Areas to address:
New media has been strongly associated with social media, blogs, and other information technology based content. This content is supposedly unrestricted and free. But in fact it is moderated by the medium of the internet itself, which has inherent and profound limitations. With the advent of maker/hacker spaces and their growing prominence in communities around the world, the phenomena of new media bridging the digital-physical divide -- through digital materialization, and it’s compliment material digitalization -- creates a new reality that transcends the purely digital modes of supposedly unrestricted production.
New media has been strongly associated with social media, blogs, and other information technology based content. This content is supposedly unrestricted and free. But in fact it is moderated by the medium of the internet itself, which has inherent and profound limitations. Namely, that it lacks physicality. With the advent of maker/hackerspaces and their growing prominence in communities around the world, people are integrating computers and materials to bridge the digital-physical divide and create a new media landscape that transcends digital modes of production via digital materialization, and its compliment material digitalization.
Digital materialization a la 3D printing, computer controlled machining, and embodied computing (robotics) has become inexpensive and accessible to non-specialists. Increased accessibility is largely due to the continual development of better methods of abstracting details and essentializing the process of production into an intuitive activity. The consequence of this is that people no longer must be geniuses in order to program computers. This creates a strong democratizing influence on the fields of information technology, computer science, and engineering. Given this reality, people can now produce for themselves the objects that they once were reliant on corporations to produce for them. Hence, these objects have gone from impersonal artifacts to the epitome of self expression.
Digital materialization in the form of 3D printing, computer controlled machining, and embodied computing (robotics) has become less expensive and more accessible due to decreasing hardware costs and software that essentializes the process of production into an intuitive activity. Reduced costs and increased ease of use equalizes access to the technologies that are shaping our future, which gives opportunities to people irrespective of class, race and gender to learn and participate in creating in new mediums.
Material digitization is the compliment of digital materialization. It entails mapping the attributes of an object into a computer model. While at first this technology seems less crucial for creativity and the generation of new media, it enables the replication of material objects in a digital form and thus their alteration and reproduction. This is central to creativity in the context of new media. Furthermore, material digitization renders the digital to material creative process bi-directional, invertible, and recursive; recursion being important in philosophy, art, and engineering.
Material digitization is the compliment of digital materialization. It entails mapping the attributes of an object into a computer model. This representation of material objects in digital form allows for their collaborative and distributed alteration and reproduction. Reproduction and alteration are central to creativity in the context of new media and art in general.
Eugene Maker Space (EMS) is part of a worldwide social movement of makers and “Maker Spaces” - facilities established to enable the community to have access to tools and the technologies which are revolutionizing society. EMS provides a workspace, tools, equipment, and the knowledge of its members in order to create a community of collaboration and hands-on learning.
Eugene Maker Space (EMS) is part of a worldwide social movement of makers and “Maker Spaces” – facilities established to enable the community to have access to tools and the technologies which are revolutionizing society. EMS provides a workspace, tools, equipment, and the knowledge of its members in order to create a community of collaboration and hands-on learning. EMS has 3D printers available for use in our space, and many of our members have constructed 3D printers and have expertise in 3D modeling and printing.
Kassie: make the connection between EMS and 3D printing stronger.
With the support of the Wayne Morse Center for Law and Politics, the Eugene Makerspace proposes to hold a series of seminars, presentations, demonstrations, and workshops focused on 3D printing, 3D scanning, and technological literacy; where technological literacy encompasses new media literacy, the amplification of action via cognitive extensions, e.g., computers, cell phones, etc. (ubiquitous computing), and empowerment through the use of free and open source software and hardware. EMS is requesting $10,000 to produce these classes, but we have the flexibility to reduce our course offering if the award amount is lower. Applicant Contact Information:
Weston Turner: (541) 870-5693
687 McKinley Street Suite #2
Eugene, Oregon 97402
With the support of the Wayne Morse Center for Law and Politics, the Eugene Maker Space proposes to hold a series of seminars, presentations, demonstrations, and workshops focused on 3D printing, 3D scanning, and technological literacy; where technological literacy encompasses new media literacy, the amplification of action via cognitive extensions, e.g., computers, cell phones (ubiquitous computing), and embodiment in the post biological world.
Association with the UO Science Library and their 3D compliant TV with active shutter glasses allows additional 3D imaging capabilities. Additionally, the library is supporting 3D imaging technology such as AGIsoft Photoscan allowing for the creation of 3D printed objects based on a simple series of photographs of an object.
In 2014, we are entering a period in which technological advances in rapid prototyping, commonly called 3D Printing, are entering into the mainstream in the United States. Numerous companies exist that will take computer files representing a physical 3D object and produce those items for a fee that is within the budget of most individuals. Furthermore, other companies are producing 3D printers priced for the consumer to bring into the home. The future portrayed in science fiction shows such as Star Trek is very nearly here.
However, this advance in technology is coming in an inequitable and uneven manner. Certain populations have greater access to the tools and skills necessary to take advantage of these advances, putting other populations at a comparative disadvantage.
The purpose of this grant request is to address the topic of technology and class, race and gender – access, use and impacts.
Eugene Maker Space (EMS) is part of a national movement of “Maker Spaces” - facilities established to allow the population at large to have access to the latest developments in this area. EMS provides workspace, tools, equipment, and other resources while creating a community of collaboration and hands-on learning.
With this grant, EMS will sponsor a series of courses in 3D Printing for local area residents, free of charge to attendees. The courses will cover the basics of creating 3D models using open source software (6 hours of instruction), plus training on use of consumer grade 3D printers, including printing of student’s models (3 hours of instruction). EMS requests $XXXX in order to hold a total of 3 sessions of this course, including costs for advertising and promotion.
Where are lectures going to be held to deal address the gender, race, and class issues? If at the EMS then how will attract the patrons to cover the race, gender and class issues. Taking a class to Girl Scout troop would work. Taking programs to needy schools be done too.
The contact person for this grant is Mark Danburg-Wyld, who can be contacted at:
687 McKinley Street Suite #2 Eugene, Oregon 97402 541-513-2945 (cell) firstname.lastname@example.org
Blender and 3D printing Our intended goal when teaching the courses outlined below is to not only teach about the technologies but to reduce perceived barriers to using advanced technology. Including barriers that may be due to class, race, or gender by providing both instruction and hands-on education to students in disadvantaged schools and to the community in general through our Makerspace. This will be accomplished by providing a series of courses on 3D modeling, scanning, and printing. The courses will cover the basics of creating 3D models using open source software, plus training on use of consumer grade 3D printers, and scanners. Including printing of student’s models.
Classes are structure to have 1 hour of Theory and 2 hours of Practice 3D Modeling using Blender and Printing
Example of possible classes, 3 hours each: Blender is a free and open source 3D animation suite, see: http://www.blender.org/
Classes are structured to have 1 hour of Theory and 2 hours of Practice
Workshops on Digital Materialization.
We can also mentor a class of motivated students who bring their own project ideas.
These are example classes The target audience is to teach the skills necessary to reduce perceived barriers to using advanced technology. Including barriers that population of Eugene,Oregon in general but especially women, minorities, and low income individuals who may be due otherwise lack access to class, race, or these technologies. Participation gender, by providing both instruction and hands-on education in the above areas. This will not be accomplished by limited based providing a series of courses on 3D modeling, scanning, and printing. The courses will cover any demographic criteria. Our intention is to do some outreach to the basics 4J title 1 schools. We are working with Raquel Gwynn to bring our classes to one of creating 3D models using open source software, plus training on use of consumer grade 3D printers, the BEST, School Plus, or Enrichment Classes programs. For these programs we would have to travel to and scanners. Including printing of student’s models.Each class is approximately three hours long. set up our gear at the schools. Other talks and classes could to be in our Makerspace.
The target audience is the population of Eugene, Oregon. The intention is to especially engage women, minorities, and low income individuals who would otherwise lack access to these technologies. Participation will not be limited based on any demographic criteria. Our intention is to do some outreach to the 4J title 1 schools. We are working with Raquel Gwynn to bring our classes to one of the BEST, School Plus, or Enrichment Classes programs. For these programs we would have to travel to and set up our gear at the schools. Other talks and classes could to be in our maker space.
The courses will be taught mostly by members of Eugene Maker Space with expertise in the relevant areas, and we will also bring in some outside speakers for more general talks on a range of subjects. There are no co-sponsors for this project.
Depending the the awarded grant, the class schedule would be flexible, weekdays for the school kids, and weekends for the general Eugene population. Based on the funding level we could do fewer or more classes. It would be about $1000 per three hour class. The long range goal of Eugene Maker Space is to build up our facilities to support an ongoing series of workshops and classes bringing access to new technologies and tools to the community. Our hope is that a portion of the grant money can be used towards infrastructure and tools in support of this mission.
