Engaged pedagogy
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Transcript of Engaged pedagogy
en·gagedped·a·go·gy
Learning. Doing. Empowering. Transforming.
"When I gave food to the poor, they called me a saint. When I asked why the poor
were hungry, they called me a communist."
Don Helder Camara, Roman Catholic Archbishop
Community Service asks WHAT◦What are the problems I see in this community?
◦What can I do to make a difference?Civic Engagement asks WHY
◦Why is there need in this community?◦Why do social problems and inequalities persist here?
Engaged/Experiential Learning asks HOW◦A teaching and learning strategy that addresses community needs and assets
◦Research shows that engaged, experiential learning enhances student learning outcomes and brings learning to life
Civic Engagement
Sustainable, collaborative community development initiatives
A catalyst for student and community growth
Ignites students' passions and inspires a sense of social responsibility
Empowers students and community members to take action
A powerful leadership development opportunity
The social problem, cause, or public issue,
visibleat the surface level:
poverty, hunger, homelessness, disease,
education, animal rights, human rights, immigration,
the environment, etc.
The underlying causes of the social problem, often
an interconnected complex system of:
social policies – formal and informal, resource allocation,
demographics, culture, history, etc.
Root Cause Analysis
For ExampleSocial Issue: Hunger and Homelessness
What do we see on the surface?
What can we do to help?Option 1: Serve food at a soup kitchen or volunteer at a homeless shelter.
Outcomes:Meets the agency’s short-term need for volunteersProvides a service to those unable to provide for themselvesInspires a curiosity or sense of empathy in volunteersEmpowers volunteers to realize they can make a difference
WHO are we serving and WHY?Option 2: As a class or organization, build a relationship with the agency staff and the patrons of the shelter. Engage in sustainable community development efforts in partnership with agency representatives and patrons.
Outcomes: Provides long-term, ongoing,
volunteer support to the agency Emphasizes the humanity and
dignity of the patrons Engages multiple constituencies
in root-level problem solving regarding poverty in the region
Empowers both students and patrons/community residents to participate in the process
Sustainable Solutions
◦Conduct research on policy issues regarding poverty in the region
◦Engage in interviews with patrons to focus on assets vs. needs and to identify their strengths and skills
◦Organize a demonstration or awareness campaign in partnership with the patrons of the kitchen
◦Start a community coalition that collectively advocates for the needs and rights of residents below the poverty line
◦Develop a business model for the kitchen that engages patrons in the food preparation and serving process, to provide job training and skills
◦Plant a community garden with plots for local community members to grow their own food supply
Community Service asks WHATCivic Engagement asks WHYEngaged Learning asks HOW
Types of “Engagement”
Direct ServiceCommunity/Economic DevelopmentVoting/Formal PoliticsDirect Action Strategies/ActivismGrassroots Political Activity/Public Policy
WorkCommunity BuildingAdvocacy/Community EducationSocially Responsible Daily Behavior
Models of Engagement
PlacementPresentationPresentation PlusProductProject
◦Community Based Research◦Service Internships◦Immersion Experiences
Campus Compactwww.compact.org
Other Resources
Department of Civic Engagement & Student Leadership Programs: www.alfredstate.edu/engage
Bonner FoundationMichigan Journal of Community Service Learn
ingAstin, A.W., Vogelgesang, L.J., Ikeda, E.K., and
Yee, J.A. (2000). How Service Learning Affects Students. Los Angeles: Higher Education Research Institute, UCLA. ◦ (Executive Summary | Full Report)