2014 AAEEBL Midwest US Regional Conference
Bridging Integrative and Engaged Learning
University of Michigan
Harlan Hatcher Library
Ann Arbor, Michigan
Conference Context and Invitation to Submit Proposals
Integrative learning pedagogy fosters connections over time and across
contexts: curricular and co-curricular, community-based, and personal and
professional. It enables students to synthesize and transfer their learning from
one setting to others, thus encouraging intentional decision-making in all
aspects of life and enabling students build habits of mind that prepare them
for "real world” engagement. As we know, eportfolio processes are, most often,
deeply rooted in this pedagogy.
Similarly, engaged learning
pedagogy provides the means for students to make connections between
classroom experiences and experiences beyond the classroom. This approach is
grounded in a number of high impact practices: community-based and
problem-based learning, studying and working abroad, peer-based programs,
research, internships, field and clinical experiences, and service-learning
courses, to name a few. Engaged learning is a mechanism for students to apply
their discipline-specific academic learning in dynamic and "real world” ways.
Substantive reflection and meaning-making before, during, and after
engaged learning experiences is vital in how students gain insights about the
interconnected nature of social issues and about themselves, others, and
We will explore these two tentpole topics in our conversations and
presentations around and on eportfolios at the 2014 Midwest Regional AAEEBL
Conference, and invite related proposals using the following questions to frame
- How can we, as educators, help understand the
connections between these pedagogies and work to unite them?
- What makes an eportfolio and/or reflective practice
essential components of engaged learning experiences?
- What kinds of infrastructure are needed to support
the convergence of integrative and engaged learning on our campuses?
- How should we measure student learning in these
contexts beyond the completion of the task/project? How can we evaluate
how much or little the engaged learning experience challenged their previously
unquestioned understanding of self, identities, values, beliefs, etc.?
While proposals do not specifically have to address
these themes, preference will be given to those that do.
|Developing a Culture of Student|
Faculty Engagement through ePortfolios
The concept of engaged learning typically focuses on student engagement practice. Through internships, undergraduate research, service-learning projects and the like, the emphasis is on how student learning in and out of the classroom can be more dynamic and authentic. Yet student engagement is only one part of the equation as faculty who develop these practices must also be engaged learners and scholars to be truly effective practitioners. Like students, faculty must develop a capacity for learning through authentic experiences and reflection, and faculty developers must support both student and faculty engaged learning at centers for teaching excellence and other support spaces such as writing centers and technology support centers.
This presentation focuses on a 2008 eportfolio initiative started at The University of Findlay, a campus of nearly 4000 students, where all first year composition students and all incoming new faculty across all disciplines simultaneously began the process of creating eportfolios as mechanisms to reflect on their classroom work. Since 2008, the student eportfolios have expanded to recognize multimedia student projects in addition to traditional print papers, and the faculty eportfolios have expanded to serve as tenure and promotion dossiers that now include evidence of research and service in addition to teaching. Because the eportfolio initiative now has served the majority of UF students and roughly 40% of faculty, there is strong evidence to indicate the eportfolios are effective engaged learning tools when both students and faculty participate in the building, sharing, and reflective processes together. As part of this presentation, practical concerns such as infrastructure, campus buy in, assessment, and faculty and student support will be discussed.
Christine Tulley is Associate Professor of English,
Director of Writing, and Academic Career Development Coordinator for The
University of Findlay. She developed the first eportfolio-based tenure and
promotion dossier currently in use at The University of Findlay and has
transitioned first-year composition paper portfolios to digital portfolios for
assessment purposes. She is the author of several works on teaching and faculty
development with technology.
The University of Findlay
University of Wisconsin
Rethinking Engaged Learning: |
Who? How? Why?
Most higher education engaged learning,
especially when it is community-focused like service-learning, operates from
problematic assumptions. First, we
assume that college students are the primary audience for engaged
learning. Second, we assume that
pedagogies such as experiential learning, and information technologies such as
computers, are the best methods to promote engaged learning. Third, we
increasingly assume that engaged learning should be a requirement, reducing the
purpose to completing the requirement. This talk will challenge those
assumptions and offer an alternative set of assumptions focusing on community
constituency learning, using the methods of andragogy and popular education and
employing diverse information technologies, for the purpose of enhancing social
Randy Stoecker is a Professor in the Department of Community
and Environmental Sociology at the University of Wisconsin, with a joint
appointment in the University of Wisconsin-Extension Center for Community and
Economic Development. He has a Ph.D. in
Sociology from the University of Minnesota, and an M.S. in Counseling from the
University of Wisconsin-Whitewater. He
moderates/edits COMM-ORG: The On-Line Conference on Community Organizing, and conducts trainings and speaks frequently on
community organizing and development, community-based participatory
research/evaluation, higher education community engagement strategies, and
community information technology. He has
led numerous participatory action research projects, community technology
projects, and empowerment evaluation processes with community development
corporations, community-based leadership education programs, community
organizing groups, and other non-profits in North America and Australia. Randy has written extensively on community
organizing and development and higher education engagement with community,
including the books Defending Community (Temple University Press, 1994),
Research Methods for Community Change 2e (Sage Publications, 2013), the
co-authored book Community-Based Research in Higher Education (Jossey-Bass,
2003) and the co-edited book The Unheard Voices: Community Organizations and
Service Learning (Temple University Press, 2009). View Randy's complete vita.
Register for this conference now using online registration.
- Please note: In order to register for AAEEBL-sponsored events or to submit proposals, it is necessary to first register at this site, the AAEEBL Community Online. Once you have done that, your forms will conveniently be auto-filled. (You will always have choices about your online presence and what resources you use.)
earlybird registration fee discount applies until (Extended!) to April 28, 2014 for
AAEEBL Institutional members, non-members, Corporate Partners and
- AAEEBL Institutional Members
gain a significant discount on AAEEBL-sponsored conferences
including the Annual Conference, this year from July 28-31 in Boston,
Massachusetts, USA, at the Hynes Convention Center.
- Included in conference registration: breakfast, lunch, conference materials, sessions and "A Movable Feast" reception hosted by Seelio's generous support and hospitality.
The Dahlmann Campus Inn
615 E Huron St, Ann Arbor, MI 48104
Toll Free: 800.666.8693
Rooms are available on both Sunday and Monday nights.
AAEEBL attendees receive a conference rate when booking via
telephone. Unreserved rooms will be released on April 18th. You must call the number above to reserve your room.
- Single - $220 / night
- Double - $243 / night
- Triple - $266 / night
- Quad - $289 / night
Seelio is graciously and generously hosting the
post-conference reception, "A Movable Feast.”
LiveText provided a generous donation to support the conference.
Sarah Brown, College of Education, DePaul University
Carrie Luke, University Library, University of Michigan – Ann Arbor
Matthew Russell, Center for Instructional & Professional Development, University of Wisconsin Milwaukee
Judy Batson, AAEEBL (ex officio)
Trent Batson, AAEEBL (ex officio)
Amy Homkes-Hayes, Student Life, University of Michigan – Ann Arbor
Michelle Kusel, Center for Experiential Learning, Loyola University Chicago
Amy Powell, Center for Teaching and Learning,Indiana University Purdue University – Indianapolis