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Students from the course Community Learning Collaborative create portfolios by selecting a thread (key theme, word, or metaphor) that weaves throughout their learning, reading, and experiences in the course that helps answer the question: What is my work/practice as an educator? Recent example from Lizzie Allen '22:

Students from the course Community Learning Collaborative create portfolios by selecting a thread (key theme, word, or metaphor) that weaves throughout their learning, reading, and experiences in the course that helps answer the question: What is my work/practice as an educator? Recent example from Esther Kim '22:

Students from the course Community Learning Collaborative create portfolios by selecting a thread (key theme, word, or metaphor) that weaves throughout their learning, reading, and experiences in the course that helps answer the question: What is my work/practice as an educator? Recent example from Nuria Benitez '22:

In Professor Kelly Zuckerman's course on Empowering Learners: Healing-Centered Education, students identified an individual whose work reflects the tenets of healing-centered practice that explored in class, draw upon qualitative interviewing methods to elicit and document insights about their philosophy and experiences in the field, and created a piece of media (e.g. a podcast episode; YouTube video) that captures students’ learning to be shared with others in the class and beyond. Open the link below to explore one presentation created by students Sunny, Kimiye, and Leo:

In Professor Kelly Zuckerman's course on Empowering Learners: Healing-Centered Education, students identified an individual whose work reflects the tenets of healing-centered practice that explored in class, draw upon qualitative interviewing methods to elicit and document insights about their philosophy and experiences in the field, and created a piece of media (e.g. a podcast episode; YouTube video) that captures students’ learning to be shared with others in the class and beyond. Open the link below to explore the presentation created by students Kylan Gould and Michiko Ng:

In Professor Kelly Zuckerman's course on Empowering Learners: Healing-Centered Education, students identified an individual whose work reflects the tenets of healing-centered practice that explored in class, draw upon qualitative interviewing methods to elicit and document insights about their philosophy and experiences in the field, and created a piece of media (e.g. a podcast episode; YouTube video) that captures students’ learning to be shared with others in the class and beyond. Open the link below to explore the infographic created by students Maya, Colin, and Thea:

In Professor Kelly Zuckerman's course on Empowering Learners: Healing-Centered Education, students identified an individual whose work reflects the tenets of healing-centered practice that explored in class, draw upon qualitative interviewing methods to elicit and document insights about their philosophy and experiences in the field, and created a piece of media (e.g. a podcast episode; YouTube video) that captures students’ learning to be shared with others in the class and beyond. Open the link below to explore the interview transcript created by students Alex Wade & Maria Penrice:

In Professor Kelly Zuckerman's course on Critical Issues in Urban Education, students created group theory guides to document their engagement with progressivism, social capital theory, critical race theory, and critical theory. Open the Prezi below to explore one "Model Classroom" created by students Gilad Avrahami, Mercedes Davis, Mia DiMeo, and John Hare:

Seniors create a culminating portfolio that draws from their experiences in education courses, the field, and their lives. Recent example from Diana Beninati and Tatiana in the course Curriculum and Pedagogy, and Practice Teaching Seminar & Practicum:

Seniors create a culminating portfolio that draws from their experiences in education courses, the field, and their lives. Recent example from Diana Beninati and Tatiana in the course Curriculum and Pedagogy, and Practice Teaching Seminar & Practicum: