Colleges and
Universities Using Chicago at DePaul
By PAMELA SCHAEFFER
NCR Staff
With talk of Catholic identity,
Vincentian mission and urban identity dancing in their heads a few years back,
administrators at urban DePaul University decided to focus more explicitly on
the schools location in one of the nations great cities.
The general education program was due for an overhaul, said
Charles Suchar, professor of sociology and associate dean, and appreciation for
diversity was one of the learning goals. So why not use the city as a
laboratory for learning?
We decided to bring urban identity to the front door of the
students education, Suchar said. If our Vincentian urban
mission wasnt reflected in our curriculum, then we had to ask, How
can we claim it as our identity?
You might say, Its the curriculum, stupid.
An institutions values have to be reflected in the curriculum at some
point.
The result is a program Suchar conceived that helps new students
get comfortable with a potentially overwhelming urban milieu, provides
opportunities for bonding, offers a combined experiential and academic approach
that gets students excited about learning, and introduces them to diversity,
not through talk and role-playing, but through encounters on the street.
Oh, yeah. And boosts their self-esteem.
All at once?
All at once, according to students, faculty and administrators who
say worlds of anecdotal evidence, and some statistical evidence, too,
demonstrate that they have a program, one of the most innovative in the
country, that works.
The program has three parts: Discover Chicago and Explore Chicago,
umbrellas over a variety of tantalizing course options from which each student
must choose for the first quarter of the freshman year, followed in one of the
next two quarters by Focal Point, a mind-expanding seminar-style course, also
chosen from a smorgasbord of possibilities.
In both Discover Chicago and Explore Chicago an urban theme is the
focus of the whole course, drawing on aspects of the citys vibrant life.
Discover Chicago begins with an immersion week of course-related
urban experiences before the formal opening of classes for the year. During the
next 10 weeks of the quarter, the goal is to reflect on those experiences and
integrate them into academic learning through reading, writing and discussion.
The best way to understand how it works is through examples.
Jeff Carlsons course revolves around a study of the
citys new immigrants, viewed through the lens of their religious
organizations. Carlson is associate dean and professor of religious studies.
His course is called We the People? Chicagos Newer Immigrants and Their
Religions. Among experiences during immersion week, students witnessed an
oath-taking ceremony for new citizens, visited Muslim, Buddhist and Jewish
centers, as well as a Chinese Catholic church and the Chinese-American Service
League. They also did a service project for students in a Catholic school.
Immersion-week days are long: Ten to 12 hours, sometimes divided
between class and city streets, and ending with reflection on what students
have seen and heard. All students get Chicago Transportation Authority passes
and take public transportation wherever they go, giving them a comfort level
with the system and with neighborhoods that it might otherwise take months, or
even years, to acquire. They learn that they can go safely anywhere in the city
as long as they are smart about it, Carlson said.
Although 81 percent of DePauls students are from
metropolitan Chicago, many do not know the city well when they arrive, he said.
Courses are led by teams: a faculty member, a member of the
student life staff and a paid student leader, or mentor, giving students three
people they can turn to throughout the year for ongoing advice and support.
In the 10-week quarter that follows, the course gets academic.
Students read essays and books that give depth and context to their experiences
and enrich them with a variety of perspectives.
This quarter Carlsons students will read three books:
- Thomas Dublins Becoming American, Becoming Ethnic,
a collection of essays by college students over a 10-year period -- a
wonderfully done book that provides models for my students for what students
can do, Carlson said;
- Michael Walzers On Toleration, which takes a more
theoretical approach; and
- Richard Wentzs The Culture of Religious Pluralism,
a study of American religions with an eye toward living in a pluralistic
society.
Dublins essays will be interwoven with the other two books
and against student recollections of immersion week. That approach underscores
a point Carlson often stresses: Experiential learning is not just having
experiences but relating them to other ideas, he said. Carlson said the
goal of the program is integrative learning at its best: Experience enriched by
intellectual reflection and vice versa. No mere tourism here.
