Growing Together
Mentorship is a complex concept for me—not because I don't believe in it, but because it requires trust. Growing up in a household where I had to be my parent, my experience with mentorship is shaped by the necessity of self-reliance. Although I had support and am very thankful for it, I had to teach myself many of the lessons I know today. Consequently, perfectionism, expectations, and scarcity often influence my judgments about mentors due to past disappointments with people, whether in my personal life or observed in the media.
Several dynamics complicate mentorship, including but not limited to:
Adultism: In societies that equate age with wisdom, elders often hold the upper hand, creating uneven power differentials that underscore their dominance in relationships.
Risk: Truly understanding someone's potential requires taking risks. However, scarcity affects our willingness to take those risks. Organizations often claim to seek emerging talent but, in reality, look for pre-cultivated talent. Even obtaining a job with a degree, which adults insisted we pursue, is not guaranteed.
Despite having supporters in my life, identifying mentors can be challenging. I desire mentors who are permanent fixtures in my life. Growing up having to fend for myself has clouded my understanding that, like relationships, some mentors are only temporary. Life presents us with multiple mentors who help shape who we were, who we are, and who we want to be.
As I've leaned more into my humanity, allowing help and lowering said expectations, I've been able to accept support and give it back. With the support I've received, I am committed to giving back, aiming to create systems where everyone is both teacher and student.
A Special Place
The Residency program held a special place in my heart from my time at Creative Generation. I valued the experiences of learning, laughing, creating, and witnessing everyone’s growth, including my own. As this will be the first year I won't be conducting the program this summer, and to my knowledge, the program won't be operating, I wanted to create something that highlights the process, experiences, and residents involved.
When speaking with past residents, I introduced the idea of creating this reflective piece and solicited their updated biographies, feedback, and peer reviews on the text and graphics. The residents who contributed did so to support my leadership and to ensure this piece reflects our shared strengths and learnings. Importantly, this work does not aim to market or recommend the Creative Generation Residency to potential participants, neutralize experiences, or promote future work with Creative Generation. It acknowledges that some residents experienced trauma within the program. For myself, as one resident mentioned, this work serves as a form of closure and showcase of our collective resilience. To create a space that aligns more closely with our truths and reminds us of the dangers of high-control groups and leadership in the field of arts management.
It saddens me that the residency did not holistically meet the intended goal I wanted, creating a space of justice. I recognize that certain aspects, such as lack of attention, responsibility offloading, and exploitation of work ethics and kindness, contributed to a less-than-ideal environment
Please read this in its entirety, as it captures and shares the Residency journey.
Background
The Residency simply started as a task in the spring of 2021, to build a new mentorship program, but quickly became a source of motivation, community, and practice. Raised in a poor household, those moments where my dreams were supported remain precious reminders to give back today. Therefore, mentorship allows me to give support to those in need, particularly in achieving their dreams.
As we work together with the next generation, what futures can we co-create?
With the challenges of COVID-19 shaping our world, there was a recognition of the need for an adaptable approach to learning, one that would provide a space for those passionate about continuing their educational journeys.
From that recognition, I embarked on a landscape analysis of 36 arts, cultural, and creative education programs, seeking inspiration and best practices. What I found were programs that offered hands-on, interest-based activities, priming young professionals for leadership and growth. These initiatives were vital, especially as organizations sought to address their capacity-building needs by harnessing the energy and drive of emerging change-makers.
From reviewing publicly available information on example programs, four themes emerged:
Encouraging Engagement: Offering activities that match participants' passions while also providing skill-building opportunities and financial support.
Fostering Professional Growth: For youth and emerging leaders, integrating professional development, like on-the-job skill training, to enhance career and educational readiness was a key aspect of program design.
Aligning with Core Values: Designing program activities to reflect and highlight the values of organizations, such as prioritizing the selection of diverse cohorts and emphasizing commitments to justice.
Empowering Leadership through Projects: Enabling participants to lead meaningful projects throughout the program and/or create a culminating experience at the end of the program, for example, developing a self-designed creative capstone.
