Face to Face 2017: Schedule and Breakout

Date: Wednesday, April 12 & Thursday, April 13
Time: 8:30 am Wednesday & 4:00 pm Thursday
Location: THE CITY COLLEGE OF NEW YORK : SHEPARD HALL 160 CONVENT AVENUE NEW YORK, NY 10031

Face to Face 2017 | Keynote Speakers | NYSCA Face to Face Regrant Program 2017

Session room location information is provided at the conference and on our Guidebook App.
PLEASE NOTE THAT BREAKFAST AND LUNCH ARE PROVIDED BOTH DAYS.

Wednesday, April 12, 2017

8:30 AM-9:30 AM:  Registration, Breakfast, Networking, Materials Display (2nd Floor)
9:30 AM-10:00 AM:  Welcome/Opening Remarks
Kati Koerner, Roundtable Co-Chair; Theodore Wiprud, Roundtable Co-Chair; Mary Erina Driscoll, Interim Provost and Senior Vice President for Academic Affairs, The City College of New York
Performance by members of The Dream Unfinished Orchestra

10:15 AM-11:45 AM:  SESSION I    

A. Positive Classroom Management Techniques for Teaching Artists, Part I

Erin Maxon, Education Director, Giverny Petitmermet, Artistic Director, The New Collectives
This two-part workshop* offers teaching artists the tools to work more effectively with young people. Facilitator Erin Maxon, Education Director of The Young Collectives, translates established behavior management systems for the specific needs of the arts in education classroom. The workshop will include hands-on practice, activities, and readings that can be applied in classrooms immediately. Recommended for teaching artists in any art form working with students age 5 to 14.
*Workshops  are designed as a sequence; attendance at both is strongly recommended.

B. Storytelling and Puppetry for Early Childhood

Lauren Jost, Artistic Director, Susanna Brock, Education Manager, Emily Baldwin, Outreach Coordinator, Spellbound Theatre
Early childhood learners have a diverse range of developmental, social, and creative abilities and interests. Join Spellbound Theatre, New York’s only theatre company exclusively for ages 0-5, as we explore how to use storytelling and puppetry for community, family, and school groups that address the needs and abilities of this unique age group. Create your own puppets and storytelling activities with Spellbound artists to explore the applications of arts education in family and pre-k programming.

C. Program Slam: Strategic Tune-Up for Organizations and Individuals

Jordan Dann, Education Director, Javan Howard, Teaching Artist, Teachers & Writers Collaborative
This workshop is for arts administrators and individuals who want to learn or have a refresher on strategic alignment. The day-to-day work of arts administration can often leave us responding to the immediate needs of our stakeholders, and it can be easy to lose sight of the bigger picture. In this workshop we will take a bird’s eye view of our work and offer one another a bit of strategic chiropractic alignment.

D. Full STEAM Ahead: Integrating Movement and Sound Theatre with Science Curriculum

Laine Barton, Teaching Artist, Nate Speare, Teaching Artist, Amy Appleton, Director of Education, Marquis Studios
In this dynamic STEAM workshop, participants will learn some strategies to assist students in learning science curriculum for early childhood and elementary classes. We’ll integrate movement, voice, and soundscape theater for science studies on weather, the seasons, forces in nature, environmental issues, and other science topics. We’ll also explore new ways of engaging the classroom teacher during the art process to create a truly collaborative residency.

E. Increasing Sector-Wide Access and Equity

Polly Kahn, Principal, PK Orchestra Solutions/PK Art Solutions; Daniel Berkowitz, Chief Strategy Officer, The Neubauer Family Foundation; Susan Feder, Program Officer for Performing Arts, The Andrew W. Mellon Foundation; Anthony McGill, Principal Clarinet, New York Philharmonic
This session will increase awareness of local and national efforts to increase access and equity in higher education and Western classical music and to explore the implications for other sectors. This work is more marathon than sprint. No matter what role you play in your organization, how can you insure that both you and your organization are playing a part in ensuring that our wider artistic sector reflects the communities we serve?

F. Ableism and the Arts: How to Cultivate Inclusive Practices in Theatre Education

Jan Valle, Professor, The City College of New York; Lauren Kivowitz, Teaching Artist, Actionplay
This session focuses upon inclusive practices within theatre education contexts. Participants will have the opportunity to identify and reflect upon origins of potential fears, concerns, and/or anxieties about facilitating integrated groups of students with and without disabilities. The presenters will engage participants in a short theatre workshop in which inclusive strategies are modeled. A Q&A session will be offered following the workshop.

