In this episode of "The Engagement Ring," hear from five community partners working together to help youngsters reach for -- and achieve -- their dreams. The Liberty Partnerships Rising Stars Program (LPRSP) at the University at Albany was created to address the academic, career, social, and emotional needs of youth, and encourage participants to complete their secondary education. LPRSP collaborates with the City School District of Albany, community-based organizations, and local businesses to promote academic achievement, foster leadership, support socio-emotional well-being, and encourage civic engagement among youth.
Liberty Partnerships Rising Stars Program
City School District of Albany
New York State Education Department Liberty Partnerships
UAlbany School of Social Welfare
William S. Hackett Middle School
Paul Collins-Hackett, Executive Director, RED Bookshelf
The Engagement Ring, Episode 16: Promises and Possibilities: Liberty Partnerships Rising Stars
[Lively, upbeat theme music plays as program host Mary Hunt introduces the program and plays excerpts from the program.]
ANNOUNCER/MARY HUNT:
Welcome to the Engagement Ring, your connection to an ever-widening network of higher education professionals, scholars, and community partners, working to make the world a better place. I'm Mary Hunt. Today on the podcast…
NELIA QUEZADA-HORNE:
But the overall goal is to ensure that 90% of youth participants stay in the program and that they are moving up into the next grade level are graduating with a plan to either enroll in post-secondary education or the military or join the workforce. Through its
ANNOUNCER/MARY HUNT:
Liberty Partnerships Rising Stars program or LPP. You Albany is collaborating with the city school district of Albany, community-based organizations and local businesses to promote academic achievement and foster leadership, socioemotional well-being and civic engagement in school aged children.
KEWSI BURGESS:
Every one of our young people have a story to share, a story to tell and they have such potential. We as the adults need to do everything to ensure that they are getting to where they need to get.
ANNOUNCER/MARY HUNT:
improving outcomes and increasing opportunities for at risk youth through community engagement… We have a full house today.
… I'll talk with Dr. Cheryl Dozier, P.I. for UAlbany's Liberty Partnerships Rising Stars Program, and associate professor, associate dean and co-chair in the Department of Literacy, Teaching and Learning at UAlbany’s School of Education.
… Dr. Kewsi Burgess, a sixth-grade teacher at Albany's Hackett Middle School, and the site director for the summer Middle School Liberty Partnerships Sports Academy.
… Dr. Nelia Quezada-Horne, a lecturer at UAlbany School of Social Welfare and former LPP director Nyra Lownes-Alexander, current director of the Liberty Partnerships Rising Stars Program
… and Paul Collins-Hackett, executive director of one of LPPs’ key partner organizations, the RED Bookshelf, an Albany-based literacy program that provides refurbished books for youngsters.
Welcome to the podcast everyone. Community engagement takes collaboration, and we have some outstanding partners around the table today. Here's our conversation…
MARY HUNT:
Nyra, I thought we would start with you and ask you a little bit about the beginnings of Liberty Partnerships at UAlbany. I understand it has a long history.
NYRA LOWNES-ALEXANDER:
So, the Liberty Partnerships Program started here at UAlbany in 1992. It was under the center for Women in Government and Civil Society.
MARY HUNT:
How many students have come through the program over the years?
NYRA LOWNES-ALEXANDER:
Over the years since 1990, thousands.
MARY HUNT:
And who do you currently serve? How many students? What grade levels are they from?
NYRA LOWNES-ALEXANDER:
We serve students in grades five through 12. And last school year through this summer, we served close to 300 students.
MARY HUNT:
Cheryl and Nelia, you both have been instrumental in working with the City School District and various partners on this program. Tell me a little bit about the kinds of activities, academic supports, and enrichment activities that you provide to students.
CHERYL DOZIER:
Well, I think one of the strengths of Liberty Partnerships is that it is 12-month programming. And we have both school-based experiences, and we have experiences at the University at Draper Hall. We have both lunch programming. And we have afterschool programming. And we had our inaugural Middle School Sports Academy this summer… but academic support and enrichment, tutoring, social emotional programs and support. Working for family outreach and engagement, college visits, career panels, service learning, leadership opportunities and training, summer workforce development… We want to be about promise and possibilities.
MARY HUNT:
So, this is really about helping kids get through their academic work, but it's also about supporting them in their own personal development, preparing them for the future.
NELIA QUEZADA-HORNE:
I think that one of the major successes of the program is providing exposure and opportunity to the young people who participate in the program. They become exposed to different enrichment and cultural experiences, as well as developing strong relationships with caring adults who sort of guide them and mentor them throughout their years of participation.