With insight, the PAID Virtual Summer Residency Program was launched in June 2021, with a mission to equip the next generation with the tools, training, and resources to reshape our intersectional sectors, challenge traditional internship structures, and welcome individuals from backgrounds traditionally underrepresented.
Components
The program was comprised of three components based on commitments to Establish Supportive Networks, Emphasize Human-Centered Approaches, and Enhance Procedural Documentation:
Professional Learning and Mentorship: Participants acquire skills applicable to arts and culture, education, youth development, and social and policy change, such as written communication, presentation, research, project management, and artistic practice.
Work Experience: Residents engage in real-world projects and contribute to organizational objectives.
Leadership Development: A guided capstone project empowers Residents to lead with clarity, cultivating a strong sense of community and personal identity.
It’s important to note that Resident feedback allowed for continual refinement year to year. For example, streamlining pre-program components and improving the capstone process
Overall, the Residency was intended to create a sense of community and allow residents to refine their identities and values with clarity. This journey wasn’t just about individual growth, it was about collective flourishing for the sake of progress.
Process
Building on the foundation established in the pilot year, the Residency continuously incorporated new learnings, refined practices, and leveraged past experiences, which evolved into the following five-phase process:
Planning: The application is updated to frame the program's timeline, hours, pay, and focus areas. Afterwhich, the application form includes sections for Contact Information, Historical Perspectives, Specific Documents (such as cover letters, resumes, and optional creative contributions), and Demographics. Additionally, the Residency Team strategizes to ensure a well-structured and effective program.
Outreach: The Residency is promoted through various channels including word-of-mouth, social media, and email, leveraging the collective and its collaborators to maximize outreach and attract a diverse pool of applicants.
Interviews: Before conducting interviews, candidates are identified and questions are formed. Applicants are reviewed using a Candidate Profile document, followed by an Application Debrief with the Residency Leadership Team to select interviewees. Subsequently, brainstorming sessions are held with the collective to refine interview questions, ensuring accountability to continuous improvement.
Program Implementation: For information, please refer to the following section.
Continuous Improvement: Residents collaborate with the collective to create Personal & Collective Development Plans, designed by Valerie HD Killebrew, aligning growth objectives with program deliverables and capstone projects. Midpoint Check-Ins and Exit Interviews are integral to the program, providing opportunities to reflect on progress, gather feedback, and celebrate successes. These processes ensure continuous learning and development, supporting both personal and community growth.
Implementation
By Year 3 (2023), the Residency Team was composed of the following:
Managing Director
Program Director
Program Manager
Supervisors
Residents
Individuals When Requested (i.e. Guest Speakers)
Throughout the three iterations, we engaged in the following programming activities
Orientation: Beginning with an Asynchronous Orientation Course, Residents have the chance to absorb organizational information at their own pace, allowing them to form questions and come prepared to start synchronously. In that initial week, Residents become fully integrated into the organization, receiving further guidance and explanations on Capstone process and Personal and Collective Development plans, and assistance in solidifying their Job Descriptions and Scopes
Weekly Project Management Meetings: Synchronous team meetings to share progress on various organizational and collaborative projects
Weekly Residency Team Meetings: Residency Lead(s) and Residents meet to discuss progress, interact with peers, and explore personal development and creativity
Supervisor Meetings: Residency Supervisors and Residents meet to share progress, receive guidance, check in on Capstone development, and explore personal development and creativity
Guest Speaker Sessions: Guests provide experience and mentorship.
Team Learnings: Opportunities for the collective to share and learn from each other.
Strategy Meetings: On research, communications, and learning & leadership.
Social Hours: Opportunities to unwind and socialize with the collective
Midpoint Check-in: At the program’s halfway point, feedback is solicited and provided to assess the residency’s wellbeing, with modifications made as needed
Virtual Retreat: A break from daily routines where the Residency Team, Residents, and Collaborators unite (often in-person) to reflect, respond, and regenerate
Exit Interviews: Closing feedback on the residency experience is gathered
Capstone Project: The culminating deliverable, reflecting Residents’ interests, creativity, and experiences within the Residency
Residency Debrief: The Residency Team collectively reflected on the residency.
