Shifting Engagement Efforts Through Disciplinary Departments: A Mistake or a Starting Point? A Cross-Institutional, Multidepartment Analysis.
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| Title: | Shifting Engagement Efforts Through Disciplinary Departments: A Mistake or a Starting Point? A Cross-Institutional, Multidepartment Analysis. |
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| Authors: | Lake, Danielle1, Mileva, Gloria2, Carpenter, Heather L.3, Carr, Dillon4, Lancaster, Paula5, Yarbrough, Todd6 |
| Source: | Journal of Higher Education Outreach & Engagement. 2017, Vol. 21 Issue 3, p39-68. 30p. |
| Subject Terms: | *Place-based education, *Educational innovations, *Educational outcomes |
| Abstract: | This article documents the innovative practices and initial outcomes from the Grand Rapids Engaged Department Initiative, a cross-institutional collaboration designed in response to the failures of higher education to systematically engage in place. Created to incentivize and resource systemic and cultural shifts across three institutions of higher education in the region, the initiative seeks to increase faculty knowledge and skills in community- based teaching, foster inter- and intracollaborations, expand students' community-based learning opportunities, and enhance community partnerships. Initial outcomes and stakeholder perceptions are detailed using previous validated research instruments and systemic action research practices. An examination of the three institutions and the seven participating departments reveals how structural and cultural barriers pose heavy challenges to cross-institutional engagement; we also highlight promising countermeasures for effecting change, including inclusive visioning processes and accountability mechanisms. Recommendations aim to support others' efforts to generate and sustain collaborative engagement. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Higher Education Outreach & Engagement is the property of University of Georgia, Office of the Vice President for Public Service & Outreach and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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