Indiana Early College Summit 2026

Place-based education has a place in the rural classroom AND in dual credit classes. PBE provides opportunities to cultivate curiosity, promote community connection, and achieve rigor—all while having fun. In this session, teachers will learn about the history of PBE and how it connects to Universal Design for Learning. See real examples of PBE projects and receive guidance on local resources and partnerships you may not have considered in your own community.

As Early College programs work to bridge the gap between high school and higher education, Place-Based Education (PBE) offers a powerful way to make learning relevant, rigorous, and deeply connected to students’ lived experiences. This session explores how teachers from all disciplines can use local environments, community partners, and real-world contexts to strengthen academic learning while promoting a strong college-going culture. The workshop will highlight flexible, low-prep strategies for integrating place-based learning into English, math, science, social studies, arts, and CTE courses. Educators will explore practical examples such as local data investigations, community storytelling, neighborhood mapping, and partnerships with nearby institutions—activities that deepen critical thinking and make academic content feel purposeful.

How does a student know when to look for a sequence versus a solution? In this session, explore how explicit instruction on text structures, and corresponding connectives can equip students with a mental "blueprint" for comprehending disciplinary content.

One of the emerging problems Nicolas Boyd noticed in his dual credit chemistry classroom—and really in all classes—is that students lack effective notetaking skills and structures. This session provides teachers with an organizational protocol that has increased student engagement and notetaking skills. It equips teachers with a strategy designed to help students take better notes, process information more effectively, and organize information to help them within the classroom.

The protocol does not focus on existing notetaking strategies, but instead restructures how students interact with content, emphasizing handwriting and slow information processing, while forcing students to read, write, and rewrite. Students are capable of taking great notes—without Powerpoint or Google Slides—they just need a little bit of direction!