Courses

Special Topics in Planning Methods

Course No.: CRP 3855

Instructor: Staff
Credits: 4
Format: Lecture

This course addresses pertinent issues relative to the subject of planning methods. Topics vary each semester.

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Introduction to Geographic Information Systems (GIS)

Course No.: CRP 4080

Instructor: Staff
Credits: 4
Format: Lecture

Geographic Information Systems (GIS) have revolutionized the way we manage, analyze, and present spatial information. This course focuses on GIS in the social sciences. Many of the exercises and examples are based on planning issues, but the concepts can be applied to many other disciplines such as government, economics, natural resources, and sociology. Some of the issues covered include fundamentals of spatial analysis; overview of GIS technology and applications; designing a GIS project; gathering and analyzing data; and creating thematic maps.

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Land Use, Environmental Planning, and Urban Design Workshop

Course No.: CRP 5072

Instructor: Staff
Credits: 4
Format: Lecture

Land Use and Environmental Planning workshop courses focus on the forces and actions that directly affect the physical character, transformation, rehabilitation, and preservation of natural landscapes, cities, and regions. Participants provide technical assistance to communities, and have the opportunity to work with communities in resolving critical planning issues. Topics may include development of land use and natural conservation plans, community redevelopment plans, design and analysis of public spaces, and strategies for making communities more environmentally and economically sustainable.

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StudioShift

Course No.: DEA 2203

Instructor: R. Gilmore
Credits: 4
Format: Lecture

Temporal spaces dominate the interior landscape at this point in history, reflecting the fleeting nature of information in a society consumed with momentary experiences. This studio will both expand and contract notions of spatial/environmental communication through brand-forward environments, exhibit-forward environments, and social advocacy experiences.

Outcome 1: Analyze protocols of exhibit design including code requirements, display techniques, graphic design user-interface, lighting, and construction documentation.

Outcome 2: Demonstrate design methodologies for exhibit design by completing three distinct projects.

Outcome 3: Manage the construction and installation of on-campus or local exhibits / installations.

Outcome 4: Identify and support a non-profit with design solutions which appropriately address their most critical issues.

Outcome 5: Work in teams to create viable options for non-profit collateral.

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Healthy Places: Design, Planning and Public Health

Course No.: DEA 2700

Instructor: N. Wells
Credits: 3
Format: Lecture

Drawing from public health, environmental psychology, design, urban planning, architecture and landscape architecture, we examine how the physical environment influences health and health behaviors. We consider various contexts from rooms and buildings to parks and cities. Outcomes include physical and mental health, diet, physical activity and obesity.

Outcome 1: Comprehend the influence of the built and natural environment on human health and health behaviors.

Outcome 2: Think critically and apply theory as well as health impact assessment methods to real world challenges.

Outcome 3: Apply multidisciplinary perspectives including from planning, public health, and environmental psychology.

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Problem-Seeking through Programming

Course No.: DEA 3590

Instructor: Staff
Credits: 3
Format: Lecture

An architectural program is used to define the design problem, guide the design process and evaluate design solutions. Students will develop skills in preparing a program while keeping in mind the potential audiences. This course emphasizes the role of social science research and environment – behavior interaction in facility planning and in the design process.

Outcome 1: Students will be able to identify different design programming methods and understanding key issues to consider in selecting and implementing a particular programming approach through lectures, readings, and hands-on exercise (grounding in disciplines and fields).

Outcome 2: Students will utilize social science research, facility management skills, and design concepts to develop a program of space requirements (multidisciplinary perspectives).

Outcome 3: Students will be able to develop critical success factors in developing and managing an effective programming process by participating in a major programming project for a real client (critical thinking).

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Adaptive Reuse Studio: Recycling the Built Environment

Course No.: DEA 4401

Instructor: R. Gilmore
Credits: 4
Format: Lecture

Economic forces have created the need for the adaptive reuse of existing structures vs new construction throughout the built environment. Utilizing sustainable principles and the LEED rating system, this comprehensive studio challenges students to complete all phases of a historic preservation project using an historic structure in the region. Site visits for building assessments, professional practice tutorials, and seminars on preservation enable students to develop a holistic understanding of how a building thinks and learns over time.

