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Miles Colescott, HC ’25

Architecture in the Real World

Semester: Spring 2025

Faculty Advisor: Jeff Cohen

Field Site: AOS Architects

Field Supervisor:  Sam Olshin

Praxis Poster: 

PIS_Miles Colescott Revised Praxis Poster

 

Further Context:

After taking the first semester of the architecture studio course that is offered by the Growth and Structure of Cities major, City 226, in the fall of my junior year, I knew architecture was what I wanted to do as a career. From then on, it became all about trying to find as much time in an architecture studio as I could. Over the winter, I applied for jobs at home in Missoula, Montana, going from office to office and pitching myself to them and why they should hire me. Ultimately, these pitches were mostly misses, but one firm seemed promising, especially after talking in depth about going to school in Pennsylvania with the receptionist, who had gone to Villanova. What ultimately seemed like a far off, unlikely outcome was seeming more promising, and after two interviews, I thought I had it. But as the months passed, and contact became less frequent, so I started to look for other options. This search ultimately led to an internship with Daniela Voith, and VMA in Philadelphia for the summer. This opened the doors for me and showed me what it was like to work in an architecture office, and ever since, I have been trying to get more time in an office, working on real world projects besides the other architects. This desire led to me discovering the Praxis program, and ultimately landing a Praxis independent study with Sam Olshin, one of the other architecture study professors, at AOS Architects.

I was able to work on a few different projects while at AOS. The first main project was for St. Marks Episcopal Church, in Jacksonville, Florida. Unlike many church communities in the United States, the congregation at St. Marks is expanding. With this growth, the existing facilities have become strained, and the worship service the church is able to provide is less effective. While AOS did a comprehensive master plan for the congregation over a decade ago, due to circumstances at the time, the church couldn’t go ahead with the plan and start construction. This time around, however, the have secured funding and will be able to start construction once we finish the design documentation. I attended zoom meetings with members of the clergy and congregation, and documented their needs that the new building must address. From there, I helped to develop these needs into a detailed program list, with quantities, square footages, and associated adjacencies for each room. This was a lot of fun, and allowed me and the other architects on the project to focus on creating multiple schemes that allowed for different things to take center focus in each one. Lastly, I helped create the floorplans for the decided upon scheme and layout each section of the building, starting by hand before moving into Revit to create a more polished set that was shared with the church. This was a challenging, but very rewarding process, to iterate on these designs and see them come to life. At the end of my time with AOS, we had created a set of finalized floor plans and were polishing up some exterior and interior perspectives that would be shown to the congregation, so they could get a better sense of what the building would look like and the materials we were going to use.

This wasn’t the only project that I got to work on, however. I spent a few weeks diving into the work of Percival Goodman, one of the most prolific designers of synagogues in the United States. For this project, I was specifically looking for synagogues that he designed, which had been recently renovated and rethought, due to falling congregation numbers. I was hoping to find precedent to aid AOS in rethinking a Goodman designed synagogue in Springfield, Massachusetts as they facing this same challenge. Ultimately, this research led me to the shocking conclusion that despite the prevalence of this problem, most congregations would rather sell their existing, frequently historic building, and build something new instead of reconfiguring their existing space. Despite this outcome, the research gave me a much deeper understanding of synagogue architecture and what it means to create a religious space that is appropriate for the congregation that it serves.

As a result of this internship, I gained a lot. First and foremost, I became more familiar with the design programs that are standard in architecture firms today. This includes design drafting software like Sketchup, AutoCAD, and Revit, and rendering programs like Enscape. Next, I gained insights into the many different stakeholders in each project, and some skills and strategies for juggling their competing interests and objectives, to ultimately create a project that all parties are happy and excited about. Lastly, I improved my spatial thinking skills by applying them to design challenges, with real world constraints. This is something that I can refine with practice, and getting to work on projects like St. Marks is the best way for me to improve. Overall, I am incredibly grateful for Sam and the rest of the team at AOS for bringing me on for this spring semester, and I wouldn’t change it for the world. Thanks, guys! 🙂