G. Designing and Implementing Arts Programming Through a Multi-Institutional Partnership 

Sarah Marcus, Director of Education, Mark Morris Dance Group; Jackie Chang, Director of Education, BRIC Arts Media; Amanda Hinkle, Director of Education, Irondale Ensemble Project
BRIC Arts, MMDG, and Irondale Ensemble Project will present Brooklyn Creative Arts Lab (BCAL) as a case study that shows how three well established cultural institutions each with their own history, mission, vision, and programming can come together to create shared and integrated programming that aligns with each organization equitably as well as showing how this opportunity can elevate each institution individually.

H. Meet-Up: Emerging Leaders

Kathleen Dorman, Facilitator
This group comprises those who have recently transitioned to a leadership position and are passionate about making a significant contribution to the field, but are still learning all that is required of them to succeed as leaders. Whether you are young in your career or a seasoned veteran in the field of arts in education, join us to discuss the exciting and challenging ways that increased responsibility and visibility shape your professional goals.
12:00 PM-12:10 PM:  All-Conference Art-Making Project Introduction:  Upstander Love Letters
Monica O. Montgomery, Founding Director and Curator, Museum of Impact
12:10 PM-1:00 PM:  Keynote Address
HIP-HOP IN THE CIVIC SPHERE
Kevin Coval, Poet, Community Builder, Educator
1:00 PM-2:00 PM:  Lunch

2:15 PM-3:45 PM:  SESSION II

A. Positive Classroom Management Techniques for Teaching Artists, Part II

Erin Maxon, Education Director, Giverny Petitmermet, Artistic Director, The New Collectives
This two-part workshop* offers teaching artists the tools to w– 3:45 PMork more effectively with young people. Facilitator Erin Maxon, Education Director of The Young Collectives, translates established behavior management systems for the specific needs of the arts in education classroom. The workshop will include hands-on practice, activities, and readings that can be applied in classrooms immediately. Recommended for teaching artists in any art form working with students age 5 to 14.
*Workshops  are designed as a sequence; attendance at both is recommended.

B. Dramatic Approach to Teaching Social and Emotional Skills in the Classroom

Rebecca Dolan, Programs Supervisor, Alicia Thompson, Senior Teaching Artist, ENACT, Inc.
Using drama therapy and theatre techniques to address the underlying feelings connected to challenging experiences, ENACT will model a signature role-play approach that creates parallel dramatic situations within a safe, contained group structure. The goal of this work is to explore painful affective states and identify and rehearse healthy coping mechanisms and self-regulation.

C. Engaging Technique with Contemporary Consciousness

Diana Crum, Dance Makers in the Schools Program Director, Movement Research; Clare Hammoor, Drama Specialist and Director, Blue School; Katy Pyle, Artistic Director, Ballez
As arts educators, we always bring the history, politics, and culture of our own practices into the classroom. How can we teach students skills with an awareness of both the traditional and the contemporary? Workshop participants will experience ballet and Ballez. They will use the experience to reflect on their own subjects and teaching methods.

D. Arts Professional Learning in New York City Department of Education Pre-K

Ben Espinosa, Arts Partnership Manager, NYC DOE Office of Arts and Special Projects; Stephania Krynytzky, Director of Curriculum and Policy Implementation, Division of Early Childhood Education, NYC DOE
Participants will engage in activities and discussion about high-quality arts education and professional learning in pre-K. Participants will learn about NYC Pre-K Create, a professional learning track developed by the NYCDOE, The 92Y/Dance Education Laboratory, Third Street Music School, The New Victory Theater, and Studio in a School. Participants will engage in a professional learning arts activity in dance, music, theater, or visual art and reflect on how the session topics connect with their own work.

