Celebrating through Outstanding Integrative Master's ProjectsPosted by Mihaela Schwartz on May 21, 2014
Every year in the Graduate School, the first half of the month of May is filled with pride and joy among our graduate students, as they complete another semester. For those who are ready to graduate, May represents the time when they share thoughtful ideas and extensive research with their peers, families, instructors, mentors and friends during the three-night, annual Integrative Master’s Project (IMP) Share Presentations. This year was no exception.
From May 12 to 14, 2014, graduates presented their final bodies of work as expressed in the five IMP forms, from Portfolio, Site-Based Inquiry, Collaborative Student-Faculty Inquiry, Mentored Directed Essays to Independent Studies. Each and every presentation reflected an elaborate project that the graduate student completed after finishing a significant number of courses and supervised fieldwork. Friends, family, colleagues, classmates, faculty mentors, and other interested members of the Bank Street community were delighted to listen and appreciate the students’ final works.
May 12th, the first day in the series of presentations, was dedicated to Site-Based Inquiry and Collaborative Student-Faculty Inquiry Shares. For about three hours, there were presentations that tackled a variety of topics, including Social and Emotional Learning, Literacy, Drama and Literacy, Social Studies, Children’s books, stress reduction in the classroom, integrating Language Arts and Content Area Curriculum, as exploring natural world with children in urban environments.
The second night focused on the Independent Study. Student presenters covered a variety of topics rooted on questions and experiences that occurred throughout students’ fieldwork or work settings. The students’ work reflected a range of research interests, as shown by their titles: “A Study of Lincoln Center Institute,” “The Language of Behavior,” "Scaffolding the Language Demands of Contemporary Concept-Based Mathematics Instruction,” “Supporting Social Innovators and Sustaining Community Based Movements/Initiatives in the 21st Century” and “A Curriculum for Cultural Exchange Program between Polish and Jewish Students.”
The last day of presentations, May 14th, hosted an impressive number of Portfolio presentations. The Portfolio is a reflective project, developed through an extensive process of collecting documents and artifacts. The student presentations revealed some of the shared ideas that emerged in many of the courses that graduate students took at the Bank Street. Although the Portfolio is a highly individualized project, the presentations evoked remarkable discussions about becoming a constructivist teacher, honoring the multiple aspects of professional identity in relationship with students, the role of the teacher in creating equitable and accessible classrooms, integrating the personal and profession in a classroom setting.
To find out more about the five IMP options available at Bank Street, speak with your advisor, or visit our website.