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CRP Student Forum

CRP Student Forum. webspace.utexas.edu/tirpakma/CRPSF/CRPSFhome.htm. Purpose of the forum To offer students a semi-formal out-of-class space to present their ideas, reflect on their learning, and pose questions of their own work and of the program / greater community.

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CRP Student Forum

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  1. CRP Student Forum webspace.utexas.edu/tirpakma/CRPSF/CRPSFhome.htm

  2. Purpose of the forum • To offer students a semi-formal out-of-class space to present their ideas, reflect on their learning, and pose questions of their own work and of the program / greater community. • Structure of this specific forum session • speak for 20 minutes on the internship. • field some questions about the experience (5 minutes). • encourage audience to explore resources online to greater depth. • spend majority of the time on more general topics, but focused to UTSOA-CRP practice • record audio of presentation – to include as an mp3 to post to the web – power of the mic isn’t very good

  3. The Internship: Cheyenne Horizons www.cheyennehorizons.org - A self-created project / experience exploring the intersections of positive community and youth development (CYD).

  4. Pre-Work (how I got to Montana) • National 4-H Council: Innovation Center for Community & Youth Development www.theinnovationcenter.org • worked with the Northern Cheyenne on a CYD initiative • Served as an Americorps VISTA w/ Boys & Girls Club of the Northern Cheyenne Nation www.ncbgclub.org • established a tech. center and worked with youth entrepreneurship development. • helped coordinate the Woodcraft Folk Exchange www.woodcraft.org.uk/

  5. Pre-Work (pre-research / consulting) • Wind River Development Fund www.wrdf.org • Native Tourism Alliance Conference www.nativetourismalliance.org/index.htm • Global Explorers www.globalexplorers.org

  6. Pre-Work(course work & independent study) • Topics in International Sustainable Development - Youth in Planning Website Project webspace.utexas.edu/tirpakma/youthinplanning/planners.htm • Built Environment and Public Health • Street survey tools • Teaching in Taiwan www.sustainabletaiwan.com • SKYPE • DREAMWEAVER

  7. “WIth advances in science and technology giving us new ways to organize and perceive the world, it is increasingly clear that,in order to remain relevant and in step with the democratic desires of our nation, our "technical expert / master planner" functionmust be embedded in our greater role as community “catalysts, facilitators, communicators, team players,” and social practicioners. The American Institute of Certified Planners (AICP) Code of Ethics is clear about the need of our profession to focus to the long range consequences of our work, the interrelatedness of our decisions, and to fostering greater public participation - specifically among “disadvantaged groups and persons" in planning and decision-making. The need to for planners to work with youth as partnersin community development is essential to achieving these objectives. “ From webspace.utexas.edu/tirpakma/youthinplanning/usa.htm

  8. Reality-Check • “Participants” or kidnap victims? • Age appropriateness of travelers. • Duration of the program (5 weeks on the road). • Travel planning / shared ownership – who’s trip was this? • Relationship with participants • Hardships • Van break-downs • Family struggles / responsibilities at home • Lack of back-up supervisors / drivers / etc. • Focus on travel / keeping itinerary vs. other project goals • Too much in too little time?

  9. The Distance: Montana to Boston and back, via DC & NY Environmental costs off-set by contribution to www.nativeenergy.com

  10. What’s Next? • Summer 2006 Program? • Follow-up community trainings in Lame Deer? • Connecting in deeper ways with the UTSOAs other community-based work • AIHI: www.engr.psu.edu/greenbuild/index.asp • Design-Build Mexico: www.hogardelviento.com • East Austin Work / Casa Verde Builders: www.ail.org • Brazil Exchange? www.youthbuild.org/localevents_taos.html

  11. Dialogue • CRP Internships • Center for Sustainable Development • Student-directed learning, in general

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