Hive Meet-up:

Hacking the Hive NYC Community

Brokering ModelDixie Ching

Rafi Santo, Christopher Hoadley & Kylie Peppler

MAGNET, November 20th, 2014

dolcelab

Game Plan!

Introduction: Why brokering?

Group work: Hacking the model

Brainstorm: Network-level initiatives

Wrap up/Share out

“Network perspective” on brokering

Hive NYC Community White Paper

“Supporting Interest-Learning Pathways in Hive

NYC: A Focus On Brokering Learning

Opportunities”

I. Overview

II. Hive NYC Mission for Youth Pathways

III. A Focus on Brokering and “Connective

Tissue”

I. Model

II. Challenges and Opportunities

IV. Conclusion

What is Brokering?

“Bridging or linking youth to opportunities, individuals, and/or offline and online resources that can support their engagement in interest-driven learning toward various personal, academic, professional and civic goals.”

What does Brokering have to do with

Pathways?“Youth Pathways” “Brokering”

Why is Brokering Important?

Set of values, practices (and tools) that are:

Relevant/necessary

Adaptive

Scalable

Field trips

Role models

Mentors

Institutions

Events

Programs Internships

Books, Magazines

Peer collaborators

College attainability resources

Career attainability resources

Teachers

Cousins

Aunts, Uncles

ParentsSiblings

Friends Cousins

Acquaintances

Grandparents

Caretaker Family friendGuidance

counselors

PrincipalsTeaching artists

Hive educators

Mentors

Family Adults PeersNon-Family Adults

“Opportunities” “ Information Sources”

“Social Connections”

WebsitesHive

educators

“Leveling up” internships

Teachers

Visits to professional

spaces

Conferences

Capstone events

Hive youth

“Brokering”

W ho brokers?

W hat is brokered?

Post-program:

- Offer a way to ‘level-up’ in the org (e.g., co-teach the program, become a

“student resident,” etc. ). Possibly base this on passion in addition to (or

instead of) skill level.

- Discuss other programs w youth and help them apply.

- Help them learn about ways to continue (online, via a program, etc.)

Facilitating connections by arranging f2f meeting; helping

with applications, resumes, and cover letters; etc.

W hat does brokering look like?

Helping a youth develop an artifact (e.g., video, playable game) or portfolio that she can use to garner her next opportunity.

Noting things they’ve made (“artifacts”) or done;

documentation, description

Looking at their portfolios (learning, artist,

writing, etc.)Conversations (during class, program,

via email, while hanging out, during pizza time, at maker party events, etc.)

Noting badges activity

Social media activity (Twitter, Tumblr, Instagram are less personal than FB)

Noticing what they show up for and what they do there (programs,

capstone events, maker parties, school events, etc.)

Listening to youth presentations (classes, programs, capstone events,

maker parties, etc.)

W hat are some ways to get to

know youth?

Have easy access to an up-to-date list of opportunities and info sources. Have helpful social networks for brokering.

Check in with current and past youth on a regular basis. Let them know you’re

following their activities.

Think about the timing of our recommendations (for ex, tell youth about a program 1-2 weeks before the

deadline).

H ow can we be bet ter brokers?

Keep in mind the program features that matter to youth.

Knowing our youth in terms of their

• interests, likes and dislikes

• aptitudes

• academic, civic, professional goals

• home life, “ life stuff”

• activity (what sorts of activities they’ve engaged in)

Friends there; possibility of making friends

Whether or not it:

- conflicts with another program or sports team activities.

- taps an interest or curiosity.

- is free; provides a stipend.

- might lead to an internship or job afterwards.

- involves access to computers.

- involves exposure to a type of technology that the youth is

excited about (Arduino, Unity, Scratch, mobile phone

software).

Geographic location (transit time from school; back home)

General vibe of the place, based on looks, ppl who work there, neighborhood

W hat program features

mat ter to youth?

Awareness of societal

issues

Helping a youth connect her current experience to future

career or college plans.

Forums

Longer or more frequent interaction times (year-long, semester-long

programs; inviting back youth, etc.)

"Bridging or linking youth to opportunities, individuals, and/or offline and online resources that can support their engagement in interest-driven learning toward various personal, academic, professional and civic goals.”

