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uncengage.unco.edu
UNC Engage is an interactive online portal that connects students with local engagement opportunities:
Supports community engaged courses & individual student opportunities
Designed to enhance community engagement, develop long-term relationships, & measure the impact of community engaged learning
Contact us to sign up your course, agency, club, organization, or sports team!
CONNECTING CAMPUS + COMMUNITY
Director: Deborah Romero, PhD,
Professor, College of Education
Associate Director: Annie Epperson, MLIS, Professor, University Libraries
(970) 351-4717
www.unco.edu/cce
CommunityEngagementUNC
Acknowledges and supports community
engaged research, scholarship, and creative
works across disciplines, among faculty and
students working in collaboration with
communities and organizations for the public
good and civic well-being.
Facilitates and creates connections to develop
and sustain mutually beneficial community-
campus partnerships for faculty, students and
community enrichment; working with
individuals and organizations, locally and
globally to impact the public good.
Recognizes and nurtures community engaged
teaching and learning that affords students
opportunities to apply content and disciplinary
knowledge outside the classroom, thus
enhancing their learning experience while also
impacting our communities.
A new resource, the Engaged Scholars Toolkit
provides documents, links and resources for
faculty who wish to learn more about engaged
teaching and learning, and incorporate high
impact practices into their courses.
Supporting Student Success & Collaboratively Impacting Communities
Community & Civic Engagement at UNC promotes and supports academic engagement with the community:
Facilitates connections amongst faculty, students, staff, and community members
Encourages partnerships that are mutually beneficial to promote community and civic health Engaged Teaching &
Learning
Engaged Research & Creative Works
Engaged Scholars Toolkit
Community Partners
Guiding Principles for Engaged Student Learning Outcomes The Office of Engagement, after research and consultation with faculty, instructors and student affairs professionals, hereby proposes the following criteria and guiding principles be considered when developing student learning outcomes for instructional and learning contexts that incorporate some form of engaged learning. These are deliberately broad guidelines intended to offer direction for faculty and units to develop program or course level student learning outcomes. The applied ethics in each field will help determine how these principles will be relevant across to each discipline.
Academic & Professional Agency
Students will find creative solutions to local and global community issues for the public good by applying trans-disciplinary knowledge and integrating of diverse perspectives.
Students will pursue career and life choices, showing evidence of acquisition and use of cognitive and practical skills based on integrative learning and meaningful problem-based inquiry.
Social & Ecological Justice
Students will identify ways to analyze and assume shared responsibility to address social issues by demonstrating an understanding of their own perspective along with other diverse views across sociocultural, historical, linguistic and other differences or gaps in opportunity.
Students will contribute to the construction of socially just, sustainable, and equitable communities by showing evidence of an equity mindset and applying central tenets of social and global justice learned from curricular, co-curricular and community-based learning.
Engaged Citizenship & Civic Responsibility
Students will apply academic knowledge and professional skills through reciprocal learning in local or global community-based settings, and demonstrate a commitment to collaboration, life-long learning, and responsible citizenship.
Students will engage in society and civic life, demonstrating a responsibility and willingness to build respectful and mutually beneficial cross-cultural relationships in local and global communities.
Extended Definitions
Equity-- - Mindset
“Being equity-- - minded involves taking stock of the contradictions between the ideals of democratic education and the social, institutional, and individual practices that contribute to persistent inequities in college outcomes among different racial and ethnic groups and socioeconomic classes. Equity-- - minded individuals are aware of the sociohistorical context of exclusionary practices and racism in higher education and the effect of power asymmetries on opportunities and outcomes for students of color and students of low socioeconomic status. Being equity-- - minded thus involves being conscious of the ways that higher education—through its practices, policies, expectations, and unspoken rules—places responsibility for student success on the very groups that have experienced marginalization, rather than on the individuals and institutions whose responsibility it is to remedy that marginalization.” (Witham et al. 2015, 2)
References: Witham, Keith, Lindsey E. Malcom-- - Piqueux, Alicia C. Dowd, and Estela Mara Bensimon. 2015.
