Service

Butterfly Counts and the Power of Community Science

Itโ€™s a clear, sunny, and uncharacteristically mild Saturday Morning in late August and the meadows at the Discovery Center are abuzz in more ways than one. Tall stalks of Joe Pye Weed rustle gently in the breeze while little hands grip and swing butterfly nets – hoping to catch one of the countless pollinating insects that call these flowers home. Pencils and crayons scratch against journals and clip-board checklists – capturing the intricate details of each flower in its fullest bloom and keeping a running log of the different types of butterflies that visit them in search of their morning meal. The Butterfly Count has begun.

I was immediately struck by the way participants connected with their ecosystem when they had a knowledgeable and passionate guide like Damien. Over the past year, I discovered that I, too, could be that guide.

Every Summer, The Discovery Center hosts two Butterfly Counts. Guided by Damien, the Manager of Public Programs at the Discovery Center and I, visitors use butterfly nets, bug boxes, and magnifying glasses to explore our Native Meadows and get familiar with the native plants and insects that call them home. Next, each participant gets a checklist of commonly found species of butterflies and the group walks together from the meadows all the way along our ยพ mile nature trail, putting a tally mark next to each species of butterfly we see. At the end, we gather all the sheets and Damien submits our findings to the North American Butterfly Association (NABA).

What started as a way to provide alternative outdoor activities in the heat of the Summer when birding is suboptimal, has grown into a beloved tradition that empowers participants of all ages to not just discover and appreciate these insects, but directly contribute to a Community Science project that gathers data to improve our understanding of their populations and the health of our ecosystem. This data is especially crucial now when butterfly species abundance has declined 22% in the last 20 years.

Through Butterfly Counts, community members help us track different species and their respective abundances, thereby helping us better understand not only the overall health of our ecosystem at the Discovery Center, but the effectiveness of the ecosystem interventions weโ€™ve already taken. This data not only helps guide our future onsite conservation efforts, but by submitting it to NABA, helps scientists across North America better understand and address the crisis of declining butterfly populations. While crucial, this ability to collect a large amount of data in a short amount of time is only part of what makes Community Science so powerful.

Community Science Projects donโ€™t just collect data, they empower communities to take an active role in improving their local environments for plants, insects, animals, and people alike and increase their sense of belonging in and responsibility to their local green spaces. Thatโ€™s why they play a key role in Audubonโ€™s engagement strategy at the Discovery Center and beyond. Ever since the start of the Christmas Bird Count in 1900, Audubon has been a pioneer in connecting people to nature through Community Science programs.

Today, visitors to the Discovery Center can continue this tradition by going beyond Summer Butterfly Counts to contribute to these programs all year long. For example, monthly โ€œWhatโ€™s in the Reservoirโ€ programs allow them to collect and test water samples from the Strawberry Mansion Reservoir to monitor and track micro and macro invertebrate abundance, overall water quality, and presence of waterfowl while learning more about the history and significance of the Reservoir as a community asset.

The Butterfly Count was the first public program I ever shadowed as an FAO Schwarz Fellow with Audubon Mid-Atlantic at the Discovery Center. I was immediately struck by the way participants connected with their ecosystem when they had a knowledgeable and passionate guide like Damien to provide tools to not just explore it, but recognize and document its interconnections in action. Over the past year, I discovered that I, too, could be that guide.ย 

One of the most fulfilling parts of my role has been to focus some of my Strategic Project work on supporting, planning, and leading public education and Community Science programs at the Discovery Center. In particular, I started a monthly series of Nature Journaling Workshops where I encourage participants to use their journals to explore and document different features of our ecosystem that are unique to each particular season. I place special emphasis on identifying native plants, birds, and insects. Through this sustained practice, we can not only learn more about seasonal changes to the environment, but build a familiarity and relationship with it.ย 

When the Butterfly Count came back around this year, Damien and I teamed up. I added a Nature Journaling session during the first half, with a focus on the Native Flowers that provide food and habitat for the butterflies, and he took the lead on the Count itself. As I went around pointing out especially lush Purple Coneflowers or helping little ones trap a Sleepy Duskywing in their bug box, I took a moment to appreciate how much my time with Audubon Mid-Atlantic has taught me not just in native plant and butterfly identification, but in sharing my passion and knowledge for these topics with others. I plan to continue building on these opportunities in the coming year by incorporating more outdoor exploration into my direct service of in-class lessons and helping to develop and lead more Nature Journaling and Community Science-focused public programs at the Discovery Center.ย 

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Julie Kleaver

Julie (she/her) is the FAO Schwarz Fellow at Audubon Mid-Atlantic in Philadelphia.