E. National Meet-Up: A Multi-State Conversation About Arts Education Advocacy with Education Directors

Jessica Handrik, Director of Education, Flynn Center for the Performing Arts; Sonnet Takahisa, Deputy Director for Engagement & Innovation, Newark Museum of Art; Lauren Unbekant, Director of Education and Outreach, Syracuse Stage; Angelica Durrell, Founder and Artistic Director, INTAKE Organization, Inc., Stamford, CT
How are education directors from across the Northeast leveraging their role as community advocates for equity of access to arts education and for the development of local artist and teaching artist talent? What are the promising practices participants can adapt to their own contexts and ecosystems? In this leadership development and networking opportunity, participants will begin action plans to adapt the discussed practices and continue the dialogue with the nascent “national meet-up” created by the NYC Arts in Education Roundtable.

F. Creating Paths to Power: Quality Internships in Arts Administration 

Erika Atkins, Director of Operations, Opening Act; Lindsey Buller Maliekel, Director of Education/Public Engagement, The New Victory Theater
Does your organization have interns, but you’re just not sure if you’re utilizing them correctly? Are you looking for more efficient ways to recruit a diverse pool of candidates or make improvements to your current programs? Do you have a desire to create the next generation of arts administrators? Come join us as we identify the characteristics of an internship program that gives young professionals of varied backgrounds opportunities to grow into the next leaders of the arts administration field.

G. Meet-Up: Parents

Jennifer DiBella and Lisa Mitchell, Facilitators
The NYC Arts in Education Roundtable parents’ meet-up group is designed for arts educators who are also parents (both new and seasoned). This session will offer you a place to gather and discuss relevant issues and challenges. Share your child-care woes, stories of how you are managing a healthy work/life balance, secret parent resources, ideas for kid-friendly events, and more!

H. Post-Keynote Discussion and Workshop

Kevin Coval, Face to Face Keynote Speaker

4:00 PM-5:30 PM:  SESSION III

A. Games That Stick: Adding to Your Toolbox

Paul Brewster, Assistant Director of Education: Teaching & Learning, Roundabout Theatre Company; Renata Melillo Townsend, Assistant Director of Education/Public Engagement, The New Victory Theater
Games are so much more than a list of rules. Learning a new game is dependent on the facilitator’s style, tone, and energy. In this experiential exchange of games, participants will define the qualities of successful games and the reasons for using them in arts education settings. Then, a structured game share will promote exchange among our community with the hope of participants leaving with new games to adapt and implement in their own work.

B. Jazz Tools for Embracing Diversity and Cultivating Compassion

Eli Yamin, Managing and Artistic Director, Shireen Dickson, Dance and Development Director, The Jazz Drama Program
Jazz was created by the juxtaposition of East and West and gives space for individual expression while providing a foundation of groove and community that encourages working together for a common goal. This workshop gives participants tools to bring jazz across the curriculum in music, dance, and theatre as well as any place you need to increase listening, creativity, mutual understanding, trust, and appreciation.

C. Supporting Transitions: Including and Engaging Adults with Autism and Developmental Differences

Aliza Greenberg, Project Leader, Supporting Transitions — Museum Access Consortium; Miranda Appelbaum, Assistant Director, Accessibility and Guest Services, Lincoln Center for the Performing Arts; Dara Cohen-Vasquez, Senior Manager of School Programs and Outreach, The Jewish Museum; Samantha Schott, Assistant Manager of Gallery Programs, The Jewish Museum (former Manager of Access and Community Education, El Museo del Barrio)
Adults with autism and other developmental differences make up a significant part of our population; they are however significantly underrepresented in our cultural institutions ¬ as visitors, audiences, artists, educators, and employees. This panel will discuss ways that cultural organizations and arts educators can support this population in engaging with the arts and build pathways for participation. Participants will hear from successful programs that support young adults and adults with autism as they transition from school to the larger world.

D. Creating Original Theatre That Has Form and Content

Joey Schultz, Associate Program Director of CAT Youth Theatre, Creative Arts Team of CUNY
When young people first create theatre, it can be easy to mimic the naturalism seen on television and in movies. How do we support them to analyze the everyday, situate it in a larger world context, and then turn that into something theatrically interesting? Through a series of practical activities used by CAT Youth Theatre touching on form and content, session attendees will explore this question, and identify discoveries as well as potential challenges.

E. One Year Later: A Federal Update on the Every Student Succeeds Act (and How the Arts Are Impacted)

Dr. Jennifer Katona, Director, Graduate Program in Educational Theatre, The City College of New York; Jeff M. Poulin, Arts Education Program Manager, Americans for the Arts
The reauthorization of ESEA —  the new Every Student Succeeds Act (ESSA) — offers new possibilities for arts education administrators regarding programming and funding opportunities. Join this session to learn more about the new language, STEM to STEAM, Title I, and teacher professional development.

F. Image, Sound, and Story: Classroom Teacher as Creative Collaborator

Sarah O’Hare, Manager of School Programs, Brady Shoemaker, Director of Curriculum, Jacob Burns Film Center
This engaging session will highlight the JBFC’s groundbreaking work in redefining literacy for a visual culture through its P-12 media arts curriculum, Image, Sound, and Story. Participants will hear first-hand from classroom teachers how JBFC is implementing this program in classrooms throughout New York City and enjoy a space to brainstorm what roles classroom teachers play in making and sustaining the connection and assimilation of authentic arts-integrated content.

G. Open Studio for Teens: Crafting Exploratory Drop-In Spaces for Youth in the Museum

Dyeemah Simmons, Assistant to Teen Programs, Francheska Rivera, Youth Insights Leader, Whitney Museum of American Art
In this interactive art-making workshop led by a Whitney staff member and Youth Insights Leader, we will examine our free drop-in teen program: Open Studio for Teens and discuss the challenges and benefits of maintaining teen-only exploratory spaces within a larger institution. We will engage in a discussion of strategies that have been employed and suggestions for development at the Whitney and implementation at other institutions. Get ready to think critically and make some art!

H. African Dance in the Classroom: Understanding Cultural Traditions and Community Through Dance

Pat Hall and Pam Patrick, Teaching Artists, Brooklyn Academy of Music
African and Diaspora dance forms celebrate every aspect of life and living – they provide a mirror into the culture, history and traditions of the people. In this Interactive workshop, participants will be introduced to the BAM AfricanDanceBeat model for teaching African dance in the classroom using song, narratives and dance-making techniques. More than an experience of teaching, this session will help build an understanding of what African dance teaches us about culture, history, and community.

I. Meet-Up: Teaching Artists

Erika Atkins and Rachel Evans, Facilitators
Designed for teaching artists at varied levels in the arts-in-education field, this group will consider how to approach teaching during a time of great political division and transition in our country. Teaching artists will walk away with action steps for tackling tough issues in the classroom and within the organizations they work for.
5:45 PM-7:00 PM:  Reception at NAC Faculty Dining Room
Relax, socialize, network!
Thursday, April 13, 2017
8:30 AM-9:15 AM:  Registration and Breakfast

9:30 AM-11:00 AM:  Session IV

A. Confronting Privilege in our Communities, Part I

Dr. Jennifer Katona, Director, Graduate Program in Educational Theatre, The City College of New York; Ashley Herring, Performing Arts Educator, Blackyard
As arts educators, we serve and work with a diverse array of people; a fact that has implications for our work. In whatever community and capacity you work, the concepts of privilege and power play an essential role. In this interactive workshop, we will explore these concepts as they relate to our personal journey as arts educators who are committed to increasing opportunity and access to the arts for all students.

B. On Your Feet! Using Traditional Dance in the Classroom

Gabrielle M. Hamilton, Director of Education and Public Programs, Flushing Town Hall (FTH); Abha Roy, FTH Teaching Artist, Director of Srijdan Dance Center; Alberto Lopez, FTH Teaching Artist, Artistic Director of Calpulli Mexican Dance Company; Ling Tang, FTH Teaching Artist, UNESCO International Dance Council
UNESCO safeguards traditional dances as representative of Intangible Cultural Heritage, passed from one generation to the next, constantly being refined by their current environment. Folk and traditional dance education allows immigrant students to express their cultural identity while educating students in history, culture, and immigration patterns of countries and communities. In this session, we’ll explore the diversity of dance in New York City, drawing connections to curriculum and dance with tradition bearers from India, Mexico, and China.

C. The Board/Staff Dynamic: Building and Maintaining Productive Relationships

Polly Kahn, Principal, PK Art Solutions/PK Orchestra Solutions; Julie Rulyak Steinberg, Executive Director, Jeffrey Schlosser, Board Chair, Turtle Bay Music School; Jennifer DiBella, Director of Education, Maureen A. Hayes, Board Member, Roundabout Theatre Company
This session is intended for executive directors, senior staff, and board members. Attending as board/staff teams is not required but will increase the session’s value. With guidance from experienced board/staff teams, we will explore areas that can interfere with good communication, and develop practical strategies for insuring ongoing, candid, respectful relationships that benefit programs and support your work. Whether you are struggling in this area or enjoy highly productive relationships, this session can increase your collective effectiveness!