Meet the Residents
In this section, you will find information on the participating residents, including their positions, projects they have worked on, locations, biographies, and how to connect with them.
Year 1 Cohort
Vida Manalang (They/She)
Research & Community Knowledge Resident
Projects: Leadership Transition & Succession Planning in Arts & Cultural Education Programs, Arts Impact Stories, Creative Generation Journal
Location: Philadelphia, PA
They are a recent graduate from NYU with a Master's in Applied Psychology. After the Residency, they were the former Community Learning Associate at Creative Generation. Now, they work as a psychotherapist, focusing on the AAPI and LGBTQIA+ communities and their nuanced intersections. In addition to their psychotherapy practice, Vida is a consultant, dramaturg, and freelance artist in the Philly theatre scene. They recently completed and toured an immersive performance art piece for babies called the Philly Baby Jam. Vida's research on emotional regulation in theatrical creativity was presented at the Society for the Psychology of Aesthetics, Creativity, and the Arts (APA Division 10) Annual Research Conference. In their free time, Vida enjoys cooking delightful meals, birding at the park, playing Jim Croce on the guitar, and chasing down Mr. Softee trucks. Their inspiration words for the summer include rainbow sprinkles, blankets on the grass, strawberries, grandparents at the farmers market, green mangos, and sea glass. While they are not very active on social media, their communication channels are always open, and they would love to hear from you!
Contact Vida via Email.
Parker Nolan (He/They)
Communications & Operations Resident
Projects: Network Theory, Creative Generation Handbook, Retreat
Location: New York, NY
Parker (he/they) is a born-and-raised Vermonter now living in New York City. He is the Finance Associate at the Stage Directors and Choreographers Society (SDC), where he is responsible for compiling and analyzing accounting data, preparing financial reports, aiding management with budgeting and projections, and maintaining and overseeing efficient royalty processing and analysis protocols. At the Union, he also supports financial processes for the SDC Foundation and SDC Pension & Health Funds. Parker previously worked as Assistant Business Manager at Signature Theatre (Arlington, VA), Arts Admin Apprentice at Studio Theatre (Washington, DC), Assistant Scheduler for Senator Patrick Leahy (D-VT) on Capitol Hill, and Operations & Management Associate at Creative Generation. He holds an M.F.A. degree in Performing Arts Management from Brooklyn College ('24) and B.A. degrees in Communications and Theatre Arts from Eastern Michigan University (‘21). In the future, Parker aspires to manage a professional not-for-profit theatre and teach arts administration courses to strike a balance between his passions for the arts and education. He believes strongly in improving access and equity in the arts and uplifting arts workers of all backgrounds to foster the next generation of diverse leaders the industry needs. He hasn’t had much free time in the past two years while juggling full-time school and full-time work, but is excited to return to some free time very soon, perhaps spending time outside, hiking when he can escape the city, reading, seeing theatre, socializing, and exploring new shops, parks, and restaurants in the city.
Find Parker on Instagram, Linkedin, and X/Twitter.
Rachell Peña (She/Her)
Research & Documentation Resident
Projects: Anti-Gentrification Creative Learning Practices: Considerations from Indianapolis-Based Teaching Artists and Arts Educators, Arts Impact Stories, Creative Generation Journal
Location: Indianapolis, IN
Currently, she is a Program Analyst at the Center for Research on Inclusion and Social Policy (CRISP) at the IU Public Policy Institute. She is also the co-founder of Digitalina Studio, where she is engaged in creative marketing projects with local and community-based businesses. In her free time, Rachell enjoys reading and is a member of the Noname book club in Indianapolis. She spends her leisure hours writing poetry, spending time with friends, and hiking. Rachell is currently working on a personal audio-visual project that tells the story of her family, capturing their experiences and memories through a blend of audio recordings, photographs, and video clips. This project is especially meaningful to her as it delves into her family's history and heritage.
Find Rachell on Instagram and LinkedIn.
Year 2 Cohort
Emma Lamberti (She/Her)
Learning & Community Knowledge Resident
Projects: Arts Impact Stories, Arts Resources for Social Justice Arts Education
Location: Bloomington, IN
Emma is earning her Master's in Music Education from Jacobs School of Music at Indiana University at Bloomington starting in August 2024. She will be an associate instructor, working with undergraduate students and the music education faculty at Jacobs. Her master's work will be an extension of her undergraduate work focusing on creating more equitable access to all students, but specifically students with disabilities. Upon graduating from Bucknell University in May 2024, she was awarded The Barbara Watson Grever Prize for her dedication to music and outstanding musicianship. Outside of practicing music, Emma typically spends her time outside hiking and kayaking. This summer she is helping to develop programs at Camp Trexler, along with trail maintenance and offering swim lessons!
Find Emma on Instagram and LinkedIn.
Audrey Maxner (She/Her)
Research Analysis & Documentation Resident
Projects: Recognizing My Wholeness Through Art-Making, Responsive & Community Engaged Forecasting, Community Hubs for Artistic, Cultural, & Creative Learning
Location: Baltimore, MD
Currently, she is the Advertising Manager in the Marketing/Communications department at The Peabody Institute of The Johns Hopkins University. They earned their Masters in Arts Management in December 2023 at American University. Amidst many life changes, Audrey got married to their partner in September 2023, moved into their own apartment in December 2023, and adopted a Lhasapoo named Jenna in January 2024, who they are training as a service dog.
Find Audrey on Facebook, Instagram, and TikTok, or contact them via Email.
E. “Mazal” Mones (They/Them)
Learning & Community Engagement Resident
Projects: Culture Keeping Through the Arts, School for ABC Leaders, Pathways to Leadership Resource Center
Location: Philadelphia, PA
As an emerging educator and artist, they are beginning their first year in elementary education with a focus on 1st grade literacy intervention and support teaching at Thomas Elementary in South Philadelphia, a school known for justice. In 2023, they were honored with the Emerging Artist Award at Yiddish New York, recognizing their contributions to the arts. In 2024, they received the Excellence in Biblical Hebrew Award and graduated Summa Cum Laude from Arizona State University. Outside the classroom, they enjoy connecting with the lefty queer Jewish community in Philadelphia and actively seek out performance opportunities, having previously felt isolated from such communities in Phoenix. Their dedication to education, equity, and the arts continues to shape their career path.
Find Mazal on Facebook and Instagram
Maddie Pivonka (She/Her)
Communications & Engagement Resident
Projects: Arts Practices to Improve our Daily Wellbeing, Campaign for a Creative Generation
Location: New York, NY
After their time in the Residency program, Maddie stayed on with Creative Generation as an Associate in Communications and Engagement, which was a great way for her to hone computer and literacy skills while immersing themselves further in the arts community. After graduating and concluding their time with Creative Generation, she traveled to Europe, South America, and the Caribbean as a performer with Norwegian Cruise Lines on the Regent Seven Seas Splendor. She had the best time cruising and hopes to do another contract in the future. Coming straight to New York from Aruba, she currently residing there until the end of August. Enjoying life in the city while auditioning and pursuing a dance career.
Find Maddie on Facebook, Instagram, and LinkedIn.
Year 3 Cohort
Destiny King (She/Her)
Resident*
Projects: The Black Music Teacher: A Reflection on Values-Forward Approaches to Overcoming Systemic Barriers, Responsive Review of Practice: Nationwide Perspectives on Virtual Learning, Digital, and Technology Integration in Arts Learning, Social Justice Arts Education, Creativity Code
Location: Washington, D.C.
Currently, she is working as the Marketing & Communications Administrative Assistant at Arena Stage after 10 months of being the Allen Lee Hughes Marketing & Media Fellow. Besides working, she loves spending her free time exploring D.C. and running in Rock Creek Park.
Find Destiny on Instagram or LinkedIn.
