Bridges Across Brooklyn: Community-Based Learning in the Brooklyn College General Education Curriculum

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1 Bridges Across Brooklyn: Community-Based Learning in the Brooklyn College General Education Curriculum A CUE Innovative Program Proposal Brooklyn College Roberta S. Matthews Center for Teaching in collaboration with the Dean of Undergraduate Studies Introduction As a key part of its on-going Bridges Across Brooklyn project, Brooklyn College proposes to enrich the general education curriculum by developing course materials that use the surrounding communities and the rest of New York City as a site for liberal learning. The project addresses the CUE funding priority to create integrative structures for general education, and update/reform general education curriculum and pedagogy. Its aim is to enhance student engagement in general education by developing community-based educational initiatives that immerse students in local landscapes and cultures as a context for the study of the liberal arts and sciences. National research on community-based education demonstrates that it boosts students achievement by engaging them in the study of the environmental, social, and economic landscapes of their own backyards (The Benefits of Place-Based Education: A Report from the Place-Based Education Evaluation Collaborative, Promise of Place.org, 2007). City University students, often the first in their families to go to college, come from non-traditional and diverse backgrounds, and their experiences of academic learning may well feel isolated and decontextualised from their lives and local environments. Gruenwald and Smith argue that education that draws on local experiences as a source of learning enables students to be inducted into the knowledge and patterns of behavior associated with responsible community engagement (Place-Based Education in the Global Age: Local Diversity, Erlbaum, 2008).

2 Place-based learning is largely project focused and tailored to local realities it creates a stage on which students, faculty and community members transform theory into practice. The borough of Brooklyn represents an ideal place for such contextualized learning; as New York City s largest and most populous borough, it is a city of immigrants where some 43% of its residents speak foreign languages at home and in the streets, and where religious, ethnic, racial and cultural diversity is a dominant feature. It is also a city of color with the nation s third largest African American population (1 million people) contributing a rich cultural heritage representative of New York s tumultuous history and contemporary landscape (quoted from Jocelyn Wills Syllabus to her course in Brooklyn History ). As such, Brooklyn and its community organizations provide singular opportunities for advancing the College s general education goals such as the ability to respect and value diversity, to learn about the cultures of the past, to think critically and creatively, to understand the workings of modern societies in an interdependent world, to understand and respect the natural universe, and to become informed and responsible citizens. Goals and Objectives The overall goal of the Bridges project is to create interdisciplinary, community-focused activities that will be a pedagogical resource for faculty teaching general education courses, and that will enhance student interest and learning, civic engagement, and problem solving abilities. The project will be a part of a College-wide initiative to promote and develop community-based and sustainability education. A recent faculty statement on community-based education, Why Place-Based Education Matters to the Future of Brooklyn College, expresses the importance of this initiative for the College: We are convinced that place-based, community-focused, sustainability education can maximize Brooklyn College s engagement, relevance to, and 2

3 prominence within the Borough, by employing Brooklyn and the metropolitan area as the integrating context of a liberal education. Goals To enhance student engagement and achievement by integrating a community-based learning model into the general education curriculum. To help faculty develop rigorous real-world projects that tap into the diverse community of the Borough of Brooklyn and to make these projects accessible and usable to other faculty through online portfolios and, in due course, through publication in venues for the scholarship of teaching and learning. To advance the third goal of the Brooklyn College Strategic Plan , to be a model citizen in the borough of Brooklyn, by using local history, culture, organizations and environment to cultivate partnerships that enhance the College s relationship with the community. Objectives and Outcomes Six instructors, under the guidance of an experienced faculty mentor, will participate in a twosemester seminar in which they will design and integrate community-based learning assignments, sustainability-focused assignments, into their general education courses and assess the learning outcomes; The general education assignments and activities will be posted in an online inventory of community-based and sustainability teaching resources on a Bridges Across Brooklyn website, and will be used as part of electronic teaching portfolios created by faculty to aid them in reflecting on their teaching. Through engagement with the community, students will reflect critically on the relationship between their liberal education and real-world experiences and problem-solving. The College will enhance existing relationships with community organizations, will raise its visibility by having students engaged in liberal education out in the borough, and will cultivate new partnerships. The project faculty will disseminate the results of their experience within the College and University community. After completion of the project, it is anticipated that one or more of the project fellows will publish his or her course project in a refereed journal in the scholarship of teaching and learning. 3

