Youth at the helm: Exploring sustainability through teen-led initiatives

By Lindsey DeLorey, Public Events and Youth Programs Coordinator at The Children's Museum of Indianapolis. This blog is part of the Afterschool Alliance's Collective for Youth Empowerment in STEM & Society (CYESS) initiative. This series of blogs highlights examples of programs working at the  intersection of STEM and civic engagement. We are excited to showcase  the systemic change young people can make in their communities when  their afterschool programs support them to layer action onto their STEM  learning. If you would like to know more or submit a blog about your  youth action program, please contact us.

The Children’s Museum of Indianapolis has offered a teen program in various forms since the 1960s. Presently known as The Museum Apprentice Program (M.A.P.), it serves as a project-based youth development initiative for 30 teens between the ages of 13 and 18. MAP aims to cultivate well-rounded thinkers and engaged citizens with a sense of autonomy, fostered through competencies in empathy, responsibility, and community engagement.

Annually, a cohort of youth leaders collaborates to brainstorm and select the program theme and project. In the summer of 2021, during the planning workshop, teens collectively decided to focus on topics such as climate change, environmentalism, inequality, social justice, and current events. Additionally, program participants were surveyed to identify the skills they most desired to develop, with public speaking, time management, and research skills emerging as critical areas.

Teen participants in the Museum Apprentice Program delved into the United Nations' 17 Sustainable Development Goals (SDGs), culminating in the creation of a 17-episode podcast dubbed M.A.P. News. Remarkably, this endeavor was accomplished over five program meetings spanning three months. Furthermore, a select group of teens established a website to showcase their podcast and provide a behind-the-scenes look at the project.

Following this exploration, teens divided into groups to organize, promote, and execute a TED Talk-style event named REX Talks: SDG Showcase. This entirely teen-led event was open to the public and held after hours in the museum’s theater. Attendees were treated to hands-on activities in the theater lobby, game-show style interactions, and five thought-provoking presentations. Presenters received guidance from a public speaking coach and museum staff, assisting them in researching, writing, and rehearsing their chosen topics.

In June 2022, youth participants were surveyed to gather feedback on the program and its projects. Respondents were asked to highlight their favorite project from their time in M.A.P. Of the 23 respondents, 11 favored the REX Talks project, while eight preferred the podcast project. Two respondents cited the World Fair project as their favorite, one highlighted the project on sustainable development goals, and another singled out the audio book project.

Similarly, when asked which project provided the most significant learning experience, respondents were split. Eight identified the podcast project, while seven pointed to REX Talks. Two respondents highlighted the video project focused on the community, one mentioned the audio book project, and another referenced a project undertaken during the COVID-19 pandemic.

One youth said, “I learned some valuable audio-recording skills from the fall podcast project, but I learned more teamwork and leadership skills from the ted talk event.”

“Fact wise, I probably learned the most from the podcasts we did in the fall, but I learned a lot about responsibility while being on the REX Talks planning committee," said another youth.

Overall, the Museum Apprentice Program continues to empower teens with valuable skills, fostering a sense of community engagement and personal growth. Through innovative projects like M.A.P. News and REX Talks, participants not only deepen their understanding of critical issues but also develop essential life skills in a supportive and collaborative environment.

Key Takeaways:

Clear Roles:

• For the podcast project, MAPs signed up for specific roles such as researcher, writer, host, or audio editor.
• For the REX Talks event, roles included stage design, graphic design, presenting talks, public speaking coaches, stage management, and event photography.

Diverse Theme of Sustainable Development Goals:

• The theme of the sustainable development goals facilitated success due to its diverse range of subjects. Teens were empowered to identify causes they were passionate about and advocate for them within this overarching theme.

Youth Leadership:

• Youth were at the forefront of leading their peers throughout the program.
• A planning committee for the REX Talks event was established, meeting more frequently and assuming larger roles. Teens volunteered for this committee, enabling them to self-select their time commitment to the project and providing leadership opportunities for those prepared to take on additional responsibilities.

Practical Skill Building:

• We prioritized practical skill-building by soliciting input from the teens regarding the skills they wanted to develop and which they identified as most valuable.
• Throughout the entire project, we consistently reflected on their progress in acquiring these skills.
• Regular pauses during the project allowed for brainstorming sessions on how to incorporate their experiences into resumes, cover letters, and interviews, helping them recognize the impact of their work on their professional development.

Resources:

• Teachers Guide
• Turnkey PD Resource Kit
• Center for Youth Program Quality Youth Voice Guidebook (also available from Iowa University)
• The Forum for Youth Investment Knowledge Center
• 220 Leadership Kickstarter Workbook
• The Children's Museum of Indianapolis
  • REX Talk Museum Apprentice Program
  • REX Talk Showcase Project Outline