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Project-Based Learning of the Future: From Equity-Adjacent to Equity-Infused
Thu, April 13, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Hyatt Regency Chicago, Floor: East Tower - Concourse Level, Michigan 2Session Type: Symposium
Abstract
This symposium includes five research projects across diverse disciplines, grades, and contexts, seeking to better understand how project-based learning (PBL) can contribute to aims of equity in education. Learning, equity, and social justice are mutually reinforcing and mutually dependent for high-quality PBL. Each team examines their PBL contexts by first addressing equity and social justice not as an outcome of PBL, nor one aspect of PBL, but rather as integral to PBL-centered environments, individually considering the following: principles for design, teacher implementation, student enactment, and community interface. PBL research and practice needs to be interrogated not just to ensure the presence of equity-oriented educational experiences, but to uncover and address the tensions that arise when commitments to equity are embodied.
Sub Unit
Chair
Papers
Creating Equity-Infused Project-Based Learning: Design Principles and Critical Lenses - Gavin Tierney, California State University - Fullerton; Gina Olabuenaga, AdaptiveX; Rochelle Urban
Culturally Responsive Civics Pedagogy: Leveraging Project-Based Learning to Increase Access and Equity - Lisa Utzinger Shen, N/A
"I Feel Like Police Aren't Qualified to Judge Algorithms": Artificial Intelligence Ethics Project-Based Learning in a Politically Divided Community - Benjamin Walsh, University of Colorado - Boulder; Bridget Dalton, University of Colorado - Boulder; Stacey Forsyth, University of Colorado Boulder; Tom Yeh, University of Colorado - Boulder
Teachers Negotiate Equity in Project-Based Learning for and With Students - Alison Gould Boardman, University of Colorado - Boulder; Kristina Stamatis
Empowering Teachers as Architects of Equity and Social Justice–Oriented Environments Through Adaptation Design - Emily Adah Miller, University of Georgia; Tingting Li, Michigan State University; Susan Codere Kelly