Moore asks the question of whether and under what conditions experience constitutes a legitimate source of knowledge and learning in higher education. Drawing on theory and research, the book addresses three types of challenges and opportunities facing experiential educators: the epistemological, the pedagogical, and the institutional.

This book emerges from the author’s ongoing work as director of Elon University’s Center for Engaged Learning, where for the past decade, more than 200 scholars from over 120 post-secondary institutions across more than a dozen countries have participated in multi-institutional scholarship of teaching and learning (SoTL). This book focuses on six key practices:· Acknowledging and building on students’ prior knowledge and experiences · Facilitating relationships · Offering feedback · Framing connections to broader contexts · Fostering reflection and metacognition · Promoting integration and transfer of knowledge and skills.Following the introduction, the author devotes individual chapters to each of the six practices, and the concluding chapter focuses on implementing the six practices as an integrated approach. A Series on Engaged Learning and Teaching Book. Visit the books’ companion website, hosted by the Center for Engaged Learning, for book resources.

This book charts the development of a whole-institution approach to university-community engagement at a modern Australian university, highlighting the pivotal role that curriculum renewal can play in organizational transformation. It describes how Macquarie University’s PACE (Professional and Community Engagement) program developed and fostered a culture of learning that has been at the center of academic renewal, differentiation, and institutional change. It details the development of the PACE pedagogical model, the establishment of the network of stakeholder relationships which underpin it, and the embedding of the model across the whole institution. Authored by those directly involved in the change project, this book tells the story of PACE, its achievements, challenges, success factors and future directions. A series of dovetailing contributions by leading international scholars of university-community engagement set the PACE story in its global context. This book adds to the scholarship of learning through community engagement, provides international perspectives on trends and issues in university-community engagement, contributes to a broader understanding of the practice and pedagogy of community engagement, and discusses the challenges and opportunities of implementing and sustaining change in the higher education sector.

This volume argues for reexamination of the field of community engagement, suggests that the most effective way forward requires rethinking the structures of traditional higher education, and points to the growing emergence of evidence-based best practices that can catalyze a renaissance in community engagement and in higher education.

There are growing calls for Higher Education Institutions to become more civically engaged and socially relevant in their local regions. The central aim of the Communities and Students Together (CaST) project has been to advance our knowledge and understanding of the myriad forms of Engaged Learning and to develop a deeper understanding of engagement. The project highlighted the diversity and flexibility to be found within Engaged Learning initiatives in each of the participating universities. The examples provided range widely in their structure and intended outcomes. However, the one constant is each initiative’s commitment to a concept where reciprocity between the students, universities and communities is prioritised. This volume includes discussions on the practical methodology, pedagogical strategies and approaches of Engaged Learning, as well as perspectives from both higher education institutes and communities, of the benefits of Engaged Learning in different contexts. The authorshave chosen the title: ‘Voices across Europe’ - in order to represent the wide range of stakeholders’ perspectives involved in Engaged Learning.

As higher education is disrupted by technology and takes place less and less on campus, what does meaningful community engagement look like? How can it continue to enrich learning? In Community Engagement 2.0? , Crabill and Butin convene a dialogue: five writers set out theoretical and practical considerations, five more discuss the issues raised.

Community engagement has evolved as a respected field and now occupies a seat at the academic table. In the past, this work had often been relegated to the institutional fringes of higher education, its practitioners marginalized, and the work often portrayed as service, not scholarly. Today, higher education community engagement is a dynamic and continually evolving field of scholarship and practice that carries ever-increasing academic respect. This book contributes to the ever-under-construction edifice by presenting a scaffolding of the scholarship that has been part of the building process, documenting and analyzing the past, speculating about the future, and framing a continuing conversation about and for the field.The three parts of this book are designed to promote a continuing field-building conversation: a look back at foundational documents of the field; a set of provocative questions interrogating those foundational works; and a look to the future by the next generation of leaders in the field. The central part is the special 20th anniversary issue of the Journal of Higher Education Outreach and Engagement, which brings together key documents of the scholarship of engagement with reflections on those documents by key scholars and/or the authors of the original works. In addition to highlighting the foundations and evolution of the field, this work also looks ahead to the next generation of voices and views as input to the conversation, with a closing chapter that includes invited essays by nine outstanding community-engaged thinkers and writers of the next 20 years who share their ideas about probable futures.

This book presents the case for Project-Based Learning within Socio-Technical Systems in Engineering Education. The book highlights the importance of projects as Socio-Technical Systems as a means for supporting and enhancing international accreditation of engineering programs. Practical examples illustrate how Socio-Technical Systems are brought into the educational environment through Project-Based Learning. The book goes on to discusses the impact this may have on Engineering Education practice. The work presented will enable engineering educators to develop curricula that can respond to societal needs, while also enhancing teaching and learning. It offers an approach to engineering education that centers on engaging scholars in projects that are located within socio-technical systems. University, government and industry leaders will gain from this book as it provides insight into strategic planning and partnership-building for Engineering Education. We hope this book will further foster deep scholarship of research to ready engineering faculties for engaging responsibly with their surrounding communities. Features: Offers applications of Project-Based Learning (PBL) in Engineering Education Matches elements of Socio-Technical Systems in Higher Engineering Education, with the Exit Level Outcomes (ELOs) required by professional engineering bodies Provides practical examples for the establishment of project environments within an academic faculty Shows examples in the success of execution of projects involving engineering educators, researchers, program developers, government agencies and industry partners Presents a framework to develop Project-Based Learning in Engineering Education that addresses Socio-Technical requirements and will enable engineering educators to collaboratively develop engineering curricula with industry that will respond to societal needs

An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. Contents include: Evidence-based changes in faculty and organizational development Creative collaboration between faculty and technologists Integrating research on teaching and learning and the practice of teaching Formal and informal support for pretenure faculty Strategies to support senior faculty Faculty development and productivity Using e-portfolios in hybrid professional development Developing a faculty learning community grounded in the science of how people learn Assessing the long-term impact of a professional development program An analysis of faculty development scholarship Program planning, prioritizing, and improvement A consultations tracking database system for improving faculty development consultation services Graduate assistant development Using undergraduates to prepare international teaching assistants for the American classroom Tracking perceptions of preparation for future faculty competencies Student consultants of color and faculty members working together toward culturally sustaining pedagogy Measuring student learning to document faculty teaching effectiveness Learning with mobile apps Slow pedagogy, curriculum, assessment, and professional development Principles of video games that can enhance teaching The Reacting to the Past pedagogy and engaging the first-year student