CAMPUS NEWS A Conversation with Ethan Lowenstein


Out of the Classroom


Learning comes alive when students engage in place-based education BY JEFF SAMORAY


W


hat’s the first step toward improving a community? Take students out of their


classrooms. Tat’s the premise Ethan Lowenstein, professor of curriculum and instruction, applies to school system reform. As director of the Southeast Michigan Stewardship Coalition (SEMIS), he helps K-12 teachers in partner schools use “place-based” learning experiences to empower students to create positive change in their communities. In recognition of Lowenstein’s work, Michigan Campus Compact, a coalition of college and university presidents, named him 2016 Champion of Engagement. Here, Lowenstein discusses how place-based education is transforming teachers and developing a new generation of innovative problem-solvers.


EASTERN: What is place-based education and how does it differ from traditional teaching?


LOWENSTEIN: Place-based teachers use the relationships students have with their local communities as the starting point and context for learning. Te students learn in the real world rather than solely from classroom activities. It’s a very different approach because student questions drive the classes. Teachers, adult mentors and community partners help guide those questions and tie them to a curriculum. When place-based education works well, we see tremendous academic outcomes. Students form strong connections to their community, experience social growth and develop high levels of self-worth.


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EASTERN: Can you give an example of a place-based activity within a SEMIS school?


LOWENSTEIN: At the Ann Arbor Learning Community [a K-8 charter school], 4th and 5th graders studied a creek adjacent to the school. Tey asked questions about the creek, learned about watersheds, and collected water samples and other data as young scientists. Ten, by connecting with a local watershed council, they started thinking more deeply about waterways and their surrounding habitats. Aſter more analysis, the students discovered erosion around the creek and invited the water resources commissioner to their class to discuss their findings. Te creek is now on an environmental remediation list. Tis is a powerful example of how community engagement can lead to rigorous academic learning and prepare young people to be active citizens.


EASTERN: Is place-based education interdisciplinary?


LOWENSTEIN: It can apply to any discipline as an entry point. Students learn science, history, math, writing, public speaking, and how to develop presentations in different formats. In a complex world, we need interdisciplinary studies to get at the root of complex problems. Students who connect with their communities in an interdisciplinary way are more prepared to apply solutions to a local crisis because they’ve already thought a great deal about the issue.


Ethan Lowenstein’s work takes him all over Southeast Michigan, including the Detroit Institute of Technology for this discussion about youth voice.


EASTERN: Can this educational method inspire young learners to remain in their communities as adults and continue efforts to help them thrive?


LOWENSTEIN: Absolutely. I believe a deep sense of belonging to a community is the primary root of happiness or fulfillment. Place-based education is a holistic kind of learning that allows students to recognize the strengths of their communities, rather than focus solely on what needs to be fixed. When young learners recognize those strengths, they have reasons to stay within their community and find success.


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