Emily Chau, BMC ’26

Autism, Language, and Construction of Gender

Semester: Spring 2025

Faculty Advisor: Dustin Albert

Field Site: Children’s Hospital of Philadelphia (CHOP)’s Center for Autism Research (CAR)

Field Supervisor: Meg Lyons

Praxis Poster: 

PIS_Emily_Chau_PraxisPoster

 

Further Context: 

In my opinion, the creation of this independent study course was a little unorthodox. Last summer, I did a social work-related internship to explore a social work career path with the help of the Career and Civic Engagement Center’s Beyond Bryn Mawr summer internship program. However, in the Fall 2024 semester I took multiple classes that made me realize that, even though I intend to pursue social work, I deeply enjoyed learning about the behind-the-scenes research work, learning about data science, and exploring different study designs. I wanted to contribute my personal experience of having a sibling with autism, with my research interests in gender diversity, and the data science skills I learned in class into a summer internship. I saw that another student who was part of the Beyond Bryn Mawr program worked at CAR over the summer. Because I am from the area and knew about CHOP’s autism resources through my sibling, I was thrilled to apply. Based on my experience with my last internship, I wanted a more in-depth and longer internship to make deeper connections academically and socially, so I expanded my internship from just a summer internship to a spring and summer internship, leading me to create a Praxis Independent Study course. This way, I could be supported by my internship supervisor as well as a faculty member from the college when exploring my research and career interests.

During this internship, I transcribed audio samples for three studies. The first study examines similarities and differences between the way children and adolescents with autism speak and the way their peers without autism speak. The second study investigates behavioral sex differences in those with and without autism while tracking the gender development of those with gender diverse identities. The third study examines the impact of a social skills workshop intervention on adolescents with autism. Throughout the internship, I was able to observe in-person visits where I watched participants get interviewed, assessed for a potential autism diagnosis, and complete other research tasks. These observations were supported by informational materials and meetings with members of the lab. Furthermore, I worked on a literature review with my faculty advisor about the link between autism and gender diversity which helped contextualize and explain the practices and rationale employed at the lab.

One small aspect of this internship I enjoyed was learning the different quirks of the transcription software. For example, BMC is an acronym, but it must be transcribed as ~BMC since each letter is pronounced. However, an acronym like CHOP would be transcribed as @CHOP to denote that the acronym is pronounced like a word rather than separate letters. It was like learning a new language!

Overall, I am grateful to have worked at CAR during my spring semester, and I am excited about the new opportunities that will emerge when I return for the summer.  Given the current political climate and rhetoric around gender and disability, I am especially motivated to continue this work and serve this population both through this internship and through the other opportunities that this internship may open for me as I enter the Graduate School of Social Work and Social Research next semester.

Alessia Seijas Fuenmayor (BMC ‘28), Lourdes Sankar (BMC ‘27), Marielle Soluri (HC ’28), Lucía Román Harter (BMC ‘26)

Food and Community

Semester: Spring 2025

Praxis Course: SPAN 247: Gastropoetica Latinoamericana

Faculty Advisor: Juan Suarez Ontaneda

Field Site: Puentes de Salud, ACLAMO

Field Supervisor: Liv Raddatz

Praxis Poster: 

SPAN_Praxis Poster Presentation group 4 Revised

 

Further Context:

For our course this semester, we partnered with Puentes de Salud, a non-profit organization that provides health care and afterschool services for the Latinx community of South Philadelphia. We also worked with ACLAMO, another non-profit organization that offers bilingual resources to address the gaps in accessibility for Latinx youth. Over the semester we participated in two meetings with the students at Puentes and one with the members of ACLAMO.

During our first meeting with Puentes, we created activities and infographics for the students with the various products we had discussed during class. Items like potato, pineapple, beans, corn and coconut were discussed in a cultural, social and historical lens. We discussed how important these items were to our day-to-day life, their role within our Latinx heritage, as well as the way each crop made its way to the Americas. Each student received a zine that consisted of each ingredient and its foodway to the United States. Afterwards, we bonded with the students and decided on our next activity.

