Crossing Frontiers: A Course that Bridges Racial and Institutional Divides.

Autor/in	Bogert, David E.
Titel	Crossing Frontiers: A Course that Bridges Racial and Institutional Divides.
Quelle	(1995), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Articulation (Education); Black History; Black Literature; College School Cooperation; Community Colleges; Curriculum Development; Dual Enrollment; High School Students; History Instruction; Program Development; Program Implementation; School Community Relationship; Two Year Colleges; United States History + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Community college; Community College; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; History lessons; Geschichtsunterricht; Programmplanung
Abstract	In an effort to research and document the history and contributions of African Americans in Osceola County, Florida, Valencia Community College implemented the African American History Project. The Project is a dual enrollment course allowing high school students to receive college and high school credits simultaneously. the approach of the project is multidisciplinary, incorporating faculty from humanities, speech, English, computer science, law, and graphic arts. The course begins with the history of African Americans in the United States, then narrows to explore African American contributions in Florida and Osceola County. In the course, students are exposed to the art, poetry, and films of classic and contemporary African Americans, and receive instruction in oral history interviewing, photography, formal research writing, research techniques, word processing, and project planning. The project attempts to demonstrate what can be accomplished through effective articulation of secondary and postsecondary education, exposes individuals to a multicultural perspective, and promotes cross-disciplinary awareness. Twenty-four students participated in the first semester of the course, but due to problems with course scheduling and project coordination, only three received college credit. Suggestions for planning similar programs are included. Appendixes include a concept paper, instructional schedule, course outline, list of activities, and syllabus for the course; a description of the first oral history interviewing project; and ideas for presentation planning. (TGI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC