teaching & learning -- high impact pedagogical practices -- in higher education -- practice and policy
Education, ideally, is the transformation of knowledge rather than the transfer of information; what I have termed an "apprenticeship into democracy" rather than an "apprenticeship into Wikipedia." Yet accomplishing this -- helping our students develop the habits of mind and repertoires of action to become engaged and thoughtful citizens in a complex and contested pluralistic democracy -- is extremely difficult. In fact, there are numerous pedagogical, structural, and cultural roadblocks to allow faculty to transform their teaching and their students' learning. My work focuses on these issues to support faculty buy-in to high impact pedagogical practices and enhance student engagement. This is especially critical today, as we are in the midst of the irreversible splintering of higher education and the unbundling of faculty work. The rise of powerful digital learning technologies will, whether we like it or not, intrude upon and displace many of the traditional roles of the faculty in the college classroom. If we are to be able to truly articulate the value proposition of higher education – of incorporating digital learning technologies rather than being ravaged by them – we will need to re-envision and recreate the role of the professor as one who helps students to transform knowledge rather than transfer information. To do so, I argue, we will need to temper our expectations in order actually strengthen them; we will need to figure out what we are good at, and what we are not, the limits and possibilities of the power of faculty work and the value-added of higher education, in order to revise the form and function of higher education. Below are links to some of my key articles on these issues as well as a listing of all of my scholarship on these issues.
(Note: Much of my recent work in these areas has been published in general audience publications -- such as in Forbes, InsideHigherEd, and the New England Journal of Higher Education. Please see my "Op-Eds and General Audience Writings" for these.)
Dan Butin. (2014). “There’s No App for Ending Racism. Theorizing the Civic in the Age of Disruption” in Diversity & Democracy. 17(1),
Dan Butin. (2014). “Framing Statement: Identifying the Current Critical Challenges of Advancing Community Engaged Scholarship” with John Saltmarsh and Elaine Ward, for the 2014 Lynton Colloquium Next Generation Research Initiative.
Dan Butin. (2014). “The Future of the Civic in an Online World” in Civic Learning and Teaching, (pp. 1-9) edited by Ashley Finley. Washington, DC: AAC&U.
Dan Butin. (2012). “Jewish Studies and Service-Learning in Higher Education: What Each Can Gain From the Other.” Journal of Jewish Communal Service. Pp. 157-164. (co-authored with N. Pianko). Volume 87 (1/2).
Dan Butin. (2009). “A Review of Service-Learning and the Liberal Arts” Learning and Teaching: The International Journal of Higher Education in the Social Sciences.
Dan Butin. (2007). “Rethinking Engagement: Strengthening Faculty Buy-In to Community Engagement.” Change, Nov/Dec., 2007. Pp. 34-37.
Dan Butin. (2006). “The Limits of Service-Learning in Higher Education”, The Review of Higher Education, 29(4). Pp. 473-498. (reprinted in M. Tight (Ed.) Higher Education, NY: Taylor & Francis.)
Dan Butin. (2005). “Perspectives on Higher Education” Educational Studies. 37(2), pp. 157 – 166.
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