Working closely with staff and students at the Waterville Junior High School, Regan Bragg ’21 plans to establish an after-school coding club and project-based curriculum with a focus on collaboration that will better integrate and emphasize the importance of technology. Students will learn the fundamentals of coding concepts through hands-on projects in a collaborative work environment in which they can work openly with their peers and build teamwork skills. Bragg hopes the club will continue as a staple of the school’s computer science program and extend to outside coding-related events in the state, which may include a visit to Colby’s Computer Science Department or a Project>Login coding event in the future. This project comes at a time when learning to code is critical. Today only 24 percent of computer scientists are women; a percentage that will continue to decline if more programs don’t address this need. The biggest drop off of girls in computer science is between the ages of 13 and 17, making middle school an ideal time to create interest in the topic. Bragg’s project was featured in the Morning Sentinel.
Makda Tedes spent the semester working with the Seven Lakes Alliance, a non-profit, science-based conservation organization in Belgrade, Maine. The environmental organisation is dedicated to conserving the natural resources of the seven lakes and ensuring the health of both the ecosystem and the community. Seven Lakes Alliance has had a strong relationship with Colby College since 2010, working closely with professors in the biology, chemistry, and geology departments. Makda collected water quality samples from the seven lakes, analysed them in the lab, and developed visualisations that aid efforts to improve the river’s health. As an environmental studies major, Makda understands the importance of connecting with the community to make this information more accessible, so that community members can make informed decisions about water quality and their relationship with local ecosystems.
“Through this experience, I hope to gain valuable work experience that will enhance my post-graduation opportunities. This experience is unique because it allows me to engage with the broader local community while still working closely with professors in the science department in a way I haven’t done before. More specifically, I will further develop my coding skills through data visualization and gain additional lab experience by completing water quality assessments. “
Through partnership with the Waterville Public Library and Caroline Wren ’20, this project was launched last academic year when the library expressed interest in implementing a seed library. Seed libraries have existed in Waterville in the past, and the goal of Ketty Stinson’s project is to re-establish this resource, so that it can be used by the community for years to come. The Waterville Seed Library will provide free, continuous access to seeds for all community members, as well as access to extensive step-by-step information that map out the planting process from beginning to end, including useful tips for Maine-specific growing and programming for all ages and experience levels.
IDEAs in Music is an organization at Colby College that is focused on supporting inclusion, Diversity, Equity, and Accessibility in Music across the state of Maine and beyond. In the fall of 2023, Naji Yerokun established a cross-campus partnership with the Office of Civic Engagement to further expand the organization’s reach and deepen its engagement with the Waterville community. Colby students serve as music mentors delivering individual and group sessions at the Hall School and participating in development workshops delivered by Brendon Wilkins, faculty advisor and Music Department Co-Chair. Since then, the organization has expanded to incorporate diverse perspectives, established a student leadership team, and collaborated with multiple community stakeholders to expand music education opportunities in Central Maine.
“Being at the forefront of IDEAs in Music leadership has been an incredible journey of growth and purpose. What began as a small group of students interested in discussing the state of Diversity, Equity, and Inclusion within music has blossomed into a thriving community of peer-educators, mentors, and advocates. I’ve had the privilege of witnessing this transformation firsthand, as passionate students came together to share not only their love of music but also their commitment to social change. Today, the organization empowers Colby students to offer private lessons and mentorship, fostering both musical and personal development. Through these efforts, we’ve built a space where creativity, collaboration, and equity can thrive.”
James Kim ’21 is working with Waterville area elementary schools to design a pen pal program. Kim’s project includes the recruitment and training of volunteers who will be matched with local students. The program includes weekly letters submitted by volunteers that are then delivered to the students along with a writing prompt for the classroom. Colby students also will deliver monthly writing workshops to the elementary students to compliment the teachers’ curriculum. The project aims to instill the power of writing and encourage human connection in today’s world of remote learning.
“A concerning trend noted by Waterville’s educators is the lag in students’ executive functioning and behavior regulation skills. Imagine a student struggling to stay focused on tasks,
overwhelmed by emotions during classroom activities, or unable to work with peers effectively. These are just some of the challenges faced by students with underdeveloped executive
functioning, ultimately hindering their ability to reach their full potential. My experience volunteering at George Mitchell School exposed me to these struggles firsthand. The O’Hanian-Szostak Fellowship presents a remarkable opportunity to translate my passions into action through a Lego-based program for kindergarten to 3rd grade.