MARY HUNT:
The program is said to be for students who are at risk. What does at risk mean, in terms of this program? Who are these students? And what issues are they coping with that are making their academic achievement or their personal development challenging?
NELIA QUEZADA-HORNE:
So, State Ed has a list of about 14 risk factors that they identify as reasons why a young person might be referred and these can be like personal risk factors, like academic challenges, behavioral challenges, but it can also be some environmental factors, like if there's a negative change in family circumstances, if there is a history of drug use or housing insecurity within the family. So, there's a variety of reasons why young people might be referred to the program or why they might be eligible, including that the school that they attend is an under-resourced school or school that has been identified as being unsafe or not meeting the academic goals that the state has set for the school.
MARY HUNT:
Kewsi, partnership is key in community engagement to begin with, and I know there are a number of partners around the table today, including yourself and Paul from the RED Bookshelf. How do you work with the University as a partner? Tell me about how you interact. Do you get together to plan programming? Do you get together regularly to brainstorm ideas, to discuss students’ progress? How do the partners, particularly the School District, work with the University?
KEWSI BURGESS:
it is a lot of those, right, and more. So well, this is my first year in the program. And some of the work that I've been able to do… I have been able to meet with the team, share some of the ideas and help to support the program. And but also there’s a history of partnership with the City School District. We partner with district administrators to see where there are needs, and then we look at how we can kind of fill some of those needs and gaps as we work with their program, our staff, etc., etc. So that's one way. I have really a unique perspective. I have a really close relationship between the university, this program, and also the work I do in the district. So, I also often act as a bridge, you know, using my connections within the district to help springboard activities and programs, and so on and so forth. And so, one of those programs is the Summer Bridge Program that we're going to be offering at the end of the summer for rising ninth graders. And so now we look at where there are needs, and we just try to use and leverage our connections with district administrations, different school buildings, and student populations to really offer a really dynamic program.
MARY HUNT:
What kind of needs and gaps exist for these kids?
KEWSI BURGESS:
Well, there's certainly the socioemotional need, right? Now post pandemic, we saw an uprising in we would say not so stellar behaviors, right. We saw a lot of mental health issues. We saw, you know, in our community, we saw there was an uprising and like violence and things like that. So, you know, those are some of the needs, both within the school, but also within the larger community. And, you know, we've been able to offer the sports academy as a way to get our students involved throughout the summer, you know, working on the socioemotional aspect. And there's also academic needs, you know. We saw regression of some of the progress that students made prior to COVID. And so, you know, with our program, with the tutoring, with the mentoring, you're able to really offer that support for kids, get them motivated, help them with some of the foundational skills that they so much are struggling with at this time.
MARY HUNT:
I want to ask you shortly about some of those programs, specifically, the sports academy, and hear a little bit more about that. But I want to ask Paul, why the RED Bookshelf chose to partner on the Liberty Partnerships Program. What do you bring to the partnership? And why was this a project you want it to be associated with?
PAUL COLLINS-HACKETT:
So, for me personally, I was born and raised in Albany, New York. So, retaining local talent, providing opportunities to our college students that connect them directly to the community is always super important to me, you know. So, I was so glad to see when I came to the RED Bookshelf that they had an existing relationship with LPP in UAlbany that we could just double down on and enhance. And kind of to Dr. Burgess’ point, we've been able to develop a partnership that's dynamic and offers wraparound services. We can address more than one thing. And I say that to say we've had times when LPP students have worked with us to mend books, and that creates a direct relationship with a community where we can talk to them about the hours and the time that they're putting in and say, hey, listen, this really matters this much because these books are going directly to kids, and making that direct linkage often helps people understand the importance of what they're doing, which again, in turn turns into retention, right. We can keep people around. And in that way, we've been able to have students who stuck around even after graduation, and they returned to lead activities on campus and model that behavior. And that's the kind of pipeline and the track that we'd like to see…that someone goes to school, is invested in themselves, and at the same time makes time for our community efforts, realizes the impact and then keeps that relationship going, even when they don't have to. So that's been super important for us. And then also in terms of the partnership, we've been able to go in and run different workshops to talk to the kids about different things that we thought were important, you know. So, for us, specifically, this summer, with Nyra and Alex and some other people we were able to come in and talk to them about their triggers, about, you know, their coping skills, about their strengths, about their weaknesses, about why they do, what they do, what their options are, and really get them to look inside for a second. And for us, when you're writing those things, and you're journaling, and you're exploring yourself, that's one of the best ways to approach literacy. It's very organic in that way. So having the ability to do that work with them personally, where they can focus on themselves and their development and get stronger as individuals creates a great, again, pipeline for those people to then become invested in, have ties to, the community.