D. 2016 New York State Arts Standards Revisions: An Overview

Nelle Stokes, Executive Director, Magic Box; Susan Koff, Dance Educator, New York University; Karen Rosner, Director of Visual Arts, NYC DOE Office of Arts and Special Projects
The adoption of new standards demonstrates New York State’s understanding that the arts are essential for a well-rounded and complete education, and contribute to student achievement. Members of the NYS Arts Standards Steering Committee from across the disciplines will share an in-depth look at the standards, the timeline for rollout, and strategies for alignment with local and national benchmarks.

E. Creative Aging 101, or So You Want to Work with Older Adults?

Philip A. Alexander, Arts in Education Director, Brooklyn Arts Council; Julie Kline, Program Manager, Kate Bell, Teaching Artist, Elders Share the Arts
This interactive panel is intended for teaching artists and program managers who are interested in the growing demographic of people over 60 but have little or no training with this demographic. Through a series of discussion prompts, attendees and panelists will address key elements of arts education programs for older adults. The panel includes professionals who have worked with elder populations in assorted settings in and around New York City. We’ll also provide some essential references as takeaways.

F. Caregivers and Their Meaningful Role in the Classroom

Kelsey Allison, School Director, Sarah Marcus, Director of Education, Mark Morris Dance Group
This interactive workshop will explore successful classroom structures, activities, and supports that lead caregivers to take an active role in both inclusive and special education classrooms. As participants move through a five-part creative dance class, relevant resources are presented for teaching artists of multiple disciplines and classroom environments.

G. Collective Impact Research:  Understanding Socio-emotional Development through the Arts

Dr. Dennie Palmer Wolf, Principal, WolfBrown; Gary Padmore, Director of Education and Community Programs, Eun Lee, Manager of Youth Programs, Orchestra of St. Luke’s
This session is a deep dive into collective impact research focused on learning how to measure socio-emotional learning thoughtfully; collaborative strategies for tool development; drawing implications from data; and asking data-based questions about best practices in arts learning. The core example is instrumental learning, but the approaches and lessons are widely applicable.

H. Paying for Professionalism: Trends in Teaching Artist Compensation and Work Structures

Lauren Jost, Artistic Director, Spellbound Theatre; David Marquis, Executive Director, Marquis Studios; Penelope McCourty, Teaching Artist
In 2016, over 150 NYC Teaching Artists were surveyed about their employment structures and compensation. Together they reported on over 275 individual teaching artist jobs. This session will review the results of this survey, (demographics and work life of the respondents, average pay rates and annual income, and the differences in compensation as they relate to discipline, experience, gender, race, and venue). We will examine how this information relates to our work as artists/administrators and set goals for continuing teaching artist professionalization.
I. Meet-Up: Early Career Professionals
Rachel Friedman, Facilitator
This meet-up group is aimed toward individuals who are in the first steps of their career. We will discuss our professional journeys, how to gain the skills needed for our current and future career goals, and other relevant and interesting topics in the arts-in-education field. This is time to meet with arts education professionals to create a peer group who can be a resource and support as you navigate your career path.
11:15 AM-12:30 PM:  Keynote Address
REFLECTIONS ON A BROKEN ORCHESTRA
Robert Blackson, Director of Exhibitions and Public Programs, Tyler School of Art, Temple University; Joseph Conyers, Assistant Principal Bass, The Philadelphia Orchestra, and Executive Director, Project 440
12:30 PM-1:30 PM:  Lunch

1:45 PM-3:15 PM:  Session V

A. Confronting Privilege in Our Communities, Part II

Dr. Jennifer Katona, Director, Graduate Program in Educational Theatre, The City College of New York; Ashley Herring, Performing Arts Educator, Blackyard
As arts educators, we serve and work with a diverse array of people, a fact that has implications for our work. In whatever community and capacity you work the concepts of privilege and power play an essential role. In this interactive workshop, we will explore these concepts as they relate to our personal journey as arts educators who are committed to increasing opportunity and access to the arts for all students.

B. Musical Theatre and Young Performers: Accessible, Low-Risk, and Efficient Auditions

Sarah Kenny, Manager, Education and Outreach, Lauren Chapman, Resident Teaching Artist/Manager of Teaching & Learning, Rachel Lee, Teaching Artist/Teaching & Learning Coordinator, Disney Theatrical Group
In this active workshop, Disney Theatrical Group’s Education team will share their low-risk approach to musical theatre auditions with young performers. Participants will experience first-hand the “Three-Line Audition Technique” that allows performers of any age and experience to feel successful and engaged and provides an efficient tool for educators to audition students. Participants can expect to participate in musical theatre activities and walk away with new strategies for auditioning and rehearsing a musical!

C. Better Together: How an Inclusive Arts Residency Can Demystify Disability and Foster Community

Maya Turner Singh, Director of Professional Development, Hiromi Niizeki, Master Teaching Artist, Marquis Studios
In this hands on workshop, learn about The Inclusion Project, a unique residency that partners a District 75 school and a General Education school that are co-located in the same building. Collaborating in an arts residency, students and teachers from both schools have the opportunity to build relationships that strengthen school culture. Engage in the full arc of this residency to understand key strategies in bringing these two populations together through the transformative experience of making art.

D. From Participant to Expert: Teens Take Agency in Their Learning Experiences in Out-of-School Programs

Keonna Hendrick, Teen Reviewers and Critics Program Manager, Amanda Guest, Student Art Program Manager, ArtsConnection; Katy Rogers, Programs Director, Dedalus Foundation
Explore how art educators create opportunities for teens to take agency in their learning experiences. Teen participants and educators from ArtsConnection’s Teens Curate Teens and the Dedalus Foundation’s art making programs discuss shared authority and teen agency in out-of-school arts education programming and the impact of their experiences on their academic and personal lives. Collaborate with peers and teens to identify strategies and attitudes for allowing teens to take more control of their learning experience.

E. Sustaining the Artist in the Teaching Artist

Ellen Hagan, Department Director, Poetry & Theatre; Moriah Carlson, Department Director, Visual Art & Maker; Lisa Green, Department Director, Dance & Music, DreamYard Project
How is self care a radical act? How as educators and artists do we sustain ourselves mentally, physically, and creatively in and among toxic environments? This workshop will focus on the ways in which movement, writing, and visual art can be forms of personal and collective healing. Recognizing the need for hope and healing can in itself be a form of social change.

F. Finding Our Groove: Exploring Group Dynamics Through Rhythmic Composition

Chris Gross and Justin Hines, Teaching Artists, New York Philharmonic
In this hands-on workshop, participants will explore the challenges and opportunities of group composition through the vehicle of creating complex rhythms. Active music-making will enable examination of group dynamics, differentiated instruction, and ways to stimulate individual creativity.

G. Beyond the Five Boroughs: Making the Case for Arts Education Funding Outside of NYC

Christine Leahy, Arts Education Program Director, New York State Council on the Arts; Cynnie Gaasch, Executive Director, Young Audiences of Western New York (Buffalo); Saul Maneiro, Program Officer, Rochester Area Community Foundation (Rochester); Andrew Marietta, Regional Manager, Central New York Office, New York Council on Nonprofits (Oneonta)
This session will explore the challenges and opportunities in seeking financial support for arts education programs in areas outside of New York City. A panel including representatives from regional and State funders, a nonprofit consultant, and an arts education organization with a successful fundraising track record will engage in a conversation with participants. Panelists will provide insight on how nonprofits can best tell the story of their work and its impact in their communities and will examine how these narratives can help strengthen an organization’s funding base.

H. Meet-Up: Senior Staff

Michelle López and Mitch Mattson, Facilitators
Designed for senior level staff from the arts in education field, this session will give space to hear from each other about pain-points and success-stories. Topics like leading courageously, supporting staff, and finding balance will guide our discussions. We’ll use the knowledge in the room and connect with our colleagues from organizations across the city.

I. Post-Keynote Discussion

Robert Blackson and Joseph Conyers, Face to Face Conference Keynoters
3:30 PM-4:00 PM:  Performance/Closing Remarks
Performance of Upstander Love Letters
Monica O. Montgomery and Tunu Thom, Museum of Impact
Concluding Remarks
Kati Koerner and Theodore Wiprud, Roundtable Co-chairs
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