Event Information
ASCD Annual Content
Virtual SessionIntroduction and Framing the Session (10 minutes)
Content: Victoria Andrews introduces the session, framing the importance of real-world, client-connected projects in the humanities. He will provide an overview of the session’s goals and introduce panelists.
Engagement: Audience is asked to reflect on their own experiences with traditional vs. project-based humanities education. Quick audience poll or game to gauge initial thoughts.
Moderated Panel Discussion (15 minutes)
Emily Wegner
Content: Emily shares her work in designing and coaching client-connected projects that engage students with local issues.
Engagement: Audience will be prompted to actively listen and record their questions via notes.
Museum Educator - Partnering with Schools to Make History Come Alive
Content: A museum educator shares how their institution has partnered with schools to create place-based, project-driven learning experiences.
Engagement: Audience will be prompted to actively listen and consider potential partnerships they might pursue with local institutions.
Dr. Lynne Shipley - Developing a Community-Focused Project
Content: The educator discusses how she developed a project that addressed specific needs in her community, sharing lessons learned and challenges faced.
Engagement: Audience will be prompted to actively listen and consider how they might replicate a similar project in their own context.
Student Testimonial (10 minutes)
Content: A student involved in a client-connected project shares their personal experience, emphasizing the impact on their learning, agency, and future career aspirations.
Engagement: Live audience chat to react and ask questions to the student about their experience.
Q&A and Audience Participation (10 minutes)
Process: Victoria facilitates an interactive Q&A session with the audience. Attendees will share challenges, insights, and questions related to implementing real-world humanities projects.
Engagement: Audience members submit questions and engage in real-time discussion with panelists.
Wrap-Up and Takeaways (5 minutes)
Content: Victoria summarizes key takeaways and actionable steps participants can take to implement community-connected projects in their own schools and districts.
Engagement: Attendees complete a reflective exercise where they write down one action step they will take based on the session’s content.
Raine, F., & Wegner, E. (2024). Built for More: The Role of Out-of-School Time in Preparing Youth for the Future of Work. This work highlights the importance of community-connected learning in building civic competencies and future readiness.
Vander Ark, T. (2020). The Power of Place: Authentic Learning Through Place-Based Education. This book explores the importance of place-based learning in making education relevant and impactful.
History Co:Lab Annual Report (2024). Provides examples of successful real-world learning models in Kansas City and Pittsburgh that engage students in community-based projects
Kauffman Foundation’s Real World Learning Model: A framework for creating client-connected projects that equip students with essential life skills through hands-on, real-world work.
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