Practicing the Art of Noticing

By: Lauren Afong

Walking through this neighborhood reminded me that data can only tell part of the story. Exploring where children grow up realizes the research in a way numbers alone never could. Spending time in these areas allows me to contextualize what encompasses children and what is missing for them to flourish.

This summer presents a unique opportunity to slow down and observe with intention. I am beginning to understand that research is not solely the process of collecting data or conducting literature reviews. Rather, it is a disciplined practice in recognizing what is significant, especially at the intersection of data and lived experience. Through my work with the Child Opportunity Index in partnership with Children’s National Hospital, I have come to appreciate how opportunity, or its absence, manifests in the most ordinary aspects of daily life.

One of my primary goals this summer is to conduct an informal interview with a community health worker or family liaison. These individuals serve as critical connectors between healthcare systems and the families most affected by systemic inequities. I believe their firsthand insights offer a perspective that is often absent from conventional datasets. I am particularly interested in learning how they perceive and navigate barriers to healthcare access, and how their roles serve to address gaps that quantitative data cannot fully capture.

In addition, I hope to compare neighborhoods that rank low versus high on the Child Opportunity Index. I do not intend to observe as a detached outsider, but rather as a respectful learner seeking to understand how structural advantage or disadvantage shapes the lived environment. What do the schoolyards look like? Are there green spaces, working crosswalks, or nearby clinics? These physical indicators speak volumes about equity, and experiencing them firsthand will allow me to better contextualize my research findings.

A third aspiration is to contribute to the creation of a visual communication tool, such as an infographic, a data-driven map, or another form of accessible representation. This will comprise my finalized research and be used for presentation as well as publication. I have long believed that the power of research lies not only in discovery but also in communication. Whether the audience includes policymakers, healthcare professionals, or families, I want to assist in translating complex findings into meaningful, digestible formats that inspire engagement and action. There is a distinct difference between presenting disparities and conveying them in a way that evokes both understanding and urgency.

Parallel to these goals, I am working to refine two specific skill sets aligned with the National Association of Colleges and Employers (NACE) Career Readiness Competencies: career and self-development through data literacy, and communication through interpersonal engagement. 

Developing strong data literacy is foundational not only to research but also to my broader professional identity. As part of career and self-development, this competency includes the ability to critically analyze information, apply evidence-based decision-making, and take ownership of lifelong learning. This summer, I am honing these abilities by learning how to interrogate data more thoughtfully: understanding what it reveals, recognizing what it omits, and determining how best to convey it with integrity and clarity.

Equally important is the advancement of my interpersonal communication skills, a direct reflection of NACE’s communication competency. In a research setting that intersects with community health, this means engaging across disciplines, listening with empathy, and articulating complex ideas in a way that resonates with both professionals and local stakeholders. Whether I am working with a mentor, speaking with a community liaison, or collaborating with peers, I am becoming a more adaptable and effective communicator. These experiences will be invaluable as I move into clinical and public health spaces, where listening, trust-building, and clarity are central to effective care.

To encapsulate my mindset as I enter and navigate this experience, I turn to a quote by Simone Weil:

“Attention is the rarest and purest form of generosity.”

This quote resonates deeply with me because it captures the essence of what I am striving to practice. Whether I am engaging with the narrative of a family, analyzing health equity metrics, or walking through a historically underserved neighborhood, offering my full attention is an act of both respect and responsibility. It is through this intentional attentiveness that meaningful understanding—and ultimately, more informed advocacy—can emerge.

This summer, I am learning that noticing is not passive. It is a discipline, a mindset, and a form of service. Above all, it requires humility. I am grateful for the opportunity to continue developing this practice, and I look forward to the growth it will yield both personally and professionally.