Civic Action Assignment #1- My Social Capital Network
The above image is of my horseback riding instructor, Bobbie Lynn O'Hara. Bobbie is heavily involved in the Arizona equestrian community, especially in terms of the sport of dressage. Bobbie is an equine professional who is a member of several equestrian associations that concern themselves with the advancement of educational and competitive opportunities inside of equestrian sports in the United States. Examples of such organizations include the USEF (United States Equestrian Federation), the USDF (United States Dressage Federation), and the ADA (Arizona Dressage Association.)
Bobbie is civically engaged with these federations and associations by means of being a certified educator, and an active competitor. She advances and protects the interests of these organizations by upholding their standards and values in her training program and by striving to always become better prepared to execute her job by means of furthering her own education through studying with other professionals who are recognized by these organizations. Bobbie is also civically engaged in these organizations by training a group of individuals who support these organizations through competing, volunteering, and becoming recognized professionals in their own right (her students).
My relationship with Bobbie advances my social capital by allowing me access to education that allows me to be a better member of the equestrian community, and by allowing me participation in a program that exposes me to a very high concentration of other influential members of the Arizona equestrian community, including certified judges, high level competitors, and even board members in the ADA.
Bobbie is civically engaged with these federations and associations by means of being a certified educator, and an active competitor. She advances and protects the interests of these organizations by upholding their standards and values in her training program and by striving to always become better prepared to execute her job by means of furthering her own education through studying with other professionals who are recognized by these organizations. Bobbie is also civically engaged in these organizations by training a group of individuals who support these organizations through competing, volunteering, and becoming recognized professionals in their own right (her students).
My relationship with Bobbie advances my social capital by allowing me access to education that allows me to be a better member of the equestrian community, and by allowing me participation in a program that exposes me to a very high concentration of other influential members of the Arizona equestrian community, including certified judges, high level competitors, and even board members in the ADA.
The above image is of my boyfriend, Sam Stoffer. I chose to profile Sam for this assignment because he is heavily involved in the Arizona debate scene as both a competitor and coach, and therefor has a lot of social capital in the arena of competitive academics. Because of this, he has a lot of insight into the impact of education and what it means to be successful as a student.
As a high schooler, Sam was the captain of the Mountain View High School debate team. He was the Arizona high scorer in the Arizona Academic Decathlon Scholastic devision as a senior, and was also a part of the state champion team for Model United Nations. As a college student, Sam was a member of the Barrett Honors College at ASU and competed with both the ethics bowl debate team and the policy debate team.
Sam also coached the debate team at his former high school for several years and was integral in the debate training of many successful competitors. Sam improves my social capital by allowing me a connection to the world of high achieving high school and undergrad academics, and also provides me a close to home connection to someone who has been involved with public education at the high school level.
As a high schooler, Sam was the captain of the Mountain View High School debate team. He was the Arizona high scorer in the Arizona Academic Decathlon Scholastic devision as a senior, and was also a part of the state champion team for Model United Nations. As a college student, Sam was a member of the Barrett Honors College at ASU and competed with both the ethics bowl debate team and the policy debate team.
Sam also coached the debate team at his former high school for several years and was integral in the debate training of many successful competitors. Sam improves my social capital by allowing me a connection to the world of high achieving high school and undergrad academics, and also provides me a close to home connection to someone who has been involved with public education at the high school level.
Above is an image of my talent agent, Matt Englehart of FORD/Robert Black Agency (Scottsdale.) Matt is heavily involved in all media industries in Arizona- from commercials to film to PSAs and print ads and back. His role as a talent agent is to help casting directors find people to fill roles in various productions across of Arizona, and for this reason, Matt is very in the loop and aware of all things media that are happening in Arizona at any given time.
Matt is also very informed and involved when it comes to film-related legislation in Arizona, and like all of us, is very hopeful of changes in tax laws that will make Arizona a more production friendly place. The nature of the professional relationship I have with Matt in terms of representation/client improves my social capital by it's very design. The role of a talent agent is to allow represented individuals opportunities to widen their professional network. In my case this takes the form of auditions and having a place on a talent roster. Through the connections made through Matt, I have developed a very solid professional network of skilled individuals who share interests and concerns very similar to my own.
