Special Projects

Reframing Setbacks as Progress: Lessons in Museum Accessibility

As the FAO Schwarz Fellow at the Museum of the City of New York (MCNY), I am tasked not only with leading field trips with K-12 groups in our galleries, but also working towards improving accessibility at the museum. It is my job to assess our audiences’ needs and identify supports we could implement to provide a more accessible and enjoyable experience. Using data gathered from our field trip request forms, in which teachers indicate their students’ needs, I found that a large number of learners visiting the museum had some form of sensory sensitivity.ย 

In my final year as an FAO Fellow, I aim to continuously reframe less-than-desirable outcomes into opportunities for growth.

I was somewhat familiar with the supports provided for guests with these needs, such as sensory kits and the use of fidget toys, thanks to articles and webpages I had stumbled across when independently researching access tools for museums. These kits and fidgets provide outlets for visitors to self-regulate when they become overwhelmed in the gallery, helping them avoid overstimulation. With my basic knowledge of how these tools could benefit the students we work with, I knew this would be a great project to take on, hopefully improving the way we welcome students of all abilities at the museum. However, my understanding of these tools only really began to solidify through conversations I had with various stakeholders involved in accessibility at cultural institutions around NYC.ย 

Prior to meeting with these stakeholders, I prepared a set of questions to ask them, focusing on their experiences implementing accessibility supports at their respective institutions. Over the course of six months, I met with eight access workers and learned about the successes and challenges they face in their work, as well as the strategies they employ to make museums more accessible. What I gathered from these meetings was that, first and foremost, there is a lot of incredible and unique work being done across NYC by stakeholders who are deeply invested in making museums, libraries, and theaters accessible to everyone. I also recognized that, while many institutions are constantly innovating and creating new ways to welcome guests of all abilities, they are often adapting and implementing existing accessibility supports to meet their institutionโ€™s needs. One such support that was used by the majority of stakeholders I spoke to was the sensory kit.ย 

Through these conversations, I got to see and hear about the different fidgets and supports included in these kits as well as the strategies different institutions have used to make them available to the public. After completing these conversations with stakeholders, I went forward and continued to look more into sensory kits and all that they may include, deciding on three different types of fidgets, noise-cancelling headphones, and disposable earplugs. When I felt I had enough information and a solid list of fidgets, I went ahead and proposed my idea to upper management within the Education Department and received the go-ahead to not only order the necessary materials, but also to bring them onto the floor to test.ย 

For the month of August 2025, I took the lead in testing these supports. There were no tours that I focused on in particular, but rather, I focused on the age range. I opted to introduce these supports to elementary school and middle school age students, as, in my experience, these two age groups often struggle the most with staying engaged throughout content-heavy field trips. To introduce the fidgets, I let students know at the beginning of the field trip that I had fidgets available for them to use, should they choose to take one at any point. In this moment, I also told students how to use them and what would happen if they were seen misusing them anywhere in the museum. While I tried to maintain some structure throughout this process, it was difficult to remain consistent as I had no planned procedure prior to beginning my testing. Looking back, I recognize that this was due to a gap in my own knowledge about how fidgets could work in a field trip setting, as well as a departmental need to test these supports before the start of the school year in September.

ย  After my field trips for the month of August were complete, I took the time to reflect on the varying degrees of success I encountered. Over the course of this slower summer month, I taught four field trips during which fidget toys were introduced to students between the ages of 5-14. Looking back on how students engaged with these supports, I felt incredibly proud that I had seemed to foster a space where learners not only had different resources available to them, but also felt comfortable enough to ask to use them.ย 

Largely, students seemed to enjoy having the fidgets available and had the agency to either pick one up if they realized later that they would benefit, or put them back if they were not in need of a fidget. Getting students to feel comfortable in a museum setting is sometimes difficult, so I considered it a major success that the learners I worked with felt empowered enough to make decisions based on what they believed would help them most. And while there were great successes such as this, I also recognized that some aspects of this testing period did not work as well.