Our second meeting consisted of creating accessible recipes that connected us to our culture that the students could recreate at home. As half of our group was from Texas, we decided to make mangonadas, a popular Mexican drink made from mango chunks, mango extract, lime juice, ice, tajin and chamoy. We guided the students through the process and explained why this recipe was significant to us. Many of the students and organizers tried this drink for the first time which was really special for our group to create a sense of community surrounding a common food from our own cultures. Through this process we were able to connect with the students as we shared our favorite dishes and experiences in the kitchen.

Lastly, we met with ACLAMO, their students joined us on campus for a couple activities, a campus tour and dinner! The goal of this meeting was to allow the students to see themselves represented in higher education and show them a realistic view of college. We shared experiences about our dining hall and their cafeteria experiences. And discussed how we would like to see Latin American culture represented in these spaces. We built community with these students by connecting over common foods we loved from our own homes and hoping that dining halls and cafeterias would make more efforts to include all cultures.

It was a very meaningful experience to be able to connect with both the Latin American history we discussed during the class, and the diverse Hispanic population of the city of Philadelphia.

Hannah Cosgrove (BMC 25′), Rachel Dopico (BMC 26′), Ema Eig (BMC 25′), Isabel (Izzie) Hoffman (BMC 27′)

Community Building through Culinary Connection

Semester: Spring 2025

Praxis Course: SPAN 247: Gastropoetica Latinoamericana

Faculty Advisor: Juan Suárez Ontaneda

Field Site: Puentes de Salud

Field Supervisor: Liv Raddatz

Praxis Poster: 

SPAN_Group 2

 

Further Context:

As a part of our Praxis course, “Gastropoetics of Latin American Culture”, we had the opportunity to work with various partner organizations in Philadelphia to discuss how food traditions and foodways have shaped culture and discourse in Latin America. In class, we engaged with theory, manuscripts, short stories, cookbooks, and movies across a range of disciplines to begin to understand the complex ways that food has been recorded, categorized, and understood over time and space. Comparing indigenous narratives, colonial interactions, and shifting constructions of gender, we partook in field trips and community collaborations as an opportunity to put these concepts into practice.

For one of our partner collaborations, we visited Puentes de Salud, an organization in Philadelphia that offers medical, dental, and educational services to the local Latine and immigrant community. Part of this programming includes a group called Lanzando Líderes (Launching Leaders) that focuses on providing high-school aged kids with mentoring and workshops that encourage leadership skills, academic support, and confidence. Topics generally discussed by the group include post-highschool planning, social-emotional skills, health, wellness, and social justice. Volunteers from local partners, like Bryn Mawr College, often come in to help lead sessions related to their area of expertise.

Our journey with Puentes de Salud consisted of three visits. The first visit was an informational session and the others involved workshops related to food pathways. In the first of these sessions, we gave presentations and led students through activities on different foods, such as potatoes, pineapples, cacao, beans, etc, essential to Latin American identity. Incorporating feedback from this session, we came prepared for our last visit with enough recipes to create a community meal. As we cooked, we led the ‘Launching Leaders’ group in discussions on the history of food origins in Latin America related to the specific recipes and dishes. In small groups we shared our personal connections to the created dish while cooking the meal together. At the end of each session, we were able to share our takeaways with our group while enjoying our delicious homemade meal!

Sarah Stephens (BMC ’25) Maya Carlino (BMC ‘26), Karen Angel Aguirre (BMC ‘26) Elise Cameron (BMC ‘27)

Crating Community through Cooking

Semester: Spring 2025

Praxis Course: SPAN 247: Gastropoetica Latinoamericana

Faculty Advisor: Juan Suárez Ontaneda

Field Site: Puentes de Salud, ACLAMO

Field Supervisor: Liv Raddatz

Praxis Poster: 

SPAN_Group 1 Poster- Elise, Maya, Karen, Sarah

 

Further Context:

Throughout the semester, our class has learned about the history and significance of food in Latinx communities. From corn, which is an indigenous crop central to Mesoamerican civilizations, to cacao, originally from southern Asia and spread through colonization. We’ve seen how food tells stories of migration, resistance, tradition, and memory. These crops are ingredients in many of today’s Latinx dishes. Just something as simple and essential like the corn tortilla.

As part of our learning, we visited Puentes de Salud, an organization that supports the Latinx immigrant community in Philadelphia. Our class through Praxis and this course created interactive projects to teach teenagers about staple crops like corn, yuca, plantains, quinoa, cacao, potatoes, beans, pineapple, coconut, and aji (chili pepper). We as a class designed fun group activities like drawing, games, and tasty snacks to introduce these ingredients and their cultural roots in a meaningful way.

After our first visit, during a group reflection with Puentes de Salud, we realized the kids were craving more than just activities; they wanted food so the next time, we delivered. Our class was divided into groups, where we each prepared a dish that highlighted one or more of the crops we studied. The food that we made included pico de gallo, guacamole, mangonadas, chocoflan, and tostadas de tinga. Our group picked tostadas de tinga which was a new and fun experience for us since it was our first time cooking together.

We followed a special recipe passed down from Karen’s mom who makes tostadas de tinga at least once every week. It’s a family favorite. We cooked everything in the ECC kitchen beforehand and brought it to Puentes de Salud, along with toppings that include lettuce, sour cream beans and queso cotija. One thing we learned while making it, is that if your tomato sauce comes out too acidic, a little sugar helps balance it out. Everyone was allowed to build their own tostadas. It was a creative and collaborative way to connect over food, allowing each child to make the meal their own. While we were reflecting at the end of this trip, one of the volunteers Lucia shared a memory that was really meaningful. She said that when she first reunited with her mother in the U.S., she saw a small window with the kitchen light on. Inside, her mother stood at the stove with the stove on and a pan of tinga chicken. She hadn’t had tinga since then. The tostadas de tinga brought that memory rushing back to her.

What started as a class praxis project became something deeper. It became a shared experience rooted in tradition, storytelling, and community. Recipes are more than instructions, they’re bridges between generations. They stay with us for life. Cooking and eating together at Puentes de Salud wasn’t just fun, it was healing as well. It was a reminder that food keeps us grounded in our own cultures and how food also opens doors to understanding others. Through tostadas de tinga, we honored Karen’s family recipe, celebrated the kids’ curiosity, and brought someone back to a memory of home. And that? That’s the real power of food.

Ruth Tilahun (BMC 26′), Kelli Eng (BMC 26′), Jenny Le (BMC 26′), Gioanna Zhao (BMC 26′), David Dai (HC 26′)

Automating Data Collection and Analysis for Solar Energy Initiatives

Semester: Spring 2025

Praxis Course: DSCI 310: Data in Action

Faculty Advisor: Jennifer Spohrer

Field Site: Philadelphia Solar Energy Association (PSEA)

Field Supervisor: Liz Robinson, Rob Celentano

Praxis Poster: 

DSCI_Jenny_Le_RevisedPraxisPoster

 

Further Context:

During our time in the Data in Action course, we gained the opportunity to explore a crucial question in terms of data and social impact: What does it take to use data responsibly in service of social good? Over the semester, we explored the legal, ethical, and historical dimensions of data use, while partnering directly with local non-profits to co-create a data project that reflected their values, needs, and mission. We learned to critically examine how data is produced and interpreted, and how thoughtful design and communication can make data more useful. Through hands-on work, we gained insight into both the power and the responsibility that comes with using data in the public sphere.