Outcome 1: Research, document and re-design an existing historic structure for rehabilitation by completing all phases of an adaptive reuse project (innovate in research, design or practice, write, speak, and use visual communications effectively).

Outcome 2: Integrate professional practice procedures to facilitate the transition from educational to professional expectations (display commitment to ethical principles, apply multi-disciplinary perspectives).

Outcome 3: Initiate preparation for the NCIDQ licensing examinations (think critically).

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Policy Meets Design: High-Impact Facilities of the 21st Century

Course No.: DEA 4500

Instructor: R. S. Zadeh
Credits: 3
Format: Lecture

Active participation from industry leaders including design firms and healthcare providers, students examine how optimized design and policy empower people, organizations, and communities to achieve their health-related operational and business objectives. Students apply the lessons from high-impact healthcare facilities to their specific area of interest (e.g. senior living, healthcare, hospitality, education, housing, landscape, and urban planning).

Outcome 1: Analyze new policies and strategies, identify operational and environmental gaps, and propose design solution.

Outcome 2: Explore how concepts of environmental psychology, behavioral economics, sustainability, and LEAN can be used to optimize facility and environmental design.

Outcome 3: Take part in cutting-edge research and design conversations, practice peer-reviewed quality writing within your focus and gain the possibility of being a published author.

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Health and Healing Studio

Course No.: DEA 5305

Instructor: M. Shepley
Credits: 4
Format: Lecture

Balancing the needs of patients experiencing acute health issues with the systematic needs of a variety of medical professionals requires spatial environments that must nurture the human spirit. Environmental influences can create both efficient and effective healing mechanisms that not only treat the patient, but restore the body’s ability to heal. In this studio, students will utilize spatial constructs that establish code-compliance, critical adjacencies, workflow circulation, and formulate health care facilities that employ evidence-based design principles.

Outcome 1: Extend design responsibility to a variety of end user in health care settings (apply multi-disciplinary perspectives).

Outcome 2: Complete a programmatic analysis and research assessment of specific health care delivery systems and environments (innovate in research, design or practice).

Outcome 3: Design a health care environment which promotes the patient’s ability to heal and the medical staff’s ability to be productive (think critically, write, speak and use visual communications effectively).

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Workplace Strategy Studio

Course No.: DEA 5540

Instructor: Y. Hua
Credits: 4
Format: Lecture

This course provides students with a unique “hands-on” experience of working with real clients to simulate workplace strategic consulting practice. Students will learn and apply concepts, techniques (both strategic and tactical), and tools to plan, design, evaluate and reinvent workplaces to support the achievement of ambitious business goals, inspire today’s connected and mobile knowledge workers, facilitate the management of uncertainty and change in large complex organizations, and envision future work modes and its implications for the creation of future workplace. Professional communication in multiple forms and settings for effective client interaction and project development is emphasized.

Outcome 1: Apply concepts, techniques, and tools of workplace strategies planning and management to address typical challenges facing large complex organizations.

Outcome 2: Develop innovative and well-grounded workplace planning, design, reengineering and management solutions for value generation, change management, and branding.

Outcome 3: Understand major drivers and trends of workplace development, and develop the knowledge, experience, as well as confidence as a strategic consultant to envision future work mode and work settings.

Outcome 4: Work in small teams and compete with other teams in the class as in a consulting project in real world; polish skills for client communication and professional delivery of consulting work in oral, visual and written forms. Depending on specific project for the semester, students may experience cross-culture collaboration.

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Problem-Seeking through Programming

Course No.: DEA 6500

Instructor: Staff
Credits: 3
Format: Lecture

Each student is required to attend DEA 3590 lectures, complete all required readings and assignments, and meet with the instructor and with other graduate students. An additional programming project is required for all graduate students.

An architectural program is used to define the design problem, guide the design process and evaluate design solutions. Students will develop skills in preparing a program while keeping in mind the potential audiences. This course emphasizes the role of social science research and environment – behavior interaction in facility planning and in the design process.