MARY HUNT:
We mentioned at the outset of the program that there are opportunities for afterschool programs or special programs like the sports academy. I imagine there's interactions in schools themselves. How often… how intense is this interaction? I mean, if you looked at hours per week per student involved in the program, can you quantify it like that? How often are you interacting with students -- all of you in various ways interacting with students in the program?
NYRA LOWNES-ALEXANDER:
So, during the school year with our lunchtime programming and middle schools, they're with us for about 45 minutes, twice a week. And then in our summertime program we had one of our signature programs is a Summer Leadership Academy. And that's a partnership with the City of Albany's Summer Youth Employment Program. And they were with us Monday through Thursday from 10am to 2pm. So, they got paid to better themselves. So, it's intense, the time they spend with us.
PAUL COLLINS-HACKETT:
And then also, just to piggyback on that, I'd say as a nonprofit, you know, as a community partner, we benefit from having the kids come in to mend books. They also participate in activities on campus. And then personally, because I love and appreciate the program so much, I'll give any hours I possibly have available. So, during a given week, you never know how many hours but because the relationship is that closely intertwined, It's not a problem. And we're super flexible, because we appreciate everything that LPP does for our kids.
MARY HUNT:
Do you also involve the families in any of the programming?
NYRA LOWNES-ALEXANDER:
Yes, yes, we welcome them to our orientations, and we communicate, send weekly emails out to them, updates on what we did a specific week.
CHERYL DOZIER:
One of the things we discovered this summer, as parents and families were dropping off their youth or picking them up in the afternoon, just how many of our families had participated in LPP. And when we were at the Meyers’ orientation, the other evening, one of the moms came up and was signing up and she said, “LPP!” and just put her hands over her heart and she said, “I remember LPP.” So, it is intergenerational. LPP is a part of the fabric of the community and matters so intensively.
MARY HUNT:
What kind of goals or outcomes do you establish for the students? Do you look at the students individually and develop a plan for each student? Or is this done more collectively, as a group? And can you talk a little bit about what you hope the students will achieve through the program and how you how you identify those goals?
NYRA LOWNES-ALEXANDER:
So, one of the requirements of every LPP student is to have a personal learning plan. So. all middle schoolers and high schoolers when they join the program, they work on that and those goals are an academic or social-emotional goal, and college and career goals. So that's one of the main requirements. So, we work one-on-one with each young person and develop their personal learning plan.
MARY HUNT:
Are most kids in the program for multiple years? Do they stay in the program? They start young so they could conceivably be in the program from the fifth or sixth grade all the way through high school. Is that the case?
NYRA LOWNES-ALEXANDER:
Yes, that's the goal.
KEWSI BURGESS:
I want to add a little bit to what was shared around the learning plan, the personalized learning plan. So, what I thought was really cool, and this summer I was able to do some with some of my middle schoolers, and what I like about the plan, is that it really gets the students to think about ways that they can achieve those goals. Right. So, I often say that having a goal is great. But if we don't, you know, take those steps to make those goals a reality… if we don't put in the work, then those goals are just dreams. And those dreams are just ideas, right. I think one of the really cool things about those plans is that the students are coming up with ways… they are thinking about ways that they can make those goals reality.
MARY HUNT:
What kind of goals are they writing for themselves?
KEWSI BURGESS:
I just remember some of them wanting to be better in math.
[Kewsi begins to describe how the students sometimes feel about subjects they find difficult.}
KEWSI BURGESS:
And, you know, I don't really like math. I don't really like any classes in school. But math really is difficult, right? And so, you know, when we talk about the hierarchy of priorities for that particular student, they identified that there was one that, you know, they specifically struggled with, right, so it's not I didn't like them, but they struggle with it, and they wanted to improve, right. So, the process, the thought process around how they arrived at that specific goal is really from within them. So, you know, that's one of the goals. Some of them wanted to… they talked about being a better friend, being a better human being, you know, things like that. And then they talked about the steps and how they can improve that.
