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In this unprecedented economic downturn, students report that a nurturing learning community that also expects a rigorous investigation of important and timely issues is life changing for them. This integrated, team-taught model provides students with a social “container” in which to engage in a dialogic experience of critical thinking, writing, reading, and inquiry into the tough issues and areas of knowledge that are crucial to sustaining themselves and for their success as global and local citizens. This webinar will be a unique presentation because along with two faculty members, three thoughtful and well-educated students will share their voices as “experts” -- what they have taken away from this learning experience and what they need from the academy to sustain them in both future education, life and career paths.
Cam Basden attended academically rigorous private schools before coming to NSCC. He admits to dropping out of college because he wasn't intellectually ready. He came to the first coordinated class with a wicked sense of humor and ready to take on learning. He quickly became a leader in student seminars and seminar skills. He was invited to return the next quarter and serve as one of the two T.A.s in the class. His infectious and enthusiastic love of learning added vitality to the four-hour, twice a week evening class.
Cam’s educational goal is to complete a master's degree and become a high school history teacher in a small school.
Haley Gronbeck received her AA degree from NSCC in 2006 and then went on to complete her B.A from The Evergreen State College in Olympia, WA. While a student at NSCC, Haley participated in a Scholarship of Teaching and Learning (SoTL) qualitative research project called Student Voices. The project looked at four different components in learning in school: individual learning, classroom environment, relationship with the instructor, and overall campus environment. The questionnaire and personal student interviews asked students questions about what they needed in these four different categories to succeed. This research was presented at both national and international SoTL conferences.
Haley is experienced in alternative learning environment because she completed her undergraduate degree at a college that stresses seminar-style and interdisciplinary learning.
Haley was a teaching assistant for two quarters with Jane Lister Reis and Carol Hamilton in different coordinated studies courses. She currently tutors in the Tutoring Loft at the college and is a director of an afternoon cooperative childcare center. Her long-term educational goals include a master's in teaching and ultimately a Ph.D.
Chris McCrae is a born student leader and community activist. Currently he either chairs or launches student clubs and/or projects. For example, the Phi Theta Kappa, Sustainability Club, Veteran's Club. He focuses a lot of his energy on outreach to different community projects and has his finger on the pulse of Seattle's community projects. Through his outreach efforts, he now rubs elbows with some of Seattle’s major political figures including the mayor of Seattle (they're on a first name basis), legislators and the president of the college. His educational goal to get a master’s in Anthropology of Globalization and ultimately a Ph.D. at the University of Washington.
Chris was a Ranger in the U.S. Army for eleven years serving in Bosnia, Iraq, and Afghanistan for over four years. Upon returning to civilian life and entering NSCC (and our class), he embraced the concept of his own privilege and agency as a white male and has not stopped since in terms of spreading kindness, support, critical thinking, and non-violent communication to all people he encounters.
Carol Hamilton just retired after 30+ years in the Seattle Community College District, Carol was both an English teacher (Development English, English Composition, and Literature) as well as founder and director of the English Tutoring Center and union activist. Over her career she has influenced literally thousands of students to delve into literature so that they could learn the importance of stories -- their own and others. She challenged her students to explore and understand their own story. She spent 20+ years as a member of the Integrated Studies Committee at the college fighting for this kind of learning community for students. For twelve years, she has taught integrated studies courses with a myriad of faculty and disciplines.
“In this challenging and complex time in our history, more than ever before, students and faculty need to be co-creating learning environments that become spaces for authentic dialogue and places of inquiry that transform the learners and prepare them for real-world engagement and leadership.”
Jane Lister Reis has been a part-time communications faculty at the college since 1997. She also chaired the Integrated Studies Committee for six years, was the college’s assessment liason, and worked closely with The Washington Center for the Improvement of Undergraduate Education with their student learning initiatives.
Jane has taught many years with Carol and other faculty in integrated studies. Together with Carol, they offered courses such as: “Remembering the Roots of Our Voices”, “Beginnings: Sustaining Community, Identity and Stories”, and “Speaking of Success” (an integrated Developmental English and college-level Communication course).
Jane is trained in systems thinking and community development and is active in Washington and Oregon helping non-profits and community groups to come together in dialogue to systemic support change.
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