Thursday, February 27, 2014
11:00 AM - 1:00 PM
627 Dartmouth Place, Searle Center Library
Evanston, IL 60208 map it
Audience: Post Docs/Docs - Graduate Students
Theresa J Pfister
+1 847 491 3106
Group: Searle Graduate Events
Getting Out of the Classroom: Teaching Through Civic Engagement and Service Learning
When: Thursday, February 27, 11 AM - 1 PM
Searle Center Library, Searle Center for Advancing Learning and Teaching, 627 Dartmouth Place, Evanston
As students begin to consider applying their education through emerging opportunities beyond the university, practical application of this knowledge has become even more necessary in the competitive employment climate of today. This workshop focuses on service learning - a method of teaching that combines classroom instruction with meaningful community service. This form of learning emphasizes critical thinking and personal reflection while encouraging a heightened sense of community, civic engagement, and personal responsibility. This workshop offers an overview of the community service and civic engagement discourse, and will facilitate activities that aim to help participants incorporate such models of learning into future classes and syllabi.
Faye Gleisser is a Ph.D. candidate in the Department of Art History writing a dissertation on the historical and cultural specificity of guerrilla art in the sixties and seventies. She has worked in several museum education departments, including the National Gallery of Art in Washington D.C. and the Art Institute of Chicago, where she helped develop curriculum for students and adults, and continues to provide public talks as a contracted lecturer. Faye has been a teaching assistant for many years, including her two years as a M.A. student at George Washington University, and as a graduate student at Northwestern where her TA assignments have included introductory courses in the history of Architecture, Modernism, and Contemporary Art.
Matilda Stubbs is a Ph.D. candidate in Anthropology with teaching interests in community-based ethnographic research project design, incorporating service-learning and civic engagement in the classroom, collaborative student-centered learning, and using student diversity to inform the curriculum and course direction.