NELIA QUEZADA-HORNE:
They're setting goals based on their dreams. So, it's not just about helping them set up this action plan to accomplish our goal. It's also helping them in developing a growth mindset. So, they can understand that where they are now is not necessarily where they need to be, or should be in the future, that they can work towards becoming better at whatever it is that they're finding challenging at this moment in time. And also allows the program to implement that positive youth development framework, that evidence-based research that helps the program be successful by cultivating these really awesome connections with young people, helping them build their confidence, helping develop positive character traits, teaching them how to contribute to their community. And again, enhancing that competence and that growth mindset that they're able to improve and learn and grow as they become who they're who they're growing into be.
CHERYL DOZIER:
I love that one-on-one space, when at first they're like, “What do I have to do? What do I have to complete?” And then it's this beautiful rich conversation. And then for, you know, the last of the goals when we say, “Here's your space to dream a dream.” And they'll say, “Oh, I never thought about it that way.” So exciting, exciting times.
MARY HUNT:
Let's talk a little bit about some specific programs that you guys work together on like the youth sports academy, and tell me a little bit about it. I hear that it was a real collaborative effort.
KEWSI BURGESS:
Yes. So, we got the blessing from the City School District of Albany. And so, we were housed at Meyers Middle School. And it was a program that ran from eight thirty in the morning to four o'clock. Sometimes our participants didn't want to leave. So, it ran a little longer. And what's really cool too, is that, you know, students signed up for a specific week. It wasn't that they have to come every single day, but they signed up for a specific week. And some families decided that maybe they only wanted to do one week or two weeks because they had summer commitments that they had to engage in, or maybe there was a vacation or other programs that they were participating in. But then we noticed that there were some families that said their child loved the program so much that they, you know, picked up additional weeks. Right. So, I think that's a sign that we as LPP staff and team, that we were doing something right. So, you know, we worked with the coaches in the city school district, and we had all the staff, from secretaries, to hall monitors, etc. And then we hired some college students -- juniors, seniors -- because they're closer in age. They have a specific way they kind of bridge that generational gap. I guess you can say when I think of… I still think I'm pretty young, but I'm not as young as middle schoolers are at a high school and so that, so that the college age students that worked with our students were, were really, really helpful. And so, we created… it was socio- emotional throughout the day, there was academic work, there were community builders, activities, competitions. And on Fridays, every Friday, we’d have field trips, and those field trips were organized by the team. And we went out into the community, right, we went to UAlbany. There was one there. We went to Union College. We went to the rock-climbing gym, the Impact Center. So, we really just collaborated with some of those community organizations, both academic, and also, you know, physical and our students had a great time.
MARY HUNT:
So why sports? Why was sports a good vehicle for furthering their academic and socio-emotional development.
NYRA LOWNES-ALEXANDER:
Oftentimes, in the summertime, a lot of young people, they don't have anything to do. So, we just thought it was a perfect way for them to stay fit and active in the summertime.
NELIA QUEZADA-HORNE:
The physical activity component of the sports academy also helps to boost and increase some of those self-efficacy factors within young people. There’s a lot of evidence that on research that supports the use of physical activity and improving social emotional outcomes for young people. And we're talking about, you know, the majority of the young people who participate in LPP are residents of South End, Arbor Hill, the West Hill neighborhoods, which are the neighborhoods that probably need some of the most support in the city of Albany. And so that continuation of the program throughout the entire year instead of just the academic year, helps with bridging those connections, like Kewsi mentioned, but also helps to sustain that positive relationship with caring adults that LPP provides… that mentorship, that guidance, that not only affects the young people who participate in the program, but also their family members who are also engaged in some of the activities of the program. So, we're talking about over 2,000 hours of evidence-based services that LPP provides to young people throughout the course of each year, which is hugely impactful, especially in their personal development as well as their academic goals.
KEWSI BURGESS:
I think one other value that this summer sports academy offers to… oftentimes in more wealthy or affluent communities we have families that invest, you know, tons of resources for youth programs, for special training. And you know, for a population that might not have the funds and resources to enroll their kids into those kinds of programs, something like the Summer Sports Academy does offer a way for students to get that extra practice, conditioning, and really, that opportunity to connect with some of their peers that might be on their teams. I know that some of the coaches used the Summer Sports Academy as a way to recruit, you know, football players, lacrosse players, soccer players, swimmers, so, you know, that was another -- we didn't plan it -- but that was another outcome that came out of the program is that some of the students were recruited, and then they subsequently started doing some training, like summer training too. So, I think it offers the academic right, keeping the mind going, the sports aspect, you know, the conditioning, the training, etc., and then also, the socio-emotional part, right, the connections with peers, the community builders, the skills. I think those are things that are not just a school-year thing, It's a year-round thing. When we think about our lives, we want to be good people. We want to improve and grow as human beings, you know, all year round. So, it's almost disjointed if we didn't have summer programming for our children, because, again, as I mentioned, we are really vested in that wraparound service for our population and for our children and families. We have some students that may not be athletes, you know, they might not be athletes, right? Or they might not see themselves as athletes, but this was also an opportunity for them to try on different sports in a safe space. Right. So, I think that's another benefit of the sports academy because when I think of some of our students who were hesitant. You know, most times basketball or football are the sports that get the most love. And so, when they can play tennis, you know, we also partner with 15 Love… when they play tennis and they like excelled at tennis, that was their thing. That was their moment to shine. Or when we play kickball or, or, you know, some of those kinds of, you know, games and sports, activities. That was their opportunity to also say, “Oh, I am athletic. Maybe I just didn't find my sport before.” Right. So, I'm going to try on different sports. That was another benefit of the program.
