Place-Based Learning across the Disciplines: A Living Laboratory Approach to Pedagogy

Authors

Karen Goodlad, CUNY New York City College of TechnologyFollow
Anne E. Leonard, CUNY New York City College of TechnologyFollow

Document Type

Article

Publication Date

9-2018

Abstract

Faculty participants in a fellowship designed to engage students at an urban commuter college of technology in their general education curriculum evaluated and redesigned their courses to include place-based learning (PBL) using the Living Laboratory model of pedagogy. Focused on faculty perception of the relationship between PBL and its influence on general education, the study illustrates how faculty from across disciplines apply PBL techniques to revitalize general education learning outcomes. Findings include the influence of the fellowship on the design of PBL activities and perceived levels of student engagement, especially when compared to more traditional classroom instruction.

Comments

This work is licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License (CC BY-NC-ND 3.0 US).

Originally published in InSight: A Journal of Scholarly Teaching, volume 13, 2018 at http://insightjournal.net/?page_id=672