Outcome 1: Students will be able to identify different design programming methods and understanding key issues to consider in selecting and implementing a particular programming approach through lectures, readings, and hands-on exercise (grounding in disciplines and fields).

Outcome 2: Students will utilize social science research, facility management skills, and design concepts to develop a program of space requirements (multidisciplinary perspectives).

Outcome 3: Students will be able to develop critical success factors in developing and managing an effective programming process by participating in a major programming project for a real client (critical thinking).

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Introduction to Adult Learning

Course No.: DSOC 2100 / EDUC 2200

Instructor: A. L. Raymer
Credits: 4
Format: Lecture

Do adults learn differently than do youth? This experiential and community-engaged course is for anyone interested in planning and facilitating adult, community and lifelong learning. As inquirers ourselves, we not only study principles, theories and methods, we also put into practice what we learn. One of the ways we do this is by incorporating adult learning approaches within the seminar’s design and educational practice (andragogy, rather than pedagogy). Another way we apply what we study is by mentoring adult learners. Each student serves as a learning partner to a Cornell employee who is pursuing an educational aim. A journey of mutual learning is a satisfying and meaningful adventure. As employees’ partners, we are co-learners and co-educators, recognizing that each person has knowledge and experience to bring to the quest.

Outcome 1: Explore the relationship of leadership and learning in formal, nonformal and informal education in personal and larger contexts.

Outcome 2: Develop deep consciousness of one’s own core values for the purpose of mindfully engaging with diverse others in constructive and respectful ways.

Outcome 3: Learn and apply foundational principles and processes of instructional design and demonstrate these in planning and facilitating lessons with an adult Learning Partner across differences in generation, nationality, language, class and ethnicity.

Outcome 4: Examine trends of educational inequity in this country and ramifications in the lives of adults of poor schooling as children.

Outcome 5: Through historic and contemporary cases, unpack narratives of popular education in community development, public engagement and social justice through formal, nonformal and informal venues.

Outcome 6: Recognize that being an educator involves not only understanding issues of power, inequity, and access, but also entails conscious ethical practice in everyday decision-making.

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Designing and Facilitating Learning for Development

Course No.: DSOC 2210 / EDUC 2210

Instructor: A. L. Raymer
Credits: 4
Format: Lecture

In Methods and Contexts of Adult Learning & Community Learning, we look for commonalities across a variety of venues and settings where people meet together to learn, deliberate, and act. From professional development to social change, town hall to union hall, or citizen science to workplace training, adult and community learning is everywhere. Yet, for many, the design and facilitation of meaningful learning experiences can be a s mysterious as an unopened black box. How does one go about creating inclusive educational experiences for diverse learners in our increasingly interconnected context? In this course we open the box to become better leaders of learning and action. A democatic and socially just society should enable all of its citizens to develop their potential to the full and to have the capacity, individually and collectively, to meet the challenge of change. Through learning, people can come to make a real contribution to their own communities and participate in local and national democratic processes. Two of the most ubiquitous formats of adult learning are 1) the workshop, and 2) one-on-one mentoring. As a backwards design approach and interactive facilitation principles can serve each application well, we will learn and practice both! In this course you will a) design and facilitate workshops, and b) mentor a Cornell employee as they pursues a learning goal, and do both by learning and applying design process and facilitation arts. Meaningful. Practical. Fun.

Outcome 1: Through the studio and field components, participants will: in wrestling with the why, what and how of teaching, (further) develop a sense of self as an adult educator, inquirer and learning – centered leader.

Outcome 2: Learning -by – doing through multiple means, create lesson plans and workshop designs.

Outcome 3: From reviewing classic and current thinking about adult and community learning, gain familiarity with key concepts and ideas.

Outcome 4: By experimenting with “design thinking” and “backwards planning,” increase facility in: clarifying purposes to be met through design, scoping design parameters and constraints and understanding the learners’ contexts and conditions approaches to designing lessons and workshops, increase facility in 1) to be taken in consideration.

Outcome 5: Through learning and trying different types of purposes, formats and activity structures for working with groups and individuals, develop proficiency in facilitation.

Outcome 6: As both workshop content and process, explore and demonstrate arts and skills of democratic leadership for inclusive, collaborative learning with diverse groups and individuals.

Outcome 7: Serving as a Learning Partner, practice cross-cultural educational mentoring for mutual growth.

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Farmworkers: Contemporary Issues and Their Implications

Course No.: DSOC 3060

Instructor: M. J. Dudley
Credits: 1
Format: Lecture

The course examines issues related to primarily unauthorized immigrant workers, in particular immigrant farmworkers and their perceptions on their role in agriculture, their socio-economic interactions, labor concerns, opportunities for advancement in agriculture, and concerns stemming from the context in which they live. Students will examine sociological issues (immigration detentions, farmworker access to health, education and other services, labor concerns, on-farm chemical safety issues, and integration into new home communities, pests), with particular emphasis on developing educational materials for farmworkers. Students will analyze data collected through interviews and focus groups, and examine participatory research methodologies.

Outcome 1: Conceptualize and discuss the challenges that farmworkers confront in their everyday lives, and how they overcome obstacles to their well-being.

Outcome 2: Construct a framework to understand contemporary issues within the farmworker community drawing from: farmworkers’ perspectives articulated through CFP interviews or focus groups; student observations based on interactions with farmworkers (through summer internships experiences, tutoring farmworkers in English as a Second Language, and/or participation in CFP on-farm activities); and the literature on sociological research on farmworker concerns.

Outcome 3: Design and field test educational resources for farmworkers (optional).

Outcome 4: Synthesize what they learned through the CFP summer internship program through the development and dissemination of academic posters/ publications, guidebooks, videos, fact sheets or other relevant publications.

Outcome 5: Utilize improved communication skills, state their opinion, question their assumptions and tolerate differing opinions, through participating as members of working teams that develop extension materials targeted for farmworkers and their employers.

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Agriculture, Food, Sustainability and Social Justice

Course No.: DSOC 3400

Instructor: Staff
Credits: 3
Format: Lecture

How is our food produced: where, by whom and under what conditions? What are the major trends and drivers of the agriculture and food system? How has our agriculture and food system changed over time? What are some of the environmental, social, nutritional and health implications of our food system? In this course we will use a sociological perspective to examine the social, political, economic and environmental aspects of agriculture and food. We will consider the historical background to our food and agricultural system, and will look at different agriculture and food issues in the Global North and South. We will also examine examples of alternative agriculture and food approaches and concepts, such as food sovereignty, agroecology, food justice, fair trade and community-supported agriculture, all of which attempt to support more sustainable, socially equitable agriculture and food systems. Engaged, critical learning is encouraged, including regular field trips for hands-on learning, guest speakers and films as well as discussions and lecture-based classes.

Outcome 1: Discuss food and agriculture systems and how these are changing.

Outcome 2: Identify and understand the extent and importance of the social aspects of such systems and to interpret and evaluate food system information from a sociological perspective.

Outcome 3: Discuss food and agriculture system issues, including (a) what the issues are, (b) how opposing sides define the debates on these issues, what their respective definitions presuppose, and how they assess situations under contest, (c) what categories of people tend to be on opposing sides, and (d) what are the shorter- and longer-term social and environmental implications of these positions.

Outcome 4: Discuss food system topics rationally using sociological concepts and insights, especially when engaging people with whom you disagree.

Outcome 5: Get information about agriculture, food systems and modern society from personal observation and from print, electronic, and other sources.

Outcome 6: Work with others to (a) define practical, sociologically-informed questions, (b) research those questions, and (c) draw rational conclusions from the information gathered.

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Migration in the Americas: Engaged Research Methods and Practice

Course No.: DSOC 4312 / COML 4575 / ILRIC 4312 / LSP 4312

Instructor: D. Castillo
Credits: 4
Format: Lecture

This course will introduce students to basic concepts and developments related to migrants and migration in Central America, Mexico, and the United States via engaged learning and research. The course will be organized around core themes such as the challenges and ethics of working with vulnerable populations, workplaces and working conditions, oral histories/testimonios, and immigration policy and enforcement practices. Students will learn qualitative methodologies for field research. All students will practice their skills through collaboration with the Cornell Farmworker Program on priority projects identified by immigrant farmworkers.

