How Are Student Professional Identities Impacted by Critical and Community-Based Teaching?

We often don’t know how students apply what they learn in our classes in their professional roles—or what features of our teaching most helped them develop critical professional habits of mind and heart. Professor Erika Zekos (Architecture) investigated this problem by interviewing alumni of her community-engaged architecture design studio course. Giving examples of course design projects, she’ll discuss themes of meaning-making, academic counterspaces, retention, privilege, and real-life professional practice.

Download this article: This chapter connects the professional practice to higher ed & offers some personal insights & critique by the author: Rios, Jodi. (2011). "Reconsidering the Margin" in Service-learning in design and planning: Educating at the boundaries. (Tom Angotti, Cheryl Doble, Paula Horrigan, Eds.). New Village Press. Pages 39-54. UMass library link to download. 

The SoTL Working Group is open to all UMass instructors with an interest in the Scholarship of Teaching and Learning. Drop in to any meeting; no pre-registration required. Come in person or email Colleen Kuusinen for the event link at @email.  

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