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


... through ...  


... in such areas as ...  

Introductory & advanced SLCE 

Experiential learning

Integrated design of courses and curricula

Partnerships in SLCE

Student leadership in SLCE

Democratic civic engagement

Civic learning

Critical thinking 

Critical reflection

SLCE program development

SLCE as scholarship (SoTL, SoE, CES)

Carnegie Community Engagement Classification

 Institutional transformation

Assessment (of learning, impact, partnerships)

SLCE & sustainability

SLCE & ethical inquiry  

… and whatever else you want to do together


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!


A taste of my work (excerpted from a chapter co-authored with 3 student leaders, which, of all my scholarship over 20+ 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).