Building capacity for excellence in the challenging work of  connecting curriculum & community

 

... through ...  

Professional Development

Program Design & Evaluation

Collaborative Scholarship

... in such areas as ...  

Introductory & advanced service-learning 

Integrated design of experiential learning

Critical reflection & assessment of learning

Civic learning

Reciprocal partnerships

Transformational institutionalization of community engagement 

Carnegie Community Engagement Classification

 Service-learning program development

Democratic civic engagement

Critical thinking

Scholarship of teaching and learning

Student leadership in community-campus engagement 

 


 

Patti H. Clayton

From the beginning, my colleagues and I defined ourselves as a learning community of practitioner-scholars dedicated to continual learning and improvement in our community-engaged teaching and learning practice and hoping to contribute in meaningful ways to the growth of associated scholarship. Co-creation—of courses, professional development, infrastructure, partnerships and projects, resource materials, and scholarship—remains my defining modus operandi. The associated identities among all partners as co-learners, co-educators, and co-generators of knowledge are at the very heart of the democratic curricular engagement that I seek to cultivate and support. Let's see what we can create together!

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A taste of my work (excerpted from a chapter co-authored with 3 student leaders, which, of all my scholarship over 15+ years, remains the piece of which I am most proud):

We understand [curricular engagement] to be most fundamentally a relational process focused on capacity-building and grounded in the principles of servant leadership: all participants are engaged in relationships not only in which all contribute and all benefit but [also] of mutual learning, growth, and change. For us, mutual transformation through a process of co-creation in the context of a mentoring community is a powerful framework: together, we have undertaken—and are still engaged in—a shared developmental journey that has transformed us, our relationships, our fellow students and faculty/staff, and our program itself.... Ultimately, students best undertake a developmental journey when those who support and mentor them are also striving for growth through the same process.
— Whitney, B. C, McClure, J. D., Respet, A. J., & Clayton, P. H. (2007).