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Journal of Higher Education Outreach and Engagement, v20 n3 p140-162 2016

Incorporating civic engagement into academically rigorous classroom practice requires the retooling of course delivery. In this article, the authors describe an 8-week seminar that acts as a structured, incentivized opportunity for course redesign for Salisbury University (Maryland) faculty who wish to incorporate rigorous and effective civic engagement across the liberal arts curriculum. Lessons learned include the effect of providing space for discussion and pedagogical imagining, the importance of disciplinary literacy and social responsibility, perspectives for dealing with differing faculty expectations of student engagement, strategies for moving beyond roadblocks, and challenges posed by concepts of citizenship and "civic" within the seminar.

Descriptors: Faculty Development, Citizen Participation, Delivery Systems, Curriculum Design, Liberal Arts, Seminars, Scaffolding (Teaching Technique), Educational Resources, Incentives, Performance Factors, College Faculty, Educational Practices

Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe[at]uga.edu; Web site: http://www.jheoe.uga.edu





Autor: Surak, Sarah; Pope, Alexander

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2133&id=EJ1117711



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