America’s Unmet Promise: The Imperative for Equity in Higher Education. Washington, DC: Association of American Colleges and Universities.
Learning opportunities in which students are encouraged to use knowledge and views from various curricula and disciplines relevant to the problem at hand. To solve a real world problem, students will apply skills and practices in various settings. They will examine diverse or contradictory points of view to understand issues and positions in authentic contexts toward finding a solution to the problem.
Reference: Huber, M. T., & Hutchings, P. (2004). Integrative Learning: Mapping the Terrain. The Academy in Transition. Washington, DC: Association of American Colleges and Universities.
Intercultural Knowledge and Competence is, “a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.”
Reference: Bennett, J. M. (2008). Transformative training: Designing programs for culture learning. In Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodtan, 95-- -110. Thousand Oaks, CA: Sage.
This form of research is based on integration of multiple disciplines and the active inclusion and participation of stakeholders representing different societal sectors in the process of problem formation, knowledge production, and learning.
Including the social system means understanding the needs and interests of different stakeholders, but also to understand the interconnectedness with the regional, national, and international levels of societal steering.
Reference: Angelstam, P., Andersson, K., Annerstedt, M., Axelsson, R., Elbakidze, M., Garrido, P., ... & Stjernquist, I. (2013). Solving problems in social–ecological systems: Definition, practice and barriers of transdisciplinary research. Ambio, 42(2), 254-- - 265.
Reciprocity is the recognition, respect, and valuing of the knowledge, perspective and resources that each partner contributes to the collaboration.
Reference: Carnegie Foundation for the Advancement of Teaching. (2011). Classification Description: Community Engagement Elective Classification.
References
Beere, C., Votruba, J., & Wells, G. (2011). Becoming an Engaged Campus. Jossey--- Bass. ISBN: 978--- 0--- 470--- 53226--- 3
Benson, L., Harkavy, I., & Puckett, J. (2007). Dewey's Dream: Universities and Democracies in an Age of Education Reform. Temple University Press. ISBN: 978-- - 1-- - 5921-- - 3592-- - 9
Butin, D.W. (2010). Service--- learning in Theory and Practice: The Future of Community Engagement in Higher Education. Palgrave McMillan. ISBN: 978--- 0--- 230--- 62251--- 7
Colby, A., Ehrlich, T., Beaumont, E., & Stephens, J. (2003). Educating Citizens: Preparing Undergraduates for Lives of Moral and Civic Responsibility. Jossey--- Bass. ISBN: 0-- - 7879--- 6515--- 4
Fitzgerald, H., Burack, C., & Seifer, S. (Eds.) (2010). The Handbook of Engaged Scholarship: Contemporary Landscapes, Future Directions, Vol 1: Institutional Change. MSU Press. ISBN: 978-- - 087013945-- - 1
Kezar, A., Chambers, A.C., & Burkhardt, J. C. (Eds.) (2005). Higher Education for the Public Good: Emerging Voices from a National Movement. Jossey-- - Bass. ISBN: 978-- - 0787973827
Misztal, B. A. (2007). Intellectuals and the Public Good: Creativity and Civil Courage. Cambridge University Press. ISBN: 978--- 0--- 521--- 84718--- 6
Saltmarsh, J., & Hartley, M. (2011). To Serve a Larger Purpose: Engagement for Democracy and the Transformation of Higher Education. Temple University Press. ISBN: 1-- - 4399-- - 0506-- - 1
Sandmann, L. R., Thornton, C.H., Jaeger, A.J. (Eds.) (2009). Institutionalizing Community Engagement in Higher Education: The First Wave of Carnegie Classified Institutions: New Directions for Higher Education, No 147 (I-- - B HE Single Issue Higher Education). Jossey Bass. ISBN: 978-- - 0470525609
Tannenbaum, S. C., (Ed.) (2008). Research, Advocacy, and Political Engagement: Multidisciplinary Perspectives through Service Learning. Stylus Press. ISBN: 978-- - 1-- - 5792-- - 2243-- - 7
Contact Information
Please feel free to contact us, share your feedback or ideas. Visit us also: unco.edu/cce
Deborah Romero, Professor, Culturally and Linguistically Diverse Education, College of Education and Behavioral Sciences and Director of [email protected]
Annie Epperson, Associate Professor of Libraries and Associate Director of [email protected]
