The Urban Resiliency Initiative (URI) represents a multi-pronged research and programming agenda that aims to promote youth well-being and community resiliency by respecting and acknowledging the humanity and unavoidable vulnerability of all. URI operates two principal lanes of impact, which are designed to enhance students’ STEM learning while, in parallel, fostering improved relationships with teachers and community members with the ultimate aim of unleashing resiliency in urban communities.
The first “Lane” highlights a theory driven and youth learning promotion focused intervention. Using youths’ arts relevant interests, implemented academic intervention programming leverages youth music and technology interests to scaffold STEM learning opportunities (i.e., uses students’ attraction to electronic sound and music to leverage Science, Technology, Engineering and Math [STEM] learning). In collaboration with partners, we have developed a middle-school STEM curriculum that links economic (e.g., electronic music lab professional skill-building), academic (STEM instruction), and relationship-building experiences (opportunities for prolonged and repeated positive, interactions and social justice identities) between and among youth and adults. The curriculum is aligned with (a) Core Curriculum Standards in math and literacy, (b) Next Generation Science Standards, and (c) National Core Arts Standards. Our inquiry-based lessons—from an arts scaffolding strategy—are designed to exploit youths’ interest and proficiency in DJing and turntablism and thus to pique and/or sustain STEM academic interest, social justice consciousness and commitments.
The second “Lane” is adult or professional level focused with the aim to maximize the adult supports intended for youths’ everyday competence and human resiliency. To that end, as the Second Lane of Impact for adults who serve as the context for youth development, we have developed solutions oriented assessment tools that can (a) uncover maladaptive professional orientations which inhibit the cultivation of resiliency, and (b) identify practical ways to correct these behaviors. Currently, we are designing tools like this for use with teachers, police officers, and health professionals.