Our team partnered with the Philadelphia Solar Energy Association (PSEA), a non-profit that promotes solar energy adoption across Pennsylvania through advocacy, education, and community engagement. PSEA’s main challenge was related to data collection and visualization. Solar installation data was scattered across different platforms, inconsistently formatted, and difficult to update. This limited their ability to create timely, effective visual materials to inform the public and support clean energy initiatives. The goal with our project was to streamline the data collection and visualization process that was often compiled by one person. We developed a sustainable, code-based process to gather, clean, and visualize solar data from public sources like AEPS, SEIA, and PJM. Using Python, we created scripts that automated data extraction and analysis, providing a final deliverable of user-friendly, updatable plots delivered in a Jupyter Notebook format. Each team member contributed to the project in a unique way. One member focused on scraping and organizing the data, experimenting with different Python libraries to handle inconsistent formats and shifting web structures. Another led the visualization efforts, creating clear and interpretable charts like histograms, bar graphs, and bubble plots to illustrate trends in solar adoption. Other teammates documented the full workflow and assembled the project deliverables, ensuring our work would be easy for PSEA to maintain long-term. Throughout the semester, we met biweekly with PSEA staff to present our progress and adapt our approach based on their needs. By the end, we had a working system that helped streamline their outreach efforts and gave us a real sense of what it means to do data work that matters.

One experience that stood out during this project was the pivot in our final project deliverable format. In the beginning, our team members aimed to create a product that would require no work on the back-end from PSEA. This manifested in the use of an API that would run visualizations based on our Python scripts and deploy them to a separate website. In discussing with our supervisors, we decided that this format would ultimately not serve PSEA’s goals, so we pivoted to Jupyter Notebook. Initially, this felt like a setback because the scripts then required some efforts from PSEA to download external data sources. However, in troubleshooting this issue, we wrote documentation for the data import process. Our final deliverable decreases the overall workload for PSEA, if not being 100% hands-off, and this experience gave us deeper insight into how crucial it is to openly communicate with partners about technical limitations and updates.

This course and partnership with PSEA allows us to gain technical skills as well as tools for data analysis, collaboration, and project design. We learned how data can shine a light on possibilities for community advocacy, and we’ll take with us the ability to communicate our work clearly while handling data responsibly.

Cynthia Chen (BMC ‘25), Maika Kogawara (BMC ’27), Nayja Shah (BMC ‘27)

Centralizing Data Collection

Semester: Spring 2025

Praxis Course: DSCI 310: Data in Action

Faculty Advisor: Jennifer Spohrer

Field Site: Harriton House

Field Supervisor: Laura Carpenter

Praxis Poster: 

DSCI_Harriton House Praxis Poster_Revised

 

Further Context:

For this project, we collaborated with Harriton House, a historic house near the college that housed many influential figures, including Charles Thompson. The Harriton Association maintains it and was seeking access to funding so that it could retain its independent operations. To help Harriton House receive funding, we worked on centralizing their data collection systems, generating headcount forms, and creating guides for staff for easy maintenance.

We primarily used Excel forms, OneDrive, and Excel sheets as our tools for data collection and storage. To gather information from roamers, we created an Excel form with a QR code containing questions about demographics and group sizes. The QR code provides a convenient and accessible way to collect headcounts digitally, requiring only a few taps on a phone.

One major issue Harriton House faced was finding an efficient way to house their volunteer check-in and check-out system. Prior to this project, the Harriton staff had been using paper copies to track volunteer hours, which was not ideal for students in the nearby area to demonstrate their volunteer participation for credits and fund proposals.

We decided to explore Microsoft Excel as the macros function was perfect for our goal of creating an easy, simple, and quick method for volunteers to track their hours. Microsoft Excel is also free on the App Store for volunteers to download and check in and out from their devices. Through trial and error and adapting from codes we found on YouTube channels such as Barb Henderson, we were able to generate a fully automated Excel sheet that can track what time volunteers clocked in and out, and the total hours they worked throughout the week. We implemented volunteer ID numbers as a way for volunteers to clock in and out swiftly. These volunteer ID numbers are unique 4-digit numbers that Harriton staff can assign based on the volunteer’s birthdate. Our hopes for this Excel sheet is for it to relieve the workload off of Harriton staff and have quantitative data on hand for fund proposals. But this spreadsheet only works for regular volunteers. For event-specific volunteers, we created another Excel form for volunteer logins during specific events. Volunteers must record their start and end times on this form.

