1 / 11

Framing Statement 3 rd annual summer research institute

When Engagement Is Not Enough: Academic Programs as a Key Component in the Institutionalization of Community Engagement. Framing Statement 3 rd annual summer research institute the future of community engagement in higher education -- Merrimack college -- June 23-24, 2012

alma
Download Presentation

Framing Statement 3 rd annual summer research institute

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. When Engagement Is Not Enough:Academic Programs as a Key Component in the Institutionalization of Community Engagement Framing Statement 3rd annual summer research institute the future of community engagement in higher education -- Merrimack college -- June 23-24, 2012 Dan W. Butindan.butin@merrimack.edu Dean, School of Education, Merrimack College Executive Director, Center for Engaged Democracy

  2. LOGISTICS • Acknowledgements • Room logistics • “Sak” Student Center • Library • Schedule of events • Materials • Website • Schedule of the days • Changes

  3. The Punch Line…The Future of Engagement This should be easy…NSSE; Campus Compact; Lumina; Carnegie Classification; HERI; AAC&U But we have reached an “engagement ceiling” At Stake: How We Resolve the Future of Place-Based Experiential Learning is the Future of Higher Education

  4. The Engagement “10% Ceiling” 25% OF STUDENTS ARE “TRADITIONAL” < 7% of faculty at Campus Compact institutions use SL <20% of CBR has community involvement SL clustered in “soft” disciplines <6% students see SL as social or political 1 in 4 new faculty tenure-stream 2% of 4,000+ institutions are “liberal arts” >80% of all instruction is lecture-based

  5. “A Crucible Moment” – A Stalled Movement “epistemology of the academy runs counter to the civic engagement agenda” “sense of drift and stalled momentum” “imprecise and even conflicting language” “highly fragmented and compartmentalized” set of networks a “remarkably apolitical” civic agenda

  6. How to Think About This Dilemma

  7. What’s At Stake? – in Higher Education • “Disruption” and Splintering of Higher Education • Institutional Diversification (>40% community colleges & 12% for-profits) • Online and technological innovations (MOOCs)

  8. What’s At Stake? – for Teaching & Learning • Online Technology • Open CourseWare Movement; Wikipedia; Khan Academy • New Charter University; StraighterLine • Western Governors University • MITx • Launched this spring; 120,000 signed up; 10,000 finished • Fully automated  Scalable • Undermines the credentialing society • Learning analytics • Baumol’s cost disease • Outcomes • “academically adrift” • Graduation/retention <50%; disaggregate by race, ethnicity, SES, etc.

  9. What’s at Stake? – Recovering the Power of Community-Engaged Teaching, Learning and Research • Service-Learning as a Pedagogy of Disturbance (technical; cultural; political; antifoundational) • Dewey’s “forked-road…moment of uncertainty” “moment of doubt” • Wittgenstein’s ladder • Festinger’s cognitive dissonance • Fish’s “self consuming pedagogy” • Foucault’s obliteration of epistemic certainty • Service-Learning as Social Justice • Indirect; “weak overcoming” • Service-Learning as a culturally saturated, socially consequential, politically contested, and existentially defining experience • Who benefits? To what ends? With what impacts?

  10. Implications for Service-Learning

  11. Implications for the “Engaged Campus”

More Related