MARY HUNT:
Paul, did you take part in the academy in the sports academy?
PAUL COLLINS-HACKETT:
I wasn't a part of the sports academy. But over the summer, I got to do a workshop and activity. kind of the other things that Dr. Burgess was mentioning. We got to set SMART goals with the kids, where we actually talked to them said, “Hey, listen, I don't care what your goal is…” I mean, I care. But you know, it doesn't matter what your goal is, as long as, it's self-driven, you know, if that comes from you, and that's your goal, cool, no problem. But at the same thing, let's come up with a plan so that we're actually making progress, and not just letting the time pass. We have that exact conversation where it's like, “Hey, listen, if you don't have a plan, it's just a dream.” You know, a lot of people say they want to do a thing, then they go home and watch YouTube and Netflix until they fall asleep, and nothing ever happens. The difference is what you do at the time. So, all the kids developed their own goals, they came up with something specific, they had timeframes, you know, all these things attached. And at the end of the workshop, they're like, you know, hey, do you want to collect these, and I'm like, no, these are for you. Please put them in your pocket, read them every morning if you have to, but make this a part of your day-to-day life. And again, that's just a way that we're able to affect the social-emotional piece. We're investing in our young people. And again, as the RED Bookshelf, they're still reading and writing and thinking about themselves. And the more they model that behavior for the community at large, the better. So, you know, college kids are the coolest credible messengers to a lot of our young people. So having them on board and when they're doing these things, and they're showing that it's okay, and they come up with plans, it reinforces those behaviors so much in our young people in the elementary schools and the middle schools that often look up to them.
MARY HUNT:
How about outcomes that you've noticed, is it…well, I guess historically, the kind of outcomes that you've seen… positive outcomes, or maybe with the latest group of students who've been involved. Can you share any evidence that the program is working? Or anything that keeps you going? What do you see that's happening with the kids that tells you you’re on the right track, you’re doing the right things and you’re seeing progress?
NYRA LOWNES-ALEXANDER:
This year alone, we've had about 15 seniors who graduated from Albany High School and out of the 15, 10 of them actually enrolled in college.
MARY HUNT:
Outstanding! Congratulations!
CHERYL DOZIER:
I think to add to that to continuation, youth who continue within the program, and then some of them come back and wish to be team leads or wish to work with the program in a new capacity. So, it's exciting and it speaks to their passion for the program as well.
NELIA QUEZADA-HORNE:
And the overall goal is to ensure that 90% of youth participants stay in the program, and that they are moving up into the next grade level or are graduating with a plan to either enroll in post-secondary education or the military or join the workforce. So, in previous years, we've had that success of about 90% of young people who are staying within the program, and if they're leaving the program, it's because they are graduating, or going into the workforce with very few who will leave the program because maybe they're moving districts or other circumstances that limit their availability to participate in the program. But for the most part, the last few years, we’ve had really great success with retaining students and ensuring that they're graduating and moving up into the next grade.
MARY HUNT:
I like to ask guests on The Engagement Ring for a gem they would like to share with listeners -- whether it's a tip, it's a resource, a book, a website, a story or an experience, anything. Maybe from your partnership, in Liberty -- what you've learned, what the experience has taught you that you might pass on to someone else involved in community engagement, whether it's a similar education program or it's a program in another discipline. I’m going to go around the table here if I might, and I'm going start with Batman, I'll put him on the spot first.
