Description

Whether one looks at higher education research, the development of instruments like the National Survey of Student Engagement, or the sessions offered at disciplinary conferences, it is clear that over the last decade student engagement, academic and civic, has become a topic of increasing importance. What are the implications of such engagement for curricular design and classroom practice? What resources do faculty need - and most often lack - to help them help their students successfully embrace a more active approach to learning? How can such active learning also pave the way for a more engaged citizenry, a generation ready and able to to address public problems? Questions like these lie at the core of what more and more academic thinkers are calling our new educational model: "the engaged campus."

About the Facilitator

Edward Zlotkowski is a professor of English at Bentley College and in 1990 founded the Bentley Service-Learning Center, an institution-wide program that has involved all of the college's undergraduate academic departments, more than a quarter of its full-time faculty, and several thousand students. He writes and speaks extensively on a wide range of service-learning and engagement-related topics, and served as general editor of the American Association for Higher Education's 21-volume series on service-learning in the academic disciplines. He also served as editor of Successful Service-Learning Programs, published by Anker in 1998, Service-Learning and the First-Year Experience, published by the University of South Carolina in 2002, and as co-editor of Students as Colleagues: Expanding the Circle of Service-Learning Leadership, published by Campus Compact in 2006. Dr. Zlotkowski has led service-learning workshops for international, national, and regional organizations as well as several hundred individual campuses. His non-service learning scholarly interests have included contemporary American poetry, and German and English romanticism. He regularly uses service-learning in his own teaching.