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Recentering Service Through the Fellowship

My journey in service began in elementary school when I started volunteering as an American Youth Soccer Organization (AYSO) VIP buddy, encouraging young athletes with disabilities on the soccer field. Looking back, it makes little sense why I was on that fieldโ€”I knew almost nothing about soccer and was devoid of athletic talentโ€”but itโ€™s my earliest memory of service.ย 

As I approached graduation and began thinking about life after college, I realized I had lost sight of experiences like theseโ€”moments of service that had once meant so much to me.

My life has been marked by seemingly random and scattered periods of service, like that stint as a soccer buddy or my time volunteering at a rescue ranch for horses and donkeys. My schools and my parents encouraged me from a young age to spend a chunk of my weekends volunteering. โ€œMandatoryโ€ service may not sound great, but it didnโ€™t feel like a chore. Doing service early on made it feel like a normal part of my weekly routine and life, and I enjoyed having something purposeful to do in my free time. However, the problem was that I didnโ€™t actually have a passion for what I was doing. Why, of all the causes that I could have devoted time to, was I playing soccer, shoveling horse manure, or making blankets?

ย It wasnโ€™t until high school that I really found my passion for service, starting with volunteering as a tutor and mentor at a local elementary school. The tutoring wasnโ€™t nearly as legitimate as what we do at Reading Partners, but in between reading together or reviewing coin values, I had the chance to get to know my students and enjoy the time that I spent each week supporting their growth. I found an outlet through service that felt fulfilling in a way that I hadnโ€™t known before. That discovery played a huge role in the courses I pursued in college, my degree, and how I chose to spend my time.

As I approached graduation and began thinking seriously about life after college, I realized I had somehow lost sight of experiences like theseโ€”moments of service that had once meant so much to me. I joined a business fraternity in college, knowing that as a first-generation college student, there was so much I didnโ€™t know about finding internships and exploring career prospects. That also meant being surrounded by people who, more often than not, had little interest in careers outside of banking or consulting.ย 

Now, almost a year into the fellowship, Iโ€™m so grateful for the time that Iโ€™ve spent with Reading Partners and with my fellowship cohort. As I transition into my time as a second-year fellow and begin thinking more deeply about my post-fellowship plans, Iโ€™m grateful for the many opportunities this role has given me to reconnect with longstanding passions of mine and experience the ups and downs of working at a nonprofitโ€”especially in this climate. Iโ€™m proud to continue contributing to the impact that Reading Partners has on families across NYC and am incredibly grateful for the many ways service has impacted my life.

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Jacob Jeong

Jacob (he/him) is the "Powered By" Program's FAO Schwarz Fellow at Reading Partners in New York City.

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Randomized Control Trial

The spring of my senior year of college was characterized by two recurrent feelings: excitement (for life after college) and dread (for life after college). Every week was a new cover letter, a new interview, a new case study to furnish to my newest interviewer. I took many of these interviews in our school library– my own dorm room was perfectly spick and span, sure, but the Georgian sensibilities of the library’s interior dรฉcor imbued everything with a sense of heightened professionalism. I projected myself at my prospective employers from a Zoom window of aged wood and nicely upholstered furniture.

I'll carry one fundamental value from Year Up United with me: lift as you climb.

In contrast, at the student bar, friends made unprofessional toasts to my many, many final round interviews. Toasts were also made to my rejections. They were also made to my offer letters, as few and far-between as they seemed to be. My inbox was a constant back-and-forth between former supervisors, consulting firms in the midst of recruiting season, the occasional NGO, and the oft automated denial. At the very least, I knew that I wasn’t closing out the year with nothing: I could always return to an internship I had before or a part-time job I held at the college, if only to set more bullets down on my resume.

The end result of these cycles was that, throughout that final spring semester, I was always chasing a finish line. Chasing the morning matcha latte, and then chasing the end of the week, and then chasing that next stage of my capstone study, and then chasing the end of this interview round and that interview round, and then chasing this final term paper, and then chasing the end of semester, and finally, chasing the end of college. Perhaps it was more like a spin class in that it felt neatly chopped up into intervals, rather than one, long, mad dash.ย ย 

I’m more partial to spin classes where the instructor announces their plan in advance. For similar reasons, I was constantly itching to know what was coming next: even if my “next steps” were going to suck, at least I would have a sense of security.

Perhaps because of this, when Nia Atkins โ€™23 (the Fellow at Year Up United at the time) assigned me a case study for the final stage of the interviewing process, I took it in stride. I was almost ready to make a whole slide deck for the data that she had given me– of course, the one-pager I ultimately made was more appropriate. Within that same week, I was offered that position: a paid, data and research-focused fellowship at a leading nonprofit that was contracted out to July 2025. I decided to go with it.