Engaged-Learning: 1. Is an educational strategy in which course objectives are learned by working on projects with a
community partner. 2. Is a type of education that put classroom skills and knowledge into practice while serving
your community. 3. Combines civic involvement with academic coursework in a way that benefits both the
student and the community. 4. Provides an arena where students work in a professional capacity with community
members, their peers and the instructor of their course.1
Additional definitions2 of Engaged Learning: 1. Engagement with the learning process is similar to active learning. 2. Engagement with the object of study is similar to experiential learning. a. Engagement with contexts generally is similar to multidisciplinary learning. 3. Engagement with social and civic contexts is similar to service learning
UNC Definitions UNC's engaged curriculum is bringing education to life. This means that students and faculty apply academic and disciplinary knowledge, develop innovative and collaborative expertise, and build social and cultural competencies through rigorous community-based learning and research that analyzes issues or solves problems with communities locally and globally.
UNC’s Engaged Student Learning Outcomes (see handout, available at http://www.unco.edu/cce/docs/Guiding%20Principles.pdf)
Types of Engaged Learning3
Community Engaged Learning Engaged learning activities connect students with people and or the environment in community-based contexts as part of the course work. Students apply, connect, learn and expand upon course content through these experiences. Engaged learning typically involves collaboration with peers, community partners and faculty.
Community-Based Research Community-based Research (CBR) or Participatory Action Research (PAR) involves students, faculty, and community partners working collaboratively to undertake research and action that address a community issue or that seek social change.
Advocacy Experience As an engaged learning experience, advocacy projects focus student learning on the application of content, theories and critical thinking in ways that propose social change, make recommendations to an external audience or advocate for a particular cause.
Indirect Experience Indirect experiences involve students' working behind the scenes in relation to a given community- based issue. They are easier to organize and students do not usually interact with the community, although their actions relate to a community. Indirect service projects are generally done by a group.
1 http://www.umpi.edu/academics/engaged-learning/definition 2 Source: Stephen Bowen, AACU https://www.aacu.org/publications-research/periodicals/engaged-learning-are-we-all-same-page 3 Adapted from CSU with permission http://tilt.colostate.edu/sl/faculty/types.cfm
What do we consider general criteria for engaged learning experiences?
Codes & Descriptions* available in Digital Measures
Engaged Scholarship in Teaching and Learning Faculty scholarship (RSCW) associated with their teaching and learning and curricular engagement achievements (research studies, conference presentations, pedagogy workshops, publications, etc.)
Professional activity/RSCW in this category includes that which faculty have produced in connection with their service learning or community-- - based courses. This includes scholarly products on topics such as but not limited to curriculum development, assessment of student learning in the community, action research conducted within a course, etc., that have been disseminated to others through scholarly venues as illustrated in the description. Engaged Community Scholarship Faculty scholarship (RSCW) associated with their community engagement and partnerships activities (technical reports, curriculum, research reports, policy reports, publications, etc.)?
Professional activity/RSCW in this category includes but is not limited to research studies of partnerships, documentation of community response to outreach/engagement programs, or other evaluations or studies of impacts and outcomes of partnership activities that have led to scholarly reports, policies, academic and/or professional presentations, publications, etc. that have been disseminated to others through scholarly venues as illustrated in the description.
*Based on Carnegie Framework for Engaged Campus