4 Description of the Project The project will involve six faculty in a year-long seminar designed to help them develop community-based learning projects for general education courses that they teach. The seminar will be sponsored by the Dean of Undergraduate Studies, who is also Chair of the Provost s Task Force on Bridges Across Brooklyn, in conjunction with the Roberta S. Matthews Center for Teaching, and will utilize the resources of the Center for the Study of Brooklyn. The seminar will be led by an experienced faculty mentor who will guide the faculty (called Center for Teaching Fellows) in creating community-based instruction and assignments that are rigorous and engrossing for general education courses. The workshop will meet five times in the fall and five times in the spring. In the first semester, faculty will become familiar with scholarship on community-based education and with existing community partnerships, and will design assignments designed to engage students academically while opening windows to the world and promoting genuine citizenship ( Documenting and Assessing Place-Based Learning: Example Portfolios, ). In the second semester, seminar participants will use their newly developed or newly refined place-based concepts to move learning from the classroom to the borough and back, introducing their students to research and field work that links them to Brooklyn community partners. In the second semester faculty will also assess the effectiveness of the new curricular models for improving student learning and for promoting critical reflection on the relationship between liberal education and real-world problemsolving. To help them do this, the faculty fellows will develop electronic teaching portfolios that provide detailed descriptions and examples of their community-based learning models together with evidence of student outcomes. The activities for community-based learning developed in the seminar will be made available to other general education faculty on a Bridges to Brooklyn College website, currently under development, and on the Center for Teaching website. 4

5 Campus Context The Bridges Across Brooklyn project in the Center for Teaching will be building on a considerable body of innovative work that has already taken place at the college. A recent survey undertaken by faculty participants in seminars exploring the theory and practice of community-based and sustainability education, sponsored by the Dean of Undergraduate Studies, identified at least 100 BC faculty who said they make use of place-based assignments in disciplinary courses. Outcomes of the two seminars include a Provost s Bridges Across Brooklyn Task Force, participation in developing the Brooklyn College Sustainability Plan, a Bridges Across Brooklyn website featuring stories about place-based and sustainability education and student experiences, an inventory of assignments and ideas for integrating placebased and sustainability teaching across the curriculum, and faculty collaboration and development opportunities. Current courses with Brooklyn themes include a history course that integrates walking tours of Greenwood Cemetery and Red Hook ( a case study of the geography of inequality ), a course in religion that focuses on a mosque in a Pakistani Muslim community, a music course in which students go on listening tours through Brooklyn, a composition course in which students research the impact of congressional investigations of Brooklyn faculty in the 1940 s, and three linked courses (geology, sociology and English) that focus on the ecosystem of the Gowanus Canal. Jocelyn Wills, of the history department, explains that she takes her students to the streets because she sees how much they get out of the experience: We can trust them to take on really challenging research projects because doing so locally gives them an opportunity to take ownership of their education. The Center for Teaching Bridges Across Brooklyn project will extend community- and sustainability- based education into the Core and other general education courses. 5

6 Implementation Strategies and Logistics The general education Bridges Across Brooklyn seminar will run under the auspices of the Center for Teaching and in collaboration with the Dean of Undergraduate Studies and the Bridges Across Brooklyn Provost s Task Force. In August 2009, the Center for Teaching will distribute an application for the project and, by the end of September, will select from the applicants six faculty fellows who regularly teach general education courses. The project supervisors will also identify and recruit a faculty mentor experienced in place-based teaching and learning. Dr. Michael Anderson, Director of Outcomes Assessment, will help the faculty fellows design outcomes assessment plans, and Nicholas Irons, from the Office of Academic Information Technology, will help the fellows prepare their assignments and their teaching portfolio materials for web publication. In the first few meetings of the seminar, guided by the faculty mentor, fellows will become familiar with the research on place-based education and the college s inventory of Brooklyn and New York partnerships; they will have opportunities to go on site visits and will have informal conversations with faculty in the disciplines experienced in place-based and sustainability education. They will themselves leave the campus and investigate some aspect of the local environment, experiencing community-based learning from a personal perspective. In the second half of the fall meetings, faculty fellows will design and workshop core and other general education community-based modules that take anywhere from a week or two to a full semester and will create assessment plans. In spring 2010, the fellows will implement the new units and will meet regularly to discuss the impact of the assignments on student learning, reasons for mid-course corrections, and the progress of relations with their community partners. At the same time, they will be preparing electronic teaching portfolios that will include 6

7 instructional materials, samples of student work, evidence of community involvement and reflections on the project. Assessment and Methods Brooklyn s Core Curriculum was revised in 2003, and at that time a process of formal outcomes assessment was established. Using this process, instructors link the particular goals of each course to the Core s common goals, by asking the questions, What do I want my students to learn? and What can students do at the end of the semester to demonstrate their knowledge and skills. The instructors are asked to structure their courses not just so that the information is delivered but so that the student is changed by it (The Core Curriculum, Brooklyn College, 2007). As a primary step in evaluating the community-based learning initiatives developed for general education courses in the Bridges program, faculty will state their learning objectives and will also detail how students can demonstrate what they ve learned. Typical ways in which students demonstrate such skills in courses are through active participation, essay and report writing, problem solving, test taking, and group work. Samples of such student work will be reserved by the faculty fellows, in order to help them assess whether their students have learned an area of knowledge to which the course is committed. The project, with the assistance of the BC Outcomes Assessment Director, will also look at more quantitative measures of student success, including student grades in the courses in comparison to core courses without placebased instruction. follows: Outcomes of the Center for Teaching Bridges Across Brooklyn will be assessed as Outcome 1: Six instructors, under the guidance of an experienced faculty mentor, will participate in a two-semester seminar in which they will design and integrate community-based learning assignments, sustainability-focused assignments, into their general education courses and assess the learning outcomes. 7