For example, some younger students struggled to remember the rules for safely using the fidgets and needed redirection, while others had them taken away altogether. Another problem that I noticed across field trips had less to do with the learnersโ€™ ages, and more to do with the structure of the trips. Of the four tours I was able to test fidgets on, two took place in an exhibition about graffiti in NYC, and the other two took place on a field trip focused on a century-old dollhouse in MCNYโ€™s collection. Unlike some of our other, more content-heavy trips, these two experiences are much more hands-on and provide students with in-gallery activities to complete. Not only did this mean there was less of a need for fidgets as students were more consistently engaged and/or moving around, but it also meant that the addition of fidgets actually made it more difficult for them to complete their tasks, as it was another thing they had to carry from stop to stop.

When I first reported the findings of my experiment to my managers, I felt ashamed that a project I was so passionate about had produced less-than-stellar results. For many weeks after the fact, I wanted to move forward and forget that I had, in my eyes, failed. Two months after my testing had completed, I organized a training session for MCNYโ€™s educators to learn more about preventing sensory overwhelm in gallery spaces,to be led by fellow access worker, Anna Martin. During this training, Anna explained her approach to using fidget toys on field trips, in which she empowers teachers to make decisions based on what they know about their students. This made me realize that while I wanted students to feel comfortable asking for fidgets, I gave them too much freedom without first consulting with the teacher to see if they believed their group could handle it. Rather than announce them to the students, I should have connected with the teacher at the beginning of the field trip to give them the agency in deciding how and when the fidgets are handed out.ย 

I also learned from Anna that even with the teacherโ€™s knowledge at our disposal, there is always a chance that students will not use them properly and will have them taken away. Anna encouraged us to view these experiments not as failures, but rather as opportunities for learning. The very act of introducing these fidgets to students on a field trip is a success, as it means that the work put in behind the scenes manifested into something palpable for guests to engage with. In my final year as an FAO Fellow, I aim to continuously reframe less-than-desirable outcomes into opportunities for growth, furthering my understanding that small steps with setbacks are better than no steps at all.

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Alex Gabriel

Alex (they/he) is the FAO Schwarz Fellow at the Museum of the City of New York in New York City.

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Conservation Action in Every Season: It Starts with Seeds

Throughout the course of my Fellowship, Iโ€™ve found that the most engaging and fulfilling lessons and public programs are the ones where students or participants can have a hands-on, positive impact on their surrounding environment. Whether it’s making their own native seed balls or tending a garden, directly contributing to restoring ecosystems reinforces in-class education and allows participants to more deeply connect with nature.

Instead of dreading winter, I now see it as an opportunityโ€”the chance to step back and call on students and communities to imagine what a more vibrant, healthier ecosystem could look like.

So, when I began the planning process for this yearโ€™s lessons and public programs, I was struck with a problem as old as the sunโ€™s rotation around the Earth: the winter. For 3-4 months every year, the vibrant cycles of life go dormant. Outdoor activities, let alone hands-on stewardship, are simply not practical. How could I still engage students and program audiences in activities that directly improve the environment?

I had to take inspiration from those same natural cycles. Many native seeds, the kinds most beneficial to native birds, insects, and wildlife, need to go through a months-long period of freezing in order to germinate come springtime. If I could find a way to engage students and event attendees in activities that highlight and nurture this part of the seedโ€™s growth cycle, I could provide opportunities for hands-on environmental restoration all winter long.

It started in the fall when native plants began to dry out and drop their seeds. I planned a lesson at two partner schools, where we learned about the growth cycle by identifying these plants in the pollinator gardens we had planted outside their schools during the previous spring, and collecting some of their seeds.ย 

I also planned an event in my Nature Journaling series, where participants used their journals to explore and document which native flowers in our Pollinator Meadow were at the end of their growth cycle, and learned how to harvest and save their seeds for future plantings at the Discovery Center.

