1. FRAMING STATEMENT 3 RD ANNUAL SUMMER RESEARCH INSTITUTE THE FUTURE OF COMMUNITY ENGAGEMENT IN HIGHER EDUCATION -- MERRIMACK COLLEGE -- JUNE 23-24, 2012 DAN W. BUTIN DAN.BUTIN@MERRIMACK.EDU DAN.BUTIN@MERRIMACK.EDU DEAN, SCHOOL OF EDUCATION, MERRIMACK COLLEGE EXECUTIVE DIRECTOR, CENTER FOR ENGAGED DEMOCRACY When Engagement Is Not Enough: Academic Programs as a Key Component in the Institutionalization of Community Engagement

2. LOGISTICS Acknowledgements Room logistics  “Sak” Student Center  Library Schedule of events  Materials  Website  Schedule of the days  Changes

3. The Punch Line…The Future of Engagement This should be easy…NSSE; Campus Compact; Lumina; Carnegie Classification; HERI; AAC&U But we have reached an “engagement ceiling” At Stake: How We Resolve the Future of Place-Based Experiential Learning is the Future of Higher Education

4. The Engagement “10% Ceiling” CONCEPTUALPRAGMATICINSTITUTIONALPEDAGOGICAL

5. “A Crucible Moment” – A Stalled Movement “epistemology of the academy runs counter to the civic engagement agenda” “sense of drift and stalled momentum” “imprecise and even conflicting language” “highly fragmented and compartmentalized” set of networks a “remarkably apolitical” civic agenda

6. How to Think About This Dilemma Social Movement Intellectual Movement BreadthDepth DiffuseFocus AnswersQuestions ToolkitsHandbooks A CampaignA Discipline (or SoTL)

7. What’s At Stake? – in Higher Education “Disruption” and Splintering of Higher Education  Institutional Diversification (>40% community colleges & 12% for-profits)  Online and technological innovations (MOOCs)

8. What’s At Stake? – for Teaching & Learning Online Technology  O PEN C OURSE W ARE M OVEMENT ; W IKIPEDIA ; K HAN A CADEMY  N EW C HARTER U NIVERSITY ; S TRAIGHTER L INE  W ESTERN G OVERNORS U NIVERSITY MITx  L AUNCHED THIS SPRING ; 120,000 SIGNED UP ; 10,000 FINISHED  F ULLY AUTOMATED  S CALABLE  U NDERMINES THE CREDENTIALING SOCIETY  L EARNING ANALYTICS  B AUMOL ’ S COST DISEASE Outcomes  “academically adrift”  Graduation/retention <50%; disaggregate by race, ethnicity, SES, etc. VOLUMEVARIETYVELOCITYVARIABILITY

9. What’s at Stake? – Recovering the Power of Community-Engaged Teaching, Learning and Research Service-Learning as a Pedagogy of Disturbance (technical; cultural; political; antifoundational)  Dewey’s “forked-road…moment of uncertainty” “moment of doubt”  Wittgenstein’s ladder  Festinger’s cognitive dissonance  Fish’s “self consuming pedagogy”  Foucault’s obliteration of epistemic certainty Service-Learning as Social Justice  Indirect; “weak overcoming” Service-Learning as a culturally saturated, socially consequential, politically contested, and existentially defining experience  Who benefits? To what ends? With what impacts?

10. Implications for Service-Learning …as the question (rather than “the answer”) …as text …as critical inquiry

11. Implications for the “Engaged Campus” Relevance and impact for all stakeholders DEPTH OF PRACTICE Scholarship of Teaching & Learning PEDAGOGICAL LEGITIMACY academic freedom COURSE INTEGRITY (NOT AN “ADD-ON”)