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Discover Chicago
 Proposal
Form
Sample
Proposal
Student
Page
Explore Chicago
Proposal
Form
Sample
Proposal
Student
Page
Common Hour
Learning
Goals
Focal Point Seminars
Proposal
Form
Sample
Proposal
Sample
Syllabus
Student
Page
Best
Practices
CQ Learning
Outcomes
Faculty Resources
Quantitative Reasoning
Student
Page
Writing Program
The First-Year Program
Liberal Arts
& Sciences
FAQ
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Learning Outcome 1: Students can accurately describe
aspects of the physical city (sites, neighborhoods, natural areas, transit
systems, etc.) and can cite examples of community-specific resources and
initiatives (health, arts, outreach, historical, not-for-profit, etc.)
in order to demonstrate that students have gained knowledge of the metropolitan
community, its neighborhoods, cultures, people, institutions, organizations
and issues.
Learning Goal 4: Students will be acquainted with the Chicago Metropolitan
area, its neighborhoods, cultures, people, institutions, organizations,
and issues.
Suggested Best Practices:
1. Before leaving on an excursion, put a map of the City up on an overhead
projector, and/or make sure all students have their own map, and “map
out” the day’s activities so that all students have a good
sense of the City, exactly which direction they are headed, and where
the destination is situated relative to DePaul.
2. Have students bring with them a field notebook to record their observations,
and encourage students to identify important relationships they observe
(e.g., between buildings and class or social relationships).
3. Sometimes tell them nothing (except the location) about a neighborhood
they are about to visit and simply have record their observations and
thoughts as they reach the destination and are actually there. Other times
have them read beforehand something about a neighborhood that will help
provide a lens for them to “see” it better.
4. Invite community leaders to speak to your students, and prep students
to ask about a neighborhood’s local resources, including the history
of how various organizations came into being.
5. Use the Internet to collect research and data, such as crime reports
and health statistics, before visiting, and prompt students to think about
why differences in neighborhoods exist.
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