Now, two years later, I’m out at the other end of it all, with another two years of growth to come.

I think it’s plain to say that I’ve experienced a lot of growth in the fellowship: it’s clear as day now that analytics much more aligns with my interests, talents, and motivations (and the whims of the job market). I had thought differently back in 2023, being under the impression that data analysts led infinitely more boring professional lives than we do in actuality. My time at Year Up United has shown me the ways in which data specialists are able to enact real change in their organizations, allowing me to shorten that gap between “insight” and “impact.”

Yet I don’t think I should discount the talents that I had brought in: a willingness to learn, a drive to demonstrate what I already knew, and the competency to combine the two where needed. My supervisor never failed to mention that, in a twist of irony for a nonprofit fellowship, my corporate experience made me stand out clearly among their candidates. In my mad scramble to figure out what was going to be “my thing” right after college– and I suppose “my thing” well after college– I had forgotten to adequately congratulate myself for finding that “thing” at all.

In recent weeks, the bog-standard gold-standard of program evaluation has wormed its way back into my head: the “randomized control trial.” The general premise is that you compare a population that has received a treatment (be it Universal Basic Income, a particular UI layout, or Year Up United’s programming) with one that has not over a given period of time, the latter thus becoming the “control group.”ย 

In that way, in my own, personal RCT, I exist as the treatment case. A purely hypothetical alternative, fellowship-less self exists as the control case. It’s not a very good RCT: the intervention effect is nigh impossible to measure, and “groups” by nature should contain more than one person.

Despite that, I feel like I’m staring at a difference-in-differences charted out, my trajectory having accelerated upwards after this two-year long commitment. Part of me worries that this is just sunk-cost fallacy: at least in a monetary sense, two years spent in the nonprofit field is more-often-than-not an opportunity cost relative to a for-profit position. Then again, it is arguably this experience that has earned me a full-tuition merit scholarship at Carnegie Mellon for the otherwise onerous cost of an advanced education in the United States. It is arguably this experience that has made me prepared for graduate education, and all the personal challenges that come with it.

As I move onto graduate school, relocation to Pittsburgh, and a continued analytics career to follow, I’ve come to appreciate the fellowship for what it was and what it is. Societal structural issues run deep, two years is often shorter than one thinks. Yet I know that I have made change, and that I have led it. I am not only a potential social impact professional: I am a data-driven and proven social impact leader. My experience as a fellow was not perfectโ€” it never could have been. Though if I canโ€™t work in the nonprofit space forever, I’m glad to have worked in it now.ย 

In the meantime, I’ll enjoy the summer I have left in New York with family and friends and food. My supervisor once put it this way: โ€œAvery, your 80% is more than some peopleโ€™s 100%.โ€ After two years, Iโ€™ve realized that I should take that comment to heart. In contrast to that breakneck final semester, Iโ€™m finally learning to take it slow, treating each and every day in the sun as a blessing.ย 

Whatever the industry I eventually land in, I refuse to leave my passion for social impact and the common good at any corporationโ€™s door. It will be forever and always my guiding star. I’ll carry one fundamental value from Year Up United with me: lift as you climb. I invite every fellow, prospective, current, or alumna, to do the same.

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Avery Trinidad

Avery (he/him) is the Research & Insights FAO Schwarz Fellow at Year Up United in New York City.

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Discovery with Clay: Lesson Development at the Claymobile

At the Claymobile, early June is a time for brainstorming. As the school year comes to an end and most residencies are wrapping up, my fellow teaching artists and I have had more time on our hands than usual. Weโ€™ve been taking advantage of this time to plan ahead for the summer and the upcoming school year. A huge part of this planning is the development of new projects. Reflecting on the past school year gives us information that we can use to think of new ways to spark creativity, accommodate student needs, and engage our participants.

Iโ€™m always in awe of how art can be used as a tool of social change.

One frequent request weโ€™ve gotten from sites is for a Pride-themed project. Projects that highlight LGBTQ+ culture are especially popular during Pride Month in June, and itโ€™s also important to celebrate gender and sexuality diversity throughout the year. We already have one project that we often use for Pride-themed events, where participants create their own flags. This is a super open-ended projectโ€“Iโ€™ve seen students make Pride flags, the flags of their familyโ€™s country of origin, or even create their own design to express a part of their identity. In addition to the flag project, Claymobile teaching artist Mattie Lacognata is currently developing a lesson based on the work of influential pop artist and LGBTQ+ rights activist Keith Haring. Haringโ€™s work deals with topics such as the HIV/AIDS epidemic, apartheid, and queer rights. Mattie drew from the iconic stylized figures featured in much of Haringโ€™s work to develop a lesson in which participants will create their own Haring-esque characters out of clay. Through this lesson, students can express their identities and issues that matter to them while learning about Haringโ€™s life and influence on art history. Iโ€™m really looking forward to teaching the Keith Haring project at a library workshop next week!

