This presentation was created for the Hive NYC Community Meet-up on Nov 20, 2014.

1. Hive Meet-up:
Hacking the Hive NYC Community
Brokering Model
Dixie Ching
Rafi Santo, Christopher Hoadley & Kylie Peppler
MAGNET, November 20th, 2014
dolcelab

2. Game Plan!
Introduction: Why brokering?
Group work: Hacking the model
“Network perspective” on brokering
Brainstorm: Network-level initiatives
Wrap up/Share out

3. Hive NYC Community White Paper
“Supporting Interest-Learning Pathways in Hive
NYC: A Focus On Brokering Learning
Opportunities”
I. Overview
II. Hive NYC Mission for Youth Pathways
III. A Focus on Brokering and “Connective
Tissue”
I. Model
II. Challenges and Opportunities
IV. Conclusion

4. What is Brokering?
 “Bridging or linking youth to opportunities,
individuals, and/or offline and online resources that
can support their engagement in interest-driven
learning toward various personal, academic,
professional and civic goals.”

5. What does Brokering have to do with
Pathways?
“Youth Pathways” “Brokering”

6. Why is Brokering Important?
 Set of values, practices (and tools) that are:
 Relevant/necessary
 Scalable
 Adaptive

7. Hive NYC Community Brokering
"Bridging or linking youth to opportunities, individuals, and/or offline and online resources that can suppor t their engagement in
interest-driven learning toward various personal, academic, professional and civic goals.”
Family Adults Non-Family Adults Peers
Aunts, Uncles
Programs Internships
Field trips
Principals
Mentors
Role models
Friends Cousins
Institutions
Events
Books,
Magazines
Peer
collaborators
Hive
educators
College
attainability
resources
Career
attainability
resources
Teachers
Cousins
Parents
Siblings
Acquaintances
Grandparents
Caretaker Family friend
Guidance
counselors
Teaching
ar tists
Mentors
“Opportunities” “ Information
Sources”
“Social Connections”
Websites
Hive
educators
“Leveling up”
internships
Teachers
Visits to
professional
spaces
Conferences
Capstone
events
Hive youth
“Brokering”
W ho brokers?
Guidance
Counselors
W hat is
brokered?
Post-program:
- Offer a way to ‘level-up’ in the org (e.g., co-teach the program, become a
“student resident,” etc. ). Possibly base this on passion in addition to (or
instead of) skill level.
- Discuss other programs w youth and help them apply.
- Help them learn about ways to continue (online, via a program, etc.)
Networking
events,
meetups
Facilitating connections by
arranging f2f meeting; helping
with applications, resumes, and
cover letters; etc.
Feel OK with referring youth to
OTHER programs, so to spread
the love!
Develop more and closer
relationships with teachers,
guidance counselors, and mentors
W hat does
brokering
look like?
Helping a youth develop an ar tifact (e.g., video, playable game) or por tfolio that
she can use to garner her next oppor tunity.
Noting things they’ve made
(“ar tifacts” ) or done;
documentation, description
Looking at their
por tfolios (learning, artist,
writing, etc.)
Knowing our youth in terms of their
• interests, likes and dislikes
• aptitudes
• academic, civic, professional goals
• home life, “ life stuff”
• activity (what sorts of activities
they’ve engaged in)
Conversations (during class, program,
via email, while hanging out, during
pizza time, at maker party events, etc.)
Noting badges activity
Social media activity
(Twitter, Tumblr, Instagram
are less personal than FB)
Listening to youth presentations
(classes, programs, capstone events,
maker par ties, etc.)