ShadowshipsFellowship, Scholarship

Opps

Professional training

Networking events,

meetupsProfessional Mentoring

Noting their interactions at events where there’s a lot of “ free

choice” (e.g., maker parties, Emoti-Con, etc.).

Other brokers

Guidance Counselors

Help youth develop personal, academic, civic and

professional goals. Show how an interest can grow into

those long-term possible futures. 

Create “ ladders of opportunities”

within your org or with other

opportunities beyond your org; if

possible, your org should function as

the ladder “rails.”Youth development principles could be useful here: e.g.

Having high expectations for young people; what a "caring adult" looks like/how they relate to young people; helping young people understand impact of their action/inaction on

the broader community, however defined

Identify “ junior leaders” who are ready to scaffold their "leadership" roles with younger youth; have them serve as the

"youth bridge.”

Align recommendations with significant moments in the school year, college application process,

etc. (e.g., a fun game jam might be perfect right after stressful Regents week; an opportunity highlighting college pathways or scholarship

opportunities would be helpful for high school juniors in the spring, for

seniors in early fall; etc.)

Feel OK with referring youth to OTHER programs, so to spread

the love!

Develop more and closer relationships with teachers,

guidance counselors, and mentors

Understand and analyze the impacts of structural barriers that youth

face. Analyze the impact on ourselves as educators. Interrogate our own relationships to structural

oppression.

Acting as the “human bridge” to new places and people (e.g., organizing a field trip to an org; introducing a youth to another

educator)

Making a presentation about your program during class time

at a school.

Talk to youth about other programs (at pop-up events, during your program). Help them register.

Saturday, November 15, 14

Hive NYC Community Brokering

Model

- Interviews (youth, Hive educators, teaching artists)- Observations of Hive programs and events- Youth Trajectories meetings (Charrette, Affinity

Group)- YT pilot initiatives (Hive Youth Meetups; Text

Connect; Hive Teen Mailing List)- Hive community engagement (community calls,

cohort calls, community meet-ups)- Background literature

Field trips

Role models

Mentors

Institutions

Events

Programs Internships

Books, Magazines

Peer collaborators

College attainability resources

Career attainability resources

Teachers

Cousins

Aunts, Uncles

ParentsSiblings

Friends Cousins

Acquaintances

Grandparents

Caretaker Family friendGuidance

counselors

PrincipalsTeaching artists

Hive educators

Mentors

Family Adults PeersNon-Family Adults

“Opportunities” “ Information Sources”

“Social Connections”

WebsitesHive

educators

“Leveling up” internships

Teachers

Visits to professional

spaces

Conferences

Capstone events

Hive youth

“Brokering”

W ho brokers?

W hat is brokered?

Post-program:

- Offer a way to ‘level-up’ in the org (e.g., co-teach the program, become a

“student resident,” etc. ). Possibly base this on passion in addition to (or

instead of) skill level.

- Discuss other programs w youth and help them apply.

- Help them learn about ways to continue (online, via a program, etc.)

Facilitating connections by arranging f2f meeting; helping

with applications, resumes, and cover letters; etc.

W hat does brokering look like?

Helping a youth develop an artifact (e.g., video, playable game) or portfolio that she can use to garner her next opportunity.

Noting things they’ve made (“artifacts”) or done;

documentation, description

Looking at their portfolios (learning, artist,

writing, etc.)Conversations (during class, program,

via email, while hanging out, during pizza time, at maker party events, etc.)

Noting badges activity

Social media activity (Twitter, Tumblr, Instagram are less personal than FB)

Noticing what they show up for and what they do there (programs,

capstone events, maker parties, school events, etc.)

Listening to youth presentations (classes, programs, capstone events,

maker parties, etc.)

W hat are some ways to get to

know youth?

Have easy access to an up-to-date list of opportunities and info sources. Have helpful social networks for brokering.

Check in with current and past youth on a regular basis. Let them know you’re

following their activities.

Think about the timing of our recommendations (for ex, tell youth about a program 1-2 weeks before the

deadline).

H ow can we be bet ter brokers?

Keep in mind the program features that matter to youth.

Knowing our youth in terms of their

• interests, likes and dislikes

• aptitudes

• academic, civic, professional goals

• home life, “ life stuff”

• activity (what sorts of activities they’ve engaged in)

Friends there; possibility of making friends

Whether or not it:

- conflicts with another program or sports team activities.