Emily Keith Haring clay

Another new lesson weโ€™re exploring is nerikomi, a Japanese technique for marbling different clay bodies together to create patterns and designs. Claymobile staff had the opportunity to participate in a workshop with Mackenzie Pikaart, a talented ceramicist who often uses nerikomi in her work. Mackenzie demonstrated different techniques for mixing clay to create a variety of effects. We discussed how nerikomi can be unpredictable, especially for beginners, and it often produces unexpected results with the patterns it creates. This unpredictability is something I found especially exciting about nerikomi. Learning how to create art, especially in a medium that is new to many of our students, is a vulnerable process. Making mistakes is an essential part of learning, but itโ€™s also common (and natural) to feel frustrated when the art piece you create doesnโ€™t come out looking how you envisioned it. But with nerikomi, so much of the technique relies on trying things without being sure of how they will turn out. We discussed how teaching nerikomi could be a great opportunity to have students lean into the joy of imperfection and discovery with clay. Marbling clay without any expectation of โ€œperfectionโ€ frees students to take risks and find inspiration in the unexpected.

Emily nerikomi clay

Our last major lesson development project has been to create projects that are accessible to those with limited motor function in their hands. Claymobile often teaches sites at senior centers, where many of the participants find it difficult to use a skewer or manipulate clay with their hands. Because of this, many of Claymobileโ€™s repertoire of projects are simply not accessible to participants at these sites. Instead, we focus on projects that are usually flat and donโ€™t require scratching and attaching. Our recent goal has been to create a set of new projects that are accessible to students with limited movement in their hands, and that are also engaging and fun to create, such as mini charcuterie boards or wind chimes. Weโ€™ve had a lot of success in the past with using forms, pre-cut clay shapes, and other accommodations, and itโ€™s been a rewarding challenge to try to get creative with the tools at our disposal to ensure that our program is truly open and accessible to all participants.ย 

Emily Chacuterie board clay

In the midst of all of this brainstorming, I feel inspired to see my fellow teaching artistsโ€™ commitment to our students. With every new lesson we create, weโ€™re always striving to enhance our participantsโ€™ experienceโ€“not just artistically, but also in terms of highlighting diversity and history, embracing imperfection and letting go of control, and providing full accessibility. New projects are an opportunity to address new needs or reach out to new populations. Iโ€™m always in awe of how art can be used as a tool of social change, and this recent round of lesson development is a perfect example. I look forward to putting these lessons into practice in the next year!

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Emily Lu

Emily (she/her) is the FAO Schwarz Fellow at The Clay Studio in Philadelphia.

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Sowing Seeds of the Future: How Extra-Curricular Garden Education Can Inspire the Next Generation of Land Stewardsย 

Towards the end of last Summer, when I began to plan the lessons I would deliver to all classes in grades K-5 in the 3 partner schools where I would be teaching, I had 3 major goals. First, I wanted to establish an understanding of the environment as one interconnected system made up of many simultaneously occurring, reciprocal relationships between all living and non-living things. Second, I wanted to make the lessons relevant for students who, growing up in an urban environment and community that has historically been cut off from environmental resources, may not have much experience with or access to the outdoors. Lastly, I wanted to give students an opportunity to build upon their in-class education with school-specific extracurricular events and opportunities for them to get outside and have a hands-on role in improving the environment directly in their community.ย ย 

To achieve this, I developed a 4-lesson curriculum that built up from soil and water, to seeds and plants, to birds, and connected them all with a final lesson on how they all relate through ecosystems and food webs. To build upon these lessons, I brought as many class groups as possible on a field trip to The Discovery Center, where we further explored this interconnectedness with firsthand observations of the birds, water, and native plants onsite. While these lessons and field trips emphasized our unique urban context, I wanted to make sure students not only understood the connections in their environment but also felt empowered to take an active role in supporting them. This is where the idea of extra-curricular stewardship events was born.ย ย 

As I look ahead to the summer and next school year, I canโ€™t wait to keep engaging students and families by setting up... gardens, and hopefully see them flourish for years to come.

These projects began with a lesson idea: to explore the importance of native plants to local ecosystems, every class makes Native Wildflower Seed Balls by mixing clay, compost, and seeds. These small balls are ideal for young learners in cities, as they can be dried and stored for months and dispersed by throwing into neglected, damaged or remote areas, or locations with low, inconsistent rainfall and harsh environments. The idea: collect each classโ€™s Seed Balls after their lesson and plan an event in the Spring to plant them, either onsite at their school or at The Discovery Center. These events, spurred on by the unique opportunities and support structures at each school, blossomed into more than I could have ever initially envisioned.ย 

At Community Partnership School (CPS), I collaborated with their science teacher, Mx. Rhys to plan an Earth Day event that started with a Block Cleanup surrounding their school, followed by a short walk to The Discovery Center for where students and families planted their Seed Balls along the banks of the Strawberry Mansion Reservoir as well as Chokeberry Bush along our Native Trailhead Garden. To prepare, my colleague from Audubonโ€™s Delaware River Watershed Program team helped me mix a special blend of seeds that would be most beneficial to add along the Reservoir, and each class used these to make their Seed Balls. These three activities allowed students and families to come together to not only reduce the human impacts of littering but also actively make a positive impact by adding more native plants to their local environment. CPS students can come back to the Discovery Center and continue to care for the shrub they planted and watch the banks of the Reservoir come alive with the flowers from their seedsโ€“ thus creating ongoing connections between students and the land that sustains them.ย ย 

At Edward Gideon School, in addition to making Seed Balls with all of the K-5 classes, I was lucky enough to start working in the garden space they already established outside of their school. Together with FAO Schwarz Fellowship Alumnus, Greg Wright (The Food Trust โ€˜13), and 8th grade teacher Mrs. Mitchell, I lead an after-school and lunch-time Garden Club for 7th and 8th grade students to give back to their school environments by regularly removing invasive plants, cleaning up litter, and planting native perennial flowers in their existing garden beds. Garden Club students also started their own seeds, made plant labels, and installed a โ€œpollinator hotelโ€ to encourage further appreciation and support of native insects, birds, and plants. In addition to this club, we hosted 3 separate Community Gardening Nights.ย 

The first event was in the Fall to clean up the garden and prepare it for Winter, the next was in early May to prepare the garden for a spring planting, and the final one was in late May, in collaboration with local environmental non-profit Philly City Repair Project, where we planted more native wildflowers, spread Seed Balls, removed litter, and spread woodchips to beautify the space and prevent the growth of invasive plants. During these events, students, faculty, and families gathered in the garden to have a collective positive impact on the environment around them. We will continue to steward this garden all summer with the on-site YMCA group and will continue Garden Club meetings next year.

At Dr. Ethel Allen School, we planned a Community Gardening and Environmental Resource Night, where my colleague Meagan from Audubonโ€™s Delaware River Watershed Program team and I collaborated with school administration to plant a garden in front of the schoolโ€™s main entrance with native shrubs, flowers, and Seed Balls. We also built wooden planter boxes for students and families to fill with native flowers and take home so that they could improve native biodiversity, regardless of their access to green space or gardens. I also provided the principal with a list of local organizations that we had partnered with in the past, so she could invite them to the event and offer their free environmental resources to community members.

After input from school staff, the event also became an opportunity for 5th grade students to celebrate their achievements at the elementary level with an outdoor service-learning day,where they prepared the site for planting by turning over soil, planting a few native plants, and installing a bird feeder. At the actual event, they were given certificates, signed by the principal, their teachers, and me, commemorating their dedication to environmental stewardship. As these students move on to the middle school level, they will be able to feel a sense of pride in and responsibility to their school ecosystem by seeing how the garden continues to grow every day. Following the event, my colleagues from the Delaware River Watershed Program dropped off each of the planter boxes at community membersโ€™ homes.ย 

Starting with a simple idea for an in-class activity to teach students about the connection between and importance of seeds and plants, and expanding into 6 events encouraging dozens of students and families across the Strawberry Mansion community to take a active role in making their environments healthier for the plants, insects birds, and humans alike, this hands-on approach to classroom engagement has sown the seeds of not just native plants, but ongoing relationships of care between students and the ecosystems they call home.ย ย 

Of course, none of this would have been possible without the immense support from teachers, administrators, and school staff alike, as well as Meagan and Robin of Audubon-Mid-Atlantic’s DRW team and external partners like the Philly City Repair Project. If the students are the ones planting the seeds, Meagan and Robin are the ones enriching the soil and laying the groundwork for these projects to succeed.ย 

As I look ahead to the Summer and next school year, I canโ€™t wait to keep engaging students and families by setting up sustainable systems of tending to these seeds and gardens to hopefully see them flourish for years to come. Through it all, the Seed Ball, that humble mixture of clay, soil, and seeds remains a helpful symbol of what is possible, and I am carrying it over to on-site programming at the Discovery Center with a workshop in July where we will use nature journals to explore our Pollinator Garden in full bloom, and make a new batch of Seed Balls for participants to take home and keep spreading native plants and habitats as far as we can.

