RHET-225 Writing Broad Street Stories
URST-206 Organizing by Neighborhood
HISP-280 Hispanic Hartford
PSYC-246 Community Psychology
MUSC-113 Introduction to World Music
EDUC-307 Latinos in Education
CACT-101-01 Envisioning Social Change
This course for first semester freshmen, combines community learning and writing as a means of discovering how we define others and ourselves through journals, diaries, essays, and stories. Students explore Broad Street as a social and cultural metaphor, with a wide variety of readings depicting “the other” and reflecting the voices of members of underprivileged and privileged classes throughout history. Students perform community service as a part of course activities.
A comprehensive survey of global musical traditions that encompasses rural and urban music from Africa, Latin America, and the Caribbean, India, Asia, and the Americas. This course is designed to highlight the central role of musical expression in human life, exploring musical sound and movement in sacred, secular, ritual, and non-ritual contexts. No previous musical knowledge is required. Students are expected to learn basic listening skills and identify musical styles. The course culminates in a final research project about a world music tradition, ensemble, performer, or other related topic. Also listed in International Studies-African studies, International Studies-Asian studies, and International Studies-Latin American and Caribbean studies.
This course investigates the education of Latinos, the largest and fastest growing minority group in the United States. By examining both the domestic and transnational contexts, we explore these central questions: How do cultural constructions of Latinos (as immigrants and natives, citizens and non-citizens) shape educational policy and teaching practices? What views of citizenship and identity underlie school programs such as bilingual education, as well as Latino responses to them? This course fulfills the related field requirement for Hispanic studies majors. It will also include a community learning component involving a qualitative research project in a Hartford school or community organization.
How do different community organizations (neighborhood groups, non-profit advocates, unions, government agencies, social entrepreneurs, philanthropies, etc.) envision social change? What strategies for change do we find across the City of Hartford? How can Trinity students cultivate and engage in meaningful partnerships to promote social change? Students will investigate these and related questions through readings on community action and social impact, hands-on research and interviews with community stakeholders in Hartford, and the design of collaborative social action projects around a core theme (to be implemented in the spring semester). Students will think critically and reflexively about the root causes of social problems, the ways that power and privilege shape social change work, and how their biographies shape their understanding of and engagement with Hartford.
At Trinity, the Community Learning Initiative (CLI) is defined as a type of experiential learning—an academic course in which the faculty member works in partnership with a person or group from the local community to involve students in an experience they could not get in the classroom alone. The learning goes both ways, as the students and community residents share knowledge. Trinity has a long-standing commitment to community learning and serves as a model for other colleges and universities. CLI involves almost all of the College’s academic departments, more than 80 community organizations, and about half of our students. These students overwhelmingly report that participation in community learning increases both their understanding of course material and their awareness of needs in the community. It’s a natural way to connect with people you might not meet otherwise, develop a sense of civic responsibility, and gain the satisfaction of having a hand in creating solutions.
App Inventor in the K-12 Computing Curriculum
Student Researcher: Henry Chavez
Faculty Sponsor: Isaac Kamola
Community Partner: The Hartford Consortium for Higher Education
A signature program at 10 Constitution Plaza will be the Liberal Arts Action Lab (LAAL), which brings together faculty and students from Trinity College and Capital Community College to collaborate in researching and addressing local challenges using a liberal arts lens to solve real-world problems. The LAAL collaboration brings together teams of students, faculty, and Hartford community partners in order to strengthen the city, spark social innovation, and support civic engagement. Project-based teams work together on real-world problems posed by community partners to: Research questions and develop possible solutions, Share stories and findings more widely with digital tools, Develop strategies to help partners become more sustainable Through a matchmaking process, teams typically include a Hartford community partner (broadly defined as neighborhood groups, non-profit organizations, government agencies, social entrepreneurs, etc.), a faculty fellow, and four student researchers from Capital Community College and Trinity College. Each semester, about 20 students will earn academic credit for both their team project and the Action Lab course, taught by the Action Lab Director. Beginning in September 2017, the Action Lab welcomes one-page proposals from prospective Hartford community partners for our inaugural project teams, who will begin work in January 2018 at our downtown campus, 10 Constitution Plaza, Hartford, Connecticut.