These events were great for the fall, but soon the winter weather took outdoor activities off the table entirely. Luckily, I could use these native seedsโ€™ natural need for the cold to lead students and event attendees through the process of starting these seeds in plastic milk jugs and placing them outside to germinate. The milk jug acts as a sort of green house to keep seeds moist. Using this method, we could start seeds as early as January for the following spring.ย 

With this inspiration, reached out to Audubon-Mid Atlanticโ€™s Delaware River Watershed teamโ€”our resident experts on native plants and conservation. Together, we planned a series of seed-focused events at the Discovery Center where the โ€œSeed Stewardsโ€ (as Iโ€™ve dubbed event participants) guide native seeds through their entire growth cycle: from seed packet filling, to seed starting, to planting.ย 

We had our first event on Saturday, January 10th, where the Seed Stewards prepared nearly 250 packets of native seeds to be distributed through our Native Seed Library where visitors can plant them in their own neighborhoods. There were so many people excited to join, that we had to increase maximum registration from 20 to 30 and even then, a few people ended up on the wait list. Iโ€™m looking forward to our next event where the Seed Stewards will learn how to use the milk jug method to start their own native seedlings to take home.

In addition to this, the milk jug method is a great way to engage students in hands-on stewardship no matter the weather. I recently started some native seeds this way with the Garden Club at Edward Gideon School.The students were excited to choose the type of native seeds they would grow and have their own jug to take care of. In addition to labeling her jug with the name of the seed inside, one student, an 8th grader named Kyaira, decorated her jug with floral designs and vowed to check on it every day.ย 

These seedlings will be planted in their pollinator garden during club meetings and worknights this springโ€”further increasing studentsโ€™ sense of responsibility to and belonging within the natural environment around them.

Through the promotion of native seeds and plants, these lessons and events engage students and attendees in the process of expanding biodiversity and restoring native habitats in their own neighborhoodsโ€”no matter the weather.ย 

Instead of dreading winter, I now see it as an opportunityโ€”the chance to take a step back and call on students and communities to collectively imagine what a more vibrant, healthy ecosystem could look like for all the birds, insects, wildlife, and people that call it home. This all starts with a simple seed.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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Early Alarms, Small Groups, Big Impact: A Day in the Life of a Fellow at Boston Collegiate

Getting started

Normally I would say that my day starts bright and early, except it is pitch black when I wake up at 6 am. Iโ€™m out the door by 6:40 and walk to the T station, and I commute about 45 minutes to get to school by 7:30 in the morning. Sometimes, I have the pleasure of running into my friends who I work with on the train, while other times, I read or catch up on a news podcast. Itโ€™s pretty cold in Boston during this time of year, so my 10 minute walk from the T to school gives me time to wake up in the fresh air as the sun rises over the cityscape before me.ย 

As I enter the double doors of the school, Boston Collegiate Charter School, an administrator on door duty greets me. I then head to my desk in our shared instructional leadership team office and settle in. I eat my meal prepped breakfast while I catch up on emails, check my calendar, prepare for my classes for the day, and make any necessary copies. Then my day as an FAO Schwarz Fellow really begins.

Monday through Wednesdayย 

My direct service work, half of my role as a Fellow, is teaching small-group literacy interventions to students, mostly high schoolers. Mondays are fairly light for me as I donโ€™t teach any small pull-out groups. I have check-ins, other meetings, and professional development, but I spend most of Mondays working on my strategic project or Fellowship initiatives. My strategic project, the other half of what I do in the Fellowship, is documenting and disseminating best practices in education at our school in partnership with our school leadership or communications teams.ย 

Tuesday through Friday, I teach a small-group literacy intervention during the second block of the day. I work with high schoolers in groups of three to six, working on content-specific science and social studies textbooks with a set, scripted curriculum. This targeted and structured literacy intervention (called REWARDS) works to help fill in any gaps these students have. I see each of my five high school small groups twice a week. Tuesday and Wednesday are fairly light with only one group meeting each day. After I teach my first block of the day, I have a break where I do some more prep, and then I walk over to our lower school campus, which is 15 minutes away. Itโ€™s a great way to step outside, get some Vitamin D, and break up my day.ย 

