Good student learning outcomes and a low drop-out rate are in the interest of every university. The growing prevalence of Engaged Learning initiatives is not least a result of the benefits of this approach for the students who are confronted with it.
The drivers of Engaged Learning vary. Globally, there is renewed impetus in the ‘third mission’ and social responsibility across higher education. Lack of formal national networks for this pedagogy has meant that Engaged Learning has yet to become embedded across curricula. Engaged Learning initiatives in most countries are most often instigated by individual academics, while some larger models offering an Engaged Learning approach have emerged through participation in national, or internationally funded projects.
Strategic planning for how to plan successful and sustainable Engaged Learning initiatives with tight budgets is an important consideration that universities should be more involved with. Sustainability is one of the main challenges of Engaged Learning. Many activities across the partner countries are organised by individual HEI members with a keen societal awareness and are dependent on the on-going capacity and goodwill of that one individual in addition to external funding. Reduced funding globally in higher education, and a lack of institutional wide incentives for staff to adopt an engaged approach are also seen as barriers. Institutionalised support, coordination, and strategic planning in addition to formal acknowledgement, incentives, or rewards would help to embed an Engaged Learning approach in HEIs.
Engaged Learning demands of professionals at universities what is also demanded of students – learn, develop, look beyond the boundaries of your discipline, and use what you have learned to contribute to the welfare of society.
Interdepartmental Collaboration: Engaged Learning with Biomedical Engineers | Universidad de Málaga
One way Engaged Learning will work is to go outside one’s area of expertise, says Dr. Mary Griffith from the University of Málaga. Although this may be easier in social sciences and education, the challenge is to apply engaged learning in other fields such as STEM areas. We need an interdisciplinary approach to Engaged Learning.
Keep readingHow to Spread the Skills and Knowledge for Others to Create Engaged Learning Programmes | Ghent University
Creating a sustainable future multidisciplinary network of potential educators and community partners who have both the theoretical and practical knowledge in how to establish their own Engaged Learning initiatives.
Keep readingLessons and Reflections on Engaged Learning in Europe | Ghent University
Shelli Ann Garland interviews Dr. Courtney Marsh about her work with the interdisciplinary consortia—IDC in crime, criminology and criminal policy. It focuses on societal impact and her connection with Engaged Learning in Europe. Click here for a full transcript of the podcast.
Keep readingDifferent Approaches to Engaged Learning | University of Exeter
Engaged Learning can take many forms, from small-scale and informal to large-scale regional partnering.
Keep readingUsing Design Thinking to Institutionalise Engaged Learning | University of Exeter
Following an open call by the University of Exeter’s Education Incubator, CaST supported three Engaged Learning projects across 2020–21. Evaluating the experiences of key stakeholders involved has helped us understand what worked well and what the challenges were. In order to help us shape the future of Engaged Learning at Exeter, a workshop was run…
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Engaged Learning Toolkit 