In co-located schools, sharing isn't just a lesson for the students. How do educators balance their institution’s needs with those of their neighbors?
When vastly different institutions are located in the same building, do students learn how to share, or how the city is profoundly unfair?
For high school students in the Climate Resilience Leadership Lab, emergency preparedness means mobilizing the neighborhood.
When it comes to building schools, a little-known entity with radical roots has had an outsize effect on the city’s skyline. How can the Educational Construction Fund adapt an experimental ethos to changing times?
Earlier this year, a group of community advisors in Queens attended a community design school to formulate proposals to reconnect Flushing Meadows Corona Park to the surrounding communities. We hear from Design Trust Fellows Sam Holleran and José Serrano-McClain and Community Advisors Esther Sánchez and Jason Chin-Fatt on how it all went down.
John Surico reports on the rise of Career and Technical Education in New York City schools, chronicling how it aligns with urban policy priorities to diversify the economy and create jobs.
Christine Gaspar of the Center for Urban Pedagogy walks us through the core concepts of New York City’s zoning code and describes the strategies the organization employs to break down its complexity.
Architect Rachel Barnard describes her new public art program for adolescents in the criminal justice system and reflects on the potential legal, social, and urban significance of an art- and architecture-based approach to restorative justice.
Center for Urban Pedagogy teaching artist Chat Travieso works with high school students in Bushwick to simplify and illustrate the complexities of micro-unit housing.
Andrew Wade looks at the experiential learning model in urban studies and how a balance of classroom learning and cross-cultural field research can help students better understand the sociology, planning, and development of cities.