I arrive at the lower school during 5th grade recess, and I am always greeted by shrieks and 10 year olds running up to me screaming โ€œhi Ms. Hemley!โ€ with big smiles, eager to show me their cool new earrings or tell me about how their hockey team won a tournament over the weekend. The energy is very different from our other campus as the kids are much younger, and you can see it in their bubbly cheeriness.ย 

After engaging with the fifth graders,I head to my classroom and set up. On Tuesdays and Wednesdays, I teach an entire advisory class of nineteen 5th graders. I use the same literacy intervention as with the high schoolers, but at a lower level. Rather than sitting in a small room together around a table the way I do in the high school, at the lower school, I am up and presenting at the front of a big classroom. After our hour together, I pack up and put on my winter gear as I prepare to walk back to the upper campus. By the time I arrive, it is almost 1pm and so I have my lunch.ย 

After lunch, I am free for the rest of the afternoon. This is when I will focus on my strategic project. Sometimes this entails writing or conducting research at my desk, but often, it means I am going from class to class to observe the different teachers and their best practices. Oftentimes I will observe the same teacher for a whole week, if not more. This is helpful to really get to know a teacherโ€™s practice in-depth, and to follow a lesson all the way through its instruction.ย 

Then, at 2:45, school is dismissed. On Mondays, Wednesdays, and Fridays, I have door duty at the high school. I hold the door and greet students as they leave the building. I take this as a great opportunity to mingle with students, learn their names, and work on building relationships outside of the classroom. By the time the last few students are trickling out, itโ€™s 3pm, and I typically only have 30 minutes left of the day. With those 30 minutes, I will often finish up whatever it was I was working on before heading out for the day.ย 

Thursday and Friday

The second half of the week looks a little different, however. Thursday and Friday are my back-to-back busy days. Like Tuesday and Wednesday, I start my morning with my first literacy group of the day. However, I then have two more right after that until a little after 11:20. From there, I run to the middle school side of the building where I supervise a 7th grade FOCUS block, a structured and self-directed enrichment time for middle school students. They either work on math or reading through an independent and asynchronous computer program, similar to what you might see on Khan Academy.ย 

When FOCUS is over at around 12:15, I then quickly run back to my office to heat up my lunch and then run back to my small group classroom where I host a small lunch group with some of my students and their friends. Itโ€™s nothing structured, just a safe space for students who may feel overwhelmed by the large cafeteria while also providing some social time with an adult. After chatting with my students, the bell rings to signal that lunch is over at 12:51, and the students who I donโ€™t teach filter out, while the students who I do teach filter in. At that point, I teach my last literacy block of the day until around 1:45. From there, I can finally head back to my desk and finish up any tasks or projects I have going on. If itโ€™s a Thursday, I have a new teacher meeting from 3:30-4:30. Otherwise, on Fridays, (and some Thursdays), Iโ€™m out the door at 3:30.ย 

The rest of the afternoon

Although my job requires me to wake up at dawn, the benefit is that I am often done with work almost two hours before most people. That means I have the free time in the afternoon to do things and have hobbies. So often I will take the T straight to Harvard Square and hit the bouldering gym while it is still empty. By the time I leave around 6-6:30, many people have just arrived. I then head home and eat dinner, study for the LSAT, read some more, and get ready for bed before I hit the hay at 10pm so I am well rested to do it all over again the next day.ย 

While a repetitive, early, and structured schedule is definitely an adjustment from college, it has been incredibly interesting to adapt to this new lifestyle. Not only am I getting used to it, but I am taking full advantage of all the free time it allows me to have in the afternoon. I was never able to have hobbies outside of school and my extracurriculars. Now, I am able to partake in activities just for fun!ย 

Furthermore, while this day in the life provides a snapshot into what a typical day might include, the fun part of working at a school is that you can never really predict what a day will bring! Overall, the reward is worth the early alarm. Iโ€™m learning about work-life balance and I have the opportunity for structure and boundaries in a way I never had before in the chaotic business of college.ย 

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Shoshanna Hemley

Shoshanna (she/her) is the FAO Schwarz Fellow at Boston Collegiate Charter School in Boston, MA.

