Category: Praxis Independent Study

Ashley Guevara, BMC ’24

Celebrating Language in the Classroom

Semester: Spring 2023

Faculty Advisor: Alison Cook-Sather

Field Site: Folk Arts-Cultural Treasures Charter School (FACTS)

Field Supervisor: Lucinda Megill-Legendre

Praxis Poster:

Ashley Guevara_Praxis Poster_Final_resized

Further Context:

My Praxis course “Celebrating Language in the Classroom” focuses on uplifting multilingualism in schools and transforming English language education. After taking the course “Emergent Multilingual in the U.S.,” I felt inspired to go beyond the higher education sphere and apply my coursework in an actual educational setting. When designing my independent study, I also hoped to continue developing relationships at my field placement and observing different ways to celebrate students’ full linguistic repertoires.

This poster represents my journey and the many connections I’ve made throughout the semester. I commuted to Folk Arts-Cultural Treasures Charter School in Chinatown, Philadelphia, two times a week. I worked in an English Language Development classroom with 14 students and supported my host teacher by leading small groups and providing 1-1 sessions
focused on math, reading, and science. I’ve enjoyed my time at FACTS because of the school’s emphasis on community, the prioritization of content-based learning, and the encouragement of exploration in folk arts.

Working in a classroom presented many new challenges but simultaneously opportunities for growth as an aspiring educator. One of my biggest challenges was learning to differentiate when creating lessons since the students have a wide range of English proficiency levels and different exposures to content. Thankfully, my host teacher was very understanding and would meet with me to discuss strategies. Another challenge at the beginning of the semester was surpassing language barriers past my knowledge of Spanish and English. Over time, I was able to implement more non-verbal forms of communication, like body movement and drawing, to
help students identify vocabulary words. Stepping out of my comfort zone and normalizing the usage of gestures in lessons was instrumental in creating a bond with the class. Finally, I needed to familiarize myself with classroom dynamics which helped me later become a better mediator
and problem solver. Whether I assisted with student conflict or worked with parents, I used my understanding of classroom dynamics to be intentionally present.

Outside of my placement, I also grew by forming connections with my faculty advisor in our bi-weekly meetings. Although we specialize in different areas of Education Studies, it was always great to see mesh ideas and exchange pedagogical resources that are valuable in a multitude of educational contexts. Some of the topics we covered include the issues with
standardized testing, translanguaging practices, brave spaces, and the importance of trust. I am very grateful for having time to digest and process my experiential learning alongside Alison and for their continued support.

As I worked on my confidence across all aspects of my Praxis experience, I finally designed my own whole group lesson. Although I am not a history major or pictured myself teaching social studies, I led a lesson on the creation of the U.S. Constitution while centering the role of indigenous peoples. This work was especially empowering because my host teacher and I worked hard to emphasize counter histories while also unlearning things ourselves.

Although my Praxis course is over, I will continue to reflect on my experiences and the importance of applying pedagogy in the classroom. Working in an English Language Development space has taught me a lot about the need for bilingual educators and how translanguaging should also be present between student and educator. I’m excited to continue researching educational policy around emergent multilingualism in the United States and working on becoming a culturally responsive educator dedicated to uplifting students’ diverse experiences.

Abby Fortune, BMC ’23

Children’s Librianship

Semester: Spring 2023

Faculty Advisor: Laura Surtees

Field Site: Ludington Library

Field Supervisor: Laurent Mondon

Praxis Poster:

Abby Fortune_Praxis Poster_Final_resized

Further Context:

The Children’s Librarianship independent study course provided behind-the-scenes engagement with a local library to help me gain insight into the technical practices that enhance the value of children’s libraries for its users as well as the extent to which they shape children’s civic attitudes and beliefs. Through technical exposure, observation at story time, and a series of interviews with professionals in different sectors of the field, this course clarified my personal interest in post-graduate studies in library science and established professional networks.

