 2015- present)  Ithaca College Step Team Faculty Supervisor (Fall 2016 – present)  Park Scholar, Book Club Facilitation- Between the World & Me (February, 2016)  Park Scholar, Book Club Facilitation- The New Jim Crow (September, 2015)  Member, ACTEC (2014-2015)  Emerging Scholars Program (ESP)- Workshop Facilitation (August 2015; February 2016)  Student to Student Organization (2013-2014)  Fullbright Application Reviewer: Grace Wivell (Fall 2013)

External Leadership and Consultation Service

 Southside Community Center- Board of Directors President, August 2016 – present (www.sspride.org)  Southside Community Center (Substitute) Executive Director. June-July 2016; Former Executive Director (2012-2013)  Consultation, Boynton Middle School- Music & theater program racial consciousness and inclusion (2016)  Member, Beverly J. Martin Elementary School Advisory Council 2013- present  Trained Facilitator, Multicultural Resource Center (MRC) Talking Circles about Race and Racism 2015  Board Member, Center for Transformative Action: Finger Lakes social entrepreneurship institute, 2012- 2014  Committee Member, Excellence Through Equity Project, 2014

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 Committee Member, Equity & Inclusion Leadership Council, 2011-2013  Member, Beverly J. Martin Elementary School Parent Teacher Association, 2007- present

Scholarly-Community Speaking Engagements

KEYNOTE Nunn, N. Boynton Middles School Black History: More then A Day/Month, Ithaca, United States. (February 15, 2018).

Nunn, N. “The Urgency of Now” Lifelong Dr. Martin Luther King Jr. Luncheon, Ithaca, United States. (January 11, 2018).

Nunn, N., Harriet Tubman Spirit Award, "Honoring a Community Mother & Teacher," Harriet Tubman Committee, St. James A.M.E. Zion Church, Ithaca, United States. (June 24, 2017).

Nunn, N., School of Music Dr. Martin Luther King Jr. Concert, "Violent Invisibility," Ithaca College, Whalen School of Music, Ithaca, United States. (January 23, 2017).

Nunn, N., "Honor These Roots," New Roots Graduation, Willard Straight Hall, Ithaca, United States. (June 22, 2017).

Nunn, N. M. (2017). Keynote Speaker, Dr. Martin Luther King Concert. Ithaca College, Ithaca, United States. (January 23, 2017).

Nunn, N. M. (2016). Personal Power & Passion. December Graduation, Ithaca College, Ithaca, United States. (December 10, 2016).

Nunn, N. M. (2016). “I am ENOUGH” - Multicultural Resource Center Annual Sister Friend Luncheon. Ithaca, United States. (March 18, 2016).

GUEST SPEAKER - LECTURER - WORKSHOP FACILITATOR

Nunn, N. (2018). Anti-Racist Education 101. Newfield School District Workshop, Newfield, United States. (April 19, 2018).

Nunn, N. (2018). To Be Seen, To Be Heard, & To Be Understood. #MarchForOurLives Rally, Ithaca, United States. (March 24, 2018).

Nunn, N. (2018). Emancipatory Learning and Humanistic Research. Cornell University, Ithaca, United States. (February 15, 2018).

Nunn, N. (2018). Establishing a Culture of Belonging with young Children. Cornell University, Ithaca, United States. (March 20, 2018).

Nunn, N., Real-Talk Teach-In, "Black Female Bodies Fetishized – Black Thought Devalued: Critical

February 2019 8 CURRICULUM VITAE Nia Michelle Nunn Womanist Perspectives within a Predominately White Institution," Southside Community Center, Southside Community Center, Ithaca, United States. (December 17, 2017).

Nunn, N., "Navigating White Spaces," Ujamaa ~ Omega Si Phi Fraternity Incorporated, Cornell University, Ithaca, United States. (October 23, 2017).

Nunn, N. (1 of many leaders & performers), "CUMEP Annual Concert," Community Unity Music Education Program, Southside Community Center, Ithaca, United States. (2007- 2017).

Nunn, N., "Eurobliviousness," Real Talk: Teach-In, Southside Community Center, Ithaca, United States. (April 15, 2017).