*In Year 3 (2023), the Residency dropped specific positions to support multipotentialite pathways
Danny Maggs (They/Them)
Resident*
Projects: The Starving Artist, Transparency In Community-Based Arts Organizations, So, What Do You Do? Multihyphenate Identities in Arts, Cultural, and Creative Education
Location: Seattle, WA
They are at a crossroads with arts administration, working two jobs, seven days a week. Over the past year, they have realized a passion for music therapy. Danny is currently deciding, with the guidance of their advisor at Northeastern, whether to complete their arts administration MS before pursuing a music therapy equivalency and master's in 2025. Despite a demanding schedule, Danny continues to sing in choirs both professionally and as a hobby. In their limited free time, they enjoy hiking, walking, and composing their own music.
Find Danny on LinkedIn.
*In Year 3 (2023), the Residency dropped specific positions to support multipotentialite pathways
Reflection
Receiving feedback is a privilege because it signifies vulnerability and a willingness to invest in one's growth. Similar to the ideas of cyclical mentorship, individuals from different experiences learn from each other. We learned just as much from the Residents as they learned from us. This mindset of mutual growth and learning was core to the program, demonstrated by the practice of continuous improvement as the program conducted Midpoint Check-ins, Exit Interviews, and Residency Debriefs.
Learning Together:
The Heart of the Experience
Residents reported a strong sense of support as a foundational element of their experience. Team learning sessions and open dialogues were bright spots, providing continuous learning opportunities beyond traditional education. Educational insights from team learning sessions and guest lectures were integral, insightful, and humanizing, though residents suggested avoiding overly lecture-oriented formats.
Navigating Challenges:
Striving for Excellence
Balancing workloads and managing time were recurring challenges. Residents expressed a need for clearer project agendas and timelines, as well as more targeted project opportunities and prioritization of the capstone. However, the program's flexibility allowed residents to navigate challenges and embrace opportunities, often exceeding their initial expectations, which contributed to a more positive and enriching experience.
Culture of Compassion:
Unveiling the Humanity
Residents described the culture as "supportive," "compassionate," and "open to dialogue," appreciating the emphasis on humane approaches to work and mental health initiatives. Regular residency meetings fostered a sense of community and empathy, especially important in remote settings. These check-ins provided a safe space for honest discussions, personal sharing, and support, significantly contributing to participants' confidence and communication. In-person retreats also strengthened bonds among residents.
Leadership:
Guiding the Way
Residents appreciated the leadership's supportiveness and openness. However, as previously mentioned, they suggested clearer guidance and addressing project execution. Suggestions included clearer communication, more structure, and maintaining said supportive environments.
Considerations
As a recovering perfectionist and the founder of the program, I’ve struggled—and still do—with the reality that perfection is unattainable, especially when so much is beyond one's control. Valerie HD Killebrew’s encouragement to FAIL (First, Attempt, In, Learning) has been a powerful reminder of the beauty of iteration. Seeking feedback is crucial for growth, as stagnation hinders progress. Through my experiences, I’ve learned that creating successful mentorship programs requires meticulous planning and continuous iteration.
Here are some key lessons, along with the other insights shared in this reflection, to guide designing, supporting, and enhancing mentorship initiatives.
Planning for Incentives
Every program needs a solid foundation to stand the test of time. Start by securing financial backing and community support. Think of it as planting a garden: good soil (financial resources), a sunny spot (community support), and regular care (management resources). Effective resource management is crucial for meeting objectives. Therefore, prioritize activities that align with goals to make the most of available resources.
Clear Communication
Entering a new role without clear expectations can be frustrating. That's why setting expectations from day one is crucial. Open communication, such as clearly defining the program’s goals and objectives, and providing consistent feedback through regular check-ins are essential for guiding participants effectively. This clarity not only prevents confusion but also enhances the program's visibility and success. When everyone understands the mission, collaboration becomes more effective. Therefore, establishing transparent channels among the program’s team creates a safe and productive environment as clear comprehension of roles and expectations minimizes misunderstandings and ensures alignment across the team.