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Inside the Claymobile’s Nine Socioemotional Learning Competencies

For the last year and a half as an FAO Schwarz Fellow with The Clay Studio (TCS) in Philadelphia, I have been working on a strategic project to highlight and improve socioemotional learning (SEL) in the Claymobile curriculum. This project has been a true labor of love. I am very passionate about SEL in the arts, so it was an incredible opportunity to grow my skills and share my knowledge about the topic with the Claymobile team.ย 

These nine SEL competencies have been instrumental to expanding Claymobileโ€™s capacity for socioemotional growth.

In the past few months, several elements of my strategic project have been coming to fruition. I completed Claymobileโ€™s SEL toolkit, which documents Claymobileโ€™s nine SEL competencies, as well as guiding philosophies on each competency and best practices on how to promote them through our teaching. I also worked with Emily Wallace, TCSโ€™s Communication Manager, to create an SEL workbook that provides exercises and journal prompts to deepen our understanding of each competency. Claymobile Teaching Artists have been completing the workbook as supplementary materials to our SEL Deep Dives, a series of learning sessions that I have been facilitating. Last week, I also led a presentation on SEL for the entire TCS staff.ย 

In this blog post, I want to share the nine SEL competencies that I developed with my fellow Teaching Artists, as well as share how we are implementing each competency in our daily teaching practices. These competencies are:ย 

  1. Critical thinking
  2. Community and belonging
  3. Joy
  4. Pride and self esteem
  5. Accepting imperfection
  6. Autonomy
  7. Self expression
  8. Responsible decision making
  9. Emotional regulation

1. Critical thinking

One practice that we’ve started employing to push students to practice their critical thinking skills is to bring teacher-made example projects that show the effects of certain techniques in clay making. A pedagogy centered on critical thinking requires students to understand the logic behind what theyโ€™re doing, not simply to follow instructions. When we teach students how to scratch and attach, make coils, and hollow out pinch pots, we want to make sure weโ€™re demonstrating why and how we use each technique. However, because ceramic projects take a long time due to processing and firing, it can be difficult for students to connect the cause and effect of using a certain technique on one day, and then receiving a project back on a different day weeks later.ย 

Bringing examples with mistakes can demonstrate the effect of techniques in a more tangible way. For example, we might bring a mug that has its handle falling off because its creator did not scratch and attach properly. This gives students a better understanding of why we scratch and attach, instead of just copying the technique because we told them to.

2. Community and belonging

To promote community and belonging, we’ve recently started focusing on classroom rituals. A classroom ritual is something that we do consistently every time we have a class, whether that’s opening the class with a question of the day or ending the class with a share-out of our work. These small, consistent rituals are emotionally reassuring to students because it makes our classes predictable instead of uncertain. It also gives us a small moment for the whole class to connect to each other by, for example, hearing every studentโ€™s favorite animal. Claymobile moves very quickly, so these rituals give us the chance to connect with every student in the limited amount of time we have during a residency.

3. Joy

Unlike other competencies, joy is not necessarily a skill that we as teachers need to help students build. Everyone is born with an inherent sense of joy, but that sense of joy is not always fed or valued by the world around us. In order to maintain what is considered โ€œappropriateโ€ classroom behavior, students often have to subdue their expressions of joy. Students are expected not to laugh too loudly, talk out of turn, or move their bodies while learning, because it’s considered disruptive. However, Claymobile is a much different learning environment than a typical academic class. While it may be necessary to sit still and be quiet when taking a math test, making art can involve noise, silliness, movement, and energy. We promote joy by creating an environment where students can express their joy freely.

