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ERIC Number: ED481278
Record Type: RIE
Publication Date: 2003-Jun
Pages: 97
Abstractor: N/A
Engaged Institutions: Impacting the Lives of Vulnerable Youth through Place-Based Learning.
Rural School and Community Trust, Washington, DC.
Six case studies examine the connections between higher education institutions and schools that have chosen place-based education as a framework for student learning and community growth. Through such partnerships, Lubec (Maine) high school has established a vocational aquaculture program in an effort to revitalize the struggling local fishing economy. Five rural Mississippi Delta school districts are raising academic skills and cultural pride through the writing process. The Navajo Nation is reclaiming its culture and developing and retaining native Navajo language-speaking teachers. Hispanic communities in northern New Mexico are focusing on water use and conservation. Twenty-nine school districts in Virginia and Kentucky are engaging students in media projects that address issues confronting central Appalachia. In Missouri, 10-15 rural school districts are working to increase teacher supply and retention. Findings indicate that the engagement of higher education institutions is usually limited to one or two impassioned faculty members in one or two departments or in a separately-created entity in the university. Place-based learning provides a focused and structured means for higher education institutions to impact the lives of vulnerable youth. Place-based learning can engage vulnerable youth in rigorous academics and increase their civic consciousness and participation. While university engagement with communities changes some faculty members' lives, institutional change is harder to effect. Community engagement appears easier for community colleges than universities. Recommendations for enabling institutional engagement are presented. (TD)
For full text:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Kellogg Foundation, Battle Creek, MI.
Authoring Institution: Rural School and Community Trust, Washington, DC.
Grant or Contract Numbers: N/A