00:00:00:09 - 00:00:33:04
Melissa Kmetz
And they learned that Cleveland was called Station Hope, and they started writing Hope on everything, because we use our Black History Month stories to empower them, and we read stories of so many ordinary people that did extraordinary things that, you know, after that, then we start saying, well, what do you want to do to change the world? And, you know, so when they chose their project at the end of the year, they wrote the word hope all over everything and, well, we're inspiring hope to and we're doing it. And that just resonated so much with them. Hearing that it was Station Hope.
 
00:00:33:07 - 00:00:48:24
Molly Buckley-Marudas
Welcome to Chalk Talk with CLEteaching. We're coming to you live from Cleveland State University. I am Molly Buckley-Marudas, co-host of Chalk Talk and Associate Professor of Adolescent and Young Adult Literacy and the Levin College of Public Affairs and Education.
 
00:00:48:27 - 00:01:08:15
Shelley Rose
And I'm Shelley Rose, Associate Professor of History and Women's and Gender studies in the College of Arts and Sciences at Cleveland State University. Chalk Talk is a production of the Cleveland Teaching Collaborative. We founded the collaborative in May 2020, and it is now an award winning working group for research, reflection, and support for pre-kindergarten through higher education instructors in Northeast Ohio.
 
00:01:08:21 - 00:01:20:22
Molly Buckley-Marudas
In this episode, Station Hope - Place-Based Learning and the Underground Railroad, we sit down with two guests who will share with us some of their experiences with place-based learning in Ohio.
 
00:01:20:25 - 00:01:35:08
Shelley Rose
Today's guests are Jeff Karem, professor of English and Africana Studies and Arts and Humanities Ambassador for Cleveland State University, and Melissa Kmetz, Ohio Teacher of the Year, third grade teacher, and grade level chairperson at Lakeview Elementary School in Cortland, Ohio.
 
00:01:35:11 - 00:01:39:28
Molly Buckley-Marudas
You're going to love this conversation.
 
00:01:40:00 - 00:02:02:21
Shelley Rose
Thank you so much for joining us today. We look forward to talking the chalk with you. First, we'd love to hear a little bit more about how you met and this history of your own collaborative place-based project. How did it come to life?
 
00:02:02:22 - 00:02:12:18
Melissa Kmetz
So as teacher of the year, I had an incredible experience to be able to do a research project with Cleveland State, and they partnered me with Jeff. I was so incredibly lucky. And then upon meeting, he kind of asked, you know, what I worked on in my classroom? And we came up with an idea to work together collaboratively.
 
00:02:12:22 - 00:02:49:19
Jeff Karem
As it turns out, and there's kind of an uncanny convergence here, MelissaÕs classroom and its exploration of civil rights history, Underground Railroad, Black history, has strong echoes of what my son did in his third-grade class at Campus International here on campus. And, we talked about the opportunities for Cleveland as a learning space. Both the Cozad-Bates House, which was the site for the Underground Railroad, the Cleveland History Center, and just the way in which having students move from a primarily rural setting to an urban setting could bring life to what they're studying in class.
 
00:02:49:24 - 00:03:05:02
Molly Buckley-Marudas
Oh, that's great. So it would be really interesting to hear just a little bit more about why those particular spaces and the idea of using Cleveland as this learning space and learning lab was so important to you, and what interest it sparked for you, Melissa.
 
00:03:05:03 - 00:04:15:21
Melissa Kmetz
Sure. So in the fall, I kind of start off all of my lessons, with a global education theme. And then as we move through the year, we do a really big unit for Black History Month, and we talk about slavery and segregation and really tapping into Cleveland, I think made so many of the stories come to life for them. They saw that, you know, the activism and all of the things weren't that far from their reach with just a short trip. They were in spaces where people they were reading about had been. So the Cozad-Bates House was wonderful because of the artifacts there, and it really helped them to learn the history of activists nearby. And then the Cleveland History Center was also, you know, a phenomenal resource that he suggested. I absolutely love it there. And, you know, there they got to look at a lot of artifacts. They had, you know, shackles in a case from slavery. And that also made things come to life for them and made it more tangible and real. And then by far, the kids favorite was Campus International. They talked about that forever. I'll still get little emails and notes and that was the most amazing experience. Loved it.
 
00:04:15:23 - 00:04:49:11
Jeff Karem
So one of the things that happened at the end of this visit, and this required a lot of coordination, was a sort of meeting of the minds, third grade classes from Campus International met with Melissa's classes. They had table talks, Campus International prepared smoothies. Some middle schoolers, including my son, were kind of chaperones or discussion facilitators. And I feel like that was a really powerful experience for students from two very different educational environments, both to see what differences they faced, but also, what they had in common.
 
