Beyond the Classroom: Integrating Community Resources


Nina Gibans
Cleveland State University

Course Rationale:

The course "Beyond the Classroom: Integrating Community Resources into the Curriculum" is geared to helping teachers see community resources as important aids to education. Traditionally, books formed the core of educational materials. Today, there is an awareness that learning takes place in a variety of ways -- media, video, daily experience. This is to focus on the use of community resources and their potential for significant learning.


A. Goals and Objectives

Overall Goal:


B. Course Description

  1. Introduction to community opportunities
  2. The traditional field trip and some new thinking about how partnerships can be forged between classrooms and community resources, between curriculum-driven subject matter and real objects, between written and experiential resources.
  3. Introduction of articles and short bibliography
  4. Introduction to the Community Resources
  5. Assignment to develop a set of curriculum-outside resource lesson plans
  6. Development of parent assignments

The Cleveland Museum of Art

Cleveland Botanical Garden

Health Museum of Cleveland

Visits to Museums of Choice. Plan visit and call to assure open hours before visit.

Western Reserve Historical Society

Natural History Museum

WCPN-Public Radio

Discussion of units

C. Selected Bibliography

Ansbacher, T. (1998) John Dewey's Experience and Education: Lessons for Museums Curator, 41 (1).
Beach, B.K., and Gibans, N. F. (1992). Family Affair. Museum News, 71(1), 57-59.
Csikszentmihalyi, M. (1996) Creativity. New York: HarperCollins.
Dewey, John, (1938/1997) Experience and Education. Simon and Schuster.
Davis, J. and Gardner, H. (1993). Open Windows Open Doors Museum News.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
Gardner, H. (1993). Creating minds. New York: Basic Books.
Sternberg, R. (Ed.). (1988). The nature of creativity. New York.
Sternberg, R. (1997). Thinking styles. New York: University Press.

D. Resources

E. Evaluation

Evaluation will be carried out on several levels.

  1. Institution staff will evaluate commitment of group to the course.
  2. Participants will evaluate sessions in terms of effectiveness in assisting them in gaining hold of the subject matter and in accomplishing the goals and objectives.
  3. Faculty will evaluate student curriculum related products (80%) and the quality of class discussion. (20%)

F. Required Assignment:

ALL students:

The Presentations should include:

In addition, for those taking this course for GRADUATE credit: