FRAMING STATEMENT 3 RD ANNUAL SUMMER RESEARCH INSTITUTE THE FUTURE OF COMMUNITY ENGAGEMENT IN HIGHER...
Transcript of FRAMING STATEMENT 3 RD ANNUAL SUMMER RESEARCH INSTITUTE THE FUTURE OF COMMUNITY ENGAGEMENT IN HIGHER...
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FRAMING STATEMENT 3R D ANNUAL SUMMER RESEARCH INSTITUTE
THE FUTURE OF COMMUNITY ENGAGEMENT IN HIGHER EDUCATION
-- MERRIMACK COLLEGE -- JUNE 23-24, 2012
DAN W. [email protected]
DEAN, SCHOOL OF EDUCATION, MERRIMACK COLLEGE
EXECUTIVE DIRECTOR, CENTER FOR ENGAGED DEMOCRACY
When Engagement Is Not Enough:Academic Programs as a Key Component in the Institutionalization of Community Engagement
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LOGISTICS
AcknowledgementsRoom logistics
“Sak” Student Center Library
Schedule of events Materials Website Schedule of the days Changes
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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
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The Engagement “10% Ceiling”
CONCEPTUAL PRAGMATIC INSTITUTIONAL PEDAGOGICAL
SL clustered in “soft” disciplines
<6% STUDENTS SEE SL AS SOCIAL OR POLITICAL
< 7% OF FACULTY AT CAMPUS COMPACT INSTITUTIONS USE SL
1 in 4 new faculty tenure-stream2% OF 4,000+
INSTITUTIONS ARE “LIBERAL ARTS”
25% OF STUDENTS ARE “TRADITIONAL”
>80% of all instruction is lecture-based
<20% OF CBR HAS COMMUNITY INVOLVEMENT
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“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
networksa “remarkably apolitical” civic agenda
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How to Think About This Dilemma
Social Movement
Intellectua
l Movement
Breadth DepthDiffuse Focus
Answers QuestionsToolkits Handbooks
A Campaign A Discipline (or SoTL)
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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)
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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.
VOLUME
VARIETY
VELOCITY
VARIABILITY
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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?
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Implications for Service-Learning
…as the question (rather than “the
answer”)
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Implications for the “Engaged Campus”
DEPTH OF PRACTICE
• Relevance and impact for all stakeholders
PEDAGOGICAL LEGITIMACY
• Scholarship of Teaching & Learning
COURSE INTEGRITY (NOT AN “ADD-ON”)
• academic freedom