By leveraging the power of Lego, I want to create an engaging and interactive learning environment that explicitly targets executive functioning, behavior, and a growth mindset. The program aims to foster executive functioning, social-emotional skills, and a growth mindset and resilience in young learners through Lego Play-Based Learning. Students can collaboratively build designated projects in low-stakes environments, fostering crucial skills for academic success. During each session led by trained Colby education students, reflective discussion will
encourage self-awareness as students analyse their problem-solving strategies, while teamwork exercises solidify collaboration skills. Real-world connections will be drawn to illustrate the importance of these skills beyond the classroom walls.
“My background in psychology and education has been a driving force behind my commitment to civic engagement and this idea. Studying psychology at Colby has given me insight into how individuals, especially young learners, develop social, emotional, and cognitive skills, and my extensive experiences in education have given me much to think about regarding learner variability and the need to address disparities in educational access and programming. As such, this initiative addresses the unique needs of the Waterville community, where diverse socioeconomic backgrounds and varied educational needs require adaptive, supportive approaches.”
My musical initiative, Crescendo for A Cause, aims to provide students who may not have the same opportunities with free private music lessons from Colby volunteer mentors. Crescendo for a Cause’s (C4C) mission is “to improve music education in underserved areas” as a “vehicle for advocacy and community service.” After recognizing the alignment between the organization’s goals and my objectives, I established a C4C chapter at Colby as an O’Hanian-Szostak Fellow.
The more opportunity, access, and exposure a student has, the more they can be successful. However, public school music education lacks the focus on the individual, which would otherwise unlock the true potential of musically-passionate students. Furthermore, professional private music lessons are expensive, and unfortunately, instrument performance is often elitist and unapproachable to most families. As a student in high school, my family’s situation diverted our financial resources away from private music lessons. I had to rely on my school’s music curriculum to grow as a musician. Coming into Colby with this background, I took advantage of our strong music department through classes and lessons. I feel extremely lucky to have an opportunity to have access to high-quality musical education.
C4C believes that the Colby chapter will be a great addition to the organization, and we are excited about the chapter’s future! Learn more about the program.
“Through EMT ride-a-longs with Waterville Fire and shadowing the Addiction Medicine department at MaineGeneral, I witnessed the devastating consequences of substance misuse. From the physical toll of overdoses to the socioeconomic challenges of homelessness, I realized that our local community is grappling with a severe issue. Many individuals cannot access the help they need or are unaware of the resources available to them.
In collaboration with MidMaine Homeless Shelter, I aim to establish a community health program that provides education and connects people in need with resources. Colby students accepted into the program will receive training, create a comprehensive resource guide, and develop interactive presentations on a variety of wellness topics. My project focuses on providing education and connecting resources through concrete deliverables including student presentations and resource guides. Student presentations will be as interactive as possible to ensure engagement among shelter residents and to build relationships between shelter residents and Colby student volunteers. “
Jewel Bird ‘27 worked with students at the George Mitchell School on a community art project celebrating both uniqueness and connection. Jewel worked closely with the art teacher to develop lesson plans and activities for creating an identity mural that uses shapes, patterns, colour, and words to express an aspect of their identity. She also collaborated with the ESOL teacher and students to create anonymous flipbooks that explore their identities and experiences. These flipbooks, along with the mural, were displayed in a downtown Waterville bookstore to spark conversation, celebrate diversity, and strengthen community bonds.
“What motivated me to design this project is the reality of Waterville itself. The city is becoming increasingly diverse, but with that diversity has come a noticeable gap in understanding between different communities. Too often, this leads to ignorance, isolation, or division. I believe art can serve as a bridge—both literally and figuratively—to help people see one another more fully and to foster a sense of belonging. My project, in many ways, is a response to what I’ve observed and a reflection of my desire to bring people together through creativity.
As I embark on this experience, I aim to develop my ability to work equitably with groups of people who bring diverse perspectives and experiences to the table. I want to learn how to support young people in their journeys of identity formation and how to create a space where they feel seen and heard. Most importantly, I hope to become a better listener—someone who can hold space for others’ stories with care, empathy, and openness.”
Bill and Joan Alfond Commons
150 Main Street in downtown Waterville
