The PEAR Lab is committed to using the Project Citizen
curriculum as an engine to drive our work develop the University-Assisted Community School (UACS)
model within our partner schools.
- Diverse and engaging curricular entry points
- Project Citizen allows for literally endless topics of exploration, within a standardized, workable process. This allows University students to develop individually meaningful projects in local schools while connecting to curricular objectives in valuable ways. Cultivating the community school model is, of course, a myriad web of public policy issues itself, Project Citizen provides a natural and inclusive methodology to having these discussions.
- Strengthening the science-to-narrative chain
- When crafting public policy, it is important to get the science right - and that is not always so easy. Too often policy is informed by simplistic or moralistic narratives, this is important for students to understand. By developing Project Citizen with the support of University-level partners, more current and rigorous science can be translated into appropriate level discourse to inform students' policy analyses. Additionally, the option to explore public policies through the lens of Big History requires thinking and knowledge unfamiliar to many educators. Trained University students offer a logical advantage to making these gains possible.
- Foster strong community partnerships
- For many K-12 Teachers, utilizing Project Citizen and a service-learning pedagogy represent a challenging risk. Using trained University students as partners provides a critical support, and a University-supported network of community partners can connect classrooms in ways that individual Teachers are less easily able to manage.