Matt is also very informed and involved when it comes to film-related legislation in Arizona, and like all of us, is very hopeful of changes in tax laws that will make Arizona a more production friendly place. The nature of the professional relationship I have with Matt in terms of representation/client improves my social capital by it's very design. The role of a talent agent is to allow represented individuals opportunities to widen their professional network. In my case this takes the form of auditions and having a place on a talent roster. Through the connections made through Matt, I have developed a very solid professional network of skilled individuals who share interests and concerns very similar to my own.
Civic Action Assignment #2- What Am I Passionate About?
Interest Statement: The issue that I am most concerned with as it relates to my community is that of the quality of public education in the state of Arizona. Every news article I have read in the past that relates to the ranking of school performance across the US usually puts Arizona somewhere in the 40's. This is especially concerning considering the relatively low standing of American public education when compared with the rest of the western world.
Interview: For this assignment, I have chosen to interview Sam Stoffer. I have chosen to interview Sam because he is an individual who achieved a very high level of success in the public school system as a student, and as a competitive academic. He has also been involved in public school over the years as an educator in the form of a debate team coach.
Q: How would you describe your experience as a high school student in the Arizona public school system?
A: It seems to me that in the Arizona public school system, unless you apply A LOT of effort into things like extracurricular activities and AP classes, you aren't going to get much out of it.
Q: What do you mean by "not get much out of it?"
A: I mean that 1- you aren't going to learn much, it's not going to change you as a person in how you think or look at the world. 2- you aren't going to gain much in the way of preparation for college, or even the ability to get into a good college as an "average" student.
Q: What experiences did you have as a student that cause you to think this?
A: I think the better way to put it is "What experiences did I have as a student that improved me as a person that had nothing to do with the experiences I subjected myself to outside of class?" When I look back at my high school education, the things that prepared me for life and college were debate, and academic decathlon, and the chess team. They weren't the curriculum or the "education" I received.
Q: As an educator, what is the most frustrating gap you see in your students academic skill set when they come to you?
A; To be honest, when we train debaters, we assume they have no real education when it comes to critical thinking, public speaking, and argumentation. The only skills we expect them to have gotten from their core experience in public education is the ability to read and write in a very rudimentary sense of both words.
Q: Do you think that is a reflection on the failings of the educational system or on how rigorous the demands of debate are?
A: I think it is important to recognize that the typical incoming debate student is a freshman in high school. They have only been exposed to middle and elementary school level curriculum before we get them.
Q: Do you think a public high school student uninvolved with academically oriented extracurriculars will be prepared for college and life by the core curriculum then?
A: I think it depends on the type of college they want to attend and what sort of life they want to have. They are certainly at a disadvantage to those that did participate in such activities. The biggest skill set is the challenge level and the work load required. I can imagine the standards and work required by college are quite surprising to kids without outside academic training.
Q: Do you think the public school system is failing the average, non AP, non straight A, non debate team student?
A: Yes I do. The typical high school student that does only the requirements of high school is woefully under prepared for both college and the workforce. At the very least they are very disadvantaged compared to more ambitious, high achieving students.
Q: Do you think an educational system that requires it's students to always reach for the top shelf of achievement in order to be prepared for life and higher education is problematic?
A: I think that it's the opposite problem right now actually. High schoolers are lulled into a false sense of security by the "minimum effort" bar being low. They show up at college or in the work force and a lot of people are more prepared and they've developed a whole set of skills when it comes to work ethic even that they don't have.
Q: What changes would you like to see made to the public school system in Arizona, both as a former student and an educator?
A: I think there needs to be SWEEPING changes into how education is approached fundamentally. We need to take the initiative that other countries have taken and emphasize things like public speaking, critical thinking, and critical writing at a much earlier stage. It's sad that I have to assume incoming high schoolers know nothing about how to write, think, and speak effectively. It shouldn't be like that.
Q: Do you feel you have been successful as an educator in bettering your students when it comes to these critical areas?
A: Absolutely. My students have been noticeably impacted by debate. A lot of my students have an innate competitiveness and intellectual talent that had gone and would have gone completely untapped by the school system. I think school would have been very frustrating for them without an outlet like debate.
Q: That's sad isn't it?
A: Very.
Reflections: From this interview with Sam I gained many valuable insights into the Arizona educational system from someone who has experienced it successfully both as a teacher and a student. It's sad to me that even someone who found success inside of this institution has so much disapointment to express regarding the matter. As someone who hopes to someday work for the public school system in Arizona, most likely as an educator, I am very deeply invested in the idea that these issues will be worked out. Education is so convoluted and odd in America because of the whole federal versus state issue which if I am going to be honest, I feel is a huge part of the issue and I always have. I think state government is the place to go in order to have educational issues addressed in Arizona, although I do strongly think the federalization of education would do a lot for public schools. It isn't fair that the quality of education you receive depends so heavily on in what state you live in, and where.