I worked at Bryn Mawr Town’s local public library, Ludington Library. Ludington is one of six branches in the Lower Merion Libraries system. It is the main reference library in the system and hosts a thriving children’s collection and staff. The staff consists of four members who lead development, story hours, special events, and field patron requests and services. They provide both online and in-person services and have a children’s section in the library building. Over the semester, I ostensibly became a member of the staff and performed or observed their collections development processes and programming.

The primary age group I worked with was children ages 0-5 years old. Although this group is too young to get a holistic sense of how they think about the library or what its benefits are on their development, I was able to learn more about developmental stages by observing and interacting with them. I learned that showing enthusiasm for reading, even to newborns, predicts stronger readers. Between birth to eight months, babies may begin to babble, already demonstrating the inklings of language learning and socialization. By the preschool age, about eighteen to thirty-six months, children can copy letters and shapes, imagine or retell stories, and are intensely focused on mimicking the behavior of adults around them. They learn about reading from seeing adults in their life engage with books and engaging themselves. At the library, there is a dedicated collection of board books, easy readers, and first-chapter books to progress through as a child’s reading ability advances. Additionally, passive programming like coloring, iSpy posters, library bingo, and so much more makes the library welcome for children of all ages.

Working with Ludington staff enhanced my ability to explain essential library functions and how to execute them as well as communicate with professionals on-site and in the wider field using subject-specific terminology and awareness of current challenges to the profession, produce informed book recommendations through increased knowledge about age-appropriate reading levels and content, and increased my confidence fielding patron requests and interact with young children. Finally, this work affirmed my interest in pursuing a Master’s Degree in Library Information Science.

Frances Millar, BMC ’23

Applied Museum Practices – The Fabric Workshop and Museum

Semester: Fall 2022

Faculty Advisor: John Muse

Field Site: The Fabric Workshop and Museum (FWM)

Field Supervisor: Christina Roberts

Praxis Poster:

Frances Millar_Poster_Final

 

Further Context:

In my undergraduate studies at Bryn Mawr, majoring in History of Art, I’ve been lucky to explore a variety of art historical coursework and topics. Through these classes, and previous internship experiences in my hometown, I’d garnered a personal and academic interest in museum work
and contemporary textiles, a combination which made the potential of a Praxis Independent Study internship at The Fabric Workshop and Museum quite enticing.

I was thrilled to participate in Praxis IS this semester, and to work in my placement at the FWM. In my previous internship experience as an archival-curatorial intern at a small textile education center, I worked independently researching and photographing a 1960s collection of weaving samples produced by an all-female weaving guild. I enjoyed this work immensely, but found myself looking for more opportunities for professional development. In particular, I wanted to experience working in a larger institution with a larger staff of museum professionals, and with
contemporary artworks. Because Covid disrupted much of my college career I also have come to really value hands-on experiences both inside and outside the classroom, and was looking to work in a setting that would provide experiential learning. Philadelphia has a wealth of arts
institutions, but The Fabric Workshop and Museum in particular was incredibly aligned with my interests, and I’m immensely grateful for my placement there.

My work in the Education Department of the Fabric Workshop and Museum has been quite generative. Through the beginning of the semester, I worked on programming efforts relating to the opening of Dream House, an exhibition by artist-in-residence Rose B Simpson. Dream House is an introspective multi-room installation drawing from the pueblo architecture of Simpson’s ancestral landscape and her personal experiences as an artist, mother, and Indigenous person. Multiple events were planned in collaboration with this show’s opening, and I was responsible for creating an inventory of contacts for targeted outreach, used to promote these events. I compiled over one hundred twenty contacts, and created promotional text with my supervisor Christina Roberts. The primary event that I promoted, a natural dye and tea workshop which was hosted inside the Dream House installation, was well attended and will be having a second iteration in the new year. My work in the later half of the semester has been
similar, but has focused on promoting attendance at an upcoming fundraiser, the closing ceremony of the fall apprenticeship program. For this event I reached out to former apprentices, from contacts in the FWM archive, promoting the event and sponsorship opportunities.