Nunn, N., Woke Wednesday Inspired Event, "BeyondTheMovement.Org," BeyondTheMovement.Org, Southside Community Center, Ithaca, United States. (April 4, 2017).

Nunn, N., Art Department, "Implicit Biases Explicitly Named: Encouraging a Self-Study," Ithaca College, Ithaca, United States. (March 29, 2017).

Nunn, N., "I Really Wanna Walk a Mile in Your Shoes!," Vitamin L, Cinemopolis Theatre, Ithaca, United States. (February 11, 2017).

Nunn, N., Ithaca College Staff Discussion Series, "Implicit Biases Explicitly Named: Encouraging a Self-Study," Ithaca College, Clark Lounge, Ithaca, United States. (February 8, 2017).

Nunn, N. M. (2016). Sister Circle Workshop: for colored girls who have considered suicide when the rainbow was enough. Ithaca College, Ithaca, NY. (October 3, 2016).

Nunn, N. M. (2016). Business and Professional Communication Professional Panel and Networking Event. Ithaca College, Ithaca, United States. (May 5, 2016)

Nunn, N. M. (2016). Race, Diversity, & Inclusion: Ithaca College Staff Series. Ithaca College, Ithaca, NY. (May 4, 2016).

Nunn, N. M. (2016). Race 101: White Students Responses to Anti-Racist Pedagogy~ Ithaca College Staff Series. (March 23, 2016).

Nunn, N. M. (2016). Dear White People: IC Summer Film & Dialogue. Ithaca College, Ithaca, United States. (July 18, 2016).

Nunn, N. M. (2016). Establishing Beloved Community: Critiquing Chocolate Covered Love- Part II. Town-Hall Ithaca College ALANA Community Meeting. Ithaca College, Ithaca, United States. (April 26, 2016).

Nunn, N. M. (2016). “White Students’ Responses to Anti-Racist Pedagogy” - Race, Diversity, & Inclusion: Ithaca College Staff Series. Ithaca College, Ithaca, United States. (March 23, 2016).

February 2019 9 CURRICULUM VITAE Nia Michelle Nunn Nunn, N. M. (2016). Casual Colloquy: Race, Gender, Sexuality, & Nation in Media. Ithaca College, Ithaca, United States. (March 7, 2016).

Makepeace, N. N. (2015). Black Lives Matter Rally: A community conversation on surviving and thriving, Beverly J. Martin. Ithaca, United States. (October 24, 2015).

Makepeace, N. N. (2015). Village at Ithaca’s “We Believe In You” community meeting. Ithaca, United States. (April 20, 2015).

Makepeace, N. N. (2014). Speech provided on food justice and healthy foods for all communities with a primary focus on fruits and vegetable snacks in schools. Food Access and Food Justice Forum. Ithaca, United States. (February 14, 2014).

Makepeace, N. N. (2015). What does a child need in order to learn? Reflecting on Maslow’s Higherarchy of Needs. Occupational Therapy majors at Ithaca College, United States. (October 30, 2015).

Makepeace, N.N. (October 2011). Master speaker series on mental health: Healing Trauma. A presentation and panel of professionals from multiple relevant disciplines addressing the impact of physical and emotional trauma on people’s mental health and the practices that assist in healing. Suicide Prevention & Crisis Services. Ithaca, N.Y.

Makepeace, N.N. (June 2011). “The ‘Special’ Education of Black Boys: An Ecological Examination.” Master speaker series on mental health: Learning from each other. Suicide Prevention & Crisis Services. Ithaca, N.Y.

PANELIST Nunn, N. M. (2017). Panelist, Tangerine: IC Film and Dialogue. January 25, 2017. Ithaca College, Ithaca, NY.

Nunn, N. M. (2016). Queen of Katwe Community Movie & Panel. Ithaca, United States. (December 3, 2016).

Nunn, N. M. (2016). Natural and Artificial Landscapes: FLEFF/CFE. Ithaca College, Ithaca, NY. (March 28, 2016).

Nunn, N. M. (2016). Ithaca College Annual Women in Leadership Conference. Seneca Falls, United States. (March 26, 2016).

