THE ENGAGED CAMPUS:DIVERSE MODELS FOR POWERFUL
COMMUNITY-BASED TEACHING, LEARNING & RESEARCH
Presentation by Dan W. Butin
Dean, School of Education, Merrimack CollegeExecutive Director, Center for Engaged
ForIndiana University’s Center for Innovative
Teaching & LearningScholarship of Teaching & Learning Series
March 29, 2013
THE PUNCH LINE: THIS SHOULD BE EASY…BUT…
This Should be Easy…But
We Have Reached
an “Engagem
ent Ceiling”
The Potential for the
Engaged Campus
What’s at Stake
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WHAT IS “THE ENGAGED CAMPUS”?
CIVIC ENGAGEMENT
UNDERGRADUATE RESEARCH
SCHOLARSHIP OF
TEACHING & LEARNING
PARTICIPATORY ACTION RESEARCH
SERVICE-LEARNING
COMMUNITY-BASED
RESEARCH
PUBLIC SCHOLARSHI
P
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THE “FOUR RS” OF THE ENGAGED CAMPUS
RELEVANCE: Academic integrity
RECIPROCITY: Meaningful community voice, impact, and participation
REFLECTION: Experience is never transparent
RESPECT: Avoiding the “community as lab” phenomenon
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THIS SHOULD BE EASY…RESEARCH-
BASED
• NRC’s How We Learn
• SL “At a Glance”
• NSSE
EMPIRICALLY-DRIVEN
• UCLA’s HERI
• Campus Compact
• AAC&U
POLICY-SUPPORTED
• Carnegie• Kettering• US Dept. of
Ed.
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10% ENGAGEMENT CEILINGRhetoric/Reality Gap
• Minimal community impact (80% of CBR projects have no community outcomes; Stoeker, 2010)
• Minimal social & political framing (<5% of students viewed SL from such a perspective; Westheimer & Kahne, 2004)
• Institutional Diversification (>40% community colleges, 12% for-profits, 3% Liberal Arts; NCES 2013)Shallow Institutionalization
• Self-selected audience (<8% of student and faculty engagement; Campus Compact, 2013)
• Student demographics (<25% “traditional” & >50% need remedial education; NCES, 2013)
• Faculty work (>67% non-tenure-stream & >80% lecture; NCES 2011 & 2007)
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BREADTH DEPTH
Diffuse Focus
Answers Questions
Toolkits Handbooks
A Campaign A Discipline (or SoTL)
SOCIAL MOVEME
NT
INTELLECTUAL
MOVEMENT
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THE POTENTIAL FOR THE ENGAGED CAMPUS
• CONTENT KNOWLEDGE
TECHNICAL
• CIVIC ENGAGEMENT & CULTURAL COMPETENCY
CULTURAL
• SOCIAL & POLITICAL ACTIVISM/SOCIAL JUSTICE
POLITICAL
• COGNITIVE DISSONANCE
ANTI-FOUNDATIONAL
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THE POTENTIAL FOR POWERFUL COMMUNITY-BASED TEACHING, LEARNING & RESEARCH
As the question Depth of practice As critical
inquiry Pedagogic
al legitimacy
As embedde
d Course
integrity
As text academic freedom
“who benefits?”“can you walk away?”
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WHAT’S AT STAKE…
Is there a place for the civic in a place-less
world?
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