Depending the the awarded grant, the class schedule would be flexible, weekdays for the school kids, and weekends for the general Eugene population. Based on the funding level we could do fewer or more classes. It would be about $1000 per three hour class. The long range goal of Eugene Makerspace is to build up our facilities to support an ongoing series of workshops and classes bringing access to new technologies and tools to the community. Our hope is that a portion of the grant money can be used towards infrastructure and tools in support of this mission.
The idea is to have a session of classes during a month or so, with time allotted between sessions to incorporate improvements based upon student feedback. The first Sesson will be scheduled for August 2014, the second for October 2014, and the third for February 2015. Classes will be held at the EMS shop. Pre- and post- assessments will be given to all participants to measure learning outcomes. De-personalized data on those outcomes will be published to the EMS website at the conclusion of the project.
The idea is to have a session of classes during a month or so, with time allotted between sessions to incorporate improvements based upon student feedback. The first Session will be scheduled for August 2014, the second for October 2014, and the third for February 2015. Classes will be held at the EMS shop. Pre- and post- assessments will be given to the participants to measure learning outcomes. Anonymized data on those outcomes will be published to the EMS website at the conclusion of the project.
Publicity will consist of newspaper advertising, online advertising, and outreach efforts to local schools.
Publicity will consist of newspaper advertising, online advertising, and outreach efforts to local schools.
(resumes limited to 2 pages per person). Please describe your qualifications to carry out the project. Explain your experience in administering similar projects and your capacity to complete the project. University applicants should demonstrate departmental support for the project.
Information specialist advisor. Associate Professor, University of Oregon Science Library
http://library.uoregon.edu/dc/directory/profile.php?profile=dpwalton Helpful with race class or gender outreach.
Email: email@example.com – Mobile: +1 503 893 9830
Applied3D.org ... 2006 to present
Computer Aided Design Consultant in 3D design systems, 3D printing / manufacturing, with an extensive background in the aerospace, architecture, electrical and mechanical engineering sectors.
? AutoLISP programming to create 3D models of all standard bolts / custom fasteners, subsequently converting the LISP programming to a database spreadsheet and HTML5 program. This is intended as a custom fastener system, part of a new paradigm for rapid application development for direct 3D printing.
? Spreadsheet programing for later conversion to HTML5 browser application for a CAD mechanical package.
University of Aizu … Tsuruga, Ikkimachi, Aizu Wakamatsu, Fukushima, JAPAN
Associate Professor, Founder and Director of Computer Arts Lab … May 1999 to December 2005
Supervisor: Dr. Shunji Mori, Professor Emeritus
Letters of recommendation available on request from:
Prof. Michael Cohen PhD, Director of the Computer Arts Lab / Dr. James Goodwin, Professor Emeritus.
? Founder of the Computer Arts Laboratory (CAL): defined educational policies, research goals and ethics for undergraduate and graduate students. Each student was encouraged to create his own syllabus much in the style of Stanford's system. Students were also encouraged to form MIT type teams to solve computational engineering problems.
? Director of CAL: responsible for acquisition and maintenance of all laboratory equipment.
? Negotiated independent funding from local, national and international sources. Awarded multiple grants from the Fukushima Prefecture, Japan Society for the Promotion of Science, US National Science Foundation.
? Sponsored Digital and Academic Liberty of Information - DALI, an international computer science conference; presented/published in international computer science conferences/proceedings.
? Supervised thirty eight undergraduate and graduate CAL students in their individual computational research, the submitting of the research to appropriate publications, and the organization and presentation of their thesis for graduation.
? Undergraduate courses in operating systems, introduction to computers, OpenGL programing, and computer graphics.
? Co-authored computer textbook in Japanese.
? A list of published international computer science conference proceedings and journals available on request. Definitive journal paper on the research: "Cultural heritage preservation using constructive shape modeling", Computer Graphics Forum, vol. 23, No.1, 2004, pp. 25 41; Electronic version: PDF (12 Mb) available.
The paper referenced is a manifesto on the inadequacy of the use of polygons as both a visual and mathematical representation of three dimensional objects and proposes a solution.
Lane Community College … 4000 East 30th Avenue, Eugene, OR
Instructor for Advanced 3D CAD … September 1990 to January 1999
Supervisor: Robert Vogel, Director of Applied Technology
? Instructor of advanced 3D CAD classes, use of general AutoCad software to create 3D models.
? Authored textbook for advanced CAD instruction, “Applied 3D CAD”.
