Join us as we unpack the meaning and purpose of the High-Impact Practice of community engagement. In this workshop, we will describe the spectrum of community engagement efforts students might undertake in your courses. We will also connect you with resources that will support you in your efforts to help students meaningfully engage with the community outside of the university. Finally, we will spend time creating an action plan for developing and implementing your own community engagement project.
Director for Scholarly Teaching and Associate Professor of Nuclear Engineering
Educational Specialist for Part-time Faculty Support and Part-Time Instructor of American Studies
Work smarter not harder by incorporating causes or issues that are your passion into your teaching through first-year learning communities. This session invites general education faculty interested in partnering with first-year faculty to design issues-based learning communities that link the first-year, community-engaged learning course, Be the Change, with their courses around themes that address community concerns.
The reflective process can be transformative for students and instrumental in instigating deep learning. Reflection is also a key component of high-impact community-engaged learning experiences. This session examines innogaging (innovative and engaging) reflection options that go beyond the reflective paper including the use of video, music, art, and multimedia technologies that can more fully engage students and enhance the reflective process.
While traditional forms of service-learning are often placement models, requiring faculty to identify community sites and place students into those sites, this method of community-engaged teaching can cause practicing faculty to burn-out and deter potentially new adopters from embracing these pedagogies. Join this session where alternative and more doable-for-the-average-faculty-member models of community-engaged teaching are explored.