My work promoting the Education department’s programming and events has been interspersed with work in the studio onsite. I’ve helped to hand sew a felt rug in the Dream House installation, sewn aprons, made paper pulp, clay-coated a wall in the first floor Process Lab, exposed and corrected silkscreens for printing, created sample swatch books, dyed silk, and many other studio tasks. This has been such a treat, and has greatly enhanced my knowledge of the FWM as a creative institution.

Throughout the semester I’ve been supplementing my onsite work with academic readings on museum practices and theory. I’ve been primarily focused on Glenn Adamson’s Thinking Through Craft, John Falk’s Identity and The Museum Visitor Experience, and Nina Simon’s blog the Museum 2.0. These readings have provoked new lines of thinking related to the operation of contemporary museums. I’ve maintained a journal documenting my reactions to these texts, as well as the events of my work onsite at the FWM. I’ve discussed these readings and my work with my faculty advisor, professor of visual studies, John Muse, throughout the semester. His insight has been so helpful to my understanding of exhibition and museum practices. I am thrilled to have worked alongside both him and my field site supervisor Christina Roberts

Sophie Greer, BMC ’23

Advocating for Neurodiversity

Semester: Fall 2022

Faculty Advisor: Adam Williamson

Field Site: Facilitate Joy!

Field Supervisor: Cady Stanton

Praxis Poster:

Sophie Greer_Poster_Final

 

Further Context:

My Praxis course this past fall involved a remote internship at Facilitate Joy! (Reno, NV). Facilitate Joy! advocates for neurodivergent (ND)* people and provides a space for ND people to connect and build community. Facilitate Joy! also provides autism and ADHD coaching.

My responsibilities included researching ND conditions and related traits, raising awareness about neurodiversity by educating the public, and collecting resources for ND people and those who love them. To raise awareness, I developed many presentations about various aspects of the
neurodivergent experience, including alexithymia** and interoceptive dysfunction***.  I also developed and gave a presentation on “Less Well-Known Neurodivergent Conditions”, covering face blindness (prosopagnosia), motion blindness (akinetopsia), dyscalculia (a math learning disability), synesthesia (overlapping senses), and aphantasia (“image-free thinking”).

Through this Praxis course, I improved some soft skills as well as learned about many disabilities and neurological symptoms and associated interventions. I learned how to communicate complex, nuanced medical topics to lay audiences in a way that is accessible and educational and
how to convey information to people in different ways (i.e., verbally, via text, videos, and graphics). I learned about the tips & tricks that some ND people use to manage their conditions & quirks, as well as about ND resources.

*Neurodiversity = the range of ways to think, act, learn, and communicate; a form of biological diversity; the diversity of brains and minds

*Neurodivergent (ND) = someone whose neurological functioning differs from what is considered “typical”. Different cultures and people have different definitions of the word “typical” so different people may be considered ND in different circumstances. ND people often have neurodevelopmental, learning, emotional, and cognitive disorders, such as autism, ADHD, anxiety, dyspraxia, Tourette’s, or dysgraphia.

**Alexithymia refers to the inability to recognize, name, and describe one’s emotions, and may involve trouble with others’ emotions too.

***Interoceptive dysfunction involves an altered sense of interoception, which is your ability to notice your body’s signals (e.g., your heartbeat, sense of pain, hunger) and respond appropriately. Interoception is not as well-known as the classic “5 senses”, but it is a sense all the same

Kate Southerland, BMC ’23

Equitable Development

Semester: Fall 2022

Faculty Advisor: Gary McDonogh

Field Site: Philadelphia Association of Community Development Corporations (PACDC)

Field Supervisor: Andy Toy

Praxis Poster:

Kate Southerland_Poster_Final

 

Further Context:

Hello! My name is Kate Southerland and my Praxis Study is named Equitable Development. Specifically for the Praxis Program, I had to create a Learning Plan that incorporated written reflections, readings, and meetings with my faculty advisor (Gary McDonogh) as well as my fieldwork component. While developing my learning plan, I listed out three main goals for myself that would benefit me in my future career: understand particular policies regarding equitable planning/development, enhance my communication skills, and improve my digital competencies.