8 The Center for Teaching will keep a record of readings assigned, sites visited, course modules created and implemented, obstacles encountered, and suggestions for structural or curricular change to accommodate high-impact learning experiences in general education. Student learning related to general education goals addressed by the course will be assessed directly using community-based assignments. The seminar will submit a report to the Provost s Bridges Across Brooklyn Task Force detailing the specific projects undertaken, a summary of the effectiveness of the place-based experience for student learning, the structural obstacles encountered, and suggestions for moving forward. Outcome 2: The general education assignments and activities will be posted in an online inventory of community-based teaching resources on a Bridges Across Brooklyn website, and will become part of electronic teaching portfolios created by faculty to aid them in reflecting on their community-based assignments in relation to student learning. The faculty mentor will report to the Director of the Center for Teaching that all assignments have been entered into the inventory by June 20, The electronic teaching portfolios created by the faculty will be posted on the Center for Teaching website by the end of June, so that reflections on community-based assignments and student outcomes will be widely available to other faculty who teach general education courses. Outcome 3: Through engagement with the community in the context of general education courses, students will reflect critically on the relationship between their liberal education and real-world experiences and problem-solving. Students will be encouraged to develop such projects as research reports, photographs and video tapes of their field work, analytic and descriptive notes, on-line class commentaries, reflection papers on their experiences, and these will be used to assess students critical reflection on liberal education and their community-based experience. Outcome 4: The College will enhance existing relationships with community organizations, will raise its visibility by having students engaged in liberal education out in the borough, and will cultivate new partnerships 8

9 The fellows will report to the Director of the Center for Teaching on community partnerships they have built as a result of the seminar; the Director will report these outcomes to the Bridges Across Brooklyn Task Force. Outcome 5: Fellows will disseminate the results of their experience within the College and University community. After completion of the project, it is anticipated that one or more of the project fellows will publish his or her course project in a refereed journal in the scholarship of teaching and learning. Fellows will propose a panel for the spring 2010 CUNY General Education Conference. They will also submit panel proposals to the Brooklyn College Faculty Day and/or the annual Core Conference. Any publications that ensue in the scholarship of teaching and learning will cite the seminar and the grant and will be reported to the Center for Teaching. Prospective Number of Students and/or Faculty The project will involve six Center for Teaching faculty fellows and their six general education courses in spring At an average class size of 25, the total number of students involved is anticipated to be around 150. Insofar as participants will publish their general education placebased modules on the Bridges Across Brooklyn website, the number of students and faculty effected by the project will multiply over several semesters. Community-based and sustainability education emerge from the College s goals to be a model citizen in the borough of Brooklyn and to ensure that its students are profoundly engaged in liberal education that is contextualized in place. This project thus participates in a strategic goal of the institution. In addition, this project s goal to integrate place-based learning into the general education curriculum, along with the continuing work of the Provost s Bridges Across Brooklyn Task Force and other key related initiatives, will ensure that community-based learning will remain an important educational resource for learning at the college. 9

10 Program Budget Six Faculty Fellows will each be provided with one course of reassigned time or equivalent compensation for the year to attend the ten-session seminar, and to develop and evaluate new instructional materials. The faculty fellows will also be allocated up to $150 expenses for community-based trips and projects. A Faculty Mentor will lead seminar discussions about place-based learning and will mentor the fellows in place-based assignments and assessment. The Faculty Mentor will receive one course reduction for the year. A part-time Website Designer will assist the project faculty in developing accessible and well-defined electronic teaching portfolios for the Center for Teaching website. A part-time Administrative Assistant will help with communication and coordination of the components of the program. The Administrative Assistant will report to Dr. Danny Kopec, Director of the Center for Teaching, and will assist with such matters as scheduling rooms, making arrangements for off-site trips, copying reading selections, taking notes at the seminar meetings, etc. The implementation of place-based learning in courses will have costs in terms of project and admissions costs to sites in Brooklyn and around New York City. There will also be costs in terms of Materials, Supplies, and Copying. Budget Item Costs Six (one course release or $21,000 $3500)/ fellow Faculty one course release $3,500 time or $3500 Website design $2,000 College Assistant: 5 hrs / week / 30 weeks per academic $13 / hr. $1,950 Materials, supplies, and project $2500 allowances Total $30,950 10

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