00:04:49:16 - 00:04:56:28
Molly Buckley-Marudas
That's what I'm curious to hear a little more. Did all of these visits happen in one day? Did you take multiple trips? What did that look like?
 
00:04:56:29 - 00:05:17:15
Melissa Kmetz
So we're about an hour and 15, 20 minutes from here. So we chartered a bus and my two classes came up and we did it all in one day. We extended the school day just a little.
And yeah, so we went to the Cozad-Bates House, first my group and then the History Center, and then Campus International was kind of the ending to the day, and it was the perfect ending.
 
00:05:17:22 - 00:05:18:14
Molly Buckley-Marudas
That's so great.
 
00:05:18:17 - 00:05:36:12
Jeff Karem
And as a true demonstration of how whatever strategy you have, the logistics and the details are crucial, and it, it came off very well. It was, it was a little challenging to find a place for the bus because it was not a school bus - it was a charter. I don't know if it was a Barron's bus, but it was it was a nice bus, but it was a big one.
 
00:05:36:15 - 00:05:39:25
Molly Buckley-Marudas
Oh ,that's great. Thanks so much for sharing a little more about that.
 
00:05:39:27 - 00:06:03:09
Shelley Rose
That's awesome. And I love how the space of the Campus International School for the students together. Right? Awesome. So what stands out to you both as unique in terms of place-based teaching for students? You know what do you see that's different in their engagement with the materials? That is different maybe from other types of learning you do in your classrooms. What do you think?
 
00:06:03:11 - 00:06:19:10
Melissa Kmetz
I feel like it just makes the learning more real to them. They're not just reading about something. They're getting to be in the spaces and experience something, and they're getting to see it firsthand. And so it really enriches everything that they're reading about and the things that we're discussing in the classroom.
 
00:06:19:12 - 00:07:10:19
Jeff Karem
Yeah, I don't want to get too mystical about this, but I do think there is an aura to a sense of place. And I think while I mean, the nature of the Underground Railroad is to keep as much secret, so we don't precisely know what happened within the Cozad-Bates house. But it's a historic building. There are documents. There are meeting notes in minutes. And for me, one of the most significant moments was seeing a number of students look at there's, there's a map of the routes in Ohio. And so students could plot like, oh, I live here in Cortland, or I live nearby here...my grandparents are there. So they could literally see the routes of history and how they connect to it. And, you know, that's based on there being that historic map in that historic space. And I think that can't compete with, with looking that up digitally or seeing it reprinted in a textbook, to have that actual map there.
00:07:10:25 - 00:07:48:19
Melissa Kmetz
One thing that really sticks out for me is, you know, we were there and they learned that Cleveland was called Station Hope, and they started writing ÒHopeÓ on everything, because we use our Black History Month stories to empower them and we read stories of so many ordinary people that did extraordinary things that, you know, after that, then we start saying, well, what do you want to do to change the world? And, you know, so when they chose their project at the end of the year, they wrote the word ÒHopeÓ all over everything. And, well, we're inspiring hope too and we're doing it. And that just resonated so much with them. Hearing that it was Station Hope. So that was a big thing for us.
 
00:07:48:21 - 00:09:07:24
Jeff Karem
And to add to that, something that was very moving for me in the table talks between the Campus International students and the Lakeview students was sort of in the questions that we asked. We had like, you know, three different discussion starters. You know, your favorite figure for black History Month? The last question was essentially, what change would you like to see in your own community? And that was Melissa's suggestion. And I think it was so powerful because it helps students reframe their experience of history as simply learners towards agents, towards people who can change the world around them. And that was a really interesting point in the discussion, because there are some points of difference, you know, some of the students expressing, you know, in my I'd like my community to be safer. I'd like there to be less gun fire, some of the Cleveland students said, not as much of that. and, from Lakeview, but, you know, Lakeview students that I'd like there to be more people in my community. Things are to spread out. You know, I'd like to be more walkable. And, a number of students said we have problems with homelessness. We have problems with needing more trees or green space. So I felt like they could both see like, wow, this community is very different, but they have needs that they want met and we have needs that we want met. And what can we do about that? So I think that was a great movement forward coming out of this.
 