This project helped cultivate community connections with the Harriton staff, taught the importance of patience, and allowed for the practice of data governance. This praxis, Data in Action, focuses on a variety of topics, one of them being data governance. How do we ensure that the data is being stored safely, not being taken advantage of, and can be reproduced? To implement data governance, we worked to ensure that users consented to their data being used, the information was reproducible, and not identifiable. We informed the people filling out our headcounting survey about why we were asking for this information and asked for their permission to use their information for head counting. Then, in order to ensure reproducibility, we created guidelines, specifically for the volunteer check-in and check-out information. We created instructions on how to clean the dataset and conduct analyses for staff, as well as instructions for the volunteers who were going to fill out the form. The third aspect was fulfilled by creating four-digit ID numbers to identify data rather than using the personal information of people who filled out the forms, preventing re-identifiability.

This project aimed to help digitize the Harriton House’s data and to make it easier for them to fulfill data aggregation to receive funding. We are excited to see the staff use our materials and are hopeful that the Harriton Association will, in due course, receive funding for them to continue operating independently.

Zoe Beer (HC ‘26), Ferida Mohammed (BMC ‘26), Kripa Lamichhane (BMC ‘26)

Discovery Center: Bird Data

Semester: Spring 2025

Praxis Course: DSCI 310: Data in Action

Faculty Advisor: Jennifer Spohrer

Field Site: The Discovery Center

Field Supervisor: The Discovery Center

Praxis Poster: 

DSCI_PraxisPoster_KripaLamichhane_ZoeBeer_FeridaMohammed

 

Further Context:

This semester, our team collaborated with the Philadelphia Discovery Center to analyze their bird observation data. Situated in Philadelphia’s Fairmount Park, the Discovery Center emerged from a collaboration between the National Audubon Society and the Philadelphia Outward Bound School. A century-old abandoned reservoir was transformed into a unique wildlife sanctuary and vital stopover for over 100 bird species migrating along the Atlantic Flyway. Since opening in 2018, the Discovery Center provides a space for Philadelphians to discover themselves in nature, practice leadership, and work toward a greener city. Audubon Mid-Atlantic uses the Discovery Center as a facility for research and science-based conservation initiatives and educational programs throughout the Philadelphia region. The Center protects a unique habitat rarely found in a major urban area and provides programs that build community across Philadelphia. The Discovery Center fosters community engagement through bird-watching and environmental stewardship.

Our team’s objective was to support the Audubon Mid-Atlantic’s mission to conserve and restore Pennsylvania’s natural ecosystems, benefiting biological diversity. Early in our project, during our weekly check-in meetings with our field supervisor, Bria Wimberly, we identified two primary but underused data sources on birds that the Center pulled from. First, the Center had been manually archiving data on physical paper tally sheets using a checklist system where visitors could mark their bird observations. This complicated data storage and analysis. Second, the Center uses the eBird.com website which contains valuable digital data observations on birds seen at the East Park Reservoir location. However, the information is not clearly visualized and does not fully present the data in an understandable manner to individuals outside the birding community. Our team worked to address these challenges by developing more efficient data collection strategies and exploring new visualization techniques.

Considering both long term implications and time constraints, our team divided tasks, set realistic milestones, and defined tangible deliverables. Our initial projects started broader in scope and were then streamlined into smaller, targeted projects aligned with each member’s data analytical strengths. Throughout the semester, we maintained a larger purpose as we made our deliverables and met our goals: render bird data at the Discovery Center more accessible, understandable and engaging for the local community and visitors, enhancing their interactive experience with data and nature. 

