Engaging the Educators: Facilitating Civic Engagement through Faculty Development

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...

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Bibliographic Details
Published inJournal of higher education outreach and engagement. Vol. 20; no. 3; pp. 140 - 162
Main Authors Surak, Sarah, Pope, Alexander
Format Journal Article
LanguageEnglish
Published Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education 2016
Subjects
Citizen Participation
College Faculty
Curriculum Design
Delivery Systems
Educational Practices
Educational Resources
Faculty Development
Incentives
Liberal Arts
Maryland
Performance Factors
Scaffolding (Teaching Technique)
Seminars
Maryland
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Summary: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.
ISSN:1534-6102