4. Pride and self esteem

One way we have been promoting pride and self esteem in our students is by emphasizing moments of affirmation in our classroom rituals. We are incorporating activities like gallery walks and share-outs into our lesson planning to give students an opportunity to show off their work and receive positive affirmation from their peers. This helps students practice celebrating their accomplishments and experience validation from their community.

5. Accepting imperfection

To embrace imperfection, we draw from psychologist Carol Dweckโ€™s theory of the growth mindset. According to Dweck, a growth mindset involves believing that effort and perseverance can improve skills and that mistakes are an opportunity to be learned from. Conversely, a fixed mindset believes that talent and success are innate and can’t be changed, and that mistakes indicate failure. Students with a growth mindset are more likely to persevere, problem solve, and maintain positive self esteem in the face of difficulties, while students with a fixed mindset are more likely to avoid challenges and give up easily. When we interact with students, we can promote a growth mindset by using language that encourages practice and effort, frames mistakes as valuable lessons, and prompts students to problem solve around their mistakes.

6. Autonomy

One way that we are increasing autonomy in our classes is by carefully considering where we can expand our studentsโ€™ creative freedoms. While ceramics does have some rules that must be followed, other rules can be handed over to students to honor their autonomy as artists. For example, we can never allow students to glaze the bottom of their artwork, because it will cause the project to be fused to the kiln shelf and damage the kiln and their project. But we can offer more choices when it comes to other types of risk-taking. For example, we often warn students that including thin and long elements in their projects is risky because those things often break off during firing. But if a student decides that the risk is worth it, we often let them include those pieces. Risky creative decisions like these allow students to safely practice autonomy and critical thinking in a developmentally appropriate way.

7. Self expression

To promote self expression, we are incorporating more student choice into our residency planning. While a typical residency is planned mostly by the teacher, each student has their own interests and hopes for what kind of art they want to create. To honor their need for self expression, we can create opportunities for students to have more control over what projects they work on during our residencies. Depending on the individual needs of each class, this might look like voting on the final project, creating a new project based on a studentโ€™s idea, or having a free clay day.

8. Responsible decision making

As a socioemotional skill, responsible decision making goes beyond simply following the rules. Students also need to be able to evaluate situations, predict the cause and effect of certain actions, and make decisions based on their own judgement. To encourage responsible decision making, we have begun implementing co-created classroom norms in our residencies. Classes can decide on classroom norms together, rather than just having to follow rules decided by the teacher alone. This creates more buy-in from students, as they are more likely to value norms that they participated in writing. The process also challenges traditional hierarchies in classrooms by emphasizing that everyone in the room has a responsibility to everyone else in the room; students have to treat each other and the teachers appropriately, and teachers also have to treat students appropriately.ย 

9. Emotional regulation

Emotional regulation refers to our ability to express our emotions appropriately and return our nervous systems to a calm state when we are emotionally activated. To address this, we are learning about various methods for engaging the parasympathetic nervous system, which is responsible for returning our body to a calm, safe emotional and physical state. Some ways to engage the parasympathetic nervous system include taking deep breaths, stretching or moving your body, drinking water, or moving yourself to a calmer environment. When children behave in disruptive or unsafe ways, they are often acting out of emotional dysregulation. Instead of punishing children for being sad, angry, or afraid, we can help them learn to regulate their emotions with compassion and understanding.

These nine SEL competencies have been instrumental to expanding Claymobileโ€™s capacity for socioemotional growth. Throughout the past year and a half, weโ€™ve focused on providing intentional feedback, structuring residencies to create an experience of growth, and intentionally creating moments of connection within our classes. Iโ€™m incredibly proud of the work weโ€™ve done as a team, and I look forward to reporting back on our growth in the last six months of my fellowship experience!

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Emily Lu

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

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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.

Picture of Avery Trinidad

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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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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As Told by a Nonprofit Data Wrangler

Data wrangling is the conventional term for the process of transforming raw data into a usable form. Suppose your database stored date records as “YYYY-MM-DD.” If your analysis focused on the calendar month, extracting “MM” (and maybe converting it to an actual name) might be part of your analytical workflow. Though not holistically representative, that’s an easy example of data wrangling.

Many data analystsโ€”in the interest of showing off their competency and technical prowessโ€”paint the process as elegant, smooth, and consistent. Of course, those are the qualities stakeholders desire for the end product. In fast-paced, evidence-based settings, insights and reporting should not only be actionable, usable, and sustainable, but they should also come in pretty packaging.

"...data wrangling can be a fairly indirect process that lands you somewhere you donโ€™t expect. The same can be said of your early professional journey."

The spaghetti code amassed between their PostgreSQL, Pandas, and Matplotlib workflows be damned! Those data scientists can make a good visualization.

As a junior data analyst over a year into the field, I take a lot of pride in producing accessible insights for dozens of different stakeholder groups. In the first half of my fellowship, this has ranged from facilitating market-wide data democratization workshops to running Social Work-focused data trainings to the ever-clichรฉ PowerBI dashboard. Some of this data comes from my original consumer research with participants, but the bulk of it comes from a highly mature and curated system of data collection at Year Up United. If the first year was spent exploring, the second year has so far been spent taking action.

Thus, it becomes a game of making all that raw data usable for study.ย  According to my coworkers, it’s a game I’m good at. “Avery’s the guy for all things data,” some say! I want to say that the game’s always easy, too. Yet, Truth would come out of her well to shame the consumer insights analyst.

Frequently in my work, Truth does not come out the data well on her ownโ€”given the usual conditions of organizational data storage, she can’t. Unconventional formatting, inconsistent styles of data entry, and deprecated categories don’t make data wrangling easier. Rather, data specialists come at Truth, buried somewhere in over a hundred relational tables of data, with mining explosives. And though some data professionals will tell you that Excel is archaic and limited, sometimes Truth doesn’t start upward vertical movement until you break out PivotTables.

Overwrought metaphors aside, the following is a 0 to 1 example of my own analytical workflow, going from an ad hoc stakeholder request to end-product visualization. Keep in mind that this can vary from project to project. This account is slightly fictionalized! The following data, though, is all real:

1.

I get a request to pull and process data from a stakeholder. This might be someone higher up in my department (in this case, the Director of Program), or it might be a stakeholder from another functional team (like the Director of Student Services, Site Director, or even a national Growth & Strategy Lead). Here, Wilfrid Velazquez wants to explore some data regarding “firings” for a debrief meeting. “Firings” are Year Up United’s historical term for attritionโ€”a participant leaving the program, whether intentionally, willingly, or by regulatory necessity. For the purposes of this demonstration, weโ€™ll wrangle only two selections of data into a singular visualization.

2.

I write a relevant SQL query to pull the data from a relevant relational database. In this case, I’m using SOQL (a proprietary dialect of SQL) to rapidly export a table from Salesforce, a CRM (customer relationship management) Platform. I’m specifically looking for participants who have left programโ€”that is, count as attrition.

3.

I export the resulting array from this query into a usable format. (Note: I’ve removed confidential, identifying information important to my typical workflow.)

4.

I load the resulting file (in this case a CSV, a comma-separated value file) into a data manipulation tool. For many, this can be as simple as plopping it into Excel! That is a totally valid avenue of explanation. In this specific case, however, I’m using “pandas”, a data analysis library written in Python (a general purpose programming language) within the program VSCode. If you have the prerequisite knowledge, you can perform the same actions as in Excel with extreme efficiency and relative ease. And all these resources are free!

5.

Some exploratory data analysis is good for you. In this case, I’ve calculated the relative percentages of Attrition Reasons (referred to here as “Reasons for Status Change” and historically referred to as “Firings”). These numbers should add up to approximately 100: that is, a whole population.