Applied CAD / Applied 3D … 511 E. Bluff, Fort Worth, TX, 1406 Quaker, Eugene, OR
President / Owner … July 1982 to January 1999
Computer Aided Design Consultants, System Analysis for CAD development in engineering, architectural, and manufacturing applications. First in field to write a program to make a line tangent to two circles, published in the Catalyst, CAD magazine. AutoDesk / AutoCAD gold dealer. Applied CAD as a turn key systems house guaranteed hardware, software and client applications by creating custom programing and the client’s first models.
Clients / Projects:
? Johnson Controls - PC based CAD work stations for designing control systems. Researched and demonstrated that AutoCAD software programed with AutoLISP could calculate the size of pipes and valves, create a Bill of Material (BOM) and flow diagram.
1964/67 - School of the Art Institute of Chicago / Apprentice to the Conservator
Chicago, Illinois, USA
1968/74 - BA/MFA (Masters of Fine Art) - San Francisco Art Institute
San Francisco, California, USA
1973/75 - Masters Work in Psychology/Art Therapy - John F. Kennedy University
Walnut Creek, California, USA
firstname.lastname@example.org – cell: (541) 221-4770
- 3D Artist and Designer
1999 3D model using Maya and 3d studio Max
2002 Visual effects for feature film specializing:
- fluid dynamics
- recreation of existing objects
- crowd creation software creation
2000 Instructor for visual effect, video editing, film theory and web design
2002 cinematography theory
- lighting theory
- character animation
- 2D effects with after effects
2002 self employed artist
present Using computers to create real objects
- have assisted in building and calibration of over 10 3D printers
- have owed 4 home built and open hardware 3D printers – 3 Fused Filament
- have model objects for projects that were designed to be 3D printed for a variety of deposition printers and one DLP resin printer machine (both professional machine and hobbyist machines) with real world specifications using Blender and other open source software requirement for printing using Blender, Gimp, and Inkscape
- participated in several board games competition designed with real world
- designed objects to be cut on a CNC laser cutter and CNC routers using Inkscape
- worked with multiple IDEs, in particular Eclipse
- designed interactive games using c++ and SDL
- developed medical note (SOAP notes) taking software using visual basic
- developed assistive software layer to integrate multiple home assistive technologies
using Windows Speech recognition/SAPI
email@example.com – (541) 870-5693
- Software Engineer, Datalogic Scanning Automated Data Capture
- President/Champion, Eugene Maker Space
Robotics, Automated test/tools development. Expert Python, C++, and C# programmer, also proficient in C, Java, Lua, Perl, ML, Lisp, and Haskel. Deep knowledge of Unix/Linux systems, Mac, and Windows OS's. Adept user of software development tools including GCC/G++, Make, Eclipse, and Microsoft Visual Studio. Experienced using software version control Git and SVN, defect tracking databases, and requirements management tools.
Individually developed an autonomously navigating robot that incorporates a variety of sensors and controllers to navigate in unstructured outdoor environments, avoid obstacles, and perform visual object recognition. Met design goals by employing elements of software and electronics engineering, control theory, and machine learning. Used robot platform for a thesis on the effectiveness of time-series artificial neural networks applied to ground based vehicle obstacle avoidance.
Lead a team of developers, as part of a software engineering course, in creating a GPS cue-sheet generation program, which leverages Google's reverse geocoding and static maps APIs, and Microsoft's .Net Framework. Maintained project version control using the Subversion distributed version control system.
Mentored the Churchill High School Robotics Team in preparation for the annual Robothon robotics competition held in Seattle WA. Taught students object oriented programming and approaches to program design and system architecture.
University of Oregon.......................................Eugene, OR
BS Computer and Information Science.........June 2009 – March 2012
Machine Learning, Artificial Intelligence, Computer Architecture, Operating Systems, Theory of Computation, Data Structures, Intermediate Algorithms, Computer Organization, Software Methodologies I, Principles of Programming Languages, C/C++ and Unix, Linear Algebra I; 19th Century Philosophy, Latin American Philosophy, Native North American Anth. 3.7 GPA.
Lane Community College..................Eugene, OR
AAS Electronic Technology..............Dec 2004 – June 2006
Computer Hardware Systems, Microprocessor Applications, Robotics, C++ Beginning Programming, C++ Special Studies: Advanced Game Programming, Digital Electronics (I, II), Programmable Logic Controllers, Electrical Theory (I – III), Semiconductors (I, II), Linear Circuits, Radiotelephone and Communications Equipment, Electronics Troubleshooting, Industrial Instrumentation, Discrete Mathematics (I – III), Computer Science II, Technical Writing, Calculus (I – III), General Physics (I – III); 3.796 GPA.