Values Alignment
When selecting participants, remember that while skills can be taught, values are ingrained. Use the application process to identify individuals who resonate with organizational values and vision. This alignment cultivates a unified and motivated group committed to shared objectives. Whether focusing on guiding younger individuals or addressing mid-career professional development gaps, customize the program to effectively meet specific needs and contribute to organizational goals with available resources. For example, the organization can identify ideal candidates who can fill gaps within its structure, or provide pathways for male-identifying participants in Arts and Culture that promote inclusivity without reinforcing patriarchal norms.
Opportunities to
Show Growth
Consider how to onboard young professionals effectively. Whether they’re joining an existing project or leading a new initiative, provide them with the guidance and resources they need. It's not just about giving them the keys to the car and showing them how to drive, but also ensuring they understand the road map. Even when values align, they may face challenges in understanding the organization and their role within it. Clear communication about the organization’s mission, structure, and their place in it is crucial to help them feel integrated and confident from the start.
Ongoing Skill Development
Workshops and training sessions aren’t just for onboarding; they should be part of the entire experience. By offering regular learning opportunities, participants remain engaged and informed about industry trends. For example, professional development in the pilot year included skills presentations focused on current needs in arts, education, and social change, providing residents with tools and knowledge. These sessions enhanced communication, project management, and resilience among team members. Therefore, consistency was maintained through ongoing interactions and engagements for participants.
Adaptive Evolution
In today’s world, flexibility is key. Adopting a malleable work environment enhances program accessibility for diverse participants. Stay adaptable and ready to adjust to changing needs. However, flexibility can be a double-edged sword. While it can relieve stress, it can also lead to uncertainty. Find a balance that provides structure without stifling creativity. Remember, every program undergoes evolution over time. Regularly assessing efficacy and readiness to adjust are vital for sustained improvement. This iterative process ensures programs remain responsive and effective year after year. For example, evaluating the program’s long-term impact on participants’ careers and personal growth, and integrating ongoing reflection sessions throughout the program—not solely at its conclusion—provides invaluable insights to continually refine approaches.
Mentorship and
Peer Support
Peer-to-peer learning and alumni engagement can enrich the residency experience. Therefore, establishing a robust network where past and present participants can share insights and support one another, fostering a community that serves as a source of strength and inspiration. Additionally, encouraging more collaboration among residents across different projects to enhance learning and promote a holistic understanding of the organization. For example, implementing team capstone projects like the Heinz College Systems Projects could allow residents to collaborate closely, fostering deeper learning and program integration.
Equity and Inclusion
Inclusion should be at the heart. Therefore, ensure equitable access to opportunities and support for all participants. Therefore, for example, integrating comprehensive training on diversity, equity, inclusion, and accessibility within the program fosters justice-oriented environments both within and beyond the organization. To further this commitment, consider supporting groups historically underrepresented such as LGBTQIA+ individuals, people with disabilities, and people of the global majority. Addressing these needs proactively enhances the program's impact and promotes a more inclusive community.
Recognition
Recognize and celebrate participants' achievements regularly. This boosts morale and motivation, fostering a positive atmosphere of appreciation. Acknowledging milestones and accomplishments validates efforts and has the power to inspire others to strive for success. Additionally, personalized recognition of contributions can strengthen bonds, reinforcing a sense of belonging and commitment.
Power Dynamics
Whether younger leaders are guiding older participants or vice versa, an environment must be fostered where respect and open communication are emphasized. Acknowledging and balancing power dynamics ensures a brave atmosphere where everyone feels valued and empowered to contribute effectively.
Alignment with
Organizational Projects
Aligning residency projects with organizational goals provides participants with a clear sense of purpose and enhances their ability to contribute meaningfully to ongoing initiatives. By adopting a project-driven approach that includes collaborative selection and alignment with participants' interests, organizations can ensure greater engagement and project investment. This mutual interest fosters a sense of ownership and responsibility, encouraging participants to innovate and collaborate effectively within the broader organizational framework. Clear communication about project goals and expectations from the outset further supports participants in understanding their roles and the significance of their contributions.
Paired Mentorship
Pairing emerging professionals with seasoned mentors creates dynamic learning environments. These arrangements allow for the exchange of fresh ideas and valuable experience. For example, an established alumni network not only keeps past participants connected and engaged, they can also offer ongoing support and shared experiences to residents and program evolution.