Among some 20 other course offerings are these titles: Love and
Committed Relationships, Chicago Style; The Power of Place; Historic
Preservation as Public History in Chicago; Blue Collar Chicago: People with Big
Shoulders; Chicagos Murals and Public Art; The Diverse Faces of AIDS:
Prevention, Education and Treatment; Empowering Chicagos Women (where
trips include one to Jane Addams Hull House, renowned for its service to
the poor).
Anne Clark Bartletts Chicago in Literature course focuses,
she said, first on how contemporary authors are making sense of their own
experiences in Chicago, and second, on how students can make sense
of their own experiences as developing human beings in Chicago through
writing.
During immersion week, the group (groups are never more than 22
students) toured Bronzeville, the once-proud and cohesive Black Belt of
Chicagos South Side that went into decline and attracted large housing
projects in the early 1960s. Today it is undergoing revitalization and renewal.
Students also visited the Guild Complex, the venerable literary center in
Chicagos Wicker Park neighborhood and stomping grounds for Chicago writer
Nelson Algren, whose book City on the Make, a back-alley view of
Chicago, is an expression of love for the city, Bartlett said.
Students also visited Third World Press, which publishes unknown writers and
distributes books to prisoners.
In Fr. James Halsteads Love and Committed Relationships,
Chicago Style, students visited people in homes and convents, in neighborhood
and social centers, learning more about a variety of relationship styles, from
arranged marriage to gay partners to vowed celibates. Students also visited
City Hall, where they found a better understanding of related civil and legal
issues. They then read two to four books about relationships.
Another course, Justice-Seeking in Chicago, took students to Cook
County Hospital, where many found a couple hours of conversation with the
director of internal medicine there to be not only informative but inspiring,
prompting some to look at their own goals for their lives, said Frida Furman,
who teaches that class. Some people the students encounter become real
models for their lives, she said.
The program also serves as a recruiting tool. Travis Rejman of
Iowa said hed decided to attend DePaul largely because the Discover
Chicago program looked so interesting and he wasnt disappointed.
Carlsons course was a real turn-on for me, he said.
The Focal Point seminars, mandatory in one of the two successive
semesters, start with a classic as defined by University of Chicago theologian
David Tracy: a person, place, event or idea that represents such a strong
expression of the human experience that it gains a kind of normative
status.
Examples of Focal Point topics over the past few academic years
include: Gandhi, Tiananmen Square, the French Revolution, the Chicago Fire,
Lourdes, the Holocaust, Sigmund Freud, Darwins theory of evolution and
the Sermon on the Mount.
Students are expected to read widely and deeply,
Carlson said, across a range of texts, viewing their chosen topic through
multiple lenses, acquainting them from the start with the nature of
university-level inquiry. Often they come to the seminars with
assumptions that are challenged, extended or even reinforced by exposure to a
variety of new perspectives.
The result for many, he said, in a talk last November at the
annual meeting of the Annual Academy of Religion, is a sense of
mastery of a subject that makes them feel great about learning and
themselves. They can go home and show off to their families, he
said. Many of our students are the first generation to attend a
university. One should not underestimate the effect this feeling of relative
mastery can provide for a student. One-third of DePauls students
are members of minority groups. The freshman program not only breaks down
stereotypes, but also empowers minorities in a wonderful way, he
said.
Perhaps one of the measures of the success of the program is the
size of this years freshman class: 1730 students, 16 percent over last
years freshman enrollment of 1490. This years predicted enrollment
was 1500, Suchar said.
Then there are those student ratings. Not only did DePaul students
report a higher degree of satisfaction than students at any other school in the
latest survey by Princeton Review publishers (DePaul ranked first in a category
called happiest students), they also ranked second among schools
whose students judged theirs to be a great college town. The
rankings appear in The Best 331 Colleges (Random House, 1999). According
to an Aug. 25 article in the Chicago Sun-Times, Princeton Reviews
lead author Ed Custard finds such a high degree of satisfaction to be
very unusual at a commuter school, where its often harder for
people to bond.
Carlson said faculty and staff are continually working to
strengthen the campus culture. Were constantly trying to make
DePaul more of a community, he said.
National Catholic Reporter, September 24,
1999
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