Noticing what they show up for and
what they do there (programs,
capstone events, maker par ties, school
events, etc.)
W hat are
some ways
to get to
know youth?
Have easy access to an up-to-date list of oppor tunities and
info sources. Have helpful social networks for brokering.
Check in with current and past youth on a
regular basis. Let them know you’re
following their activities.
Think about the timing of our recommendations (for ex,
tell youth about a program 1-2 weeks before the
deadline).
How can we
be bet ter
brokers?
Keep in mind the program features
that matter to youth.
Friends there; possibility of making friends
Whether or not it:
- conflicts with another program or sports team activities.
- taps an interest or curiosity.
- is free; provides a stipend.
- might lead to an internship or job afterwards.
- involves access to computers.
- involves exposure to a type of technology that the youth is
excited about (Arduino, Unity, Scratch, mobile phone
software).
Geographic location (transit time from
school; back home)
General vibe of the place, based on looks,
ppl who work there, neighborhood
W hat
program
features
mat ter to
youth?
Awareness
of societal
issues
Helping a youth connect her
current experience to future
career or college plans.
Forums
Longer or more frequent interaction
times (year-long, semester-long
programs; inviting back youth, etc.)
Shadowships
Fellowship,
Scholarship
Opps
Professional
training
Professional
Mentoring
Noting their interactions at events
where there’s a lot of “ free
choice” (e.g., maker par ties, Emoti-
Con, etc.).
Other brokers
Help youth develop personal, academic, civic and
professional goals. Show how an interest can grow into
those long-term possible futures.
Create “ ladders of opportunities”
within your org or with other
oppor tunities beyond your org; if
possible, your org should function as
the ladder “rails.”
Youth development principles could be useful here: e.g.
Having high expectations for young people; what a "caring
adult" looks like/how they relate to young people; helping
young people understand impact of their action/inaction on
the broader community, however defined
Identify “ junior leaders” who are ready
to scaffold their "leadership" roles with
younger youth; have them serve as the
"youth bridge.”
Align recommendations with
significant moments in the school
year, college application process,
etc. (e.g., a fun game jam might be
perfect right after stressful Regents
week; an oppor tunity highlighting
college pathways or scholarship
opportunities would be helpful for
high school juniors in the spring, for
seniors in early fall; etc.)
Understand and analyze the impacts
of structural barriers that youth
face. Analyze the impact on
ourselves as educators. Interrogate
our own relationships to structural
oppression.
Acting as the “human bridge”
to new places and people (e.g.,
organizing a field trip to an org;
introducing a youth to another
educator)
Making a presentation about
your program during class time
at a school.
Talk to youth about other programs (at pop-up events, during your
program). Help them register.
Saturday, November 15, 14
Model
- Interviews (youth, Hive educators, teaching artists)
- Observations of Hive programs and events
- Youth Trajectories meetings (Charrette, Affinity
Group)
- YT pilot initiatives (Hive Youth Meetups; Text
Connect; Hive Teen Mailing List)
- Hive community engagement (community calls,
cohort calls, community meet-ups)
- Background literature

