Cass Freedland, Ph.D.
France-Merrick Director of Community-Based Learning
B.S., University of Minnesota, Dept. of Geology, 1983
Ph.D., University of Wisconsin-Madison, Dept. of Forestry, Wood Chemistry, 1990
Additional Higher Education
NYS Professional Certificate in Museum Studies, Dept. of Museum Studies, New York University, 1995. Internship in Museum Studies, Department of Educational Program Development & Department of Education, New York Hall of Science, Flushing Meadows, NY
Freedland, C. and Lieberman, D. (2010). Infusing Civic Engagement Across the Curriculum. Liberal Education, Winter vol. 96, no. 1, pp. 50-55.
Freedland, C., Rowell, R.M. and Plackett, D. (1994). Environmentally induced physical changes in ancient kauri (Agathis australis) wood. Wood & Fiber Science, 26(1), 51-61.
Verardo, D.J., Ruddiman, W.F., Freedland, C. (1994). Late Pleistocene deep-sea charcoal accumulation. Geological Society of America, 26(7), 229.
Verardo, D.J., Ruddiman, W.F., Freedland, C. (1994). High resolution record of charcoal deposition in late Pleistocene marine sediments of the tropical Atlantic. American Geophysical Union. 75 (16), Suppl., 204.
Duncan, R.B., Freedland, C. and Allen, R.O. (1992). Developing a practical Chemical Hygiene Plan. Crime Laboratory Digest, 19(2), 27-33.
Chapters In Books
Lieberman, D. and Freedland, C. (2011) Successful Models and Practices - Wagner College (New York). In "Transforming Undergraduate Education: Theory that Compels and Practices that Succeed." Rowman & Littlefield Publishers.
Harvey, R. and Freedland, C. (1990). Exhibition and storage of archeological wood. In Archaeological Wood: Properties, Chemistry, and Preservation; Rowell, R.M.; Barbour, J., Eds.; Advances in Chemistry Series No. 225; American Chemical Society: Washington, DC.Areas of Scholarly Expertise and Interest
Lectures and Papers Presented
Developing International Education Opportunities in Your Own Backyard: Partnering with Local Communities, ACE Internationalization Collaborative Annual Meeting, Washington, D.C., February 2011
Creating Institutional Change: Examples of Sustainable College-Community Partnerships from Temple University and Wagner College. Presented at Building Bridges Conference, Brooklyn College, May 2010.
Educating for Personal and Social Responsibility: A Systematic Approach. Presented at AAC&U Meeting, Minneapolis, MN, October 2009.
Sustaining Successful Civic Engagement - Campus and Community Initiatives. National Webinar sponsored by Learn and Serve America, March 2009.
Civic Innovations Program. Presented at New York Campus Compact, Binghamton, NY, March, 2007.
Civic Innovations Program. Presented at AAC&U Meeting, October 2007.
Models of Civic Engagement for ANAC Institutions. Presented at ANAC Annual Meeting, Elon University, June 2007.
Freedland, C., Allen, R.O. (1991). Survival Guide: Chemical Safety Guide. Office of Environmental Health and Safety, University of Virginia, Charlottesville, VA.
Freedland, C., Rowell, R.M. and Winandy, J.E. (1989). Fundamental relationships between chemical composition and several clear-wood mechanical properties as they apply to live oak timbers in or for the U.S.S. Constitution. Report submitted to the U.S. Department of Navy.
Harvey, R. and Freedland, C. (1988, September). Exhibition and storage of archeological wood. Invited address to the American Chemical Society, Los Angeles, California.
I believe that college-community partnerships are a potent engine for bringing positive change to struggling urban neighborhoods. Developing strategic, mutually beneficial college-community partnerships elevate faculty scholarship, student learning, program administration, community partner service delivery and constituents' quality of life. Although maintaining such partnerships is complicated and takes long-term institutional commitment from multiple stakeholders at the highest administrative levels, the results can be transformative when all factors align.
As educators, we are always searching for ways to guide our student body toward becoming well-rounded, thoughtful and engaged individuals. From my experience as an educator, researcher, program administrator and fundraiser, I have learned that successful program leadership requires a complex understanding of how to shape experiential and research priorities, define essential learning outcomes and communicate common goals with both academic and non-academic audiences.
Because we know that higher education plays a key role in future personal and professional satisfaction, we must offer many strategies to engage our students: with faculty in the classroom through vigorous dialog, reflection and carefully constructed curricula; among peers through participation in clubs and professional organizations, student government associations and residence hall programming; with local community members through volunteerism, service learning projects and internships.