1 / 21

THE SCHOLARSHIP OF ENGAGEMENT

THE SCHOLARSHIP OF ENGAGEMENT. I am convinced that…the academy must become a more vigorous partner in the search for answers to our most pressing social, civic, economic, and moral problems, and must reaffirm its historic commitment to what I call the scholarship of engagement.

lixue
Télécharger la présentation

THE SCHOLARSHIP OF ENGAGEMENT

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. THE SCHOLARSHIP OF ENGAGEMENT I am convinced that…the academy must become a more vigorous partner in the search for answers to our most pressing social, civic, economic, and moral problems, and must reaffirm its historic commitment to what I call the scholarship of engagement. The scholarship of engagement means connecting the rich resources of the university to our most pressing social, civic, and ethical problems…Campuses would be viewed by both students and professors not as isolated islands, but as staging grounds for action. The scholarship of engagement also means creating a special climate in which the academic and civic cultures communicate more continuously and creatively with each other. Ernest Boyer (1996), The Journal of Public Service and Outreach

  2. Circle of Higher Education Civic Engagement Initiatives Institutional Policies & Sustainability Extension Services & Non-Credit Programs Shared Resources FacultyPublic Outreach & Research Student Volunteerism Civic Awareness & Deliberative Dialogue Internships & Practica Service-Learning

  3. Service-Learning Characteristics • Meets academic learning objectives • Involves experience with a community-based organization or group suitable for promoting civic learning • Involves structured reflection or analysis • Is based upon principles of academy-community partnership and reciprocity

  4. The Four Quadrants of Service-Learning Program Design Student-Centered Structured Learning Faculty Students Common Good Focus Academic Expertise Focus Service-Learning Institution Community Partners Community-Centered Unstructured Learning Zlotkowski 1999

  5. Public Engagement Problem-solving /Asset-creating Projects Personal Contact & Direct Service Research as Resource

  6. What We Know About Learning • The learner creates his or her learning actively & uniquely • Learning is about making meaning for each individual by establishing and reworking patterns & connections • Every student learns all the time, both with us & despite us • Direct experience decisively shapes individual understanding for each learner • Learning occurs best when people are confronted with a compelling and identifiable problem • Beyond stimulation, learning requires reflection • Effective learning is social and interactive • Source: Peter Ewell, “Organizing for Learning,” AAHE Bulletin, Dec. 1997

  7. What We Know About Promoting LearningEffective Approaches: • Emphasize application and experience • Involve faculty who constructively model the learning process • Emphasize linkages between established concepts and new situations • Emphasize interpersonal collaboration • Involve curricula that develop a clear set of cross-disciplinary skills publicly held to be important • Emphasize rich and frequent feedback • Source: Peter Ewell, “Organizing for Learning,” AAHE Bulletin, Dec. 1997

  8. Knowledge Consumption vs. Knowledge Production The nub of the problem, I believe, is that our society encourages a consumer rather than a producer mentality. In school, for example, students spend much of their time reading and listening and taking notes. At all levels they are merely consuming what their teachers and their textbooks tell them, while the only products they learn to produce are usually in the form of tests that measure comprehension rather than intelligence. Sternberg, Successful Intelligence

  9. The method people naturally employ to acquire knowledge is largely unsupported by traditional classroom practice. The human mind is better equipped to gather information about the world by operating within it than by reading about it, hearing lectures on it, or studying abstract models of it. The Sante Fe Institute, The Mind, the Brain and Complex Adaptive Systems

  10. Colleges and universities today show an increasing disparity between faculty and students…What suffers as a consequence is the learning process itself - an observation that pervades in numerous national reports…Unfortunately, the natural differences in learning patterns exhibited by new students are often interpreted by faculty as deficiencies. What may be happening, then, is a fundamental "mismatch" between the preferred styles of faculty and those of students. Schroeder, “New Students – New Learning Styles”

  11. Civil Society To envision a democratic civic entity that empowers citizens to rule themselves is then necessarily to move beyond the two-celled model of government versus private sector we have come to rely on….Civil society, or civic space, occupies the middle ground [between the two]. It is not where we vote and it is not where we buy and sell; it is where we talk with neighbors about a crossing guard…a benefit for our community school… Barber, Jihad vs. McWorld

  12. …civic engagement is necessary because no democracy – indeed, no reasonably just regime of any type can manage without private, voluntary, nonprofit associations. In turn, these associations need citizens who have certain relevant skills, habits and virtues.Peter Levine, The Future of Democracy

  13. CIVIC COMPETENCIES • Eloquent listening • Non-abrasive argumentation • Suspending judgment • Building consensus • Organizing for action

  14. MIS-EDUCATIVE SERVICE-LEARNING EXPERIENCES • Seem a waste of time • Are interesting but unconnected • Do not challenge and may even reinforce stereotypes • Cut off interest in future experiences • Do not empower • Do not lead to deeper understanding

  15. In-class introduction of projects/ student preparation and pre-service reflection Faculty and partner(s) discuss/design projects Possible projects identified On-site Orientation (possible project contract) Project implementation and ongoing reflection Project completion (product delivery)/ presentations and post-service reflection Project portfolio created and filed Faculty-partner debriefing and project assessment

  16. SERVICE-LEARNING PARTNERING ROLES 1. Initial identification of possible projects Faculty Role: Partner Role: Service-Learning Center Role: 2. Project design Faculty Role: Partner Role: Service-Learning Center Role: 3. Project introduction and student preparation Faculty Role: Partner Role: Service-Learning Center Role: 4. On-site orientation Faculty Role: Partner Role: Service-Learning Center Role: 5. During the project’s implementation Faculty Role: Partner Role: Service-Learning Center Role: 6. Upon completion of the project Faculty Role: Partner Role: Service-Learning Center Role: 7. Upon completion of the course Faculty Role: Partner Role: Service-Learning Center Role: 8. Creating a project/course portfolio Faculty Role: Partner Role: Service-Learning Center Role:

  17. Student Roles in Service-Learning: A Pyramid of Engagement Level of Intellectual Engagement Students as Engaged Scholars Faculty-Student Partnerships Students as Reflection Leaders Students as Staff

More Related