00:09:07:26 - 00:09:34:05
Molly Buckley-Marudas
I actually I think I remember I feel thankful I've heard you share this at a presentation in Cincinnati. And part of that negotiation, I think you're getting at that, Jeff, with some of maybe some of the assumptions we have about other communities were debunked a bit. But part of that community communication came up with families. I don't know if it's appropriate to talk about how this idea of place-based teaching, I think it mattered and spilled over to the families probably too.
 
00:09:34:07 - 00:10:22:00
Melissa Kmetz
There were a lot of questions. They just thought, well, why? Like why do you need to leave the classroom when everything they learn can be done here? But there's so much that can't be touched upon those, real life experiences, no matter how much you read about them, until you live it, it doesn't make it real. And so them coming together with the students was so impactful for them and even Campus International, you know, we have quotes hanging in our classroom, and one that we had up all year was ÒEducation is the most powerful tool for changing the world.Ó And when they walked in Campus International, that was on the wall and they were like, oh, these kids are talking about that too. And then there were flags from different countries, and it tied our global ed together, and they just immediately felt such a bond with those kids, who they may not have gotten to meet otherwise.
 
00:10:22:02 - 00:11:21:05
Jeff Karem
Yeah. It's interesting because I know, when we think about sort of Ohio in the sort of chances for community building and crossing bridges, I think this was a really exemplary project in that regard. And it was an opportunity for, again, I wasn't privy to any discussions with family members from Lakeview, but I can tell you my own family, my wife was worried when I was driving up to rural Ohio, like, make sure you have a full tank of gas, right? I don't want you pulling up into some stranger's, you know, driveway, and getting in trouble. And, my, my son, you know, explained to him that this was a rural, school, you know, primarily white students. And, you know, my son is white but has lots of black friends. And he was kind of worried. He thought, are they going to come and look down on my friends, you know, and, and I think it was very powerful for him to see that some of his fears about rural Ohio were, you know, dissipated, you know, by, by the students getting together and, and my, my, my guess would be that there's some opportunity for reframing from from the Lakeview families as well.
 
00:11:21:13 - 00:11:34:16
Melissa Kmetz
Yes. I think, you know, as soon as you come together, then the walls come down and, just leave so much space for dialog and growth. And we really did hear that in the discussions with the kids. 
00:11:34:18 - 00:12:24:23
Shelley Rose
That's awesome. And I think it's interesting. This is my first time hearing about this project with you in the room. and one of the things that's really coming out from what you're saying is that place-based learning, we often think about going to the historic sites, moving students to where those events happened, but we also sometimes forget how molded by place our students are. Right? And like you said, the perceptions they have of other spaces and places, and so this is a really powerful place-based lesson on many levels, and I love it. I'm wondering, you know, obviously this is a big lift coming from a community that's over an hour away, bringing your students to Cleveland. What kind of resources did you need? How could you, you know, kind of give the startup, talk to someone who's going to do a lesson like this?
 
00:12:24:23 - 00:12:48:08
Melissa Kmetz
Yeah. So for us, like, just logistically, the biggest thing was bussing because our time schedule throughout the day wouldn't allow for us to use school busses to come up here because of the other schools. So we needed to charter busses. So just like the money for that for us was the biggest thing. And other than that, like we were able to work out the times with parents and a different dismissal and everything fell into place. So mainly just coming up here.
 
00:12:48:10 - 00:13:22:21
Jeff Karem
And the grant, through the Ohio Department of Education, you know, provided the funds for that. And I think that the experience that we had suggests that there was a real benefit to more seed projects like this to help people see, you know, in what community spaces are the things they can learn, whether it's visiting historic sites or simply meeting up with people who, as you said, Shelley, have a different place-based experience. So I would hope that this could be replicated in, you know, in other contexts so somebody give us more money.
 
00:13:22:23 - 00:13:25:07
Shelley Rose
(laughs) A little funding pitch here.
 
00:13:25:09 - 00:13:55:07
Molly Buckley-Marudas
You know, I yeah. Well, I mean, it clearly involves a lot of resources. And I think the logistics, you're making them sound easy, but table talks and timing it with, with all the schedules, I know a lot goes into that. But clearly the most important thing for us is, particularly with CLEteaching, would be the student learning. You know what it means for student learning. So what advice would you tell teachers to say this is worth it? Like it's worth seeking the funding. It's worth putting the planning in. Why? Why should other teachers do it
 
00:13:55:10 - 00:14:18:14
Melissa Kmetz
Just to see, like, at least for me, how the students were so empowered after this and they often talked about their friends at Campus International and they said, well, next year with my friends, can I do this? And I thought, oh geez, I hope there's, you know, we do this in the future. But it was just, it mattered so much to them and it inspired them so much. I feel like it gave them a purpose for all of their learning.
 