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Julie Kleaver

Julie (she/her) is the FAO Schwarz Fellow at Audubon Mid-Atlantic in Philadelphia.

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Solidifying My Passion: Reflecting on Two Years as a Fellow at Museum of Science

As my time as a FAO Schwarz fellow comes to an end at the Museum of Science in Boston, I think about when I started and how much I, and the world around me, have changed. My reflections on the past two years are not just a moment to see how I have grown, but the chance to see how the work that I and others at the Museum are doing is creating positive change.ย 

My role in creating an impact took place through my direct service and special projects. The focus of my direct service consisted of working closely with over 50 high school students that came into the Museum as Summer Youth Interns or as volunteers from our partnership with Fenway High School. For these students, I created college & career readiness workshops, hosted networking events for them to connect with youth from other organizations, helped them plan an event for other students, and supported their professional development. For the broader Museum community, I designed live animal shows and current science related programming, and facilitated hands-on activities in our gallery spaces, as well as in the community. These are all opportunities that strengthened my abilities as a youth mentor and educator.

These past two years have taught me how impactful informal education is.

Besides directly impacting students and visitors with workshops and programming, my special projects have also aligned with the Museumโ€™s mission โ€œto inspire a lifelong love of science in everyoneโ€. From planning our High School Science Series events, a free field trip opportunity for high schools, to assisting in the translation of new exhibit spaces, my projects were tailored towards adapting the Museum to be a more inclusive space. I learned that creating a space that makes everyone feel comfortable starts with listening. As part of the MOS en Espaรฑol team and DEAIB Committee, listening to all the voices that step into the Museum to understand how we can meet them where they are at has been one of the most crucial steps to maintaining a welcoming environment.ย 

These past two years have taught me how impactful informal education is; through these various mediums, I have been able to work with over 25,000 individuals. The anecdotes from students and community members further emphasize the welcoming environment that has been built at the Museum of Science that allows them to effectively learn and thrive.ย 

All these wonderful experiences throughout my time as a FAO Schwarz Fellow have solidified the passion I have for empowering the next generation of youth and building community. I am ecstatic to be staying at the Museum of Science after my fellowship where I will be a Bilingual Education Associate and will continue to do the inspiring work that I do now, while taking on more of a leadership and mentor role. I look forward to working alongside the same amazing people, plus the next FAO Schwarz Fellow, Delaney, who we are so excited to have join us!ย 

My time as a fellow has been exceptional, from growing more confident in my skills as an educator to creating lasting connections with other FAO Schwarz Fellows, and I am extremely grateful for every opportunity that came out of this fellowship.ย 

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Jocelyn Poste

Jocelyn (she/her) is the FAO Schwarz Fellow at the Museum of Science in Boston.

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Featured image by Ashley McCabe.

Finding My Footing: Navigating Life Post-Grad in a Tumultuous Nonprofit Climate

I spent my senior year of college trying to prepare myself for the transition to post-college life. I had one wish: to find a job that would take me back to New York City and serve as the perfect stepping stone for a career in public policy. The rest I had figured outโ€“โ€“I had my family waiting for me back in New York, roommates I planned to live with, and a sizable number of my college friends all making the move to New York. When I was offered the FAO Schwarz Fellowship, I thought I was set. Iโ€™d be working for the Policy and Government Relations Team at a national nonprofit and promoting high-quality education through my own direct service with young children. I was prepared for more structure, longer working days, and fewer social hours at the library, but overall, I was feeling so excited about the new experiences to come.ย 

[The Fellowship] has been a time of discoveryโ€”clarifying my passions, strengthening my ability to build meaningful relationships, and learning to navigate challenges with grace.

Iโ€™ll be candid in saying that the past 18 months or so came with more turbulence than ease. I began my working life commuting daily (per an HR mandate) to an empty, often dark, office in Midtown, trying to make sense of my role in an organization that was still reeling from the impact of the COVID-19 pandemic. Staff reductions had left the NYC office largely vacant, and the few remaining NYC staff members were all working remotely. In those early months, I felt burnt out and idle all at once. I found myself not only navigating a new professional environment but also grappling with major losses in my personal life, witnessing significant layoffs at work, and feeling the emotional toll of a news cycle and global politics that grew increasingly demoralizing. My day-to-day life felt more and more distant from the vibrant, purposeful rhythm of student life I once took for granted as a college student. Worse, the interest in policy and advocacy that had initially driven my commitment to my organization became obsolete, with the Policy and Government Relations team dissolved during that first period of layoffs at my organization.ย 

At first, I settled into the idea that this was just the reality of adulthood. People always reminisce about their college years with such fondnessโ€”maybe this is why. Maybe the real world really is justโ€ฆ awful. After sitting with this for some time, though, I decided that I had more autonomy than it felt like. As a political science student, I remember learning about critical juncturesโ€”moments when a single decision or event can significantly alter the course of the future. I realized I didnโ€™t just need a shift in mindset, but a change in action. These post-grad growing pains would be my critical juncture.