6.

It’s become an organizational priority to investigate how our programming may impact different demographics– including age. This analysis sees how many participants of a particular age ultimately left the program. You can definitely see the higher numbers here, but it might be a little difficult to see what’s happening just from this.

7.

Woah! It looks like 19 years take the lead in attrition. It’s much easier to discern from this bar graph. In a Statistics course, we might describe this distribution as a bit “right-skewed”โ€”attritions lean towards younger participants!

8.

That’s all good, but let’s see how this stacks up against the general population distribution of age. That is: maybe this is just proportional to how many 19 year olds were in this particular cohort? Let’s export another CSV using SQL, this time incorporating the entire population regardless of program status. The difference here is that I havenโ€™t specified for โ€œStatus__c = โ€˜Firedโ€™โ€, which would otherwise limit me to Attrition data. Weโ€™re no longer looking at a specific sample: we are looking at the true population.

9.

Iโ€™ve now loaded the CSV into my Python environment. You might be curious what those “NaN” values mean for the general population. In its literal most meaning, NaN means โ€œNot a Number.โ€ Contextually, itโ€™s a โ€œnullโ€ value: thereโ€™s absolutely nothing there. Itโ€™s an utter blank space where data could go. There isnโ€™t any attrition data associated with that particular individual’s file because the individual completed the program in full!

10.

Iโ€™ll use the pandas libraryโ€™s native support for Matplotlib, just as I had for the Attrition data. Huh, seems like there’s an entirely different distributionโ€”with the exception of a singular (incorrectly entered) outlier calculated as 0 years old at enrollment!

11.

We’re getting more advanced now. I’ve super-imposed the age distribution of Attrition against the General Population. 19 year-olds are uniquely overrepresented here! I’ve normalized the y-axisโ€”in Statistics, that means I’ve transformed the data in such a way that it’s easier to compare the values presented. The practice of steps 8 to 11 are commonly referred to as โ€œexploratory visualization.โ€ Iโ€™m not making any definite claims yet, beyond an observable instance of correlation.

12.

And now we export and save as a โ€œ.pngโ€ image file. Itโ€™s now time to send our end-product to our stakeholder to see if they think this topic is worth further investigation. In a social impact context, such phenomena might indicate a gap in service or the presence of something particular to this age group. As in all statistical investigationโ€”no matter how simpleโ€”itโ€™s important to remember that correlation is not causation. Higher attrition correlates with 19 year olds in this particular cohort: there might be any number of factors actually causing this. Still, itโ€™s worth flagging for our stakeholder!

13.ย 

Don’t forget to tell your stakeholder what exactly they’re looking at if you ever try this yourself! I donโ€™t consider reportsโ€”even if theyโ€™re small, ad hoc thingsโ€”to be one-and-done deals. Be ready to explain your process and what the body of data youโ€™re working with actually is. Soft skills are part of data analyticsโ€”thereโ€™s always going to be someone with a follow-up question.

As you might gather from this 13-step processโ€”whether data layperson or notโ€”data wrangling and ad hoc reporting can be a fairly indirect process that lands you somewhere you donโ€™t expect. The same can be said of your early professional journey, at any organizationโ€”whether for-profit or nonprofit, social impact-oriented or driven by sales. โ€œIndirectโ€ doesnโ€™t have to mean bumpy, but many challenges are meant to be transformed into victories.

When I first came into my role at Year Up, I imagined myself as a predominantly qualitative researcher who could flex some mixed methods muscle. Now, I understand myself as an adept data analyst ready to tackle both qualitative and quantitative data to extract whatever story they might tell. As I reflect on my options following my two-year opportunity with the FAO Schwarz Fellowship, I find myself saying what Iโ€™ve said before: I donโ€™t just get one โ€œyear up,โ€ the fellowship has given me two.

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Avery Trinidad

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

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