Interview: For this assignment, I have chosen to interview Sam Stoffer. I have chosen to interview Sam because he is an individual who achieved a very high level of success in the public school system as a student, and as a competitive academic. He has also been involved in public school over the years as an educator in the form of a debate team coach.
Q: How would you describe your experience as a high school student in the Arizona public school system?
A: It seems to me that in the Arizona public school system, unless you apply A LOT of effort into things like extracurricular activities and AP classes, you aren't going to get much out of it.
Q: What do you mean by "not get much out of it?"
A: I mean that 1- you aren't going to learn much, it's not going to change you as a person in how you think or look at the world. 2- you aren't going to gain much in the way of preparation for college, or even the ability to get into a good college as an "average" student.
Q: What experiences did you have as a student that cause you to think this?
A: I think the better way to put it is "What experiences did I have as a student that improved me as a person that had nothing to do with the experiences I subjected myself to outside of class?" When I look back at my high school education, the things that prepared me for life and college were debate, and academic decathlon, and the chess team. They weren't the curriculum or the "education" I received.
Q: As an educator, what is the most frustrating gap you see in your students academic skill set when they come to you?
A; To be honest, when we train debaters, we assume they have no real education when it comes to critical thinking, public speaking, and argumentation. The only skills we expect them to have gotten from their core experience in public education is the ability to read and write in a very rudimentary sense of both words.
Q: Do you think that is a reflection on the failings of the educational system or on how rigorous the demands of debate are?
A: I think it is important to recognize that the typical incoming debate student is a freshman in high school. They have only been exposed to middle and elementary school level curriculum before we get them.
Q: Do you think a public high school student uninvolved with academically oriented extracurriculars will be prepared for college and life by the core curriculum then?
A: I think it depends on the type of college they want to attend and what sort of life they want to have. They are certainly at a disadvantage to those that did participate in such activities. The biggest skill set is the challenge level and the work load required. I can imagine the standards and work required by college are quite surprising to kids without outside academic training.
Q: Do you think the public school system is failing the average, non AP, non straight A, non debate team student?
A: Yes I do. The typical high school student that does only the requirements of high school is woefully under prepared for both college and the workforce. At the very least they are very disadvantaged compared to more ambitious, high achieving students.
Q: Do you think an educational system that requires it's students to always reach for the top shelf of achievement in order to be prepared for life and higher education is problematic?
A: I think that it's the opposite problem right now actually. High schoolers are lulled into a false sense of security by the "minimum effort" bar being low. They show up at college or in the work force and a lot of people are more prepared and they've developed a whole set of skills when it comes to work ethic even that they don't have.
Q: What changes would you like to see made to the public school system in Arizona, both as a former student and an educator?
A: I think there needs to be SWEEPING changes into how education is approached fundamentally. We need to take the initiative that other countries have taken and emphasize things like public speaking, critical thinking, and critical writing at a much earlier stage. It's sad that I have to assume incoming high schoolers know nothing about how to write, think, and speak effectively. It shouldn't be like that.
Q: Do you feel you have been successful as an educator in bettering your students when it comes to these critical areas?
A: Absolutely. My students have been noticeably impacted by debate. A lot of my students have an innate competitiveness and intellectual talent that had gone and would have gone completely untapped by the school system. I think school would have been very frustrating for them without an outlet like debate.
Q: That's sad isn't it?
A: Very.
Reflections: From this interview with Sam I gained many valuable insights into the Arizona educational system from someone who has experienced it successfully both as a teacher and a student. It's sad to me that even someone who found success inside of this institution has so much disapointment to express regarding the matter. As someone who hopes to someday work for the public school system in Arizona, most likely as an educator, I am very deeply invested in the idea that these issues will be worked out. Education is so convoluted and odd in America because of the whole federal versus state issue which if I am going to be honest, I feel is a huge part of the issue and I always have. I think state government is the place to go in order to have educational issues addressed in Arizona, although I do strongly think the federalization of education would do a lot for public schools. It isn't fair that the quality of education you receive depends so heavily on in what state you live in, and where.