- taps an interest or curiosity.

- is free; provides a stipend.

- might lead to an internship or job afterwards.

- involves access to computers.

- involves exposure to a type of technology that the youth is

excited about (Arduino, Unity, Scratch, mobile phone

software).

Geographic location (transit time from school; back home)

General vibe of the place, based on looks, ppl who work there, neighborhood

W hat program features

mat ter to youth?

Awareness of societal

issues

Helping a youth connect her current experience to future

career or college plans.

Forums

Longer or more frequent interaction times (year-long, semester-long

programs; inviting back youth, etc.)

"Bridging or linking youth to opportunities, individuals, and/or offline and online resources that can support their engagement in interest-driven learning toward various personal, academic, professional and civic goals.”

ShadowshipsFellowship, Scholarship

Opps

Professional training

Networking events,

meetupsProfessional Mentoring

Noting their interactions at events where there’s a lot of “ free

choice” (e.g., maker parties, Emoti-Con, etc.).

Other brokers

Guidance Counselors

Help youth develop personal, academic, civic and

professional goals. Show how an interest can grow into

those long-term possible futures. 

Create “ ladders of opportunities”

within your org or with other

opportunities beyond your org; if

possible, your org should function as

the ladder “rails.”Youth development principles could be useful here: e.g.

Having high expectations for young people; what a "caring adult" looks like/how they relate to young people; helping young people understand impact of their action/inaction on

the broader community, however defined

Identify “ junior leaders” who are ready to scaffold their "leadership" roles with younger youth; have them serve as the

"youth bridge.”

Align recommendations with significant moments in the school year, college application process,

etc. (e.g., a fun game jam might be perfect right after stressful Regents week; an opportunity highlighting college pathways or scholarship

opportunities would be helpful for high school juniors in the spring, for

seniors in early fall; etc.)

Feel OK with referring youth to OTHER programs, so to spread

the love!

Develop more and closer relationships with teachers,

guidance counselors, and mentors

Understand and analyze the impacts of structural barriers that youth

face. Analyze the impact on ourselves as educators. Interrogate our own relationships to structural

oppression.

Acting as the “human bridge” to new places and people (e.g., organizing a field trip to an org; introducing a youth to another

educator)

Making a presentation about your program during class time

at a school.

Talk to youth about other programs (at pop-up events, during your program). Help them register.

Saturday, November 15, 14

Hive NYC Community Brokering

Model

Hack the Brokering model!

Feel free to send more feedback [dixieching@gmail.com]

HRL will share revised model by end of November.

1. Decide on which of the four posters you’d like to start with.

1. Use markers and post-its to annotate. [Pink post-its = challenges.]

3. After 15 minutes, switch to another poster!

Field trips

Role models

Mentors

Institutions

Events

Programs Internships

Books, Magazines

Peer collaborators

College attainability resources

Career attainability resources

Teachers

Cousins

Aunts, Uncles

ParentsSiblings

Friends Cousins

Acquaintances

Grandparents

Caretaker Family friendGuidance

counselors

PrincipalsTeaching artists

Hive educators

Mentors

Family Adults PeersNon-Family Adults

“Opportunities” “ Information Sources”

“Social Connections”

WebsitesHive

educators

“Leveling up” internships

Teachers

Visits to professional

spaces

Conferences

Capstone events

Hive youth

“Brokering”

W ho brokers?

W hat is brokered?

Post-program:

- Offer a way to ‘level-up’ in the org (e.g., co-teach the program, become a

“student resident,” etc. ). Possibly base this on passion in addition to (or

instead of) skill level.

- Discuss other programs w youth and help them apply.

- Help them learn about ways to continue (online, via a program, etc.)

Facilitating connections by arranging f2f meeting; helping

with applications, resumes, and cover letters; etc.

W hat does brokering look like?

Helping a youth develop an artifact (e.g., video, playable game) or portfolio that she can use to garner her next opportunity.

Noting things they’ve made (“artifacts”) or done;

documentation, description

Looking at their portfolios (learning, artist,

writing, etc.)Conversations (during class, program,

via email, while hanging out, during pizza time, at maker party events, etc.)

