Supporting Engaged Faculty Development Campus Compact defines key competencies in the Supporting Engaged Faculty Development area as the knowledge, skills, and critical commitments that must be mobilized by community engagement professionals to support and facilitate professional development in community engaged learning and research. Download PDF of Supporting Engaged Faculty Development Competencies Key Competencies 1. Understanding the context of faculty work Able to identify and assess various faculty members’ ranks and institutional roles and responsibilities (e.g., teaching staff, clinical faculty, adjunct lecturers, tenure-track) in order to develop customized professional development experiences to fit their needs Able to identify and assess faculty…
Community-Engaged Learning and Teaching Campus Compact defines “key competencies” in the Community-Engaged Learning and Teaching area as the knowledge, skills, and critical commitments that must be mobilized by community engagement professionals to effectively facilitate curricular community-engaged learning experiences that are beneficial to students and community. Download PDF of Community-Engaged Teaching and Learning Competencies Key Competencies 1. Knowledge Essentials Able to explain key definitions, historical and theoretical bases, components, and potential outcomes or impacts of service-learning Able to articulate key components of a community-engaged learning course and key elements of a service-learning syllabus Knowledge of frameworks for understanding dynamics of power,…
The Institute for Democracy & Higher Education at Tufts University is offering a series of resources that will act as framings for a few issues that developed over the past several weeks, including possible readings, sources, and discussion questions. Think of these as starting points for purposeful, educational classroom and co-curricular discussions. Read more about the importance of these conversations in our blog post on the power of these teachable moments Read More from the Institute for Democracy & Higher Education at Tufts University More on the In the News Discussion Guide Series from IDHE
This syllabus is for an online service learning model course with a focus on education policy and community partnerships, written by Dr. Marie Sandy at the University of Wisconsin Milwaukee. Below is a downloadable version of the syllabus.
This syllabus is for an online service learning model course with a focus on education policy and community problems, written by Dr. Marie Sandy at the University of Wisconsin Milwaukee. Below is a downloadable version of the syllabus.
This issue of Metropolitian Universities published by the Coalition of Urban and Metropolitan Universities (CUMU) focuses on the impact of shared learning spaces on communities and what approaches higher education institutions have taken to promote “shared space for shared work.” The issue includes 10 best-practices articles that provide insights, road blocks to avoid, pathways to navigate, funding structures, and everything in between related to the emerging interest in universities creating physical spaces to center their community engagement and anchor work within. The issue in particular highlights the work of universities internationally to create strong partnerships that benefit both the universities and their…
President Andrew Seligsohn and VP for Strategy and Operations Maggie Grove share information on creating a great Campus Civic Action Plan in this presentation from the first Civic Action Planning Institute in Princeton, New Jersey.
Campus Compact President, Andrew Seligsohn, and Vice President for Strategy and Operations, Maggie Grove, shared this presentation on community partnerships that challenge inequality at the Civic Action Planning Institute in Princeton, New Jersey.
This presentation on was given by Steve Dubb of the Democracy Collaborative at the first Civic Action Planning Institute in Princeton, New Jersey.
Steve Dubb, Senior Fellow at the Democracy Collaborative shared this presentation on place-based strategy at the Civic Action Planning Institute in Princeton, NJ.
This tool would be beneficial to professionals responsible for reaching out from the campus to community organizations or in support of community organizations that wish to partner with a college or university in ways that promote shared success. this tool also could serve as a framing document when creating policies or guidelines governing partnerships.
This reporting assignment was undertaken to describe a range of exemplary, independently managed, multi-year community engaged programs for students. Given that each program that we focus on was developed independent of one another, with its own distinctive name, origin story and characteristics, we felt it important to document the breadth of innovative practices being used to develop engaged citizens and scholars. It is the rm belief of the authors that these types of programs can and should be considered deeply by other institutions of higher education wishing to create a distinctive and engaged educational experience that will help students stand…
Washington, DC is “a city where the American dream and the American nightmare, pass each other daily, on the street and do not speak,” wrote an anonymous American some time back. Today she could be speaking about the plight of many in the nation’s capital: African Americans, Latin Americans, the homeless, many of them veterans, and others who had not benefited from the American Dream, in this city. In fact, DC is only capital city in the world where voters do not select their own voting representative to the national Congress. In this course, we will explore the “other Washington”…
Course Description Provides students with opportunities for learning through practical experience in a professional setting. The intern will be given the chance to relate principles presented in textbooks and classroom settings to real-life situations, under responsible supervision. Course Objectives This course will: Provide the opportunity for students to actively examine their values, with respect to their roles both as individuals and professionals, within the broader social context Provide the opportunity for students to understand the need for a sense of community and shared endeavor, while concurrently appreciating professional, cultural, and personal diversity Help students develop sensitivity to the close interdependence…
This Capstone Seminar in the fall is part of a 2-course sequence. The overarching theme for both courses is “Culmination and Integration— A Year in Living the Mission of LMU.” The Capstone Seminar in Fall 2015, drawing on the Bio-Psycho-Socio/Cultural model and the gifts of discernment and Ignatian Spirituality lay the theoretical foundation for a more practical aspect of the year-long objectives in Spring 2016. The seminar in the fall (Part I) is designed to enliven the first 2 pillars of the LMU Mission, the Encouragement of Learning (in all its forms) and the Education of the Whole Person. The…
COURSE DESCRIPTION The course is designed to present a professional development forum for students seeking certification in Nonprofit Management/Leadership from the Nonprofit Leadership Alliance. The course brings students together to examine professional preparation and practice issues through a series of activities that encourage critical analysis and self-exploration. The course serves as a professional network, a support group, a source of critical thinking exercises and a point of implementing student activities for the Nonprofit Leadership Alliance Student Association. The course is unique hybrid learning environment that offers a blend of “professional association” and “student organization” type activities. COURSE GOALS The course…
COURSE CURRICULUM SCHEDULE The 2016 archaeological field school will continue investigations designed to identify, investigate, and interpret the physical remains of Fort St. Joseph (20BE23) and contemporaneous sites in the St. Joseph River valley of southwestern Michigan. This year we will expand our excavations on the floodplain (Fort St. Joseph—20BE23) and continue to explore adjacent areas. Students in the field school will receive instruction in surveying techniques, proper field excavation, artifact processing and analysis, and interpretation of findings as part of a long-term program devoted to exploring colonial interactions between Native Americans and Europeans in the North American fur trade….
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Renewing Democracy Teaching Collection
Community Colleges for Democracy: Aligni
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Electoral Engagement in Community Colleg
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University of Mary Washington Civic Acti
Creating Space for Democracy: A Primer o
The Craft of Community-Engaged Teaching
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Books & Publications
National Issues Forum Issue Guide: A Nat