Abstract
Despite the prevalence of field work and case study research by academicians, very few graduate or undergraduate courses offer extended opportunities for students to apply urban theory through direct engagement and the study of actual communities outside of the ivory tower of academe. We believe this approach lends itself well to a number of fields of study, and this paper investigates this novel approach to teaching. We have given the course the title of “Community Analysis” and have employed the approach in diverse settings including Cleveland, Ohio; Toronto, Ontario; and Grand Rapids, Michigan. The goals/aims of getting out of the “ivory tower” and into the community are multiple, and experiential learning in the community provides benefits—and potential risks—for both teachers and students. Although this kind of teaching pedagogy imposes special challenges, the authors' collective experiences in using this approach to student learning indicate that, with proper preparation and oversight, such efforts can be richly rewarding for all parties involved.
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