STAKEHOLDER MAP
BY NOAH, LINHUI, KEN, LAVA
INTERVIEW & OBSERVATION
Noah Braun
The Jojo Rabbit screen set a precedent for
what was to come of this project. The theater was full of engaged students
willing to observe the movie in front of them. However, the underlying tone seemed
rebellious, as if though something was amiss. Many of the students turned out
to be skipping class in order to attend this optional movie. They were supposed
to watch Citizen Kane rather than this featured film. This contradicting
studious nature shaped the future of the upcoming interview.
The talk with Paul M. was directly linked
to this encounter. If these students did value their education, would Paul feel
valued himself? The talk between Noah and his interviewee seemed like
everything was fine on the surface. However, Paul had a slightly dismissive
tone when he discussed the affairs with Emerson. Deep down, Noah uncovered Paul
wanted inclusion with the rest of the establishment. His program ultimately
felt divorced from the rest of the community.
In the end, there was a barrier that Paul
felt in his job. Something was blocking him out from fully embracing the
community. This wall will be a running theme in all of these interviews.
Everyone who talked to our group faced obstacles one way or another. The
service map we made will hopefully help us resolve these conflicts and uncover
the truth.Linhui
The woman I interviewed was Donna Brescia,
property manager and event specialist at Emerson. Separated from other Emerson
buildings, her office is located at 20 Park Plaza, 13th floor, where
I did the interview.
Donna first talked about why she came to Emerson
after 30 years of working in the business sector. She feels people working in
the private sector often rush at earning profits and care less about others,
while at Emerson people work less intensively, and pay more attention to the
community.
Donna’s work at Emerson includes
organizing and negotiating with others for events and activities, as well as
managing the buildings and equipment. In her work, collaboration plays a vital
role in all kinds of events that attract faculty, students and staff. She
thinks students at Emerson are collaborative and the collaboration between
students and faculty facilitates engagement. However, she also mentioned about the
respect for the workers at Emerson. She shared her experience decades ago at
school, as she is also from a family of workers. She was treated unfairly and
laughed at by her classmates because of her wearing. Workers, such as cleaning
ladies or repairing guys, who seem to be invisible in our daily life, are an
important part of Emerson Community and they are doing great work to support a
better community at Emerson. 
The observation I did was at walker
building, 10th floor, where the office for international students
held a food and coffee chat for international students in the afternoon. It was
a good opportunity for students from different programs to come and interact
with each other. At that time, the office was promoting the International
Education Week to the students where students could engage in a deeper
conversation about their international education experience. Lava
I interviewed Colin, a white male graduate student from Communication
Science and Disorders Program. He was very pleased with Emerson's learning
environment and that of his program. He thinks his project is very interesting
and meaningful, helping people
overcome challenges associated with speech, language, and other communication
disorders. However, he
said that because he had just entered the school for three months, he did not
participate in much interdisciplinary cooperation, and he felt very sorry about
that. “I really like the idea of collaborating with other departments and setting
up certain relationships with them. But I mean, beyond the theatre department I
can’t think of another collaboration that would exist”, he said.
From the interview, I can see that as a new student in Emerson, he is
eager for cooperation across disciplines, thinking that it will be a very
meaningful experience. But he thinks that there is no channel for him to have
such an opportunity. He said he would like his director to invite professors
from other departments to give speeches about what researches they are doing regularly so that student can have chances to meet and talk to the professors, which
engage collaboration.
As for the observation, Ken and I went to an accent lab
holding by Language and Hearing Center and the Department of Communication Science
and Disorders. The mission of the lab is to provide services to children and
adults who seek to improve their communication effectiveness. Evaluation and
therapy sessions focus on aspects of speech and voice, including accent
modification, voice modification (transgender, performer), voice disorders
(hoarseness and vocal pathology) and Stuttering.
Through observation, I found
that many students of Communication Science and Disorders volunteered in this
lab. Some of them teach and help foreigners modify accent. Others do observations
in a professional observing room. I talked to the director of the Accent Modification
Lab, she said the lab is a great collaboration of students from Communication
Science and Disorders and the Center. They have been collaborating together for
many years. The center provides students with practical opportunities, and
students help the center develop research.
Ken
Name:
Vanessa
Group:
Communication Sciences and Disorders, Graduate student, Black Female
Event:
Accent Lab for international students
The
Department of Communication Sciences and Disorders offers an on-campus graduate degree program that provides students with career-ready skills and the hands-on
experience needed to make an immediate impact on people’s lives.
Students
receive classroom and hands-on preparation in applying family-focused,
developmental, cognitive, psychosocial, behavioral, and medical models to the
assessment and treatment of a broad range of communication disorders and
differences.
Deal
with the clients, there are 3 sessions: two sessions for articulation, and
report back to the supervisor. And she feels happy about the collaboration
between different group in Emerson, and she also mentioned that she is new so
maybe she doesn’t get a full understanding of the whole network of Emerson.
The
diversity:
She
doesn’t think the program is as diverse as it could be, there are 18 people in
the class, the majority of them are white female, and she is the only black student
and the only female in the class.
But
she feels comfortable and easy to engage in this program, because she was born
in California, and always was the only black female in her classes, there is
nothing new for her. She thinks she grew with a very diversified background.
She
gave her engagement level at 4 of 5, because she said in the class sometimes
she doesn’t need to talk too much and have too much conversation with others.
STAKEHOLDER MAPPING
In the process of
making the stakeholder map, our group had two brainstorming sessions. In the
first meeting, each of us shared what we had interviewed and observed, as well
as what we had found. All four of us were more inclined to draw maps by hand,
as we had done with the zines. We believe that hand-drawing can reflect the
different characteristics of the interviewee and the interviewer, and can also
better apply divergent thinking to expand our findings. Moreover, we think that
the stakeholder map should not be completely scattered, but should form a
network of relationships.
In the second
meeting, we started mapping. We first brainstormed an overall plan, and then
each person drew his own map based on his interview and observation. Finally,
we put the four parts together to find the network of relationships and
similarities and differences between each interview. We use strings to
concatenate relationships throughout the map, because the string is a symbol of
relationships, and when it's connected, it's like a network. We found that all
three respondents believed that interdisciplinary cooperation in Emerson was
somewhat hindered, so we used a wall to show the obstacle and the students and
faculty desire to find a breakthrough.
As far as the division of
labor is concerned, each of us drew his own part of the map and wrote the
findings of the interview in our blog. The hand-drawn part in the middle is completed
by Ken. Finally, the integration and publishing of the blog are completed by Lava.
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