00:14:18:16 - 00:15:31:29
Jeff Karem
Yeah, I think the word I would use is as, investment, right? That it creates, I mean, I'm not sure that students would use that word, but I think seeing their faces is take in, you know, both, you know, new peers in a new space artifacts,  and also that sense of of both history and place. But history is something that is part of a continuum. I know obviously there's lots of Cavs fans all over Northeast Ohio. I think it was very interesting for them to see in the artifacts at the History Center, you know, we have on the one hand, these implements, you know, of slavery, we have things connected to civil rights, and then we have LeBron James shoes from the 2016 championship. You know. Yes. So you know, and I think that kind of shows like what a pivot, you know, there has been in certain kinds of empowerment. And obviously Cleveland you know the civil rights history has been a huge place for, for sports and social justice. So I think that was a strong connecting point. And I think it puts something in a student's mind that helps them attend to these, these words in a classroom or are connected to lived experience outside of it. And I think that that's a powerful learning lesson for anybody at any level.
 
00:15:32:06 - 00:15:44:03
Molly Buckley-Marudas
Right. And where you mentioned your action research project, are there any learnings from that research that you haven't been able to share yet, or were the main conclusions?
 
00:15:44:06 - 00:16:30:06
Jeff Karem
I mean, I think what I, you know, what I would say and, you know, it's frankly, is that I wish that there was a way to build more continuity into this. I mean, hearing you know, hearing Melissa mention, you know, when and when will we see our friends next year? I mean, there is a kind of, you know, I it's, a sentimentality that I feel towards, like, it's this was really powerful and, like, how do we do it again? Right? How do we not make it a one-off that, you know, two groups of students experienced, you know, in one year. And I think that's the question of sort of long-term development, I think is really important. I think the logistical shift, you know, makes this, you know, challenging. But it was 4000 bucks. I mean, that's in the great scheme of what, schools spend. I mean, I think that's a good investment.
 
00:16:30:08 - 00:17:01:25

Melissa Kmetz
I think I going into it, didn't think about the impact it would have on parents and families. Like, I know that there were a few that were concerned in the beginning. But after I started getting so many phone calls and emails saying about the impact it had on their kids, I had two that then brought their other children up here. You know, they went to the Cozad-Bates House, they went to the History Center, and they, they also hoped that it would somehow be continued on. And they asked about it, but I wasn't sure. But it had quite an impact with the families, too. It really resonated with them.
 
00:17:01:28 - 00:17:32:00
Shelley Rose
That's great. Thank you. That is great. It makes me wonder and I, I know we're talking about place-based learning, but, since it's so far away to have that continuity, have you considered like using the technology tools that we have at hand to continue that relationship between the students? I know we do that here at Cleveland State with our, we have a project, ÒCurating KisumuÓ with Kenyon University and CSU. Right? And those students communicate with various technologies and do place-based history.
 
00:17:32:02 - 00:17:46:13
Melissa Kmetz
That would be absolutely wonderful. I know at the end of the school year, the kids wanted to see their new friends again, but we couldn't come back. So they actually recorded videos on Flipgrid and they posted them in Google Classroom. And so they tried to do it that way, but that would be wonderful.
 
00:17:46:15 - 00:17:50:06
Shelley Rose
What a great use of Flipgrid, right? ThatÕs awesome.
 
00:17:50:09 - 00:17:55:12
Jeff Karem
Maybe we've moved from pen pals to Zoom pals. I don't know I don't know what the which sounds like a PBS broadcast.
 
00:17:55:14 - 00:17:58:16
Molly Buckley-Marudas
Zoomies? It's better than the other Zoomies.
 
00:17:58:17 - 00:18:01:04
Jeff Karem
Well, ThereÕs Team Umizoomi. Right?
 
00:18:01:06 - 00:18:04:26
Molly Buckley-Marudas
Oh my gosh, I love Team Umizoomi. Yeah.
 
00:18:05:03 - 00:18:17:01
Shelley Rose
So, Team Umizoomi, What's next for your projects? What do you think? Bringing in more place-based learning. Trying to do this unit again with improvements?
 