Before I started my fieldwork, I completed some preliminary readings (ranging from academic research to New Yorker online posts) that helped me prepare and see what to expect before starting my fieldwork. My field site is PACDC (Philadelphia Association of Community Development Corporations). Just to clarify, a CDC is a community-based nonprofit that aims to revitalize, preserve, and overall improve the area it serves; however, not all CDCs look and act the same.

During my fieldwork experience, I have participated in many programs and initiatives including research for the Equity Development Policy Platform, GIS tasks, and other digital/office tasks.  Fortunately, my position at PACDC gave me the opportunity to grow in these areas as well as expand upon other areas of knowledge. Surprisingly, the policy research I was doing at PACDC for the Equitable Development Policy Platform helped me with my thesis by encouraging me to read and better understand federal housing policies.

Overall, I am glad I participated in the Praxis Independent Study Program as I was able to challenge myself and apply my knowledge and skills in real world situations.

Before you go, I would like for you to ponder about one thing: What does it mean for a city, community, or neighborhood to be “equitable?”

Michelle Waksman, BMC ’24

Nonprofits in Local Politics

Semester: Fall 2022

Faculty Advisor: Marissa Golden

Field Site: League of Women Voters of Lower Merion and Narberth

Field Supervisor: Jamie Mogil

Praxis Poster:

Michelle Waksman_Poster_Final

Abby Krauss, BMC ’23

Nurturing Little Minds

Semester: Fall 2022

Faculty Advisor: Jim Martin

Field Site: EBS Children’s Institute of West Chester

Field Supervisor: Cristine Cappo

Praxis Poster:

Abby Krauss_Poster_Final

 

Further Context:

The experiences one has in childhood can profoundly impact the rest of their life. In my professional career, I want to help kids build the skills to process their life experiences, cope with different situations, and advocate for themselves. I am a senior Psychology major and a Child and Family Studies minor and I have always had a strong interest in clinical work with children, which I will be pursuing once I graduate from Bryn Mawr. My Praxis Independent Study has helped me to actualize the learning I have been doing throughout my undergraduate career and has helped me learn more about practicing psychotherapy with children through both my coursework and my field placement. For my Praxis Independent Study, I worked with Cristine Cappo, LPC, from the EBS Children’s Institute of West Chester, and James Martin, Professor Emeritus of Social Work and Social Research.

The EBS Children’s Institute of West Chester is a multidisciplinary clinic that provides psychotherapy, occupational therapy, speech therapy, feeding therapy, and physical therapy to children. They use an interdisciplinary approach, and many patients see therapists from multiple departments to best address and support their needs. I was an intern in the Child Psychology and Counseling Department, in which therapists use a family-centered and solution-oriented approach to support their patients. My responsibilities as a psychotherapy intern were to observe and participate in sessions with patients and parents under the supervision of Cristine Cappo, and help determine objectives and plan activities for sessions.

To get the most out of my experience at EBS, Professor Martin provided me with the support and resources to supplement the work I was doing at EBS. I became familiar with many informative sources that bolstered what I was learning through my experiences and was also able to benefit from Professor Martin’s extensive experience. To guide my learning, I had three learning objectives. My first learning objective was to learn more about the therapeutic process when working with children, such as the development of a relationship with the child in a clinical context and how to approach psychoeducational work with children. My second learning objective was to strengthen my overall understanding of the expression of psychological disorders in children, including an understanding of symptoms presented by children at this clinic. My final learning objective was to develop a greater understanding of the barriers to clinical care such as SES, the effect of stigma, and familial situations like divorce.

My experiences at EBS not only helped me to reach my learning objectives but also informed my future academic/career goals. I was able to establish a therapeutic relationship with children at the clinic, gain a greater understanding of the expression of psychological disorders in children, witness the complexities of providing psychological care in this setting, and gain a greater understanding of some of the barriers there can be to treatment. I am coming away from this experience knowing a great deal more about the field I am going into, and with even more excitement about my future academic and professional career.