Academic and government-directed research is generally portrayed as a benign problem-solving enterprise. There is a long record of important theories, discoveries, and solutions to sticky problems that research has produced. But alongside this list of important advances in knowledge, there has been a record of damage to individuals and to communities as a whole when place-based research has not been implemented thoughtfully. Researchers conducting community-facing projects are increasingly aware that place-based research may generate risks at a community level. This literature review identifies a set of dynamics through which place-based environmental research projects can undermine community autotomy where research takes place and offers a set of recommendations for researchers and institutions who wish to adopt research practices and institutional supports that honor community autonomy.
{"title":"Community Autonomy and Place-Based Environmental Research","authors":"J. Britton, Hugh Johnson","doi":"10.18060/26440","DOIUrl":"https://doi.org/10.18060/26440","url":null,"abstract":"Academic and government-directed research is generally portrayed as a benign problem-solving enterprise. There is a long record of important theories, discoveries, and solutions to sticky problems that research has produced. But alongside this list of important advances in knowledge, there has been a record of damage to individuals and to communities as a whole when place-based research has not been implemented thoughtfully. Researchers conducting community-facing projects are increasingly aware that place-based research may generate risks at a community level. This literature review identifies a set of dynamics through which place-based environmental research projects can undermine community autotomy where research takes place and offers a set of recommendations for researchers and institutions who wish to adopt research practices and institutional supports that honor community autonomy.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48759599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on place-based pedagogy developed in partnership with Every Campus A Refuge (ECAR) at Guilford College, which is the first initiative of its kind to mobilize college and university campus resources to provide housing and other forms of assistance to refugees seeking resettlement in the institution’s local area (within and beyond the institution’s physical borders). ECAR is transforming refugee resettlement in the United States as it also transforms our understanding and teaching about the issues faced by these communities, and the role of post-secondary educational institutions. Through ECAR’s commitment to “compassionate hospitality and radical accountability” (Every Campus A Refuge, n.d.), campuses undergo transformations that blur the boundaries between campus and community and redefine the notion of “place” for students and community members. This paper outlines the main place-based curricular components of the ECAR and Principled Problem Solving initiative at Guilford College. We present an analysis of survey data collected from students who participated in the curriculum, and analyze their responses. This data indicate that the academic program’s place-based pedagogy 1) provides students opportunities to learn about what forced displacement is and why it happens; 2) centralizes the voice, agency, and perspectives of the individuals who experience forced migration and resettlement; 3) emphasizes how we can collectively organize and advocate to address the problems of forced displacement and resettlement. In this way, the minor is helping students engage in the work of principled problem-solving in refugee resettlement through specialized course offerings and place-based pedagogy. The paper concludes with challenges and opportunities for campuses interested in adopting this place-based campus refugee resettlement program for their colleges/universities, as well as discuss pathways for further research and pedagogical innovation.
这篇文章的重点是与吉尔福德学院的每个避难校园（ECAR）合作开发的基于地点的教学法，这是第一个调动学院和大学校园资源，为在该机构所在地区（在该机构的物理边界内外）寻求重新安置的难民提供住房和其他形式的援助的举措。ECAR正在改变美国的难民安置，同时也改变了我们对这些社区面临的问题的理解和教学，以及中学后教育机构的作用。通过ECAR对“富有同情心的热情好客和激进的问责”（Every Campus A Refuge，n.d.）的承诺，校园经历了模糊校园和社区之间界限的转变，并重新定义了学生和社区成员的“场所”概念。本文概述了吉尔福德学院ECAR和原则性问题解决计划的主要基于地点的课程组成部分。我们分析了从参与课程的学生那里收集的调查数据，并分析了他们的回答。这些数据表明，该学术项目基于地点的教学法1）为学生提供了了解什么是强迫流离失所以及为什么会发生强迫流离失所的机会；2） 集中经历被迫移民和重新安置的个人的发言权、代理权和观点；3） 强调我们如何集体组织和倡导解决被迫流离失所和重新安置的问题。通过这种方式，未成年人通过专业课程和基于地点的教学法，帮助学生参与难民安置中有原则的解决问题的工作。本文总结了有兴趣在其学院/大学采用这种基于地方的校园难民安置计划的校园面临的挑战和机遇，并讨论了进一步研究和教学创新的途径。
{"title":"Seeking Justice, Seeking Hope","authors":"Sonalini Sapra, Christian Matheis, Diya M. Abdo","doi":"10.18060/26467","DOIUrl":"https://doi.org/10.18060/26467","url":null,"abstract":"This article focuses on place-based pedagogy developed in partnership with Every Campus A Refuge (ECAR) at Guilford College, which is the first initiative of its kind to mobilize college and university campus resources to provide housing and other forms of assistance to refugees seeking resettlement in the institution’s local area (within and beyond the institution’s physical borders). ECAR is transforming refugee resettlement in the United States as it also transforms our understanding and teaching about the issues faced by these communities, and the role of post-secondary educational institutions. Through ECAR’s commitment to “compassionate hospitality and radical accountability” (Every Campus A Refuge, n.d.), campuses undergo transformations that blur the boundaries between campus and community and redefine the notion of “place” for students and community members. This paper outlines the main place-based curricular components of the ECAR and Principled Problem Solving initiative at Guilford College. We present an analysis of survey data collected from students who participated in the curriculum, and analyze their responses. This data indicate that the academic program’s place-based pedagogy 1) provides students opportunities to learn about what forced displacement is and why it happens; 2) centralizes the voice, agency, and perspectives of the individuals who experience forced migration and resettlement; 3) emphasizes how we can collectively organize and advocate to address the problems of forced displacement and resettlement. In this way, the minor is helping students engage in the work of principled problem-solving in refugee resettlement through specialized course offerings and place-based pedagogy. The paper concludes with challenges and opportunities for campuses interested in adopting this place-based campus refugee resettlement program for their colleges/universities, as well as discuss pathways for further research and pedagogical innovation.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42118761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper proposes a framework to create a small business and entrepreneurship accelerator designed based on prior work in evolving traditional place-based pedagogy to a more critical pedagogy of place. The proposal is crafted to utilize the built-in resources of a university as the core components in providing necessary resources for success including expert-level technical assistance and a safe, empowering third space for collaboration. The included case is focused on a suburban/urban campus located near several historically underserved geographies. This is important as the proposed small business and entrepreneurship accelerator will have a special focus on educating and guiding local populations – including high school students – in growing their businesses. The proposal in this paper brings together university resources, local community elements, small business owners, social entrepreneurs, and high school students by activating a critical pedagogy of place rooted in improving economic and social issues.
{"title":"Exploring Place-Based Pedagogy as Entrepreneurship Accelerator","authors":"J. Palazzolo, Raj Devasagayam","doi":"10.18060/26459","DOIUrl":"https://doi.org/10.18060/26459","url":null,"abstract":"This paper proposes a framework to create a small business and entrepreneurship accelerator designed based on prior work in evolving traditional place-based pedagogy to a more critical pedagogy of place. The proposal is crafted to utilize the built-in resources of a university as the core components in providing necessary resources for success including expert-level technical assistance and a safe, empowering third space for collaboration. The included case is focused on a suburban/urban campus located near several historically underserved geographies. This is important as the proposed small business and entrepreneurship accelerator will have a special focus on educating and guiding local populations – including high school students – in growing their businesses. The proposal in this paper brings together university resources, local community elements, small business owners, social entrepreneurs, and high school students by activating a critical pedagogy of place rooted in improving economic and social issues.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44971358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Most research and practice surrounding place-based education is focused in STEM-specific initiatives. This article takes a social theoretical approach to question that predominance, underscoring the role of STEM in bipartisan, nationalist narratives in the United States since the 1980s to suggest that place-based practice serves an oppressive function when instituted without corresponding place-based pedagogy in social studies. These potentially oppressive dynamics are argued to be acute in urban contexts in which orthodox, didactic pedagogical methods in social studies education promote complacence within an oppressive economic system. These orthodox methods are contextualized within the perspective of social theorists from Baudrillard to Fukuyama that history has increasingly been made to appear as a static procession as opposed to as a transformable process in which young people can participate. Using the author’s experience as a place-based educator in Detroit, the article charts a path for an orthodox but critical, place-based social studies curriculum for high school students in Detroit in which history is taught backwards through the context of the city and its history, a process that is replicable in other localities. It also charts an unorthodox, dynamic, dialogical social studies curriculum in Detroit---also replicable in other localities---for educators invested in place-based processes of knowledge production with young people. These processes utilize a deep place method in which the classroom and the dynamics therein are made a critical aspect of place.
