by George Zavala, Manager of Community Bridging and Belonging at YMCA of the USA
The online, asynchronous course “We Can Build Bridges” stands out as a comprehensive and engaging program designed to educate participants on the principles and practices of bridgebuilding. I am pleased to share my detailed review of this course, focusing on its ease of navigation, the quality of its content, and areas for improvement.
Navigating the course was straightforward and intuitive. Each module was designed with user-friendliness in mind, making the learning experience smooth and enjoyable. The course’s interactivity was particularly impressive. Each element was crafted to engage the participant actively, from embedded questions within videos to interactive essays. However, my experience was based on using a computer, and I would like to know how seamless this navigation would be on a mobile device.
I encountered no technical issues while navigating the course. Every component worked seamlessly, from video playback to interactive quizzes. This reliability is crucial for maintaining engagement, as technical hiccups often detract from the learning experience.
One of the course’s standout features was its interactive elements. The embedded questions in the videos ensured that participants were not passively consuming information but actively engaging with the material. This approach not only reinforces learning but also helps in retaining information. The videos were excellent supplements to the written content, reinforcing critical concepts through visual and auditory means. The introductory lesson effectively set the stage for the rest of the course with a well-balanced mix of video, text, and quotes, building interest immediately. Subsequent lessons provided compelling examples of bridgebuilding in action, such as the story of an ex-gang leader and a police chief working together, clearly illustrating successful bridgebuilding efforts’ potential outcomes.
While the course is robust and well-designed, there are a few areas where improvements could be made.
Firstly, incorporating more language around the skills participants already possess could be beneficial. A module dedicated to tangible, practical skills people can leverage in their bridgebuilding efforts would help participants recognize that they are already equipped to make a difference. This addition could inspire greater confidence and a sense of capability among learners.
Additionally, while the lesson on defining bridgebuilding effectively covered the concept, it would benefit from more emphasis on the required skills. Adding interactive components focusing on the individual participant could make the content more relatable and actionable.
The lesson on diversity and pluralism was informative, though the potluck example felt somewhat cliché. More substantial examples, such as mobilizing around local issues, could better convey the importance and impact of bridgebuilding.
On a positive note, the crossword puzzle was an engaging and enjoyable addition. The module on social capital was my favorite, as it clearly explained the concepts of bonded versus bridged social capital and provided a powerful example of pluralism in action. The interactive component was practical, though a quiz might be more impactful than the word-dragging activity. Finally, the revolving wheel of suggestions for bridgebuilding actions in the personal reflection lesson was a great idea, though it needed to be faster for thorough reflection. Slowing down the wheel would allow participants to consider each suggestion and its applicability.
The course effectively inspired me to engage in bridgebuilding work, particularly the module on social capital. The distinction between bonded and bridged social capital, diversity and pluralism, and the transparent “call to action” were well-articulated. These concepts were explained thoroughly and reinforced through interactive elements that made the learning process engaging and memorable.
Overall, “We Can Build Bridges” is a well-crafted course that effectively uses interactive elements to engage participants and reinforce critical concepts. Its strengths lie in its clear explanations, practical examples, and seamless technical execution. The course could become even more impactful with minor adjustments, particularly highlighting existing skills and using more substantial examples. This course offers a solid foundation and an inspiring call to action for anyone interested in learning about and participating in bridgebuilding.
George Zavala serves as the Manager of Community Bridging and Belonging at YMCA of the USA. In this role, he is dedicated to advancing the Y-USA’s Global, Diversity, Equity, and Inclusion (GDEI) bridging & belonging strategy. George focuses on identifying, enhancing, and expanding priorities, policies, and leading practices that promote bridging among diverse communities.
George was previously the Western Regional Manager at Welcoming America. In this role, he supported and expanded the Welcoming Network membership of local government and nonprofits in the western U.S., assisting them in local policy, programming, and systems change that advances inclusion for newcomers and immigrants.
Before joining Welcoming America, George was the Director of Diversity, Inclusion, and Community Development for the YMCA of Metropolitan Los Angeles. He oversaw the direction and scope of the Los Angeles Y’s Diversity, Equity, and Inclusion efforts, including the Immigrant Services program offered through their New American Welcome Centers.
A second-generation Mexican American, George was born and raised in southern California. He credits his large Mexican family as his inspiration for creating inclusive communities where newcomers can thrive. He is passionate about developing programs, policies, and services that promote equitable access to social, economic, and civic participation for newcomers and receiving communities.
