Education in Action
Students and faculty expand their role as civically engaged scholars through community-based projects.
What is the Education in Action (EIA) Program?
What is the role of an Education in Action (EIA) Facilitator?
The role of an EIA facilitator is complex and demanding and may include:
- Development of the course syllabus and the community based learning/research project
- Leading trainings and workshops to prepare students to engage with off-campus community members, led reflection discussions, assisted students in the course with research projects
- Providing faculty with a student perspective on the course readings and writing prompts for writing assignments or final exams
- Assisting with logistics such as arranging speaker panels and organizing events
Fall 2014 EIA Courses
Spring 2014 EIA Courses
Fall 2013 EIA Courses
2013-2014 EIA Courses
We are living in an exciting, changing time for the documentary form, where the answer to the question, “What is documentary?” can be answered with every-increasing complexity. This course is designed for students to conceptually and practically push documentary form, challenge traditional exhibition contexts, target specific audiences, and generate community/action/utility around their works.
The class is structured around collaboration with Freewaves to both design and produce the media content for the 5th annual Oxy Freewaves open-air alternative screening event.
This course invites students with art experience from across the college, including visual arts, music, theater, creative writing, etc., to pursue self-directed interdisciplinary art projects. Video installation, sound art, performance art, site-specific art, and collaborative projects will be the focus of the class. The class meets once a week for seminars and critical feedback, along with out of class visits to contemporary art and performance venues.
Advanced Projects in Interdisciplinary Arts is an introduction to challenging traditional standards of art with a focus on site-specificity within an installation-based practice. Site specificity will be explored in both of our community based projects this semester: a trip to Joshua tree and High Desert Test Sites, and a group installation project with artist Liz Collins on the Occidental College campus.
This semester students will complete a “relational object” project, in which the art created will force a relationship upon those who interact with it. Based off of the concept started by artist Lygia Clark, each student will complete a work prior to the trip and “test” the work out in the Occidental College community. Then, upon our trip to Joshua Tree and in the spirit of High Desert Test Sites, an arts festival supporting “experimental art that engages with the local environment and community” and which we will be attending, students will again present their project in the desert, taking note of the changes in meaning that come with the changes of location and also engaging with other campers, hikers, and Joshua Tree community members.
CSP 2 Africa: Revolutions and Beyond consists of in-class and out-of-class learning opportunities. The in-class portion of instruction allows students to study cultural and historical topics of the curriculum in a lecture setting. After each lecture, students take part in a small group discussion or debate. The out-of-class segment of this CSP allows students to leave campus to explore learning opportunities in the Los Angeles area. In addition to these class outings, guest speaker lectures and performances are also invited.
This course is a research seminar which confronts the history of the Holocaust through in-depth investigations into survivor testimonies and commemoration and memorialization. The course examines the genocide of the European Jews by the National Socialist regime, introduces students to the history of Europe from 1919 to 1945, and raises questions about the moral and ethical legacies of the Holocaust. This course uses a variety of visual and written sources throughout the semester to document and analyze the systematic and bureaucratic murder of European Jews by Nazis.
This course introduces students to an applied psychological perspective, from which theories are used to explain individual and group processes within organizations. This class seeks to understand how ability, personality, motivation, leadership, and group dynamics affect employee behaviors and other valued outcomes, such as job performance, worker satisfaction, and organizational productivity. A set of specific contemporary topics are also covered, such as issues of fairness/discrimination, validity of standardized tests, or establishing work-life balance. Emphasis is on understanding both theoretical and practical concerns about using psychology in the workplace. This course uses community-based learning projects to give students hands-on practice with applying concepts to facilitate real change.
Students collaborate with the Downtown Women’s Center (DWC) on an applied project to mimic a simple organizational psychology consulting experience. Camille Crenshaw, DWC Community and Corporate Engagement Associate, presented on the background of the Center as well as on the Center’s internship program, which is the focus of the class’s applied project. Students visit the DWC to gain a stronger understanding of the internship program, the work that the Center does, and the community that it serves. With an emphasis on one of the following topics: staffing the internship program with good candidates, sustaining interns’ motivation during the program, or improving intern performance through training, students write a literature review, propose specific recommendations for improving the intern program, design a study that shows how the DWC could measure the effectiveness of their recommendations, if implemented, and provide suggestions on organizational development.
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