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Palgrave Macmillan

Interdisciplinary Place-Based Learning in Urban Education

Exploring Virtual Worlds

  • Book
  • © 2018

Overview

Editors:
  1. Reneta D. Lansiquot

    1. New York City College of Technology, The City University of New York, Brooklyn, USA

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  2. Sean P. MacDonald

    1. New York City College of Technology, Brooklyn, USA

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    You can also search for this editor in PubMed   Google Scholar

  • Theoretical framework for place-based and virtual place-based learning explores how nexus of two innovative approaches to education in urban college environments have successfully enhanced students’ learning experience
  • Chronicles the development of interdisciplinary courses that use placed-based learning effectively as a pedagogical strategy
  • Discusses this pedagogical strategy of collaborative interdisciplinary place-based learning projects' effectiveness in role-playing games, as well as explore the ways in which a virtual reality headset can be used to make learning a more immersive experience
  • Includes supplementary material: sn.pub/extras

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-xiii
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  2. Introduction: A Model for Interdisciplinary Place-Based Learning

    • Reneta D. Lansiquot, Sean P. MacDonald
    Pages 1-15

  3. The Varieties of Place-Based Education

    • Laureen Park
    Pages 17-38

  4. The Solar Decathlon: Team DURA and Interdisciplinary Place-Based Learning

    • Paul C. King
    Pages 39-64

  5. Cyclonic Pedagogy: Learning Interdisciplinary Lessons from a Hybrid Storm

    • Reginald A. Blake, Janet Liou-Mark
    Pages 65-87

  6. From Local to Global: The Role of Interdisciplinary Place-Based Research in Teaching Environmental Economics

    • Sean P. MacDonald
    Pages 89-109

  7. Visualizing Medicine: Mapping Connections with Plague Inc. to Learn in the Interdisciplinary Classroom

    • Sandra Cheng, Aida L. Egues, Gwen Cohen-Brown
    Pages 111-132

  8. Modeling Interdisciplinary Place-Based Learning in Virtual Worlds: Lessons Learned and Suggestions for the Future

    • Tamrah D. Cunningham, Reneta D. Lansiquot
    Pages 133-145

  9. Back Matter

    Pages 147-149
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Keywords

About this book

This book focuses on the interdisciplinary incorporation of place-based learning in faculty teaching strategies at the New York City College of Technology. Contributing authors highlight their creative use of the unique urban environment of Brooklyn, illustrating the integration of urban resources into student research projects and activities in the context of an interdisciplinary course. Beginning with a reflection on the interrelationship between learners and nature, built and virtual environments, contributors then examine the experience of students and faculty in interdisciplinary projects in architecture, the geosciences, economics, computer science, the humanities and medicine. The volume concludes with a synthesis of best practices from these projects, focused on virtual place-based learning. This scholarly book makes a valuable contribution to the literature, offering a model of creative employment of urban spaces to enhance experiential interdisciplinary learning and demonstrating the potential educator application in diverse urban institutions elsewhere.

Editors and Affiliations

  • New York City College of Technology, The City University of New York, Brooklyn, USA

    Reneta D. Lansiquot

  • New York City College of Technology, Brooklyn, USA

    Sean P. MacDonald

About the editors

Reneta D. Lansiquot is Professor of English, Program Director, Professional and Technical Writing, and Assistant Director of the Honors Scholars Program at New York City College of Technology, The City University of New York, USA. She has published widely on interdisciplinary studies and educational technology.


Sean P. MacDonald is Associate Professor of Economics at New York City College of Technology, The City University of New York, USA. She has served as a fellow and as contributor on interdisciplinary grant initiatives. She has published on the 2008–2009 financial crisis and interdisciplinary pedagogy.



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