PAUL COLLINS-HACKETT:
Definitely create as many partnerships as possible. A lot of times with community partners, there's a one- way relationship on either side. People are liable to just think of what can I get? I specifically think of what value can I add. And for me that's created stronger, longer lasting relationships with, you know, not only LPP, but again, the students even after they graduate. They still come back and work with us, or they'll lead activities on campus with other students. And just having that long term established partnership just works a lot better. So, I'd advise anyone who's looking to establish these things, please think what value can I add. You know, LPP has tons of benefits and ways to interact, from sports, to workshops, to volunteer hours to anything else. Just come up with a way that you can kind of share that value. And if you do, that relationship can be incredibly impactful. And that's what we've seen. And it's incredibly valuable for us.
MARY HUNT:
Nelia… that’s a tough one to follow.
NELIA QUEZADA-HORNE:
It is. I echo everything Paul just said, Yeah, finding that commonality, that common ground, shared values, shared goals, and working towards that, and also creating or finding opportunities for your partner to grow and also be brought into the forefront. Wherever, like, you know, working with Paul has been incredible, even with his time at the City of Albany. So, any opportunities that would help Paul be highlighted is a success for me as his partner, right. So, creating and finding those opportunities and sharing those opportunities with partners has definitely been one of the highlights and the one of the things that has worked a lot for me in the past with LPP.
MARY HUNT:
Cheryl…
CHERYL DOZIER:
I think drawing from the personal learning plans the youth develop and then asking, asking what matters. What is it? Because every group will be different. Every year will be different. I mean, that's the beauty. And there will be commonalities, but always asking. Where do we best want to focus on promise and possibilities. Where are the spaces where we want to grow together?
MARY HUNT:
Nyra…
NYRA LOWNES-ALEXANDER:
I think it’s important with partners just to be flexible and open and just take all that you could take in. And a lot of us community partners, we all do similar work so seeking out partners, and see how we could work together to create something good.
MARY HUNT:
Kewsi…
KEWSI BURGESS:
So, you know, I think about some of the young people that I worked with over the summer and what I thought, for me, that was such a blessing is that, you know, at hockey, we just had transition camp and I saw some of the young people there, and they were so excited. So, you know, even for the rising sixth graders that participated in the Summer Program, and that are now at Hackett, they already have a person that they can, you know, a resource, someone who they can reach out to, someone that they know, someone who they have already built a relationship with, that can help make that transition into middle school a little bit easier. So, for community partners, I would just say that, and even drawing from my personal experiences too, I think every one of our young people has a story to share and a story to tell. And they have such potential. We as the adults need to do everything to ensure that they are getting to where they need to get, wherever their goals are, for them to reach their potential, not for us to bestow our ideas of where their potentials are and how far they can go, but really, for us to listen to their stories, listen to their goals, their aspirations, and really be able to make that happen for them.
[Theme music fades in and plays under Kewsi’s remarks.]
KEWSI BURGESS:
So, community partners listening near and far, offer your services, resources and your expertise so that we can get all of our students to graduate high school and move into post-secondary education, their career path, so on and so forth.
MARY HUNT:
Great gems. Thank you all for sharing those things. And clearly, you know, important and impactful community engagement involves partners, committed partners like yourselves, and there really is probably no better example of good partnership than the Liberty Partnerships Program between the school district, the university, partners like Paul’s at the RED Bookshelf, and the many other businesses and partners I'm sure that support this program. So, thank you for your hard work. And best of luck in your important work for the kids. Thanks for being my guest today. I want to thank all my guests: Dr. Cheryl Dozier from the University at Albany School of Education, Dr. Kewsi Burgess from the City School District of Albany, Paul Collins-Hackett -- Batman – from The RED Bookshelf, Nyra Lownes-Alexander from the Liberty Partnerships Program, and Dr. Nelia Quezada-Horne from UAlbany’s School of social Welfare. Thank you all for sharing your ideas and your experiences. It was a pleasure to speak with you.
NELIA QUEZADA-HORNE:
Thank you, Mary.
NYRA LOWNES-ALEXANDER:
Thank you.
CHERYL DOZIER:
Thank you so much.
KEWSI BURGESS:
Thank you! Thank you!
PAUL COLLINS-HACKETT:
Thank you, everybody!
ANNOUNCER/MARY HUNT:
For more information on UAlbany's Liberty Partnerships Rising Stars program, visit Albany dot E D U slash L P P dash D E V. You can find additional information on LPP and its partner organizations on the resource page for this episode of The Engagement Ring on Simplecast. The Engagement Ring is produced by the University at Albany's Office for Public Engagement. If you have questions or comments or want to share an idea for an upcoming podcast, email us at UAlbany O P E at Albany dot E D U.
[Theme music fades out.]