{"title":"Detroit as a Marker for Divorcing Place-Based Education and Orthodox History from Oppressive Pedagogy Practices","authors":"Joshua Musicant","doi":"10.18060/26448","DOIUrl":"https://doi.org/10.18060/26448","url":null,"abstract":"Most research and practice surrounding place-based education is focused in STEM-specific initiatives. This article takes a social theoretical approach to question that predominance, underscoring the role of STEM in bipartisan, nationalist narratives in the United States since the 1980s to suggest that place-based practice serves an oppressive function when instituted without corresponding place-based pedagogy in social studies. These potentially oppressive dynamics are argued to be acute in urban contexts in which orthodox, didactic pedagogical methods in social studies education promote complacence within an oppressive economic system. These orthodox methods are contextualized within the perspective of social theorists from Baudrillard to Fukuyama that history has increasingly been made to appear as a static procession as opposed to as a transformable process in which young people can participate. Using the author’s experience as a place-based educator in Detroit, the article charts a path for an orthodox but critical, place-based social studies curriculum for high school students in Detroit in which history is taught backwards through the context of the city and its history, a process that is replicable in other localities. It also charts an unorthodox, dynamic, dialogical social studies curriculum in Detroit---also replicable in other localities---for educators invested in place-based processes of knowledge production with young people. These processes utilize a deep place method in which the classroom and the dynamics therein are made a critical aspect of place.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44600575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Place-based education makes a compelling case that the pedagogy of colleges and universities must be re-imagined to be more relevant and engaged. This article argues for a specific approach to place-based education—what has been termed deliberative pedagogy—offering an emerging practical philosophy that applies insights from deliberative dialogue towards teaching and learning. The author provides principles and practices, along with examples of this method of civic education. It makes a hopeful case for having democratic practices in education undergirding the connection between anchor institutions and the broader civic mission of higher education.
{"title":"Putting Deliberative Pedagogy in Place: How Colleges and Universities Can Help Build a More Democratic Society","authors":"Nicholas V. Longo","doi":"10.18060/26443","DOIUrl":"https://doi.org/10.18060/26443","url":null,"abstract":"Place-based education makes a compelling case that the pedagogy of colleges and universities must be re-imagined to be more relevant and engaged. This article argues for a specific approach to place-based education—what has been termed deliberative pedagogy—offering an emerging practical philosophy that applies insights from deliberative dialogue towards teaching and learning. The author provides principles and practices, along with examples of this method of civic education. It makes a hopeful case for having democratic practices in education undergirding the connection between anchor institutions and the broader civic mission of higher education. ","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41672830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Chicago Center for Urban Life and Culture is a non-profit organization that has been developing place-based education models since it was established in 1970. Situated in an urban environment, the Chicago Center operates at the intersection of higher education and place-based education with a pedagogical approach that centers and elevates community voices. Place-based education initiatives provide students with educational opportunities that emphasize active, experiential learning by immersing the participant in local, communities. The Chicago Center enriches place-based education by using a first-person instructional approach—First Voice Pedagogy—to expand the traditional classroom and link liberal arts education to applied learning through exposure to community-based leaders and organizations. This paper proposes a paradigm shift in place-based education and serves as an encouraging model for establishing more inclusive place-based initiatives.
{"title":"Elevating Community Voices through Place-Based Education Initiatives in Chicago","authors":"Tyler J. Hough","doi":"10.18060/26444","DOIUrl":"https://doi.org/10.18060/26444","url":null,"abstract":"The Chicago Center for Urban Life and Culture is a non-profit organization that has been developing place-based education models since it was established in 1970. Situated in an urban environment, the Chicago Center operates at the intersection of higher education and place-based education with a pedagogical approach that centers and elevates community voices. Place-based education initiatives provide students with educational opportunities that emphasize active, experiential learning by immersing the participant in local, communities. The Chicago Center enriches place-based education by using a first-person instructional approach—First Voice Pedagogy—to expand the traditional classroom and link liberal arts education to applied learning through exposure to community-based leaders and organizations. This paper proposes a paradigm shift in place-based education and serves as an encouraging model for establishing more inclusive place-based initiatives.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49002780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Community engagement in higher education has been promoted as critical to fulfilling higher education’s responsibility to the public good through teaching, learning, and knowledge generation. Reciprocity and mutual benefit are key principles of community engagement that connote a two-way exchange of knowledge and outcomes. However, it is not clear from existing literature whether community engagement impacts communities in positive ways. The problem addressed through this study was how campus-community partnership stakeholders define impact. Using grounded theory, the ways community and campus partners defined, measured, and understood community impact in a diverse set of campus-community partnerships at two U.S. urban, Jesuit universities that employ place-based approach to community engagement were explored. Relationships as facilitators of impact and as impacts in and of themselves emerged as central themes. Themes from the data led to the development of the Justice-Centering Relationships Framework which includes two paradigms for understanding community impact in higher education community engagement – Plug-and-Play and Justice-Centering Relationships – that are bridged by a Reframing process. The Framework contributes to and informs the “how” of taking a place-based community engagement approach that leads to positive benefits for community impact, student learning and formation, and institutional change.
{"title":"A Framework for Justice-Centering Relationships: Implications for Impact in Place-Based Community Engagement","authors":"Melissa M. Quan","doi":"10.18060/26450","DOIUrl":"https://doi.org/10.18060/26450","url":null,"abstract":"Community engagement in higher education has been promoted as critical to fulfilling higher education’s responsibility to the public good through teaching, learning, and knowledge generation. Reciprocity and mutual benefit are key principles of community engagement that connote a two-way exchange of knowledge and outcomes. However, it is not clear from existing literature whether community engagement impacts communities in positive ways. \u0000The problem addressed through this study was how campus-community partnership stakeholders define impact. Using grounded theory, the ways community and campus partners defined, measured, and understood community impact in a diverse set of campus-community partnerships at two U.S. urban, Jesuit universities that employ place-based approach to community engagement were explored. Relationships as facilitators of impact and as impacts in and of themselves emerged as central themes. Themes from the data led to the development of the Justice-Centering Relationships Framework which includes two paradigms for understanding community impact in higher education community engagement – Plug-and-Play and Justice-Centering Relationships – that are bridged by a Reframing process. The Framework contributes to and informs the “how” of taking a place-based community engagement approach that leads to positive benefits for community impact, student learning and formation, and institutional change.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42465075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research was originally presented as a chapter in the doctoral dissertation On Becoming a People’s College: An Appreciative Inquiry. Appreciative Inquiry (Ai) is a participatory approach to organizational change focused on an affirmative topic choice. The topic choice of the dissertation was equity, democracy, and justice at the selected site. This article shares the motivations and relevant characteristics of the chosen fieldwork site, De Anza College. Three categories of considerations for the role of place and placemaking within the institution’s hidden curriculum are described: institutional identities, organizational features, and resource scarcity. These characteristics are followed by a discussion of levers of change for enhancing the role of placemaking within the hidden curriculum: prefigurative politics, creativity, and the Anchor Institution approach.
{"title":"On Becoming a People’s College: Placemaking as Hidden Curriculum","authors":"Sean Crossland","doi":"10.18060/26445","DOIUrl":"https://doi.org/10.18060/26445","url":null,"abstract":"This research was originally presented as a chapter in the doctoral dissertation On Becoming a People’s College: An Appreciative Inquiry. Appreciative Inquiry (Ai) is a participatory approach to organizational change focused on an affirmative topic choice. The topic choice of the dissertation was equity, democracy, and justice at the selected site. This article shares the motivations and relevant characteristics of the chosen fieldwork site, De Anza College. Three categories of considerations for the role of place and placemaking within the institution’s hidden curriculum are described: institutional identities, organizational features, and resource scarcity. These characteristics are followed by a discussion of levers of change for enhancing the role of placemaking within the hidden curriculum: prefigurative politics, creativity, and the Anchor Institution approach.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43065300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The emergence of this special issue of Metropolitan Universities journal, “The Pedagogy of Place-Based Initiatives and Anchor Institutions,” stems from developing, teaching, and evaluating courses and pedagogical programs at urban/metropolitan institutions. This issue is rooted in scholarly practice and focuses on the intersection of place-based initiatives and pedagogy. It interrogates how place-based initiatives such as hyper-local community-based learning and anchor frameworks impact teaching and learning in the classroom. This framing article for this special issue captures the themes and broader questions that emerged from the articles while proposing a line of inquiry to engage the readers with the special issue focus. Our line of inquiry throughout this special issue is whether a distinct pedagogy emerges from place-based initiatives such as anchor institution approaches and hyper-local community-based learning. We begin by interrogating how place-based initiatives such as anchor institution approaches and highly intentional partnership work do not guarantee a change in classroom instruction and may fail to impact pedagogy long-term. We provide examples of service-learning within our local professional context and draw from themes that emerged from the scholarly articles in this issue. We also noted the intersection of place, institution, and systemic context. We offer a framework for a pedagogy of place with committed approaches to these place-based intersections as we have experienced them in our practice and emerging from the issue’s scholarly articles.