Makepeace, N. N. (2014). Sister, Sister: Black Women, Feminism, and the Media. Ithaca College African Student Association (ASA) –organization dedicated to the political, social, educational, and cultural awareness of the African continent. Ithaca College, Ithaca, United States (November 12, 2014).

Makepeace, N. N. (2013). Understanding to Overcome: Race & the Power of an Illusion. Ithaca, United States. (April 8, 2013).

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RADIO/PODCAST Nunn, N. (2018). Building Black Unity. PodCast Ithacast Interview. Ithaca, United States. (April 6, 2018). http://www.theithacast.com

Nunn, N. M. (2016). Radio Interview, The Made of Clay Report: Digging deeper into the issues of our lives. http://madeofclay.org/nia-michelle-nunn/ WRFI 88.1FM. Ithaca, NY. (December 4, 2016).

Nunn, N. M. (2016). What’s Happening At IC? All Things Equal: Cayuga Radio Group. Ithaca, United States. (June 6, 2016).

Makepeace, N. N. (2015). Integrating talks about race and recognizing racial inequalities discussion on Black Student Union Radio. Cornell University, Ithaca, United States. (December 2, 2015)

Makepeace, N. N. (2015). No confidence at Ithaca College. A 91.7 WICB Radio interview. Ithaca College, Ithaca, United States. (October 30, 2015).

Makepeace, N. N., Battaglia, A., & Douthit, L., (2015). A conversation about ‘Race in Ithaca’ on WRFI Community Radio. Ithaca, United States. (April 13, 2015).

Makepeace, N. N. (2014). Town-Gown Transformative Action: Community Unity Music Education Program, March 21, 2014. TEDX-Ithaca College. Ithaca, NY. https://video.search.yahoo.com/yhs/search?fr=yhs-Lkry-SF01&hsimp=yhs- SF01&hspart=Lkry&p=ted+talk+nia+nunn#id=1&vid=a67a5c4c98ce385cb37fd57ecb5cc503&a ction=click

Makepeace, N. N. (2013). Community Unity Music Education Program (CUMEP) interview on WRFI Community Radio, Ithaca, United States. (July 23, 2013).

Outreach/ Community Engagement Activities

 The New Jim Crow Community Read – IC Faculty/Student contributions to a “Think Tank” 2016  Black Lives Matter Ithaca Community meetings/events 2015-present  Downtown Ithaca Children’s Center (DICC)- supervise student research and outreach projects, 2016-present  Multicultural Resource Center (MRC)- Talking Circles about Race & Racism Training/Facilitation, 2015  Volunteer, Greater Ithaca Activity Center (GIAC) dance classes/choreography, 2015  Chair, Girl Empowerment Academy Program- Dr. Betty Shabazz Delta Academy, 2011-present  Member, DST – Black history month, college scholarship program, middle school HIV/AIDS education, Breast Cancer research fundraising, etc.), 2010- present  Volunteer, SSCC backpack giveaway & back to school annual event, 2012-2014 February 2019 11 CURRICULUM VITAE Nia Michelle Nunn

 Volunteer/Facilitator, Beverly J. Martin Elementary Conflict Management Training Program, 2007-2015

PERFORMANCES

Nunn, N. (2007-2017). Community Unity Music Education Program (CUMEP) Annual Summer Concert, Southside Community Center, Ithaca, United States. (…July 28, 2016; July 27, 2017).

Nunn, N., (2017). 5th Grade Musical Choreographer, "Lion King," Running to Places, Beverly J. Martin Elementary School, Ithaca, United States. (June 9, 2017).

Nunn, N. M. (2016). Performance Lecture: The New Jim Crow Community Read ~ Chapter 3. Beverly J. Martin Elementary, Ithaca, United States. (December 12, 2016).

Nunn, N. M. (2016). CUMEP Performance. Quaker House, Ithaca, United States. (August 13, 2016).

Nunn, N. M. (2016). “All About the Books.” A Family Reading Partnership Annual Meeting Performance Choreographer. Ithaca, United States. (May 25, 2016).