When it came to data visualization for our bird observation project, we prioritized creating the simplest and clearest analytical representation possible. Initially, we experimented in RStudio and with Plotly Express instead of the more common Matplotlib and Pandas packages, as Plotly offered superior interactive mapping capabilities essential for geographic data. Our first approach displayed observation counts according to bird names and time period, which had notable advantages. Observers could identify how frequently specific birds were spotted without needing taxonomic knowledge. However, this method created problems: the resulting map was cluttered and difficult to interpret without hovering over data points. Additionally, the scale disparity between rare sightings (1 observation) and common birds (up to 3,000 observations) meant data points for uncommon birds virtually disappeared on the map. To address these issues, we pivoted to grouping birds according to The Discovery Center’s standardized taxonomic categories. This significantly improved readability while reducing visual clutter. We preserved detailed information by programming hover functionality that displays specific bird names and observation counts within each category when users interact with data points. Adding distinct color coding for different categories enhanced visual differentiation and intuitive understanding.

We then faced the challenge of making the visualization accessible to users with minimal coding experience. We implemented a dropdown feature that allows users to select any year they wish to visualize, making the interface more user-friendly and eliminating redundant code.

For distribution, we initially considered Google Colab but recognized limitations for non-technical users who would need to understand code execution. Instead, we created a website hosted on GitHub Pages, similar to an interactive visualization encountered in another data science class. This approach makes our visualization accessible without requiring coding knowledge. One current limitation is the complex interactive elements require a larger screen for optimal viewing, making mobile access challenging. However, we’re currently refining the code to make the website responsive, with plans to at least provide a static version for mobile users in the future.

We believe our work lays a foundation for future bird data visualization and analysis at the Discovery Center. While the current graphs rely on static, locally collected data, future iterations could integrate the eBird API to automate data collection and allow for periodic updates. Visualizations can also be refined to focus on specific species, offering more targeted insights that could help the Discovery Center create environments better suited to the needs of those birds. The Google Form we developed provides a starting point for a digital approach to recording and archiving monthly bird sightings, making long-term data management more efficient and opening the door for more dynamic visualizations. We hope the Discovery Center shares these visualizations with the public to gather feedback, which can guide future improvements and encourage greater community engagement with local bird populations.

Through this project, we developed new technical skills and deepened our understanding of data visualization and analysis. We strengthened our RStudio abilities by working with new packages and creating clear, insightful visualizations tailored to complex ecological data. We also learned to clean and filter large datasets using Python, and explored different types of visualizations using libraries like Matplotlib and Plotly Express—gaining insight into which tools and features (like hover effects and interactivity) work best for different types of data. Beyond the technical aspects, we learned the importance of flexibility, iterative testing, and thoughtful design choices when presenting data in a way that highlights key trends and supports meaningful interpretation.

Claire Ford, BMC ’25

Exploring Experiential Learning as Transformation

Semester: Spring 2025

Faculty Advisor: Alison Cook-Sather

Field Site: Tri-Co Philly Program

Field Supervisor: Calista Cleary

Praxis Poster: 

PIS_FINAL Ford, Claire - PIS Final Poster (24 x 36 in) (1)

 

Further Context:

Going into my second semester of senior year, I was excited to take up the opportunity to self-design a praxis independent study in which I could focus my learning on non-traditional educational contexts. I was inspired by a course I took last semester, Making Space for Learning in Higher Education, with Dr. Kelly Zuckerman, and the work we did to understand and practice education as a means for change. I was stuck on this idea of change, and the process of transformation that occurs throughout education. With this in mind, I went back to a place of transformation for myself, and reflected back on my time as a program student within the Tri-Co Philly Program in the Fall semester of 2022.

The Tri-Co Philly Program is an opportunity for students from Bryn Mawr, Haverford, and Swarthmore Colleges to participate in classes taken at the Friends Center in the heart of Philadelphia. Students take two courses within the program that center around the city of Philadelphia and participate in weekly field activities to become more familiar with the city. I truly enjoyed my experience within the program, and appreciated the different, more experience-based learning my classes took part in. This led me to a self-designed internship with the Tri-Co Philly Program that was my praxis independent study, “Exploring Experiential Education as Transformation.”

Due to the nature of my internship, I was able to take up a wide range of learning and assignments to fit exactly what I wanted to study. When separating these interests into two main categories, I, as highlighted in my poster above, worked to organize data reflecting the impact of the Philadelphia Engagement Grant for all three colleges, as well as explore the wide range of experiential learning that occurs within the Bi-Co.

