VIRTUAL New Schools of Thought

Abstract

Students ask more of the learning process now; our words must be supported by actions. Experiential learning opportunities provide a framework upon which we can build the contemporary educational process. While a course is traditionally developed in a top-down manner by outlining topics and then inserting projects, should we first find the project, then discover the lessons? This paper will explain this approach by applying the theories of engaged learning and their application through a recent case study, demonstrating an intentional shift to a bottom-up approach. Rewriting the pedagogical approach to a bottom-up process can more directly support needs-based community engagement, while provided rich experiential learning opportunities. In John Dewey’s early theories of experiential learning, the social environment provides the most successful context for learning, connecting classroom knowledge to real-world situations. In his 1938 text Experience and Education, he describes the critical impact of direct experience and focused reflection. The Washington School, completed in the late 1930s, served the local African American population until integration in 1956, while simultaneously serving as a community gathering space for the segregated black community. The goal of saving this site became the inspiration for a series of cross-disciplinary community engagement opportunities. Over a four-year period, university students from six disciplines participated in collaborations for engaged learning. The bottom-up pedagogical strategy allowed for impactful impromptu learning in multiple spheres: historic, social, creative, and pragmatic. Through direct experience, reflection, and application, students learned creative problem-solving while realizing the impact of contributing to their communities.