Nunn, N. M. (2016). MC/Event Host, Beverly J. Martin Elementary- Annual Millicent Clark-Maynard Multicultural Dinner. Ithaca, United States. (May 5, 2016).

Nunn, N. M. (2016). Performance Workshop, CUMEP (Community Unity Music Education Program) @ The Hangar Theatre. Ithaca, United States. (April 30, 2016).

Nunn, N. M. & Frier, S. (2016). Performance Workshops, CUMEP (Community Unity Music Education Program) on the Road: Southside Community Center After School Program (February 17, 2016); Greater Ithaca Activities Center (GIAC) Black History Talent Show (February 26, 2016); Enfield Elementary School (March 2, 2016); Beverly J. Martin A+ Enrichment After School Program. Ithaca, United States. (March 9, 2016).

Makepeace, N. N. (2015). Choreographer, “Strange Fruit” routine for Civic Ensemble productions “On the Corner” play. Ithaca, United States. (October 8-11 & November 19-22, 2015).

Makepeace, N. N. (Fall 2014) Hanger Theater Performance ~ Planned Parenthood Fundraiser – Acting role of a mother reflecting on how her mother taught her about sex and the complications of trying to educate her own daughter. Ithaca, Untied States. (October 24, 2014).

RECENT NEWSPAPER/JOURNAL ARTICLE COVERAGE  Tompkins Weekly (July 2018)- “Finding the Words” http://tompkinsweekly.com/news/2018/07/23/finding-the-words/  Ithaca Times (April 2018)- “Southside Community Center lands $270,000 grant with NoVo Foundation” http://www.ithaca.com/news/southside-community-center-lands-grant-from-novo- foundation/article_eb8c6f08-39b0-11e8-a398-0b9cd4a5d257.html  Ithaca Times (February 2018)- “Students seek to address uncomfortable truth in the school system”

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http://www.ithaca.com/news/students-seek-to-address-uncomfortable-truths-in-the-school- system/article_6e5581e0-1742-11e8-a88b-37d13df02b16.html  Ithaca Times (November 2017)- “Unapologetically Southside: How a local institution rediscovered their voice” http://www.ithaca.com/news/unapologetically-southside-how-a-local-institution-rediscovered-its- voice/article_ae532e42-ca57-11e7-949b-ef42b54b9a6f.html  Ithaca Voice (July 2017)- “Photo gallery: 50 photos from Southside Community Center’s 14th annual CUMEP concert” https://ithacavoice.com/2017/07/photo-gallery-50-photos-southside-community-centers-14th-annual- cumep-concert/  Ithaca Voice (July 2016)– “Southside Concert Explores Social Justice through Music & Dance” http://ithacavoice.com/2016/07/47384/  Ithaca Journal (July 2016)– “Southside Concert to Teach & Entertain” (attached/link below) http://www.stargazette.com/story/news/local/2016/07/27/southside-concert-teach-and- entertain/87616820/  Ithaca Voice (July 2016) – “Do Community Events such as the Ithaca Police Department BBQ, actually make a difference?” http://ithacavoice.com/2016/07/community-events-ithaca-police-community-bbq-actually-make- difference/  Ithaca Times (June 2016)– “Southside Looking For New Leader” http://m.ithaca.com/news/ithaca/southside-looking-for-new-leader/article_b0fad0a8-3e0a-11e6-a215- 230e16ec0117.html?mode=jqm  Ithaca Journal (June 2016) – “Community celebrates Juneteenth”  Ithaca Voice (December 2016) – “Kwanzaa at Southside: Unapologetically Celebrating Blackness”  Ithaca Times (November 2015)- “If you’re Black, your blood is boiling”  Ithaca Times (November 2015)- “Dear White People”

PROFESSIONAL MEMBERSHIPS Delta Sigma Theta Sorority, Inc. Secretary (2011-2012); Delta Academy Girl Empowerment Program Chair (2011-2015)

American Association of Blacks in Higher Education (AABHE)

National Association for Educating Black Children (NAEBC)

National Association of Multicultural Education (NAME)

February 2019 13 CURRICULUM VITAE Nia Michelle Nunn

ACADEMIC ADVISING ______

Name My Title/ Project Title Semester(s) Responsibility

GRADUATE PROGRAMS—TEACHER INQUIRY SELF-STUDY ADVISING M.S. in Childhood Education and M.A.T. in Adolescence Education Programs

Cody Currier Masters Inquiry Project Creating a Classroom Community of Collaboration Spring 2018 Advisor Joseph Buttimer Masters Inquiry Project Storytime: How to tell the story of history to engage Spring 2018 Advisor students & teach citizenship Leah Jaynes Masters Inquiry Project Eliminating the stigma of chemistry by creating a Spring 2018 Advisor molecular community Shannon Frier Masters Inquiry Project Complexity of Identity Spring 2017 Advisor Zachary LeViere Masters Inquiry Project Classroom Discussion: A Self-Study of Spring 2017 Advisor Teaching Practice Andrew Nelson Masters Inquiry Project Learning About Students while Students Spring 2017 Advisor Learn: A self-inquiry into developing strategies for identifying student personal assets and funds of knowledge through curriculum Lisa Zdan Masters Inquiry Project School-Home Communication Spring 2016 Advisor Kalyn Deans Masters Inquiry Project Know Thy Self: Integrating the Self in Teaching & Spring 2016 Advisor Learning Alexander Santana Masters Inquiry Project Social Justice in Elementary School Using the Spring 2015 Advisor Common Core Standards Abbey Brown Masters Inquiry Project To Be Heard: Social Justice and Equity in the Spring 2015 Advisor Classroom Taylor Braggins Masters Inquiry Project Talking Your Thinking: Spring 2015 Advisor Metacognition and Process-Based Learning Jill Bodner Masters Inquiry Project Shifting the Culture of Assessment: Incorporating Spring 2014 Advisor Meaningful Student Self-Evaluation into my Elementary School Classroom Ryan Conklin Masters Inquiry Project How Do Energizing and Calming Transition Spring 2014 Advisor Exercises Affect Student Behavior

INDEPENDENT STUDIES/FIELDWORK—FACULTY SUPERVISOR

Brittany Gardner Independent Study Advisor Southside Pride: A Southside Community Center Spring 2018 Children’s Book Morgan Aleito Independent Study Advisor Self-Study: Creating a Curriculum in Pre-K Spring 2017

Marlena Candelerio Romero Faculty Supervisor Voices of Motherhood Fall 2016- Fall 2017 Matt Snyder Independent Study Advisor Music Education Self-Study: Written Reflections on Fall 2016 Student Teaching Shannon Frier Independent Study Advisor Community Unity Music Education Program Spring 2016 (CUMEP) Sydney Plotkin Independent Study Advisor Self-Study: Creating a Curriculum for the Five Spring 2016

February 2019 14 CURRICULUM VITAE Nia Michelle Nunn

Senses in Pre-K Michael Nowotarski Independent Study Advisor Self-Study: A+ Instrument Practice Club Spring 2016

Molly DeLorenzo Independent Study Advisor Self-Study: Deconstructing Discipline Practices in Spring 2016 Schools Daniel Block Independent Study Advisor Self-Study: BJM School Leadership Program Spring 2016

Jared Saltzman Fieldwork in Education BJM A+/IC STEM Collaboration Spring 2016 Mentoring Sydney Plotkin Fieldwork in Education/ Creating a Curriculum for the Five Senses in Pre-K Fall 2015- Independent Study Spring 2016 Dan Block Independent Study Advisor School Climate, Restorative Justice, & Classroom Fall 2014 Management Alexandra Battaglia Independent Study Advisor White Students Responses to White Privilege and Spring 2015 Anti-Racist Pedagogy Dan Block Independent Study Advisor School Climate, Restorative Justice, & Classroom Fall 2014 Management Alexandra Battaglia Independent Study Advisor White Students Responses to White Privilege and Spring 2015 Anti-Racist Pedagogy Angelique Hudson Independent Study Advisor Girl Empowerment Project Fall 2014- Paper/Presentation title: Super-Girl: Strength & Spring 2015 Sadness in Black Girlhood Natalie Mendes Independent Study Advisor Girl Empowerment Project Fall 2013- Paper/Presentation title: Super-Girl: Strength & Spring 2014 Sadness in Black Girlhood Amber Telfer Internship Campus A Comprehensive Tutoring Opportunity Fall 2014- Supervisor Spring 2015 PLANNED STUDIES FACULTY ADVISOR Marlena Candelerio Romero Planned Studies Faculty Inequality in Child and Family Studies Fall 2015- Advisor Spring 2018 Brittany Gardner Planned Studies Faculty Visual Arts & Social Transformation Fall 2016 – Advisor Spring 2018 MASTERS THESIS FACULTY ADVISOR Susan Giarratano Masters Thesis Committee Master Thesis in Occupational Therapy Fall 2016- Member Spring 2018