Civic Action Assignment #3- My Community and Social Capital
Above is an image of me and a few other cast mates on opening night from Brelby Theater Company's 2017 production of A Midsummer Night's Dream. Brelby is a not-for-profit theater in Glendale, Arizona that concerns itself with giving theater artists a place to hone their craft while also giving the surrounding community access to high quality live theater at an affordable cost. The reason that I think Brelby and other community theater's like it are relevant to the cause outlined in my previous post (improving the quality of education of Arizona students) because although Brelby is not associated with the public school system in any direct way, they put on productions that bring classic works to life, as well as giving new playwrights the chance to shine. Doing so exposes members of the community to thought provoking, interesting literature in an entertaining, accessible way- which is an excellent enrichment opportunity for all involved. This organization serves the greater Phoenix area, and their mission statement (as stated on their website) is "...to foster an environment for artists to imagine and grow freely, create quality intimate theatre, and inspire our community."
Contact Information-
Website: http://brelby.com/missionvision/
Phone: (623) 282-2781
Email: boxoffice@brelby.com
Contact Information-
Website: http://brelby.com/missionvision/
Phone: (623) 282-2781
Email: boxoffice@brelby.com
The above image is off the website for the Arizona non profit organization "Stand For Children." Their mission statement, as stated on their website, is to advocate and lobby for policies that protect students and ensure that all children have access to a high quality education that will prepare them for college and beyond. This organization operates on a multi state basis but does have an office in Arizona. This organization has a lot of social capital for an individual concerned with changing education for the better because they do direct work to change laws that hinder public education, and to enact laws that will help it.
Contact Information:
Website: http://stand.org/arizona/about/what-we-stand
Phone: (602)- 595-6944
Contact Information:
Website: http://stand.org/arizona/about/what-we-stand
Phone: (602)- 595-6944
The above image is taken from the website of the Arizona "Read Better, Be Better," program website. The mission of this organization is to address the third grade literacy crisis in Arizona by employing 8th grade volunteers in order to tutor third grade children on reading skills. This program has social capital as it pertains to my issue of concern in that it helps students develop the foundational skills necessary to be successful in school.
Contact Info:
Website: https://www.readbetterbebetter.org/
Email: info@readbetterbebetter.org
Phone: (602)-374-8695
Contact Info:
Website: https://www.readbetterbebetter.org/
Email: info@readbetterbebetter.org
Phone: (602)-374-8695
In Person Visit
For the in person visit portion of this assignment, I was not able to go to an actual organization that I listed above because I was out of state at a hospital to have testing done. Because of the nature of the testing and what the issues I was there for involved setting up skype meetings was not entirely feasible either. I was involved with one of the listed organizations, however, as a volunteer performer (Brelby Theater Company) and gained insights into their program from that experience. The production that I was involved with at Brelby Theater Company was their annual "free Shakespeare in the park" performance. The performance, funded by the city of Glendale, is intended to give individuals a chance to experience a performance of a classic play in a traditional, ampitheater type setting. How I got involved with this organization was frequenting a local audition notice board, where the company had posted information on the production. I emailed them and signed up for a slot, and then I showed up, read my monologues, and shortly thereafter got an invite to callbacks, after that, I received notice I was casted in the play. Most of the individuals that regularly work with the theater initially began as volunteering as a performer, and after several productions, some transition into directing, playwriting, or becoming involved in aspects of technical theater. A few individuals after several years of working with the theater on a volunteer basis eventually transition into being a company member, where in addition to responsibilities as performers they also fulfill administrative, instructional, and various other "picking up loose ends" roles.
Part 2
The organization I am most likely to become involved with is Brelby Theater Company. The reason I think this is because they address my issue of interest (improving access to quality education in Arizona) through something that I am very interested in/skilled in (theater). I worked with Brelby in the past and had an excellent experience, and would gladly do it again. Brelby serves the community in a dual fashion by providing opportunities for local artists to grow while they provide an opportunity for the public to experience theater. In a small arts community like Phoenix, I think both sides of the coin are invaluable. Organizations like Brelby improve the educational landscape of Arizona by providing an environment that fosters excitement and inspiration surrounding subject matter that can often be rendered dull and dry in a classroom.
The organization I am least likely to become involved with that I profiled is Stand For Children, because it is essentially a lobbyist group, and so the only way I could truly contribute to the cause would be to donate money, when I would much prefer to volunteer. Organizations such as Stand For Children are important to the cause of improving education in a very grand sense, in that their purpose is to address the forces that structure education fundamentally. However, as someone who doesn't have a huge amount of money to donate for the purpose of lobbying, I am largely useless to the purpose of this group.