I started by adjusting my wake-up time to 5 AM. Iโ€™d always been a morning person, and it became clear to me that I needed time to work on personal goals before the work day began. This also gave me an opportunity to run in the mornings, which became an incredible outlet for stress relief, planning, and reflection. By the time I began my workday, I felt energizedโ€”bubbly, evenโ€”and ready to put my best foot forward in both my work and relationships. Investing in workplace relationships was the next facet of my renewed approach. I saw my organizationโ€™s restructuring as an opportunity to step up and take on new responsibilities. I asked about capacity gaps and figured out where I could step in.ย 

As I took on new responsibilities, I quickly found myself involved in a range of projects that both challenged and inspired me. By supporting our funding operations and serving as a reliable set of eyes on grant applications, I became reconnected with my love for close reading, writing, and analysis (an experience that ultimately affirmed my growing interest in pursuing law school). Simultaneously, I grew into my role in community engagement. A new Community Engagement Manager joined me in the New York office, and together we built a program from the ground up. We cultivated new partnerships, led teams of passionate volunteers, and became confident presenting our early literacy work to corporations, community organizations, and parents across all five boroughs. More than that, I was able to serve in parts of the city Iโ€™d never even seen before, connecting with community members in ways that deepened my appreciation for the city I grew up in and honed my ability to serve as a successful advocate. While things began to fall into place, an amazing new cohort of fellows started their first year at their respective organizations, bringing fresh energy and incredible talent. That’s when I realized: I had finally entered a new season.ย 

As I prepare to attend law school this coming fall, I carry with me the strong sense of camaraderie and resilience cultivated throughout this fellowship. It has been a time of discoveryโ€”clarifying my passions, strengthening my ability to build meaningful relationships, and learning to navigate challenges with grace. Let my experience serve as a reminder that growth often comes from stepping into turmoil, and that we have more control over our paths than we might think. Iโ€™m forever grateful for the lessons learned, the friendships formed, and the foundation laid as I prepare for my next season.

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Sabrina Abreu

Sabrina (she/her) is the Program Operations & External Affairs FAO Schwarz Fellow Jumpstart in New York City.

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Growing Together: The Power of Community Partnerships

Perhaps the greatest thing I have learned during my time as an FAO Schwarz Fellow so far is the importance of relationship building and community partnerships. None of the work that we do exists in a vacuum, and there are so many individuals and organizations that are all striving towards the same goals. It is easy to forget this though, especially within the nonprofit world. We are often so focused on our own programming, deadlines, funding, and daily to-dos of our organizations that we can lose connection with those around us. Our work is impossible to do alone, and it is not meant to be done so. It is meant to be done in community by helping others as they help in return.

At my other school, I lead the students alone, but thanks to what I have learned with Tito, it does not feel that way.

For my work, this has looked like tapping into Philadelphiaโ€™s vast network of urban growers. No matter where in the city, it feels that you cannot go more than a couple blocks without seeing a community garden. It is truly a comfort. Greenery, plants, and all forms of life bursting out of street corners and concrete, inviting you in. This has been especially fruitful for my direct service of connecting students with our food system. One of my schools, Potter-Thomas, is a ten-minute walk from Historic Fairhill, a 4.5-acre oasis of calm with hundred-year-old trees and food growing everywhere you look. The green space director, Farmer Tito, is deeply involved in countless community outreach initiatives, including at one of my schools. He maintains the garden at Potter-Thomas with the help of the schoolโ€™s garden club. This school happened to be one of my sites of direct service, and it has been such an amazing experience working alongside Tito.ย 

When I was first starting, I was nervous about leading groups on my own, but I quickly realized that I did not need to be. The club meets every Tuesday, and all throughout the week, Tito and I call each other to share thoughts and review our plans. A couple of weeks ago, I shared how the students and I discussed the idea of incorporating their own art into the garden. The next class, he brought in all the necessary materials and even painted on some base layers as a foundation, using his skills as an artist himself. He is now able to help at other schools while I lead the group at Potter-Thomas thanks to our collaboration. At my other school, I lead the students alone, but thanks to what I have learned with Tito, it does not feel that way.ย 