00:18:17:04 - 00:18:50:12
Melissa Kmetz
I, you know, this year I'm actually on sabbatical, so I'm out of the classroom. But I will be back next year. And if, if somehow it's possible, I would love to get the kids back up here. If not, you know, then it would be wonderful to do it on Zoom or in some other way. But I think place-based learning is so important because education often feels like even to staff members, that it occurs in silos, and we get caught up and we don't see what's going on outside of our classroom. I think that's important for educators and students. So with this project or in any other way, I think it would be really valuable to the kids.
 
00:18:50:14 - 00:19:57:06
Jeff Karem
But one of my big takeaways for this, from this and I think this well speaks to the spirit of this action research program, the Ohio Department of Education is...this is a mutually, reciprocal learning process. And what this has done for me is inspire me to have more place-based learning in my own classroom, you know, and I don't need a Baron's bus to do this, though I will say getting, getting college students to get themselves to a location outside of a specific class time can be tricky, but, it's been rewarding. I often teach texts connected to the Anisfield-Wolf Book Awards. I'll give a shout out to them later on during one of the Chalk and Roll Q&A. But I was looking at evaluations of that class recently, and students really, spoke about having a sense of community and attending that awards. You know, they'd read the books, they met the authors, and, I mean, most of them I've loved, including my whole life, but I've never felt so much like a Clevelander to be in a place where we're kind of united talking about a book. So I felt the similar kind of resonance that I saw with, with your students. So I'm trying to incorporate that in my own, in my own pedagogy.
 
00:19:57:10 - 00:20:38:12
Melissa Kmetz
Yeah. I think it taught so much about the collective power of community. You know, we talked a lot about that, you know, with the Underground Railroad and the civil rights movement. And then after when our kids did a charity project, this year, they raised money for CMS Hideaway Hollow, and they tapped into various community members and parents. And when we did that, you know, the parents, there were masses of parents at CMS Hideaway Hollow waiting for us, and there were rows of parents following the busses. And one of the students was like, see, we got the community together too. And I think it just all kind of came together with that. Like they saw, okay, this was done in the past and we were able to do this now. So hopefully moving forward with the community's help, we can make things better.
 
00:20:38:14 - 00:20:39:24
Shelley Rose
What agency!
 
00:20:39:24 - 00:20:50:05
Melissa Kmetz
That's great. Well, is there anything else before we wrap up that you feel you haven't had a chance to share yet and you really hoped you would have had a moment to tell us?
 
00:20:50:07 - 00:21:41:09
Jeff Karem
Well, I'd like to thank Melissa for her wonderful leadership and developing this. And also the Ohio Department of Education, for sponsoring this, our colleagues in education for making these things available and the action research grants. So it's to me, seems like exactly the kind of thing that there should be more of. You know, just as you said, getting out of the silos, learning from one another. And one of the things that I most respect about this whole process is I never felt like I was being asked to import best practice into someone else's classroom. And you can, if I ever say the word practice unironically, then you can, censor me for that, because I think it's always practice is always changing and evolving. So I really value the opportunity to work with people who understood that I had as much to learn from from Melissa as she did from me, and in the same way that I did from her students and their reactions.
 
00:21:41:14 - 00:22:13:26
Melissa Kmetz
Yeah, I feel the same way. The authenticity was so apparent and so important and, you know, going into this, when I heard Òresearch project,Ó I thought, oh my goodness, can I handle it this year? And Jeff was phenomenal. He made it so easy. And partnering with Cleveland State was wonderful. And it's something that, you know, didn't require a great deal of work on our part. It was work, but nothing, you know, unbearable. But it was so impactful for the kids and the families. It's almost a question of how can you not do that for students? Because that's what learning is supposed to be.
 
00:22:13:28 - 00:22:18:12
Jeff Karem
And a big shout out to Grace Huang and Diane Corrigan for making this possible.
 
00:22:18:15 - 00:22:29:16
Molly Buckley-Marudas
They're great. I'm so glad, that the project has continued and expanded to include it specifically, or explicitly, The Ohio Teachers of the Year. That's been a nice addition.
 
00:22:29:18 - 00:22:41:03
Shelley Rose
Thank you so much for sharing your experiences. We're now going to transition into our rapid question and answer segment, Chalk and Roll. So are we ready to Chalk and Roll?
 
00:22:41:05 - 00:22:42:22
Melissa Kmetz
Okay, I'm ready.
 
00:22:42:25 - 00:22:44:13
Shelley Rose
All right.
 
00:22:44:13 - 00:22:47:19
Jeff Karem
Is this going to be in the Chalk and Roll Hall of Fame?
 
