Asset Map Assignment – Action Plan

Rachel Gerton

3/14/18

While considering and researching the assets of my home community in

Minnetonka, MN, I found there were a plethora of talents, activities, and experiences

that could benefit both the elementary-high school aged youth and the community

through the students’ involvement. Although there are some mentoring programs, I

think the community would benefit from more established mentoring relationships

between the community and youth. The ten assets I highlighted for this community

are the youth, the elderly, artists, parks/public land, lakes, medical facilities,

universities, environmental groups, businesses, and museums.

The youth in this community in and of itself is an incredible asset. Specifically

the 750 students at Minnetonka High School have time, energy, ideas, and space to

provide creativity and initiative. Students are often looking to get volunteer hours

and experiences shadowing in different vocations, as well as participating in various

interest activities such as music, art, and sports. Acknowledging the capabilities of

the youth is the start to utilizing them as an asset and incorporating them into the

community in organized and meaningful ways.

The senior citizens in Minnetonka often have the time, knowledge, and

experience to benefit the community. Youth and students could benefit from

mentoring relationships with senior citizens in the area by meeting and establishing

relationships with those who have had life experiences in areas in which the youth
are interested. For example, for students seeking service hours or youth wanting to

pursue a career in non-profit fields, they could be paired with senior citizens that

participate in Lakeside Yarn, a group where senior citizens work together to create

knit clothing to be donated. Not only would students benefit from learning about the

hard skills – knitting, how/where to donate, and logistics of charity, but also the

benefits of hearing life stories and providing consistent relationships that can be

developed every week at the same time and place.

The presence, role, and responsibility of environmental groups is also an

important asset to the Minnetonka community. Many non-profits and small

businesses work to maintain and better the natural beauty and environment of

Minnesota. For example, the Minnesota Institute for Sustainable Agriculture has

established a partnership between the University of Minnesota College of

Agriculture and the Sustainers’ Coalition – a group of individuals and community-

based nonprofit organizations. Giving students and youth the opportunity to learn

from and work with these organizations would not only provide activity for the

youth and service for the organizations, but also increase awareness of

environmental issues and promote sustainable living in the community. The

Minnesota Institute for Sustainable Agriculture not only has organizers and staff

that could mentor youth and students interested in sustainable agriculture, but they

have connections with local non-profits and other environmental awareness groups

that they could partner with to create events and educational opportunities for

youth.
 The Lakes and Parks/Public Land assets I identified could also facilitate this.

First, the physical space of these parks could provide environmental groups like the

Minnesota Institute for Sustainable Agriculture the space necessary to host public

educational activities, seminars, camps, or conferences for youth and students

interested in environmentalism. The lakes and land are also an asset in that these

groups could provide demonstrations with the land and water itself and students

could learn about local biodiversity as well as the importance of conservation near

their own homes.

Further, the presence of large and influential hospitals and universities in the

area serves as an asset to this community in the knowledge, research, and access to

resources they provide. Schools such as the University of Minnesota and healthcare

facilities such as the Mayo Clinic have resources such as public funding and staff that

could provide incredible learning opportunities for students interested in

volunteering or learning more about specific health or education careers. These

institutions also have beneficial collaborative relationships with other local non-

profits and start-ups, providing opportunity for students with specific interests.

Lastly, an action plan addressing the mentorship opportunities for youth and

students in this community should include the assets of businesses and museums in

the area. Big businesses in Minnesota such as Target and General Mills not only have

economic resources and influence but also physical space – buildings, fields, and

parking structures – that could be utilized for mentoring conferences or career fairs

for youth. Employees of these businesses can also serve as mentors to youth and

students interested in their work. Museums with free days or public spaces such as
the Minneapolis Sculpture Garden could benefit the youth as both a form of

entertainment and a creative outlet. Students who perhaps do not have specific

interests in business, environmentalism, or theater could participate in learning

opportunities at museums such as the Swedish Institute to learn more about local

culture, or explore the Children’s Museum where there is access to many different

interest areas including science, math, and history.

This combination of identifying human, social, natural, physical, and financial

assets in this community could improve the mentorship opportunities available for

youth and students.