PedagogyDesign your own student engagement curriculum.
Find a definition that matches what you hope to accomplish and search tags on the Faculty Academy for Engaged Scholarship library to get started.
“Service learning integrates community service activities with intentional learning components to enhance students’ understanding of subject content and to meet identified community needs. […] it is distinguished from other approaches by its focus on the use of community service as the active learning vehicle in which students engage” (Furco, 2010, p. 33)
Search Service Learning/Community Based Learning Tag in the Faculty Academy Library for more resources and information.
Community Based Learning
CBL courses are designed in an equal partnership between a faculty member and a community organization. The course objectives are two-fold. First, there are academic objectives the faculty member develops for students of the course. Second, there are objectives developed by the community organization for the purpose of impacting the local community in accordance with their specific organization goals.
Search the Service Learning/Community Based Learning Tag in the Faculty Academy Library for more resources and information.
Internships allow students to earn course credit for work with local or global businesses in order to gain knowledge in their expected professional career. Internships offer students the opportunity to learn in a professional environment as well as put into practice their knowledge from previous college courses, as well as reflect critically on their experiences in professional settings.
Search the Internships Tag in the Faculty Academy Library for more resources and information.
A capstone/practicum experience is a culminating course in a student’s major, in which the students develop a comprehensive project that displays a range of skills learned over the student’s college career. A capstone experience asks students to put into practice the knowledge they have learned often in a project-based format.
Search the Capstone/Practicum Tag in the Faculty Academy Library for more resources and information.
Public scholarship comes from Ernest Boyer’s (1990) concept of academic responsibility that addresses four components: research, teaching, application, and integration. Civic engagement is a core function of these components. Therefore, public scholarship allows students to work with faculty, or with each other, in order to produce knowledge that directly impacts and integrates into the community.
Search the Public Scholarship Tag in the Faculty Academy Library for more resources and information.
Undergraduate research allows students to take part directly in research projects, either as leaders or as part of a group led by faculty. These experiences provide opportunities for students to be producers of knowledge and learn through the process of research and inquiry.
Search the Undergraduate Research Tag in the Faculty Academy Library for more resources and information.
Study Abroad/Global Partnerships
Study abroad and global partnerships are opportunities for students to earn course credit while enrolled elsewhere in the United States or in countries around the world. These programs may range from a faculty-led course as short as two weeks to a full year of coursework enrolled at a partner university. Study abroad experiences allow students to study academic work, while also learning in and about a different cultural environment.
Search the Study Abroad/Global Partnerships Tag in the Faculty Academy Library for more resources and information.
Assessment and Rubrics
Search the Assessment and Rubrics Tag in the Faculty Academy Library for resources and information on how to assess students through reflective practices, project-oriented assignments, group collaborations, and other discipline-specific practices.
Student Engagement Models
Design models can be potential organizing tools in the process of designing student engagement curriculum. Search the Models tag in the Faculty Academy Library for more information and resources.
Bowie, A., & Cassim, F. (2016). Linking classroom and community: A theoretical alignment of service learning and a human-centered design methodology in contemporary communication design education. Education as Change, 1(1), 1-23.
Boyer, E. 1990. Scholarship reconsidered: The priorities of the professoriate. Princeton, N.J.: Carnegie Foundation for the Advancement of Teaching.
Furco, A. (2010). Assessing All Dimensions of Learning. Principal Leadership, 10(6), 32-36.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles, 1, 227-247.
Stoecker, R. (2013). Research methods for community change: A project-based approach. Sage publications.