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ERIC Number: ED548473
Record Type: Non-Journal
Publication Date: 2011
Pages: 96
Abstractor: As Provided
Reference Count: 108
ISBN: 978-1-2674-2137-1
Engaging Communities: Encouraging Faculty to Teach in an Interdisciplinary Community Engagement Core Curriculum with an Emphasis on Writing Instruction
Persichetti, Amy Lee
ProQuest LLC, Ed.D. Dissertation, Widener University
Over the past several decades, interdisciplinary programming, community engagement courses, and Writing Across the Curriculum initiatives have proliferated as colleges and universities seek to enhance student learning outcomes, prepare students for a global economy, and seek creative solutions to emergent social and scientific problems (Garcia-Cepero, 2008; DeZure, 1998). However, the disciplinary organization of higher education can create psychological, logistical, and structural barriers that prevent faculty engagement in new initiatives (Davies & Devlin, 2007; Frost & Jean, 2001). Although at first glance, disciplinarity, writing instruction, and community engagement seem to be discrete areas of scholarly inquiry, they share similar challenges when recruiting and preparing faculty for participation in college-wide initiatives. This dissertation studies the faculty of a small, Catholic, liberal arts college as they implement their new community engagement series, Engagements with the Common Good (ECG), a four-year developmentally sequenced series of required courses that emphasize pathways to social justice, community engagement, and writing instruction. Results suggest that faculty at the college are mission-driven, participatory, supportive of the developmental curricular approach, and interested in interdisciplinary teaching and experiential and applied pedagogies. They are well supported by academic administration and faculty development. However, professors are still struggling with writing instruction, disparity across sections of the courses, and the workload challenges of a small faculty. These results can be of particular use to colleges who wish to integrate existent community engagement courses into a broader core curriculum that emphasizes writing instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A