My experience with the Menino Fellowship during my final year at Boston University was incredibly rewarding and meaningful. It not only prepared me for life after graduation but also equipped me with valuable skills in research, writing, collaboration, and interviewing. I first heard about the fellowship through the BU Newbury Center’s newsletter and applied because it offered a unique opportunity to combine a directed study with an internship closely aligned with my interests. As a psychology major and education minor, I proposed a research project focused on education inequality in Boston, a city with a complex and historic relationship with this issue.
With guidance from the Initiative on Cities Director, Dr. Loretta Lees, I refined my topic and began researching current policies related to educational equity, opportunity gaps, and segregation. I also conducted interviews with individuals across Boston and Massachusetts, including members of the Boston Public School Committee, a former dean of Wheelock College, school psychologists, and education policy experts. These conversations echoed my prior research from scholarly articles and documentaries, but also offered eye-opening perspectives. Some interviewees advocated using standardized test scores to evaluate schools rather than students, while others emphasized that educational inequities cannot be addressed without tackling broader societal inequalities. Through my directed study, I strengthened my interviewing skills and deepened my understanding of systemic challenges in public education.
This topic was especially important to me because I attended public schools my entire life until university. Growing up in San Francisco, an economically advantaged city, I noticed early on that not all schools had equal access to resources or opportunities. Some schools were even stigmatized simply for being more racially diverse. Learning about Boston’s challenges and successes gave me a new perspective on systemic educational issues and inspired me to pursue solutions that benefit every student. Though my research answered some questions, it left me with many more, and Dr. Lees was a steady support throughout this journey.
One of the highlights of my fall semester was attending the National League of Cities’ annual “City Summit” and 100th anniversary conference in Tampa, Florida. Beyond escaping Boston’s early winter, I was energized by the workshops and the chance to meet mayors and councilmembers from across the country. I learned about real-world challenges they face and witnessed how the NLC supports their efforts. My favorite workshops included “Meeting the Moment on Immigration” and “Maintaining Community Cohesion in Times of Global Crisis.” The NLC staff even invited me to attend the Mayor’s Education Task Force meeting, where I connected with mayors who shared my interests. This opportunity helped me begin building meaningful professional relationships, which I continued to develop in the spring semester in DC. There, rather than simply witnessing NLC’s impact, I began contributing to NLC’s impact.
My spring semester was busy, combining the BU DC internship program and a full-time position with NLC as the Menino Fellow. Balancing over 30 hours of work a week with a full-time class schedule was challenging but very rewarding. Looking back, I couldn’t have asked for a better way to end my time at Boston University. I witnessed history in one of the world’s most important cities, expanded my professional network and skills through the BU DC program, and produced several projects for NLC that I’m proud of. NLC welcomed me with open arms. My supervisor, Becky, was incredibly supportive and helpful. During my first week, she presented me with several proposed projects and allowed me to choose based on my interests.
I worked with multiple teams at NLC’s Leadership, Education, Advancement, and Development (LEAD) Center. For the Early Childhood Success team, I wrote a blog post and conducted a landscape analysis of the funding mechanisms cities use to support early childhood programs such as universal pre-K. This came at a critical moment as many cities faced uncertainty around federal funding, which they depend on for essential programs. I also collaborated with the Education and Expanded Learning team, interviewing mayors and their staff nationwide about their roles in improving education. Speaking with passionate leaders dedicated to making education better for every student was incredibly rewarding.
Additionally, I contributed to the Health and Wellbeing team as they expanded their focus into mental health. I synthesized findings from a large landscape scan of mental health resources available to city residents and the challenges cities face. At the same time, I supported the Youth and Young Adult Connections team in updating a Municipal Action Guide aimed at reengaging youth who are neither in school nor in employment, often referred to as “opportunity youth.” These projects allowed me to contribute across multiple areas and deepen my understanding of how cities address a broad range of community challenges.
Overall, I couldn’t have asked for a better year to close my undergraduate experience. I feel immensely fortunate to have been the 2024–2025 Menino Fellow, and I plan to carry forward the countless lessons I learned through both my directed study and internship. When I struggled to find hope during a tumultuous era, I found it through conversations with mayors, city staffers, and my NLC colleagues who continue working to make cities, towns, and villages more equitable places.