Based on biologist H. T. Hammel’s description, osmosis is like a tapestry with many interwoven strands, much like the interconnected nature of the people and ideas in a learning community. Successful classroom environments often exhibit osmotic links between various participants. Empirical evidence collected from our collaborative efforts, as well as those of other colleagues, exemplifies markedly increased levels of student engagement, which promotes and enhances content-based experiential learning.
We have worked together as learners in an educational setting, as colleagues collaborating to create bridges between high school and college, and as inter-departmental mentors for the younger members of our professional learning community. While there are many benefits to forming a learning community that connects people at all stages of study and instruction in various educational settings from K-16 and beyond, we are aware that these types of relationships may not always be quickly established. During the panel, we would like to open a discussion about forging osmotic alliances by welcoming presenters who will discuss concrete examples of collaborative work among:
2) instructors and students,
3) secondary educators and college instructors, and
4) colleagues in different departments.
After panelists share various examples of creative collaboration within and outside of their classrooms, our goal is to engage both the participants and the public in a lively discussion.
Monica Calabritto (Hunter College, CUNY)
Kelly Paciaroni (Graduate Center, CUNY)