It’s About Engagement
Faculty Development Services Offered by CETL-Scholarly Teaching
CETL Scholarly Teaching is committed to promoting “research-based pedagogies that foster student academic engagement, learning, and success … [to] cultivate a data-driven campus-wide culture of ongoing academic program enhancement.” Our programming plan for the It’s About Engagement initiative is designed to boost and expand existing faculty capacity supporting undergraduate research, service learning, and co-ops/internships.
We also support It's About Engagement through a CETL Faculty Fellow dedicated specifically to the initiative. This fellow designs and delivers programming supporting the use of reflection as a learning tool broadly across KSU curricula and for special emphasis on integrating reflective practices into It’s About Engagement courses. This position supports faculty in exploring scholarly approaches to adopting and implementing reflective learning practices and assignments for students in their courses, and in particular assists faculty in designing final reflection assignments to meet expectation for designated It’s About Engagement courses.
CETL Scholarly Teaching's goals for faculty in support of KSU's It's About Engagement iniative
- Faculty design and deliver high quality courses which promote student engagement,
learning, and success through the AAC&U High Impact Practices (HIPs) of
- (1) undergraduate research,
- (2) Internships/co-ops, and
- (3) service-learning.
- Faculty have ample opportunity to participate in CETL Scholarly Teaching programming
that specifically supports the It’s About Engagement Quality Enhancement Plan via access to online resources, university-wide and unit-specific
face-to-face events, and individual consultations.
Annual Flagship Workshop Series
CETL’s Flagship Workshop Series is a yearlong series consisting of approximately seven workshops. During each year of the It’s About Engagement! initiative, CETL’s flagship Workshop Series will address seven topics: (1) the It’s About Engagement initiative itself, (2) pedagogical approaches to engaging students, (3) undergraduate research, (4) internships/co-ops, (5) service-learning, (6) course design, and (7) reflection. Embracing the idea that doing is critical to learning, It’s About engagement learning opportunities “allow students to take what they learn in the classroom and apply it to the real world.”
In addition, a department chair’s workshop will be held to orient chairs to the role they play in the It’s About Engagement initiative.
Finally, CETL's Faculty Fellow for Reflective Practice in Learning, Dr. Michelle Head, has developed a series of supplemental workshops focused on developing and assessing reflection assignments in It's About Engagment courses. Topics currently being offered are:
- How to Assess a Reflection Assigment
- Developing a Growth Mindset through Reflective Writing
- Embedding the It's About Engagment Critical Reflection Assignment in Your Course
Flagship Series TopicWorkshop Title (may change from year to year)
Undergraduate ResearchEngaging Students as Scholars
(in partnership with the Office of Undergraduate Research)
Internships and Co-opsEngaging Students with Potential Futures
(in partnership with Career Planning and Development)
Service-LearningEngaging Students with our Community
(in partnership with Student Leadership and Service)
Chair’s orientationUnderstanding Chair’s Role in It’s About Engagement
Engagement-focused Individual Consultations
CETL Scholarly Teaching supports a Faculty Fellow for Reflective Practice in Learning, Dr. Michelle Head, who is available to consult with faculty regarding reflective teaching and research practices for It's About Engagement courses.
In addition, CETL Scholarly Teaching staff are available for one-on-one consultations (including classroom observations if desired) related to designing and implementing engaging courses and course activities involving Undergraduate Research, Service-Learning, and Internships/Co-ops. Consultations can be requested at any time.
Faculty Guide to Designing a Service-Learning Course
This guide put together by CETL Scholarly Teaching will walk you through the process of designing a service-learning course from the initial stages of developing course learning objectives to working with a community partner to implement the course.
Literature Supporting It's About Engagement
Critical Reflection Literature
The Articulated Learning: An Approach to Guided Reflection and Assessment (Ash & Clayton, 2004)
Analyzing Service-Learning reflections Through Fink’s Taxonomy (Barnes & Caprino, 2016)
General Information about Service-Learning
An Introduction to Service-learning Pedagogy (Chenarani, 2017)
A Meta-Analysis of the Impact of Service-Learning on Students (Celio et al., 2011)
Community-centered Service Learning: Moving from Doing For to Doing With (Ward & Wolf-Wendel, 2000)
Does Service Learning Make a Difference in Student Performance? (Fredericksen, 2000)
Learn Global: Serve Local: Student Outcomes From a Community-based Learning Pedagogy (Pedersen et al., 2015)
Learning to Serve: Delivering Partner Value Through Service-Learning Projects (Block & Bartkus, 2019)
Mutual Benefits of a Service-Learning Community-Academic Partnership (Tyndall et al., 2020)
Reimagining Service Learning: Deepening the Impact of this High Impact Practice (Anderson et al., 2019)
Service Learning as Holistic Values Pedagogy (Lovat & Clement, 2016)
The Art of Service Learning (Condon et al., 2015)
Stepping from service-learning to SERVICE-LEARNING pedagogy (Phelps, 2012)
Virtual Service-Learning Experiences
Online Service-learning in a Nutshell (from the University of Tennessee Knoxville)
Service-Learning as innovative pedagogy in online learning (Bossaller, 2016)
Technology Integration in Service-learning Pedagogy: A holistic framework (Salam et al., 2019)
First-Generation Student Success: The Role of Faculty Interaction in Service Learning Courses (McKay & Estrella, 2008)
Service Learning as a Pedagogy of Whiteness (Mitchell et al., 2012)
Funded Opportunities for Faculty
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*These programs come with funding generously provided to CETL through the Office of Institutional Quality and Accreditation.
- access CETL resources online and in-person to support their continued development.
apply the backward design process to incorporate HIPS for engagement of students in the learning process within their courses.
- design HIP learning tasks/activities including reflective assignments for undergraduate research, service-learning, and internships/co-ops that constructively align within a course.
- align course learning activities and/or content with HIP taxonomies developed by KSU.