The first part of my internship involved gathering data about the Philadelphia Engagement Grants, which are grants allocated by the Tri-Co Philly Program that Tri-Co faculty can apply to once a semester to “enrich the curricular content of an on-campus class by facilitating student experiences in the city” (Tri-Co Philly Program). The grants sponsor student excursions to the city such as interacting with a Philadelphia-based organization, taking a walking tour hosted by an alum, and going to see a play that speaks to themes within the class. The grants covered a wide range of student excursions but shared similar excitement and eagerness to connect students with the city of Philadelphia. My role involved the creation of both a spreadsheet to store all the information regarding the Philadelphia Engagement Grants, and various infographics to represent not only the numbers, but the more humane impact these grants have on both students and faculty alike. Thank you to Calista Cleary for the guidance, and for allowing me the opportunity to explore this source of knowledge through the creation of this internship.

In addition to this, with the guidance of Alison Cook-Sather, I explored the wide range of experiential learning both in and outside of the Bi-Co. My research took me to interview three professors within the institutions. I learned their different and unique conceptualizations of experiential learning, as well as their perception of student engagement and learning in experiential education. Thank you to Professor Borowiak, Professor Montes, and Professor Lillehaugen for taking the time to speak with me this semester. I utilized this research, along with numerous conversations, reflections, readings, and other sources to map out a continuum of experiential learning. My questions for consideration are those I actively engaged with throughout this process, what I want you as a reader to use as guidance when imagining education, as well as what I am asking myself as I move towards post-graduation. Thank you to Alison Cook-Sather for advising, challenging, and inspiring me throughout this process!

Deora Starobin, BMC 26′

Exhibition Labeling at Woodmere Art Museum

Semester: Spring 2025

Praxis Course: HART 420 Museum Studies Fieldwork

Faculty Advisor: Monique Scott and Sylvia Houghteling

Field Site: Woodmere Art Museum

Field Supervisor: Amy Gillette

Praxis Poster:

HART_DeoraStarobin_Revised

 

Further Context:

This semester I worked at the Woodmere Art Museum, located in Chestnut Hill, Philadelphia. This is a smaller scale institution that focuses on the artworks and artists of the greater Philadelphia region and their social ideas in the broader context of American art. They have a phenomenal collection of works inside their 19th-century building, as well as an array of outdoor sculpture installations. I had the incredible opportunity to work in the curatorial department under their Associate Curator, Amy Gillette.

In collaboration with two other interns from Bryn Mawr, I got to help Amy organize the artworks Woodmere was planning on exhibiting in their new building opening this fall, Maguire Hall. This project became something that I was able to work on in a hybrid format—Doing most work independently, while coming to Woodmere bi-weekly to check in on my progress and to get to know the museum a bit better. I started by sorting through a long document of all the works that would be displayed in the new building and figuring out which ones already have object labels and artist biographies. I was also responsible for cross-referencing the museum’s information with what is currently on their collections website. Many of these works already had labels and biographies online, though some had never been written about before. I found this part of the project to be repetitive and task-oriented, and thus it felt rewarding when the long document had finally been fully sorted through.

The next part of the project involved going through the pre-existing labels and biographies and creating revisions. Some of the artists are still living, so it was important to make sure their information was up to date. Some of the object labels were a bit short or lacked detail, so I did my best to create more nuanced formal descriptions and include some art historical analysis. I tried my hand at writing a couple artist biographies from my own research, which I found came much easier to me than the object labels. I also found supplemental readings for the labels, so readers could learn more about certain art movements or artists that were relevant to the piece.

Although this process was difficult at first, I really enjoyed doing this independent work. I feel as though my research and writing skills have improved substantially, and I think it will be neat to see what I worked on when I visit the new building in the fall. Additionally, I am so grateful to Amy, my supervisor, for introducing me to her colleagues and letting me sit in on various departmental meetings at the museum. I found this to be an incredibly fulfilling firsthand experience to the behind-the-scenes world of a local art museum.