00:22:47:21 - 00:22:59:19
Shelley Rose
We're allowed to say that. Yeah. Yes. That's what, that's what. Yes, yes. Thank you, Jeff. That's perfect. So we'll start with Melissa. What's your favorite spot in Cleveland or Northeast Ohio?
 
00:22:59:20 - 00:23:06:21
Melissa Kmetz
I'd have to say a Guardians game. I love baseball games. And if you pair that with nachos, I'm in heaven. It's a great place.
 
00:23:06:23 - 00:23:11:22
Shelley Rose
That's awesome. And what's one podcast or book that you're really into right now?
 
00:23:11:24 - 00:23:23:14
Melissa Kmetz
I recently read the book Talk Like Ted, and it's just about, finding ways to share your story and make it more, you know, easy to connect with others. And I thought that was really valuable this year for me.
 
00:23:23:16 - 00:23:28:03
Shelley Rose
Cool. And what's a go to resource for place-based teaching?
 
00:23:28:03 - 00:23:42:18
Melissa Kmetz
For us I think just the parents and the families, they have so many wonderful suggestions. And someone will say, you know, we have this little shop or we can invite you in here. And it's just all of those spaces that aren't that far be on school walls that are easily accessible to kids in schools.
 
00:23:42:20 - 00:23:44:00
Shelley Rose
Awesome.
 
00:23:44:03 - 00:23:47:04
Molly Buckley-Marudas
All right, Jeff, are you ready to Chalk and Roll?
 
00:23:47:07 - 00:23:47:28
Jeff Karem
I am, indeed.
 
00:23:48:02 - 00:23:52:02
Molly Buckley-Marudas
All right. What is your favorite spot in Cleveland or Northeast Ohio?
 
00:23:52:05 - 00:24:01:07
Jeff Karem
This isn't even hard: West Side Market. I love the history. I love the food, I love the community, and I always leave with too much food. But that's probably a good thing.
 
00:24:01:09 - 00:24:06:13
Molly Buckley-Marudas
Nice. Awesome. So how about one podcast or one book you're loving right now?
 
00:24:06:15 - 00:24:56:14
Jeff Karem
I am, teaching a lot of, YA fiction in my classes. and I have particular interest in, in dystopia. so right now I'm preparing actually recording lectures on a novel called Internment by Samira Ahmed. And it, is very much about, sort of history repeating itself, a future scenario in which Muslim-Americans are interned, literally in the places where Japanese-Americans had been interned during World War II. So it's, it's a powerful, novel. It shows sort of the dark continuities of history, but also the possibilities of resistance. And it also has a surprising amount of humor and lightness of touch and romance, as well. So it's a really powerful piece, and it's I think it's going to land really strong with my students next week.
 
00:24:56:16 - 00:25:05:18
Molly Buckley-Marudas
Absolutely. I might need to watch those recordings for my YA Lit class next year. All right. What is a go to resource for place-based teaching?
 
00:25:05:20 - 00:25:55:17
Jeff Karem
I'm a huge fan of the Anisfield-Wolf Book Awards program. It's one of those ideal situations where it has international scope, it's founded in 1935, in Cleveland, dedicated to literature and recognizing writers who are working to combat injustice and racism, and it has a local celebration. It has authors coming to local spaces, and its footprint has extended into to murals and to, book talks during book week, but also opportunities throughout the year, to connect to authors who have brought their work to Cleveland and often have found something in their own art that resonates with Cleveland itself. So to me, it's the best of both worlds. It's both local and in-placed, but it connects to the world. And I think, you know, that's befitting our history as a world class city.
 
00:25:55:19 - 00:26:09:15
Molly Buckley-Marudas
Great. Thank you. Thank you so much, Melissa and Jeff for joining us today. A special thanks also goes out to the Martha Holden Jennings Foundation for their support of this podcast. And thank you, Chalk Talkers, for tuning in.
 
00:26:09:18 - 00:26:15:23
Shelley Rose
For links related to this episode and guest bios, visit the show notes at podcast.cleteaching.org.
 
00:26:15:23 - 00:26:22:23
Molly Buckley-Marudas
We hope you'll join us for Episode Seven: Chalk Talk Straight Talk about Artificial Intelligence.
 
00:26:22:23 - 00:26:33:20
Shelley Rose
The Chalk Talk podcast is made possible by a grant funded by the Martha Holden Jennings Foundation. If you want to learn more about the Jennings Foundation or about the Cleveland Teaching Collaborative, please visit CLEteaching.org.


Chalk Talk Podcast Season 1, Episode 6
Station Hope - Place-Based Learning and the Underground Railroad