{"title":"Does Place Actually Matter? Searching For Place-based Pedagogy amongst Impact and Intentionality","authors":"Susan Haarman, Patrick M. Green","doi":"10.18060/27203","DOIUrl":"https://doi.org/10.18060/27203","url":null,"abstract":"The emergence of this special issue of Metropolitan Universities journal, “The Pedagogy of Place-Based Initiatives and Anchor Institutions,” stems from developing, teaching, and evaluating courses and pedagogical programs at urban/metropolitan institutions. This issue is rooted in scholarly practice and focuses on the intersection of place-based initiatives and pedagogy. It interrogates how place-based initiatives such as hyper-local community-based learning and anchor frameworks impact teaching and learning in the classroom. This framing article for this special issue captures the themes and broader questions that emerged from the articles while proposing a line of inquiry to engage the readers with the special issue focus. Our line of inquiry throughout this special issue is whether a distinct pedagogy emerges from place-based initiatives such as anchor institution approaches and hyper-local community-based learning. We begin by interrogating how place-based initiatives such as anchor institution approaches and highly intentional partnership work do not guarantee a change in classroom instruction and may fail to impact pedagogy long-term. We provide examples of service-learning within our local professional context and draw from themes that emerged from the scholarly articles in this issue. We also noted the intersection of place, institution, and systemic context. We offer a framework for a pedagogy of place with committed approaches to these place-based intersections as we have experienced them in our practice and emerging from the issue’s scholarly articles. ","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48387829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alexander Lancaster, Barrett Bonella, B. Gesteland, Patrick Tadlock, R. Fry
Context: In Summer, 2020, our team created virtual community-engaged learning (VCEL) modules, in response to the need to move classes to online and hybrid delivery styles during the height of the COVID-19 pandemic. These modules addressed engaged learning concepts, and were designed with faculty, students, and community partner organizations in mind. Challenge: This paper explores the challenges of creating and beta testing these VCEL modules, as well as the creative methods taken to produce high-quality content that would continue to serve students in the wake of the pandemic. Product: what emerged from this project is a unique set of self-contained learning modules in Canvas Commons that include built-in assessments, allowing students to demonstrate learning, and giving faculty members the ability to review engaged-learning theory and strategies, and to seamlessly integrate the virtual content into their online classes. Findings: Our beta test findings indicate that students generally had a positive experience with the content, and spent approximately two hours, on average, engaging with the material. In this reflective analysis of our process, we offer an explanation of the replicable process of creating VCEL modules and a description of the outcomes associated with the production and testing of the content therein.
{"title":"Online Modules for Community Engaged Learning During a Global Pandemic","authors":"Alexander Lancaster, Barrett Bonella, B. Gesteland, Patrick Tadlock, R. Fry","doi":"10.18060/26403","DOIUrl":"https://doi.org/10.18060/26403","url":null,"abstract":"Context: In Summer, 2020, our team created virtual community-engaged learning (VCEL) modules, in response to the need to move classes to online and hybrid delivery styles during the height of the COVID-19 pandemic. These modules addressed engaged learning concepts, and were designed with faculty, students, and community partner organizations in mind. Challenge: This paper explores the challenges of creating and beta testing these VCEL modules, as well as the creative methods taken to produce high-quality content that would continue to serve students in the wake of the pandemic. Product: what emerged from this project is a unique set of self-contained learning modules in Canvas Commons that include built-in assessments, allowing students to demonstrate learning, and giving faculty members the ability to review engaged-learning theory and strategies, and to seamlessly integrate the virtual content into their online classes. Findings: Our beta test findings indicate that students generally had a positive experience with the content, and spent approximately two hours, on average, engaging with the material. In this reflective analysis of our process, we offer an explanation of the replicable process of creating VCEL modules and a description of the outcomes associated with the production and testing of the content therein.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41797507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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