Datalogic ADC...................Eugene, OR
Software Engineer FRS Software Test.....................Oct 2011 – Present
Develop and maintain large scale automated software test tooling infrastructure and test script repository. Manage a team of software test engineers that leverage automated test tooling to perform regression and exploratory testing. Deploy and manage automated testing platforms for new product software developers and the software test group. Work closely with systems engineering to develop regression and performance testing methods. Facilitate architect's development of new technologies by providing applications for data acquisition.
Unix and Networking specialist. Email: firstname.lastname@example.org
Bachelor of Science The Evergreen State College. June 1983 Major areas of concentration: General computer science, Theoretical computer science, Artificial intelligence, Dynamical systems, and Freshman engineering.
December 2010 to Present
Co-founded Eugene Maker Space, Its mission is to foster a collaborative environment wherein people can explore and create intersections between technology, science, art, and culture. Worked tirelessly on it's formative documents such as Articles, and Bylaws, and eventually became the secretary of the Board of Directors.
April 2007 to Present
Debugged and cleaned up kernel code for a small embedded device. Primarily in the memory allocation and garbage collection areas. Wrote device drivers, and ported over a filesystem among other things.
September 2004 to June 2008
Started a small spinoff web hosting company to host EPUDs customers. Did research on current market, hardware, software, and services to build an attractive, cost effective, and reliable hosting site.
Wireless Networking Specialist
March 2003 to September 2004
Worked as an independent researcher and entrepreneur to design and implement the San Francisco free wireless network (SFlan). Nodes were based on Single board computers, and 802.11b cards. SFlan has grown to about 40 nodes. Here are the main page, and network map.
Wireless Networking Specialist
March 2002 to July 2002
Worked as an International Telecommunication Union (ITU) consultant in Bhutan to design and implement a wireless Voice over IP system as a pilot project for Bhutan Telecom. Evaluated network performance and stability. The report can be found here: http://www.bhutan-notes.com/clif/
Wireless Networking Specialist
March 2001 to June 2001
Worked as a United Nations Volunteer (UNV) in Bhutan to demonstrate the feasibility of using wireless networking technology to bring communications services to remote areas. Including using wireless VoIP to provide phone service. Also promoted Linux as an appropriate server platform.
Unix and Networking Specialist
February 2000 to March 2001
Provided Wireless Internet connectivity to events using a Tachyon.net satellite base station and Aironet 802.11B gear. As a partner in a web co-operative I administered the web server and set up various ecommerce web sites. Worked with other clients to spec and set up Unix server solutions for them.
Database and System Administrator
University of Oregon
June 1998 to February 2000
Engineered the porting of the Zebra fish genetic database from Illustra to Informix. This involved a large perl program to convert the data and web page code to Informix syntax. Purchased servers and RAID arrays Configured the Solaris OS, Database, and web servers. Wrote various perl scripts to automate the configuration of the DB servers and easily bring up multiple instances. Administered the database, Unix systems, and other servers involved in our site.
Chambers Communications Corporation
April 1996 to October 1996
Managed the creation and deployment of the new ISP arm of this large cable company. Areas of responsibility: General hardware and software system design including, hardware specs and cost. Guiding selection of ISP services and software packages. LAN and WAN design. Design of NOC. Design of POPs. Helping with Marketing plan and pricing model which was based loosely on EFN's. Coordinating customer support setup. Supervised the technical work such as equipment installation, setup, and programing.
System Administrator Of the Eugene Free community Network
October 1992 to February 1997
Started EFN on a Sun 3/160 Under a stairway with one phone line, Now located at LCC DTC using several Sun SPARCs with 250 lines and about 7000 users. Purchased and installed hardware, network connections, and most application software. We currently are a ISP for POP sites in Medford, Rosburg, Cottage Grove, and Klamath Falls. Duties included planning for system growth, adding and maintaining servers and other network hardware. Automated many administrative tasks with perl scripts. coordinated with other system administrators in the configuration and maintenance of their networks which are served by OPN.
October 1990 to August 1992
Hardware and software design and implementation for various communication products.
(Grant Request). Please include a budget for the project and the amount requested from the Wayne Morse Center. Please indicate other sources of support and any cosponsors. Be sure to include expenses for outreach and publicity.
