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Beth Bridgeman

Contact Information

304 South Hall

Phone:

937-319-0079

Cell:
937-768-7240

E-mail:
bbridgeman@antiochcollege.edu

Instructor of Cooperative Education

Beth Bridgeman is Instructor of Cooperative Education at Antioch College, teaching co-operative education methods and practice, reskilling and resilience and global seminar in food, farming and resilience courses. Her professional practice areas include agroecology, community engagement and education, youth development, and Japanese culture. With twelve years prior experience as an extension educator with The Ohio State University, two years as a faculty member at Kanda Institute of Foreign Languages in Tokyo, Japan and service as a Peace Corps agricultural specialist in the Philippines, Beth develops partnerships and field-based agro-ecology and cultural immersion opportunities for Antioch students. Currently, her research and practice is focused in two areas: seed sovereignty, reskilling and resilience methodology and the development of Japanese cultural immersion curricula and experiences for students on the three year Japanese language track. Beth directed the Miller J. and Richard D. Miller Fellowship and the Ohio Agrarian Trade Partnership programs. Her regional leadership includes the development and stewardship of strategic partnerships with employers and alumni in Japan, New England, California and Colorado. 

Beth is a co-liaison to the Sciences and Japanese language program, advising students with interests in sustainable agriculture, bio-medical and environmental science, education, and Japanese culture. 

EDUCATION

  • Master of International Administration, SIT Graduate Institute
  • BA, Elementary Education, University of Northern Colorado

COURSES

  • WORK-390-1 Co-Constructed Learning in the Experiential Context​  What do you want to learn? How do you want to learn it? How will you know you have learned what you set out to learn? The Co-Constructed course is based on traditions of democratic education and participatory learning, through which students establish habits of mind that empower them to exercise agency. It supports students as they pursue goals, projects and ideas that they find meaningful. In this course, students identify learning goals, action steps, benchmarks and modes of reflection within a well-considered learning contract at the beginning of the quarter. Throughout this course, students reflect upon their Integrative Learning in a learning log, utilizing a variety of modes of reflection as determined as agreed upon in the learning contract. The learning log provides opportunity for both structured and unstructured writing and can include a variety of additional forms of self-reflection such as prose, poetry, sketching, photography of place, community mapping, blogging, etc. Cognitive, professional and personal prompts are provided for structured reflection in the learning log, should the student wish to utilize them. Success is determined by the student and instructor together. Students evaluate their own learning based upon the completion of their goals, action steps, benchmarks and means of reflection as articulated in the learning contract and by the level of engaged reflection demonstrated in the learning log.The importance and integration of theory and praxis must be understood and accepted by the student in order for the Co-Constructed portfolio to be successful. The student should be self-directed, disciplined and able to accept the responsibility that comes with self-agency.

  • CLCN 210: Reskilling and Resiliency One of the consequences of increasing specialization and monetization of the economy is that skills that were once common among the general population are now shared by few. Many communities and individuals worldwide are exploring Reskilling and Resilience and the financial, environmental, ethical, and artistic dimensions to the choices we make in our daily lives. This course is designed to introduce students to multiple arts and crafts of daily living and resilience practices. Together with essays and reflections on the nature of home-based work, presentations by innovators tackling difficult problems we face as we move in to a time of uncertainty, and hands on skill-building in each session, Reskilling and Resilience will offer tools for increasing student agency and confidence to become artists of their own lives.  Skills to be explored with community members and other practitioners include urine-diverted compost toilet, basic wiring, home maintenance and repair, seed-saving, spinning, heating, basic tools, felting/repurposing wool, wildcrafting/herbal medicines, soap-making, canning, shoemaking and repair, sewing and breadmaking.

  • GS-170 Global Seminar: Food, Farming & Resilience Why do we eat what we eat? Where does our food come from and how is it produced? What are the costs and benefits- human, environmental, social, economic, political—of food production and consumption today? Are our methods of food production and distribution sustainable? What are positive solutions to the global food crisis? Using the Antioch Farm as a learning lab, students will engage directly in sustainable food production and integrative learning. Topics will include seed-saving, bio-char, soil health, pollination, wildcrafting, permaculture, farm-to-table, bio-dynamic farming, urban farming, food access and stewardship. This course will take place predominantly outside, rain or shine. “While industrial agriculture has increased humanity’s ability to feed itself dramatically, it has also caused many problems for human health, culture and the environment. The model and practice of industrial agriculture is a, if not the, primary contributor to climate change, global warming, deforestation, chemical and organic pollution of aquatic ecosystems, depletion of aquifers, soil degradation, disappearances of species, human wars and conflicts, human health problems, the abolishment of cultural heritage, the disappearance of genetic diversity in human crops, and political upheaval throughout the world” (Union of Concerned Scientists).

  • WORK 250: Adventuring at Antioch The second Work Portfolio is designed to help you more deeply consider your personal experience as an Antioch co-op student, encouraging you to become more articulate about your relationship to working and how it impacts your learning. The readings and assignments in this course ask you to consider the historic idea of cooperative learning, to reinterpret the Antioch adventure of experiential education, and to forge your own contemporary and personally meaningful experience as you identify your goals and realize your sense of agency. You will consider your relationship to work, guided by narratives featured in Studs Terkel's Working; People Talk About What They Do All Day and How They Feel About What They Do. Is working, for you, a grim necessity within a daily landscape of humiliation and small violences— something you only do because you must; something you would like to skirt as much as possible as you plan your life? Or is work, for you, experienced as a quest for "flow," that prime optimal experience when you find yourself lost in some creative task at the edge of your skill level—a chance for meaningful engagement, a chance to make a contribution? You will then consider "Five to Nine" learning and how meaningful experiences as a co-op student often happen outside the workplace. We'll ask you to document things you're learning about yourself, your learning style, your preferences, and the moments when your realizations occur.

SCHOLARLY ACTIVITIES

SELECTED PRESENTATIONS

  • Outdoor Activities for Ecological Literacy: A Higher Education Perspective, Environmental Education Council of Ohio Annual Conference, 2016
  • Seed Stewardship for a Changing World, 4 Part Series, Ohio State University Extension, January-March, 2016
  • Communities of Sustainable Practice: Seed-saving as Resilience, F.O.C.U.S. Minority, Women and Small Farmers conference, Central State University, 2016
  • Using Community-Supported Agriculture to Build Workforce Preparation Skills and Community-Mindedness in Teens: An intergenerational model. Seminar presented at the National Association of Extension 4-H Agents annual conference, Oklahoma City, OK. Peer Reviewed. 2004