Portfolio Items

Writing Beyond the University: Preparing Lifelong Learners for Lifewide Writing

Edited by Julia Bleakney, Jessie L. Moore, and Paula Rosinski

W r i ting Beyond the University: Preparing Lifelong Learners for Lifewide Writing extends the burgeoning scholarly conversation regarding the role of writing in lifelong and lifewide learning. The collection introduces higher education faculty, staff, and administrators to research on how all members of a campus community can prepare learners to be effective writers beyond the university, in personal, professional, and civic contexts.

The collection also discusses how to teach writing and teach with writing across the academic disciplines and in a variety of co-curricular spaces, such as student life, student employment, and career services, and in internship, co-ops, and work-integrated learning opportunities.

Chapters include the perspectives of faculty/staff, learners, and alumni from a variety of international contexts, and chapter authors in our collection study and report on:

innovative ways to teach writing and to teach content with writing to prepare learners to be lifelong and lifewide writers;
co-curricular experiences like internships, co-ops, and work-integrated learning that offer scaffolded practice with “real-world” writing; and
student life and on-campus employment experiences that deepen students’ practice with writing for varied audiences and purposes.

Key Practices For Fostering Engaged Learning: A Guide for Faculty and Staff

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.

The Faculty Factor: Developing Faculty Engagement with Living Learning Communities

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

What Teaching Looks Like: Higher Education through Photographs

by Cassandra Volpe Horii and Martin Springborg

What Teaching Looks Like delves into higher education—the challenges faced by students, faculty, staff, and administrators alike from all variety of institution types and across campus sectors—in a way that has not been done before. By weaving together a unique collection of documentary photographs of modern teaching and learning at US colleges and universities with research-based discussion of the state of engaged learning, the book teaches readers to think through and with photographs in new ways, offering insights and perspectives with the potential to change teaching, administrative, and support practices for the better. The project not only reflects the state of how US institutions educate the next generation of thinkers and innovators, it informs what we could aspire to do as educators and reveals experiences and perspectives of today’s students in ways that are only accessible through photographs.

Promoting Equity and Justice through Pedagogical Partnership

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.

Writing about Learning and Teaching in Higher Education

Creating and Contributing to Scholarly Conversations across a Range of Genres

by Mick Healey, Kelly E. Matthews, and Alison Cook-Sather

Writing about Learning and Teaching in Higher Education offers detailed guidance to scholars at all stages—experienced and new academics, graduate students, and undergraduates—regarding how to write about learning and teaching in higher education. It evokes established practices, recommends new ones, and challenges readers to expand notions of scholarship by describing reasons for publishing across a range of genres, from the traditional empirical research article to modes such as stories and social media that are newly recognized in scholarly arenas. The book provides practical guidance for scholars in writing each genre—and in getting them published.