This is the rough amount requested per each three hour class. Approximately half the classes will be at Middle schools so there will be more preparation, travel, setup and teardown.
EMS being a non-profit has a decent track record of community outreach. Here are a few examples.
Several EMS members attended the SPICE Science Nights held at the University of Oregon. This event was geared towards young children. Members set up a small table showcasing a few member projects. These projects included a 3D printer, Lock pick box, and a home made vortex cannon.
On February 3, 2013, six members from EMS went to the Eugene Public Library to host a fun event for children ages 3-7. We thought that building and launching paper rockets would be a great event for this age group. It's also relatively inexpensive for us to host since we already have two available rocket launchers and the rockets themselves are made from just computer paper and masking tape. Mark and Taper helped teach people how to build the paper rockets. Once the rockets were constructed, the kids could take them over to Bob and Cord who would get the rocket launcher setup. A few strokes of the bicycle pump was enough to send the rocket flying across the room towards the garbage can at the other end. There were a few mishaps of failing rockets, but that's part of the fun and the learning experience. A few people managed to hit the targets. All in all, people seemed to have a great time.
We also brought a few other toys for the attendees to check out and play with. Rick was working the makerbot 3D printer, printing whistles and other fun objects. It's great to see that both adults and kids as young as a few years old are both interested in seeing how the printer works. The 3D printer always draws interest and it's a great way to get people's attention and teach them the basics of how the machine works. James brought a home built hexapod robot and let the kids control it via laptop. They had a lot of fun making it walk around, dance, etc. Bob brought his Blinkenlights project, which was an attention getter for sure. Who doesn't love blinking LEDs?
EMS has worked with The Science Factory in both 2012 and 2013 to hold Eugene's first and second annual Mini Maker Faire. The original Makerfaire is held annually in San Mateo, California and is often considered to be the world's largest show and tell. The Mini Maker Faire aims to showcase local talent in creativity, ingenuity, science, technology, art, and similar. EMS had one of the largest booths at both faires, showcasing activities like paper rocket launchers, paper airplane launchers, lock picking tutorials, 3d printing, and more. Our intention was to get people of all ages involved in making things, whether it be something as simple as paper airplanes, or as complex as a 3D printer. We hope to work with The Science Factory again in 2014 to host the third annual Eugene Mini Maker Faire.
On November 23, 2013, Eugene Maker Space held its first ever punkin' chunkin' competition at The Science Factory! It was such a fun event with a fantastic turn out. We had five teams enter the pumpkin chunking contest, with a 6th last minute entry. The last entry was a much smaller machine that threw apples instead of pumpkins. This machine was measured but competed in it's own "apple class". It was much smaller than the other chunkers but it was no less impressive. All of the teams put a lot of effort into their machines and it was fantastic to see the different types of machines. There were three trebuchets, a mangonel, and a three armed slingshot. They all performed fantastically. The competition had three heats. Each team got to fire their chunkers one time per heat. The furthest distance out of all three heats was the one that was counted for the contest results. We had a great turn out of competitors, volunteers, and spectators, even considering the cold weather. We look forwarding to host this competition annually.
Subject: Digital Materialization.
Modeling with Blender and 3D printing.
Developing in Python.
Helpful with race class or gender outreach.
Hold some at schools? bring some lectures to the target groups.
How are we going to hit the target audience?
Low level workshops are one or two very long days.
Higher level classes are over several weeks.
6000 for more workshops and some fundamental class to get through part of a curriculum.
10000 follow entire track intro plus a little hands on plus workshops then classes.
theory-practice. build the bridge between both worlds. don't limit one group to just one end of the spectrum.
bring knowledge base to disadvantaged folks.
Possibly approach girl scout troops to address gender issues
Saturday workshops have a list of ongoing classes would help bring people in.
Safety checks and equipment to help.
Kelly MS and Madison MS. one or a series.
Put school plus coordinator. Kristina Jameson:
4:30 to 5:30 enrichment classes.
How many clsasses
Kelley and Madison middle schools various ethnicities and races. Kelley is a title 1 School.
Invite parents to come. Parents welcome to come as well.
District Afterschool BEST Coordinator &
Staff Development Specialist
Eugene School District 4j
200 North Monroe Street
Office- 541-790-7572 Cell- 541-729-2428
Would be happy to add our logo as a partner.
-- ClifCox - 28 Jan 2014