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Senior Capstone Course

Course No.: DSOC 4700

Instructor: Fall, L. Leonard; spring, S. Peters
Credits: 3
Format: Lecture

The course is required for all Development Sociology majors and will be limited to DSOC majors and minors who will take the course in the second semester of their junior year or sometime during their senior year. The objective of this course is to synthesize and recapitulate the development sociology major for majors or minors. This objective is implemented by reading and discussing thematic content areas of the major including state, economy and society; population and development; the food system and society; and environment and society. The course requires a term paper (senior honors theses can substitute for these) and in-class presentations of student work.

Outcome 1: Critically analyze social practices, structure, and inequalities.

Outcome 2: Formulate, conduct, and communicate independent social research.

Outcome 3: Link sociological theory and research to practical social action.

Outcome 4: Apply the primary concepts of relationship building such as engagement, strengths assessment, empowerment, networking, and resource development.

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Schools, Communities and Policy Reform

Course No.: DSOC 4710

Instructor: J. Sipple
Credits: 3
Format: Lecture

This intellectually engaging, novel, and applied course engages students in comparative analyses of the relationships between schools, communities and policy facing economic and demographic changes similar to those in Upstate NY. Ireland, Scotland, Whales and Upstate NY (and many other rural regions of the US) have each witnessed dramatic loss of population due to outmigration, increased pressure on local governments and school closure. At the heart of each case is a targeted focus on the intersection of local public schools, community and economic vitality, and public policy aimed at enhancing educational opportunity. In addition to sociological and policy readings, we will capitalize on relationships with government officials, data archivists and researchers in these four countries, and “invite” these partners into our classroom via electronic means.

Outcome 1: Combine and assess the literature on community vitality, community development, and policy implementation and write analyses incorporating these literatures.

Outcome 2: Construct connections (positive and negative) between major local institutions (e.g., schools, hospitals) and community vitality and engage in discussions with representatives from these institutions.

Outcome 3: Build on major models of school reform, with special attention to those impacting local communities in positive and negative ways in their course term project in multiple countries.

Outcome 4: Having read and explore primary source documents related to federal, state, and local laws, regulations, court decisions, etc., students incorporate this language and data into policy analyses.

Outcome 5: Having read and explore primary source documents related to federal, state, and local laws, regulations, court decisions, etc., students incorporate this language and data into policy analyses.

Outcome 6: Explore and analyze available data that can be used for policy and community analyses.

Outcome 7: Incorporate organizational behavior of educational organizations (e.g., the maintenance of traditional organizational forms or the creation of new organizational arrangements) when they study or work with such organizations.

Outcome 8: Evaluate how schools respond to the multitude of societal, private, and governmental pressures.

Outcome 9: Reflect on their own schooling and what role they can play in the future of school improvement

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Peace Building in Conflict Regions: Case Studies Sub-Saharan Africa Israel Palestinian Territories

Course No.: DSOC 4721 / ASRC 4721 / GOVT 4723 / IARD 4721 / JWST 4721 / NES 4721 / STS 4721

Instructor: C. Leuenberger
Credits: 4
Format: Lecture

This course focuses on issues of conflict, peace, and reconciliation in Israel and the Palestinian Territories as well as Sub-Saharan Africa. Both regions exemplify how issues ranging from nationalism and ethnocentrism to land, water and resource management, climate change and migration, as well as socio-psychological dynamics, can exacerbate conflicts. At the same time, these regions also exemplify how trans-border collaboration and regional integration, civilian peace building efforts, strategies for achieving historical justice, as well as science education and science diplomacy can become crucial tools for long-term peace-building, reconciliation and development. In this course we will work with and discuss issues of peace and conflict with policy-makers and local stakeholders involved in peace-building efforts.

