On November 14th, we returned to Connellsville to present our research to the Fayette County Cultural Trust and community stakeholders. Our presentation, titled Building a Stronger Future: Economic Growth in Fayette County, highlighted our collective vision for Connellsville: “Embrace economic development while staying rooted in tradition.” Overall, the experience went well. It was a unique and rewarding opportunity to present to and for a community—not just about it. The experience was unlike any presentation I’ve given in class before. Presenting directly to community members felt personal and high stakes—after all, these were the people actively guiding our work throughout the semester, and the people who would be directly affected by our project output. They were essentially evaluating the efficacy of our work which made our project feel meaningful and consequential.
The audience members asked many practical, grounded questions about our intended impact—and, rightfully, challenged the scope of our work. We had a great question that asked why our collective project was in three parts—each of which at the direction of a different student group: urban studies (and political science), business, and sustainability. I promptly responded to the question, but after reflecting on it further, I would like to give a more nuanced answer here. There are several reasons that might explain our initial severance. First off, given that each participating student group was under the direction of a different advisor, and participating in a respective accompanying class tailored to our specific major (e.g. urban studies were enrolled in Regional Growth Strategies in Appalachia), there was some initial disconnect between student groups. In addition, given our collective group size (10 students), we were bound to split up to complete our initial walkthroughs of Connellsville and the region. Therefore, naturally, we split up based on major. Consequently, each group was drawn towards different aspects of Connellsville, and, as it would turn out, different communities throughout the county altogether (note: we established leads based on previous student work and by the direction of the Fayette County Cultural Trust). For example, the business student group was interested in downtown brand identity in Uniontown. My group, made up of urban studies and political science majors, was drawn towards recreation, tourism, and art in Connellsville. We, based on conversations with community members, took the opportunity to engage in a community building arts project (a project well-tailored to our respective expertise). Again, given our collective student body size, our capacity allowed for this: to facilitate several projects throughout the county, each of which responded to local, contextual needs at the direction of community members—all of which operated under one collective vision. While this project-model worked well, I would recommend that future cohorts consider a different approach. They might, again, split up into different groups, but with each member representing a different major. So, instead of having a group with three business students, it might alternatively have one business student, one urban studies student, and one sustainability student. This would broaden each sub-group’s expertise and perspective—and may contribute to a more cohesive, collective project. Implementing this interdisciplinary model would also enhance student collaboration and might foster more innovative, informed project ideas. Again, I recommend that future cohorts consider this approach: with the understanding that the structure should be flexible to best accommodate for that year’s student cohort and community goals.
Focusing back on our presentation: unfortunately, by the time we presented we were still communicating with our stakeholders and had no sticker design submissions. Therefore, we had no tangible deliverables (e.g. photos of sticker designs or physical prints) to show the audience. However, we did have a clear vision for the project and were able to outline the steps for its successful completion. At the time of the 14th, we had produced a flyer (posted at the Appalachian Creativity Center) that had been hanging for several weeks inviting local artists to submit design submissions. We also had a lead on an art teacher from the Connellsville Area Middle School that might assist us. We also outlined the following steps: 1) submit the sticker design submissions to The Ink Spot (a local printing shop), to be printed and 2) distribute to local businesses (e.g. Connellsville Canteen, Appalachian Creativity Center, Carnegie Free Library, etc.) and at the Great Allegheny Passage Connellsville Trailhead (at Stewart’s Crossing Campground and Adirondack Shelters).
We also discussed the significance of our stickers. Our project essentially serves as a marketing campaign aimed at cultivating community pride and raising regional awareness of local assets to draw tourists to Connellsville—bolstering the local economy through financial tourist investment in restaurants, hotels, and businesses. Beyond this, our project functions as a community-based arts project—strengthening community connections and leveraging the already thriving local art scene. Also, by designing, producing, and distributing the stickers locally, we are able to contribute to a sustainable circular economy.
Looking forward, there are several recommendations we have to expand our sticker project and broader vision. First, after having conversations with community members who all underscored the importance of the local youth (and art as an outlet for creative expression), we emphasize the continuation of youth-led art initiatives like this year’s sticker marketing campaign. We want to see a formalized partnership with the Connellsville Area Middle School’s art program to ensure ongoing youth involvement in local identity and broader arts community. By creating annual assets (e.g. stickers, postcards, merchandise, etc.) we can help build long-term sustainability and investment in the community. In addition, we suggest mapping and connecting local artists, art-related businesses, and creative stakeholders to better mobilize art movements, opportunities, and collaborations (and identify possible gaps). Furthermore, we recommend that next year’s student cohort turns to other towns throughout the county (e.g. Donora, Dunbar, Luzerne, Masontown, etc.) to unlock investment and co-design contextual art projects based on their respective goals.
All in all, our project, the Connellsville Sticker Project (a subsidiary of this year’s larger collective project), shows that small, low-cost art-based interventions can catalyze positive, high-impact change and community investment.