Part of my direct service work is to plan an end-of-year convening for my youth leadership groups. When thinking of a location, I knew Historic Fairhill would be the perfect site. This will be a day to bring together the students from both of my schools, fellow Food Trust staff, and community partners that are involved with our work. It will be an opportunity for the students to meet each other, present/talk about what we have done throughout the year, discuss their experiences, and do some gardening together. The calm oasis that Historic Fairhill and Tito provide will make for a beautiful day that reflects the importance of community partnerships.ย 

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Michael Varlotta

Michael (he/him) is the Farm to School FAO Schwarz Fellow at The Food Trust in Philadelphia.

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Tuesdays with Mr. Jacob

On Tuesdays, Iโ€™m Mr. Jacob. I drag myself out of bed after many snoozes of my alarm, grab a quick breakfastโ€”typically a stubbornly thick cup of Greek yogurt and a PB&J sandwichโ€”and head out the door for my 13-minute walk to P.S. 59: The Dawn Best Elementary School. For those of you who might not be familiar with the way New York City names its public schools, the P.S. stands for Public School. That might seem obvious, but I had to ask a colleague what it stood for my second week into the role, further cementing my identity as a New York City transplant. But, as I was reminded by my colleagueโ€”and as I love to tell my studentsโ€”there are no bad questions.

Teaching anyone how to read is a challenge, but inspiring a child to enjoy readingโ€”something many of us abandon as adultsโ€”is a whole other ambition.

My direct service work at Reading Partners involves leading one-on-one tutoring sessions focused on literacy with students throughout the day. I help them become better readers. To some students, I look like I am the freshly graduated age of 23, while to others, I look closer to 40. It all depends on how recently Iโ€™ve shaved. However, one thing remains consistent: my students love reminding me that Iโ€™m old. To them, Iโ€™m an adult figure in their lives, adjacent to a teacher, hence my emphasis on the title โ€œMr.โ€ before my name. Itโ€™s important for them to know that they meet with me each week to learn, not to hurt my ego. I am an adult, and I come to this work with over 8 years of experience as a tutor and mentor for young students. However, time and time again, my students show me that thereโ€™s still much for me to learn.ย 

Patience is one of those lessons. Every Tuesday morning, I start my day by meeting with Joseph, one of my 2nd-grade students who is reading below grade level. Joseph is the student who has challenged me most as a tutor. Heโ€™s naturally funny, brutally honest, and a quick learner. No matter how many times he announces that he hates reading, Iโ€™ve seen how capable he is in the rare moments when he finds the motivation to push through a lesson. Like most other students his age, he would much rather run around the room than sit down and read for 45 minutes. There are times when I want to fasten a seat belt to his chair to make him stay focused, but there are also moments when weโ€™re dancing and high-fiving because heโ€™s remembered a vocabulary word or successfully tackled an intimidatingly long sentence, pausing at each comma. Teaching anyone how to read is a challenge, but inspiring a child to enjoy readingโ€”something many of us abandon as adultsโ€”is a whole other ambition. At a point when I was questioning what progress Joseph and I had made together, his mid-year assessment showed immense improvement. It served as a reminder that the work Iโ€™m doing is about laying the foundation for his future, both in school and beyond. Thatโ€™s why itโ€™s worth it.

As a first-generation college graduate, Iโ€™ve experienced the transformative power of education firsthand. Iโ€™m also a pandemic student. While my experience wasnโ€™t unique, the shifts in education I experienced as a result of the pandemic have stayed with me, and theyโ€™re reflected in the challenges young students are facing today. New York City, like many other cities, is dealing with issues like chronic absenteeism, enrollment declines, and a major shift in how public schools approach reading instruction. Young students today are facing a multitude of barriers to learning to read, and yearly statistics from the National Association of Educational Progress, also known as the โ€œNationโ€™s Report Card,โ€ remain alarming. Students like Joseph deserve support, and schools and communities must work to ensure that students are equipped to succeed in school and beyond.

So, I continue to show up for my students. While I may not know where my own future lies, I appreciate knowing that my work as a Fellow leaves a small but meaningful impact on the students and families that I work with. I celebrate Joseph when he focuses and completes a lesson. I celebrate Kelly when she reads three more words than she did in our previous timed reading exercise. Even amid a period marked by deteriorating attention spans, political turmoil, and a changing educational landscape, I am evermore aware and reminded by my students that education is powerful and that we can shape the future.

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Jacob Jeong

Jacob (he/him) is the "Powered By" Program's FAO Schwarz Fellow at Reading Partners in New York City.

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