THE INSTITUTE FOR URBAN EDUCATION AT THE NEW SCHOOLNew Programs and Approaches for

High School/ University Collaborations

HISTORIC PARTNERSHIPS

A range of schools, many reflecting creative and eclectic approaches to structuring education shared by Eugene Lang College

Programs targeted at the pre-college and college-ready levels, inadvertently but effectively excluding students not already college ready level but who could, with supports, succeed in college

Semester-by-semester options created great flexibility for some students and schools but not enough structure for students needing more support

RE-VISIONING THE IUE

Work from our strengths What is unique about The New School that might be

helpful to K-12 educational efforts? Address critical K-12 needs

How can The New School be part of the city’s efforts to ensure high school success and college access for all, especially those historically underrepresented in college?

Address critical college needs What does The New School need in order to ensure all

students succeed when they matriculate, and how might those lessons translate to other colleges?

Keep what works How do we ensure continuance of programs and

programmatic aspects that work?

STRUCTURING THE NEW VISION

COLLEGE OPPORTUNITIES: STRENGTHENING THE EXISTING PIPELINE

Dual credit immersion in high-quality liberal arts coursework Atypical dual credit classes—media studies,

theatre, urban studies, civil rights Classes taught by regular faculty No more than 2 high school students per class

New community supports to mitigate risks for some Community building activities related to

recruitment efforts Access to financial aid and application workshops Increasing integration into freshman

programming Social activities

COLLEGE PREPARATION: DEEPENING THE PIPELINE

Selection of “cusp” or “middle of the road” students Two-year commitment to students with high-quality

resources Academic supports for writing, reading, speaking

within college contexts Continuous development of students’ self-efficacy,

leadership, and self-awareness through experiential and reflective activities

Cohort model as support network College mentors as age-appropriate resources for

adjusting to expectations and culture Focused supports for college and career awareness,

college searches, applications, and financial aid Continued supports for students who find The New

School a strong match for them

Cohort identit

y

Mentoring

Engaging Projects

CommunityAccess to

Resources

COLLEGE

Support Systems

THE COLLEGE PREPARATION MODEL

THE COLLEGE PREPARATION ACADEMIC MODEL

COLLEGE PREPARATION: THE EXTRA-CURRICULAR MODEL

College Exploration Series: Social Inquiry Project-Students build investigative skills and

explore college by getting to know New School students through college panels, visiting college campuses, and learning about ways of accessing college resources.

College Planning Days- These interactive sessions engage students in learning about the college application and admissions processes as well skills that will support their success in college. Topics include the college search, admissions process, personal essays, financial aid, time management and improving study habits.

Media Action Projects: Learning about basic media design concepts and research

methods through the development of technical skills and conceptual frameworks for effective communication of ideas and information in today's networked, multimedia environment.

Learn practical skills needed for creating multimedia presentations and websites with a range of authoring/presentation tools

Critically examine social web media in terms of participation, political involvement and community formation.

K-12/COLLEGE PARTNERSHIP: CHANGING THE FUTURE HIGH SCHOOL EXPERIENCE

Deep partner sites to explore creative pedagogy in education 5-6 pilot schools with school change teams of 4-6

teachers committing to a 2-year change cycle Coursework on pedagogic approaches that

inspire engagement and creativity (design, project/field based work, arts integration, critical discussion)

School change plans designed by teams to appropriately apply learning

Action research documenting practice and providing inquiry support

Integration with data-driven district inquiry goals Focus on more challenged schools

IUE LEARNING ARM: DEEPENING SYSTEMIC UNDERSTANDINGS ABOUT COLLEGE ACCESS

Data-rich analytics blended with fieldwork Partnership with NYC DOE to have system data

for rigorous analysis Coordinated, planned qualitative data that will

allow case studies to systematically, not just anecdotally, inform hard data

Partner schools help drive interpretation Summer research hours in year 3 to interpret

data across sites Change teams lead planning of city convening

around what we learned about bringing rich pedagogy into data-driven district change processes