8. Hive NYC Community Brokering
"Bridging or linking youth to opportunities, individuals, and/or offline and online resources that can suppor t their engagement in
interest-driven learning toward various personal, academic, professional and civic goals.”
Family Adults Non-Family Adults Peers
Aunts, Uncles
Programs Internships
Field trips
Principals
Mentors
Role models
Friends Cousins
Institutions
Events
Books,
Magazines
Peer
collaborators
Hive
educators
College
attainability
resources
Career
attainability
resources
Teachers
Cousins
Parents
Siblings
Acquaintances
Grandparents
Caretaker Family friend
Guidance
counselors
Teaching
ar tists
Mentors
“Opportunities” “ Information
Sources”
“Social Connections”
Websites
Hive
educators
“Leveling up”
internships
Teachers
Visits to
professional
spaces
Conferences
Capstone
events
Hive youth
“Brokering”
W ho brokers?
Guidance
Counselors
W hat is
brokered?
Post-program:
- Offer a way to ‘level-up’ in the org (e.g., co-teach the program, become a
“student resident,” etc. ). Possibly base this on passion in addition to (or
instead of) skill level.
- Discuss other programs w youth and help them apply.
- Help them learn about ways to continue (online, via a program, etc.)
Networking
events,
meetups
Facilitating connections by
arranging f2f meeting; helping
with applications, resumes, and
cover letters; etc.
Feel OK with referring youth to
OTHER programs, so to spread
the love!
Develop more and closer
relationships with teachers,
guidance counselors, and mentors
W hat does
brokering
look like?
Helping a youth develop an ar tifact (e.g., video, playable game) or por tfolio that
she can use to garner her next oppor tunity.
Noting things they’ve made
(“ar tifacts” ) or done;
documentation, description
Looking at their
por tfolios (learning, artist,
writing, etc.)
Knowing our youth in terms of their
• interests, likes and dislikes
• aptitudes
• academic, civic, professional goals
• home life, “ life stuff”
• activity (what sorts of activities
they’ve engaged in)
Conversations (during class, program,
via email, while hanging out, during
pizza time, at maker party events, etc.)
Noting badges activity
Social media activity
(Twitter, Tumblr, Instagram
are less personal than FB)
Listening to youth presentations
(classes, programs, capstone events,
maker par ties, etc.)
Noticing what they show up for and
what they do there (programs,
capstone events, maker par ties, school
events, etc.)
W hat are
some ways
to get to
know youth?
Have easy access to an up-to-date list of oppor tunities and
info sources. Have helpful social networks for brokering.
Check in with current and past youth on a
regular basis. Let them know you’re
following their activities.
Think about the timing of our recommendations (for ex,
tell youth about a program 1-2 weeks before the
deadline).
How can we
be bet ter
brokers?
Keep in mind the program features
that matter to youth.
Friends there; possibility of making friends
Whether or not it:
- conflicts with another program or sports team activities.
- taps an interest or curiosity.
- is free; provides a stipend.
- might lead to an internship or job afterwards.
- involves access to computers.
- involves exposure to a type of technology that the youth is
excited about (Arduino, Unity, Scratch, mobile phone
software).
Geographic location (transit time from
school; back home)
General vibe of the place, based on looks,
ppl who work there, neighborhood
W hat
program
features
mat ter to
youth?
Awareness
of societal
issues
Helping a youth connect her
current experience to future
career or college plans.
Forums
Longer or more frequent interaction
times (year-long, semester-long
programs; inviting back youth, etc.)
Shadowships
Fellowship,
Scholarship
Opps
Professional
training
Professional
Mentoring
Noting their interactions at events
where there’s a lot of “ free
choice” (e.g., maker par ties, Emoti-
Con, etc.).
Other brokers
Help youth develop personal, academic, civic and
professional goals. Show how an interest can grow into
those long-term possible futures.
Create “ ladders of opportunities”
within your org or with other
oppor tunities beyond your org; if
possible, your org should function as
the ladder “rails.”
Youth development principles could be useful here: e.g.
Having high expectations for young people; what a "caring
adult" looks like/how they relate to young people; helping
young people understand impact of their action/inaction on
the broader community, however defined
Identify “ junior leaders” who are ready
to scaffold their "leadership" roles with
younger youth; have them serve as the
"youth bridge.”
Align recommendations with
significant moments in the school
year, college application process,
etc. (e.g., a fun game jam might be
perfect right after stressful Regents
week; an oppor tunity highlighting
college pathways or scholarship
opportunities would be helpful for
high school juniors in the spring, for
seniors in early fall; etc.)
Understand and analyze the impacts
of structural barriers that youth
face. Analyze the impact on
ourselves as educators. Interrogate
our own relationships to structural
oppression.
Acting as the “human bridge”
to new places and people (e.g.,
organizing a field trip to an org;
introducing a youth to another
educator)
Making a presentation about
your program during class time
at a school.
Talk to youth about other programs (at pop-up events, during your
program). Help them register.
Saturday, November 15, 14
Model