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Agents of Change: Community Organizing for the Public Good

Course No.: DSOC 4820 / NTRES 4820 / PMA 4820

Instructor: S. Peters
Credits: 3
Format: Lecture

Democracy is more than a system of government. It’s a way of life. It’s a kind of politics that involves the development and exercise of power and the performance of civic roles on and off public stages. How can we achieve the promise of democracy in today’s world? How can we engage in public work as effective and ethical change agents of change? And how can we build and sustain a public culture that develops and honors the knowledge, talents, capacities, and expertise of a diverse population? We will take these questions up together in this course through case studies, personal experiences, readings, narrative interviews, skill-building workshops, and field trips.

Outcome 1: Critically reflect on the sense of self and us and regard to the work of democracy and the craft of community organizing.

Outcome 2: Discuss and utilize knowledge about and skills from a range of community organizing traditions, models, concepts, tools strategies and approaches.

Outcome 3: Problematize and critically reflect on themes and ideas discussed in the course.

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Schools, Communities and Policy Reform

Course No.: DSOC 6710 / EDUC 6710

Instructor: J. Sipple
Credits: 3
Format: Lecture

This intellectually engaging, novel, and applied course engages students in comparative analyses of the relationships between schools, communities and policy facing economic and demographic changes similar to those in Upstate NY. Ireland, Scotland, Whales and Upstate NY (and many other rural regions of the US) have each witnessed dramatic loss of population due to outmigration, increased pressure on local governments and school closure. At the heart of each case is a targeted focus on the intersection of local public schools, community and economic vitality, and public policy aimed at enhancing educational opportunity. In addition to sociological and policy readings, we will capitalize on relationships with government officials, data archivists and researchers in these four countries, and “invite” these partners into our classroom via electronic means.

Outcome 1: Combine and assess the literature on community vitality, community development, and policy implementation and write analyses incorporating these literatures.

Outcome 2: Construct connections (positive and negative) between major local institutions (e.g., schools, hospitals) and community vitality and engage in discussions with representatives from these institutions.

Outcome 3: Build on major models of school reform, with special attention to those impacting local communities in positive and negative ways in their course term project in multiple countries.

Outcome 4: Read and explore primary source documents related to federal, state, and local laws, regulations, court decisions, etc.

Outcome 5: Investigate the many and sometimes conflicting sociological functions of American Schools (e.g., socialization, reproduction and stratification of society, training for business and industry, caretaking).

Outcome 6: Explore and analyze available data that can be used for policy and community analyses.

Outcome 7: Incorporate organizational behavior of educational organizations (e.g., the maintenance of traditional organizational forms or the creation of new organizational arrangements) when they study or work with such organizations.

Outcome 8: Evaluate how schools respond to the multitude of societal, private, and governmental pressures.

Outcome 9: Reflect on their own schooling and what role they can play in the future of school improvement

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Conservation Oceanography

Course No.: EAS 3510 / BIOEE 3510

Instructor: C. Greene, D. Harvell
Credits: 4
Format: Lecture

Focuses on field methods used to study marine organisms and ecosystems in efforts to sustain them in the face of many environmental challenges. Introduces students to modern techniques of marine-ecosystems research, including bioacoustics, ecological survey methods, and experimental marine ecology. This course is field and laboratory intensive with students engaged in hands-on, active learning that takes advantage of local resources.

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Community Wind Energy Research

Course No.: EAS 4120 / MAE 4120

Instructor: R. Barthelmie
Credits: 3
Format: Lecture

This is a project based design course. Students will be instructed in the tools and techniques used in planning and developing wind farms and then will work in teams building their own projects focused on an aspect of data collection (atmospheric, environmental, acoustic, wind turbine) and/or analysis at a local wind farm or wind energy facility. Community engagement can also involve developing/presenting education materials. Projects can include developing and deploying new sensors, modeling and data comparison, deploying existing instrumentation in a new configuration or for a particular campaign. The projects must be of utility to the wind farm and /or the surrounding community. All students engage in a 2-4 person wind farm design project.

Outcome 1: Understand scientific/engineering /environmental issues in developing/operating a wind farm.