February 2019 15 CURRICULUM VITAE Nia Michelle Nunn

Actively creating liberating learning communities, my work aims to highlight, deconstruct, and interrupt marginalizing experiences in schools. My writing and research endeavors illustrate specific focus and appreciation for community performing arts and social consciousness work with youth utilizing a Black feminist lens. Recognizing the realities of our common oppression and our unique journey’s throughout Black Girlhood, my scholarship, teaching, and service involves deep reflection and embraces a humanistic methodology that encourages resistance, resilience, and an authentic healing process. While advancing humanity and calling attention to multiple forms of oppression, a Black feminist lens helps us understand and intervene within interlocking systems of power and oppression (Cooper, 2015).

As a Black female scholar in education and psychology, I embrace the responsibility and a sense of urgency to recognize that Black girls must be given specific voice. There is a need for a curriculum of liberation to combat historical and current social conditions that negatively impact school-age Black girls, such as harsh disciplinary practices, low academic expectations, and sexual objectification (Nunn, 2016). Super-Girl: Strength & sadness in Black Girlhood (Nunn, 2016) is a publication that provides narrative and constructivist grounded theory research, it also incorporated some of my personal Black girlhood/womanhood/motherhood story, and the experience of providing space where Black girls can process, create, and have voice. For me “the personal is political and the political is personal” … in other words, I am living the data. Research is an intimate, healing, and overall humanistic process for my life and the people involved or exposed to this work are having similar self-discoveries. In fact, Sister-Circles: Creating spaces & curricula with Black college women is a publication I have under review that offers a snapshot of two years worth of data. An opportunity to expand upon the two years (2015-2017) of data and possibly including the two years (2013-2015) of data collected for Nunn (2016), I’m also developing a book proposal that I call: Black Girl Liberation: Interrupting gendered racism in classrooms & community spaces.

As a Black female professor in education at a predominately White institution, I have the glorious responsibility to contribute to preparing teachers for the world. I have recently proposed a chapter called #TeachEmLikeTatum: A Black female professor’s methods for preparing anti-racist conscious White teachers and I’m working on an additional piece (tentatively) called White teachers’ critical reflections on their participation in a community performing arts summer program. Both of these works illustrate how I engage my college students in authentic opportunities to reflect on how both their individual and collective identities influence their ability to be a powerfully impactful teacher. Believing that educators have a responsibility to be self-reflective and engage in socially conscious practice, I have several years worth of student written data processing power, privilege, and oppression. Similarly, my pedagogical approaches and curriculum work in my college classroom and performing arts community spaces attempts to engage an audience intensely and gracefully. That being said, my ideas for unique and creative scholarship are welcomed in multiple settings.

I recently contributed to writing and receiving a significant grant ($270,000.00) for a historically Black community center in Ithaca, New York (Southside Community Center) from the NoVo Foundation in honor of our Black girl- centered and conscious work, we call it Black Girl Alchemists. Some of the work will expand upon the existing empowerment and youth leadership programs, but it will also include artistic products, such as a small publishing company, a documentary/short film, and a podcast. The idea for a podcast welcomes an engaging opportunity to record insightful conversations with Black Girls. The podcast will be called “She Gotta Attitude.” Regularly punished and deemed to have an “attitude” - Black Girls are constantly ridiculed and silenced in schools and public spaces. The podcast will highlight the voices of Black Girls and their social/political/personal consciousness by encouraging them in reading, writing, thinking, talking, and transforming the world with an attitude.

I am currently working on a chapter I’m calling Southside Community Center: Continuing a Legacy of Black Girl Alchemists. We call them Black Girl Alchemists because they are human beings creating and transforming through a seemingly magical process. Eager to continue creating spaces for Black Girl voices and leadership, I am writing a chapter that will tell the story of a historic space where today girls are engaged in Black consciousness and transformative civic engagement. These incredibly engaging stories and sources of data will inform my future scholarship directly. I will continue to model humanizing research that supports Black girls with being seen, heard, and understood (Edwards, et al).

February 2019 16 Annemarie Zwack www.ZwackArt.com (607) 229-5268 [email protected]

Work

ZwackArt visual artist working with private clients on custom mosaic, painted ​ murals, decorative finishes, illustration, and design projects. January 1997 to present (portfolio of work at www.ZwackArt.com) ​ ​

Teaching Artist at schools and museums visual arts projects with students pre-K ​ through twelfth grade including murals, mosaic, drawing, painting, sculpting, and quilt collage 1997 to present

Community Build Leader facilitating public art projects made by communities internationally ​ 1998 to present

Scenic Artist, Schwartz Center for the Performing Arts, Cornell University ​ ​ Ithaca, NY January to November 1999 and April to May 2015

Public Art

Black Girl Alchemy Mosaic Facilitation of a collaborative mural design and installation process ​ ​ Southside Community Center, 6’ x 27’ Ithaca, NY 2018 & 2019

Mariposa Mosaics Designed, led tile making workshops, and installed two life sized mosaic ​ portraits, at the Mariposa Foundation, DR Cabarete, Dominican Republic 2015 Co-designed 156’ x 8’ mosaic & paint mural at Callejon de la Loma School, Cabarete, Dominican Republic 2017

1st St. Mosaic Project 8’ x 180’, community built, mosaic mural project on 1st Street in Ithaca, ​ NY. Artist, co-facilitator, and organizer 2013 to 2017

Rawley Park Community Mosaic Project 8’ x 30’ Artist and facilitator Richford, NY 2016 ​

Feels Like Home, Spirit of Ithaca 6’ x 13’ mosaic mural. Artist. Ithaca, NY 2012 ​

Watershed Wall Artist in Residence with the Ithaca City School District, on a 5.5’ x 54’ mosaic ​ ​ mural created by students at all the schools in the School District, mounted on Green St. parking garage Ithaca, NY 2010

Annemarie Zwack www.ZwackArt.com (607) 229-5268 [email protected]

Arts in Education Projects

Mosaic Mandala Fall Creek Elementary School Ithaca, NY 2018 ​

Mosaic of Values Cayuga Heights Elementary School Ithaca, NY 2017 ​

Plants as Food Boyton Middle School science students sculpting tiles for ​ 1st St. Mosaic Project Ithaca, NY 2014 & 2015

Mosaic Number-line Mural Enfield Elementary School, Enfield, NY 2012 ​ ​

Book Illustration and Mosaic at Ben Franklin Elementary School, ​ Binghamton, NY 2012

Education

Maryland Institute College of Art BFA - Painting ​ Graduated Cum Laude 1996 Cleveland Institute of Art Study Abroad Program ​ Lacoste, France Fall 1995 Maryland Institute College of Art Study Abroad Program ​ Sorento, Italy Summer 1995

Honors and Awards

Ithaca Murals Justice Walls Grant 2018 ​ Ithaca Public Education Initiative grants 2018, 2017 ​ Community Arts Grant from the ARTS Council of the Southern Finger Lakes 2016 ​ New York State Arts in Education grants 2015, 2014, 2012, 2011, 2010, 2009, ​ 2008, 2007, 2006, 2005, 2003, and 2002 Tompkins County Board of Tourism Neighborhood Celebrations grant 2014 ​ New York State Council on the Arts, Artist’s Crossroads grant 2011 ​ Ithaca Festival Artist of the year 2008 ​ New York State Special Opportunity Stipend 2001, 2004, and 2012 ​

Selected Publications

TEDx Flour City 2016 Community Built Public Art as a Tool for Social Change ​ ​