Exploring,+expanding+and+integrating+connected+knowing

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** Exploring, expanding and integrating connected knowing in design and planning: The Erasing Boundaries Project ** Mallika Bose, Associate Professor, Pennsylvania State University [mub13@psu.edu]

Paula Horrigan, Associate Professor, Cornell University [phh3@cornell.edu]

Cheryl Doble, Associate Professor Emeritus, State University of New York-ESF [csdoble@syr.edu]

Sigmund Shipp, Associate Professor and Director of the Urban Studies Undergraduate Program, Hunter College [sshipp3571@aol.com]

Char Gray, Executive Director, PA Campus Compact [cgray@paccompact.org]


 * Keywords:** Connected knowing, curriculum development, community engagement, planning and design, partnership


 * Conference track:** Faculty


 * Format:** Symposium

In this symposium we present the Erasing Boundaries Project (http://www.erasingboundaries.psu.edu) and share how a national consortium of educators from the design and planning disciplines (Architecture, Landscape Architecture, and Urban Planning) have come together to advance the pedagogy of service-learning and community engaged teaching and research in their fields. Conceived by a group of interdisciplinary design and planning faculty from four New York state colleges, the Project aims to serve as a conduit for enhancing the quality of community engaged work in the design/planning disciplines, to help achieve better integration of service-learning in design and planning curriculums, and foster new teaching and research collaborations with sister disciplines, institutions, and community partners.
 * Summary**

The symposium is organized into three segments: 1. Discussion of the history and evolution of "connected knowing" through the Erasing Boundaries Project 2. Discussion of the evidence and knowledge emerging from the Erasing Boundaries Project that guides our developing research focus 3. Discussion of the issues and areas to deepen “connected knowing” in our continued work and research, including developing tools and methods, documenting and learning from our work, and using guiding theories and practices

Within the design and planning disciplines there is a body of knowledge related to place-making and community design that has strong connections to service-learning; at the same time, there is much theory that informs service-learning outside our discipline that we need to understand and make part of our work. Through this symposium we seek to further our project by discussing the following: How do we create a body of knowledge specific to service-learning in design/planning? What strategies are available (within our fields and from allied disciplines) for diffusion of this knowledge base into our disciplines?

Angotti, T., Doble, C., & Horrigan, P. (Eds.). (2011). Service-learning in design and planning: Educating at the boundaries. Oakland, CA: New Village Press.
 * References**

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Eyler, J., & Giles, D. E., Jr. (1999). Where's the learning in service-learning? Michigan Journal of Community Service Learning, 6, 142–143.

Furco, A., & Billig, S. H. (Eds.). (2002). Service-learning: The essence of the pedagogy. Greenwich, CT: Information Age.

Giles, D. E., Jr., & Eyler, J. (1994). The theoretical roots of service-learning in John Dewey: Toward a theory of service-learning. Michigan Journal of Community Service Learning, 1, 77–85.

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Stanton, T., Giles, D. E., Jr., & Cruz, N. (1999). Service-learning: A movement's pioneers reflect on its origins, practice, and future. San Francisco, CA: Jossey-Bass.

Welch, M., & Billig, S. (2004). New perspectives in service-learning: Research to advance the field. Greenwich, CT: Information Age.


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