Series on Engaged Learning and Teaching

by Jessie L. Moore

Key Practices for Fostering Engaged Learning offers an accessible introduction to high-quality engaged learning and brief – but deep – dives into six key practices. By focusing on key practices across institutional contexts, not only outcomes and case studies, the book prepares readers to address high-impact practice challenges like scale, quality, equity, and integration; when the conversation about high-quality engaged learning focuses on key practices, individuals and institutions are better equipped to consider the human and financial resources necessary to scale-up access without compromising quality, to ensure equitable experiences for all student groups, and to facilitate students’ integration of their learning with their other higher education and lived experiences.

Published April 2023 by Stylus Publishing and the Center for Engaged Learning.

Edited by Jennifer E. Eidum and Lara Lomicka

This edited collection examines how colleges and universities foster sustainable faculty involvement in living learning communities (LLCs). More specifically, chapter authors contemplate the question: Why do faculty in LLCs matter, now and in the future? Faculty are an essential component of LLC success. This volume delivers evidence-based research, as well as practical examples and voices from the field, to guide and support faculty serving in different capacities in LLCs, to serve as a resource for student affairs practitioners collaborating with faculty in residential environments, and to offer guidance to administrators developing new and revising existing LLC programs.

Forthcoming from Stylus Publishing and the Center for Engaged Learning

by Alise de Bie, Elizabeth Marquis, Alison Cook-Sather, and Leslie Patricia Luqueño

Published 2021 by Stylus Publishing and the Center for Engaged Learning

Faculty and staff in higher education are looking for ways to address the deep inequity and systemic racism that pervade our colleges and universities. Pedagogical partnership can be a powerful tool to enhance equity, inclusion, and justice in our classrooms and curricula. These partnerships create opportunities for students from underrepresented and equity-seeking groups to collaborate with faculty and staff to revise and reinvent pedagogies, assessments, and course designs, positioning equity and justice as core educational aims. When students have a seat at the table, previously unheard voices are amplified, and diversity and difference introduce essential perspectives that are too often overlooked.

In particular, the book contributes to the literature on pedagogical partnership and equity in education by integrating theory, synthesizing research, and providing concrete examples of the ways partnership can contribute to more equitable educational systems. At the same time, the authors acknowledge that partnership can only realize its full potential to redress harms and promote equity and justice when thoughtfully enacted. This book is a resource that will inspire and challenge a wide variety of higher education faculty and staff and contribute to advancing both practice and research on the potential of student-faculty pedagogical partnerships.

Learn more on the Center for Engaged Learning website.

Edited by Nina Namaste, Amanda Sturgill, Neal W. Sobania, and Michael Vande Berg

Published 2020 by Stylus Publishing and the Center for Engaged Learning

Showcasing recent, multi-institutional research related to global learning, this book expands the context of global learning to show its antecedents and impacts as a part of the larger higher education experience. Chapters look at recent developments such as short-term, off-campus, international study and certificate/medallion programs, as well as blended learning environments and undergraduate research, all in the context of multi-institutional comparisons. Global learning is also situated in a larger university context. Thus, there is a growing need for bridging across disciplinary and administrative silos, silos that are culturally bound within academia. The gaps between these silos matter as students seek to integrate off- and on-campus learning, and it is up to the academy to mind those gaps.

Learn more on the Center for Engaged Learning website.