Noting badges activity

Social media activity (Twitter, Tumblr, Instagram are less personal than FB)

Noticing what they show up for and what they do there (programs,

capstone events, maker parties, school events, etc.)

Listening to youth presentations (classes, programs, capstone events,

maker parties, etc.)

W hat are some ways to get to

know youth?

Have easy access to an up-to-date list of opportunities and info sources. Have helpful social networks for brokering.

Check in with current and past youth on a regular basis. Let them know you’re

following their activities.

Think about the timing of our recommendations (for ex, tell youth about a program 1-2 weeks before the

deadline).

H ow can we be bet ter brokers?

Keep in mind the program features that matter to youth.

Knowing our youth in terms of their

• interests, likes and dislikes

• aptitudes

• academic, civic, professional goals

• home life, “ life stuff”

• activity (what sorts of activities they’ve engaged in)

Friends there; possibility of making friends

Whether or not it:

- conflicts with another program or sports team activities.

- taps an interest or curiosity.

- is free; provides a stipend.

- might lead to an internship or job afterwards.

- involves access to computers.

- involves exposure to a type of technology that the youth is

excited about (Arduino, Unity, Scratch, mobile phone

software).

Geographic location (transit time from school; back home)

General vibe of the place, based on looks, ppl who work there, neighborhood

W hat program features

mat ter to youth?

Awareness of societal

issues

Helping a youth connect her current experience to future

career or college plans.

Forums

Longer or more frequent interaction times (year-long, semester-long

programs; inviting back youth, etc.)

"Bridging or linking youth to opportunities, individuals, and/or offline and online resources that can support their engagement in interest-driven learning toward various personal, academic, professional and civic goals.”

ShadowshipsFellowship, Scholarship

Opps

Professional training

Networking events,

meetupsProfessional Mentoring

Noting their interactions at events where there’s a lot of “ free

choice” (e.g., maker parties, Emoti-Con, etc.).

Other brokers

Guidance Counselors

Help youth develop personal, academic, civic and

professional goals. Show how an interest can grow into

those long-term possible futures. 

Create “ ladders of opportunities”

within your org or with other

opportunities beyond your org; if

possible, your org should function as

the ladder “rails.”Youth development principles could be useful here: e.g.

Having high expectations for young people; what a "caring adult" looks like/how they relate to young people; helping young people understand impact of their action/inaction on

the broader community, however defined

Identify “ junior leaders” who are ready to scaffold their "leadership" roles with younger youth; have them serve as the

"youth bridge.”

Align recommendations with significant moments in the school year, college application process,

etc. (e.g., a fun game jam might be perfect right after stressful Regents week; an opportunity highlighting college pathways or scholarship

opportunities would be helpful for high school juniors in the spring, for

seniors in early fall; etc.)

Feel OK with referring youth to OTHER programs, so to spread

the love!

Develop more and closer relationships with teachers,

guidance counselors, and mentors

Understand and analyze the impacts of structural barriers that youth

face. Analyze the impact on ourselves as educators. Interrogate our own relationships to structural

oppression.

Acting as the “human bridge” to new places and people (e.g., organizing a field trip to an org; introducing a youth to another

educator)

Making a presentation about your program during class time

at a school.

Talk to youth about other programs (at pop-up events, during your program). Help them register.

Saturday, November 15, 14

Happy Hacking!

We’ll reconvene at

11:10…

Reflection

1. Comments or questions?

2. Any takeaways?

Why a “network perspective” on brokering?

1. We are a robust network with ways to communicate and

share information.

2. Broker/Gatekeeper duality. Sometimes we’re recruiting

and sometimes we’re placing.

4. Over time, coordination costs will be offset by efficiency

gains.

3. Means a greater range of opportunities and meaningful

relationships – “connective tissue” or “mesh of

support.”

Brainstorm: Network-level initiatives

1. Break into groups.

2. Brainstorm possible solutions.

3. What exists? What are some larger

solutions that I would want to be a

part of? (by leading, helping to

implement)

4. Create a project poster. How will your

idea address any brokering issues or

help you broker?

5. Share and Discussion.

Share out

This project is made possible through the generous support of the

Hive Digital Media and Learning Fund at the New York Community

Trust.

Thank you!

Stay updated at:

hiveresearchlab.org

@hiveresearchlab

dolcelab