Engagement and
Community Involvement
Engaging participants in active, hands-on projects is crucial for fostering their development. For example, consider a public engagement project, where participants collectively work on community outreach. This project could serve as a capstone, directly involving and benefiting local communities. Such initiatives not only amplify the program's impact but also deepen participants' connection to organizational values and community priorities. Additionally, encouraging creative thinking challenges participants to apply their learning in innovative and meaningful ways, enhancing their experience/contribution.
Models of Mentorship
Consider offering long-term fellowships either as a standalone option, in addition to short-term engagements, or as strategic extensions of the program for candidates. These can provide sustained support and ongoing professional development, capable of turning short-term achievements into long-term growth. Reflecting on past applicants raises the question of whether organizations should prioritize offering fellowships and hirings directly to promising candidates rather than relying solely on short-term mentorship. This approach entails selecting individuals who exhibit the potential to evolve into integral members of the organization over time. Such strategic decisions align with long-term goals, nurturing a deeper commitment to their professional development journey.
Program Enhancement
Regularly assess and enhance program elements to keep the program fresh and relevant. For example:
Evaluate and modify guest speaker processes to explore options for fair compensation with timely payments.
Consider increasing participant pay to align with industry standards; for example, entry-level positions elsewhere, such as at McDonald's, can start at higher rates than some Arts and Culture programs.
Explore the concept of a hybrid model to enhance accessibility and flexibility for participants.
Build a bank of capstone project ideas, with opportunities for potential participants to propose their own, fostering creativity and aligning with organizational goals.
In a digital landscape, strengthen technical support to address potential connectivity issues. This could involve providing additional training or resources on the effective use of remote collaboration tools, ensuring a successful remote working experience. For example, incorporating a dedicated section in the onboarding process that covers the use of online systems and tools.
What focus areas should be offered? Should focus areas be removed and program participants nurtured as “generalists”?
Leadership and Supervision
Defining clear roles for supervisors and establishing comprehensive onboarding processes for both participants and supervisors are essential for ensuring clarity and effective leadership. All team members should understand their roles and responsibilities from the outset. Additionally, assess organizational interest in various program activities to help tailor participation and engagement strategies, ensuring that roles are aligned with individual preferences and organizational needs. This assessment can address potential bottlenecks by optimizing workflow and resource allocation. And lastly, acknowledging the unique aspects of each iteration as crucial for refining leadership structure over time. For example, in 2023, the residency leadership evolved to include a more robust team, reflecting ongoing efforts to enhance leadership dynamics and meet evolving program needs.
Closing One Chapter, Opening Another
The Residency has been a journey of collective growth and transformation rooted in intersectionality. It was a fulfillment of a dream to work with such a diverse group of young people, a sense of diversity that I missed in my own higher education. Here, mentorship hinged on a reciprocal nature, where everyone involved served as both mentor and mentee, underscoring the importance of systems that embrace constant growth.
Residents brought perspectives that influenced and empowered their own lives and others. In 2021, Rachell advocated for place-based actions, Vida explored the intersection of psychology and the arts, and Parker delved into alternative systems. In 2022, Audrey championed disability justice, Mazal sought non-binary representation, Emma explored curriculum depth, and Maddie highlighted mental health. In 2023, Destiny amplified the voices of Black educators, and Danny challenged preconceived notions of artists.
These enriched the program, even amidst challenges such as a global pandemic.
By fostering interdisciplinary collaboration, artistic exploration, and personal development, the program influenced the arts landscape, catalyzed careers in arts administration, and promoted social impact through justice-oriented approaches and inclusive practices.
Residents emerged as empowered professionals, equipped to initiate positive change within their spheres. Their projects often addressed social issues, contributing to broader conversations on justice, equity, and societal change. As alumni, they form an interconnected network of creative leaders.
I look forward to where the Residents' learnings will take them. By remaining open to feedback and embracing challenges as opportunities for growth, I understand that every program is a dynamic and evolving entity.