Outcome 2: Understand the fundamentals of operation and deployment of atmospheric, acoustic and environmental measurements.

Outcome 3: Demonstrate an ability to select and use the techniques and engineering tools necessary to design a project to address their research goals.

Outcome 4: Be able to analyze and present their data as a technical report describing their project and make clear and effective technical presentations and to scientific and general audiences.

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Field Geophysics

Course No.: EAS 4370

Instructor: Staff
Credits: 4
Format: Lecture

Fundamentals of subsurface imaging by geophysical methods as used in resource exploration and environmental investigations. Covers seismic, gravity, magnetics, resistivity, geodetic and ground-penetrating radar (GPR) techniques. Field exercises will allow students to collect such data near campus that is of local or regional societal relevance, analyze it, and communicate the results.

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Project-Based Learning with Children

Course No.: EDUC 2010

Instructor: B. Duff
Credits: 1
Format: Lecture

A multi-disciplinary team of students spends a week over winter session at an elementary school in Baton Rouge, Louisiana. The school integrates project-based learning and the arts into its curriculum. While on site, the team works directly with children to model the use of high- and low-tech resources for organizing and inspiring the tough work of learning through complex projects. In 2017, the team focused on video filming and editing; in 2018, the project was writing, illustrating, and binding short stories. Pre-departure seminars near the end of the fall semester familiarize students with the project, the school’s background and strategic plan, and basic classroom-management skills.

Outcome 1: Describe the academic and other standards to which elementary school students and their teachers in Louisiana are held accountable.

Outcome 2: Explain the history, demographics, current student performance data, and rules and protocols for the elementary school.

Outcome 3: Discuss advantages, disadvantages, and challenges of engaging in participant-observation as a method of understanding a context such as a school

Outcome 4: Explain why it’s valuable to, engage in critical reflection during and after a community- engagement experience.

Outcome 5: Give clear directions and ask clear questions that help students complete the different parts of a multi-faceted project.

Outcome 6: Describe the challenges and benefits—for students, education professionals, and schools—of enacting project-based pedagogy (vs. more conventional direct instruction.

Outcome 7: Demonstrate modeling skills for elementary-age students.

Outcome 8: Examine the daily challenges of school professionals (teachers, administrators, and paraprofessionals) and be more comfortable and skilled at interacting with them

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Introduction to Adult Learning

Course No.: EDUC 2200 / DSOC 2100

Instructor: A. L. Raymer
Credits: 4
Format: Lecture

Do adults learn differently than do youth? This experiential and community-engaged course is for anyone interested in planning and facilitating adult, community and lifelong learning. As inquirers ourselves, we not only study principles, theories and methods, we also put into practice what we learn. One of the ways we do this is by incorporating adult learning approaches within the seminar’s design and educational practice (andragogy, rather than pedagogy). Another way we apply what we study is by mentoring adult learners. Each student serves as a learning partner to a Cornell employee who is pursuing an educational aim. A journey of mutual learning is a satisfying and meaningful adventure. As employees’ partners, we are co-learners and co-educators, recognizing that each person has knowledge and experience to bring to the quest.

Outcome 1: Explore the relationship of leadership and learning in formal, nonformal and informal education in personal and larger contexts.

Outcome 2: Develop deep consciousness of one’s own core values for the purpose of mindfully engaging with diverse others in constructive and respectful ways.

Outcome 3: Learn and apply foundational principles and processes of instructional design and demonstrate these in planning and facilitating lessons with an adult Learning Partner across differences in generation, nationality, language, class and ethnicity.

Outcome 4: Examine trends of educational inequity in this country and ramifications in the lives of adults of poor schooling as children.

Outcome 5: Through historic and contemporary cases, unpack narratives of popular education in community development, public engagement and social justice through formal, nonformal and informal venues.

Outcome 6: Recognize that being an educator involves not only understanding issues of power, inequity, and access, but also entails conscious ethical practice in everyday decision-making.

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Designing and Facilitating Learning for Development

Course No.: EDUC 2210 / DSOC 2210

Instructor: A. L. Raymer
Credits: 4
Format: Lecture