9. Hack the Brokering model!
1. Decide on which of the four posters you’d
like to start with.
1. Use markers and post-its to annotate.
[Pink post-its = challenges.]
3. After 15 minutes, switch to another poster!
 Feel free to send more feedback [dixieching@gmail.com]
 HRL will share revised model by end of November.

10. "Bridging or linking youth to opportunities, individuals, and/or offline and online resources that can suppor t their engagement in
interest-driven learning toward various personal, academic, professional and civic goals.”
Family Adults Non-Family Adults Peers
Aunts, Uncles
Programs Internships
Field trips
Principals
Mentors
Role models
Friends Cousins
Institutions
Events
Books,
Magazines
Peer
collaborators
Hive
educators
College
attainability
resources
Career
attainability
resources
Teachers
Cousins
Parents
Siblings
Acquaintances
Grandparents
Caretaker Family friend
Guidance
counselors
Teaching
ar tists
Mentors
“Opportunities” “ Information
Sources”
“Social Connections”
Websites
Hive
educators
“Leveling up”
internships
Teachers
Visits to
professional
spaces
Conferences
Capstone
events
Hive youth
“Brokering”
W ho brokers?
Guidance
Counselors
W hat is
brokered?
Post-program:
- Offer a way to ‘level-up’ in the org (e.g., co-teach the program, become a
“student resident,” etc. ). Possibly base this on passion in addition to (or
instead of) skill level.
- Discuss other programs w youth and help them apply.
- Help them learn about ways to continue (online, via a program, etc.)
Networking
events,
meetups
Facilitating connections by
arranging f2f meeting; helping
with applications, resumes, and
cover letters; etc.
Feel OK with referring youth to
OTHER programs, so to spread
the love!
Develop more and closer
relationships with teachers,
guidance counselors, and mentors
W hat does
brokering
look like?
Helping a youth develop an ar tifact (e.g., video, playable game) or por tfolio that
she can use to garner her next oppor tunity.
Noting things they’ve made
(“ar tifacts” ) or done;
documentation, description
Looking at their
por tfolios (learning, artist,
writing, etc.)
Knowing our youth in terms of their
• interests, likes and dislikes
• aptitudes
• academic, civic, professional goals
• home life, “ life stuff”
• activity (what sorts of activities
they’ve engaged in)
Conversations (during class, program,
via email, while hanging out, during
pizza time, at maker party events, etc.)
Noting badges activity
Social media activity
(Twitter, Tumblr, Instagram
are less personal than FB)
Listening to youth presentations
(classes, programs, capstone events,
maker par ties, etc.)
Noticing what they show up for and
what they do there (programs,
capstone events, maker par ties, school
events, etc.)
W hat are
some ways
to get to
know youth?
Have easy access to an up-to-date list of oppor tunities and
info sources. Have helpful social networks for brokering.
Check in with current and past youth on a
regular basis. Let them know you’re
following their activities.
Think about the timing of our recommendations (for ex,
tell youth about a program 1-2 weeks before the
deadline).
How can we
be bet ter
brokers?
Keep in mind the program features
that matter to youth.
Friends there; possibility of making friends
Whether or not it:
- conflicts with another program or sports team activities.
- taps an interest or curiosity.
- is free; provides a stipend.
- might lead to an internship or job afterwards.
- involves access to computers.
- involves exposure to a type of technology that the youth is
excited about (Arduino, Unity, Scratch, mobile phone
software).
Geographic location (transit time from
school; back home)
General vibe of the place, based on looks,
ppl who work there, neighborhood
W hat
program
features
mat ter to
youth?
Awareness
of societal
issues
Helping a youth connect her
current experience to future
career or college plans.
Forums
Longer or more frequent interaction
times (year-long, semester-long
programs; inviting back youth, etc.)
Shadowships
Fellowship,
Scholarship
Opps
Professional
training
Professional
Mentoring
Noting their interactions at events
where there’s a lot of “ free
choice” (e.g., maker par ties, Emoti-
Con, etc.).
Other brokers
Help youth develop personal, academic, civic and
professional goals. Show how an interest can grow into
those long-term possible futures.
Create “ ladders of opportunities”
within your org or with other
oppor tunities beyond your org; if
possible, your org should function as
the ladder “rails.”
Youth development principles could be useful here: e.g.
Having high expectations for young people; what a "caring
adult" looks like/how they relate to young people; helping
young people understand impact of their action/inaction on
the broader community, however defined
Identify “ junior leaders” who are ready
to scaffold their "leadership" roles with
younger youth; have them serve as the
"youth bridge.”
Align recommendations with
significant moments in the school
year, college application process,
etc. (e.g., a fun game jam might be
perfect right after stressful Regents
week; an oppor tunity highlighting
college pathways or scholarship
opportunities would be helpful for
high school juniors in the spring, for
seniors in early fall; etc.)
Understand and analyze the impacts
of structural barriers that youth
face. Analyze the impact on
ourselves as educators. Interrogate
our own relationships to structural
oppression.
Acting as the “human bridge”
to new places and people (e.g.,
organizing a field trip to an org;
introducing a youth to another
educator)
Making a presentation about
your program during class time
at a school.
Talk to youth about other programs (at pop-up events, during your
program). Help them register.
Saturday, November 15, 14
Happy
Hacking!
We’ll
reconvene at
11:10…

11. Reflection
1. Comments or questions?
2. Any takeaways?

12. Why a “network perspective” on brokering?
1. We are a robust network with ways to communicate and
share information.
2. Broker/Gatekeeper duality. Sometimes we’re recruiting
and sometimes we’re placing.
3. Means a greater range of opportunities and meaningful
relationships – “connective tissue” or “mesh of
support.”
4. Over time, coordination costs will be offset by efficiency
gains.

13. Brainstorm: Network-level initiatives
1. Break into groups.
2. Brainstorm possible solutions.
3. What exists? What are some larger
solutions that I would want to be a
part of? (by leading, helping to
implement)
4. Create a project poster. How will your
idea address any brokering issues or
help you broker?
5. Share and Discussion.

14. Share out

15. Thank you!
Stay updated at:
hiveresearchlab.org
@hiveresearchlab
This project is made possible through the generous support of the
Hive Digital Media and Learning Fund at the New York Community
Trust.
dolcelab