The Community College National Center for Community Engagement (CCNCCE) is a national leader in advancing programs and innovations that stimulate active participation of institutions of education in service learning and community engagement for the attainment of a vital citizenry. For 21 years, the CCNCCE has successfully developed and managed innovative partnerships and disseminated lessons learned throughout the higher education community. An outcome of the mission of the CCNCCE is to support and promote the pedagogy of service-learning, a teaching method which combines academic instruction with community service as it focuses on increasing college access and completion, academic achievement and engagement, critical and reflective thinking and civic responsibility. In addition to an annual conference in May of each year, CCNCCE also offers abstracts, articles and publications, funding opportunities, manuals and workbooks, presentations, and syllabi.
NASPA is the leading association for the advancement, health, and sustainability of the student affairs profession. Founded in 1919, NASPA comprises more than 13,000 members in all 50 states, 29 countries, and 8 U.S. Territories. NASPA’s Lead Initiative on Civic Learning and Democratic Engagement (Lead Initiative) recognizes a network of 50 postsecondary institutions for their commitment to civic learning and democratic engagement. Selected institutions, representing public and private four-year and two-year colleges and universities, have committed to building clear and tangible civic learning and democratic engagement activities into student affairs division strategic goals and learning outcomes; collecting and reporting data on the efficacy of campus efforts using tools that measure gains in civic learning and democratic engagement; and creating strategies in collaboration with students that increase civic learning and help solve community problems through collective action. Published in partnership between AAC&U and NASPA–Student Affairs Administrators in Higher Education, this Fall 2013 issue of features best practices for working across organizational divides to make civic learning an institutional priority.
Like the renewed emphasis on civic engagement in higher education, Imagining America (IA): Artists and Scholars in Public Life grew in the interstices between academic disciplines and public sectors. It is significant that the consortium, created in 1999, grew out of a year-long celebration of the arts and humanities at the University of Michigan led by English and American Studies Professor Julie Ellison (Imagining America's founding director), but also encouraged and funded by the visionary physicist Homer Neal, acting as vice president for research. As the organization developed, its mission expanded to include design, and its Presidents' Council and leadership came to assert that "publicly engaged humanities, arts, and design … represent ways of knowing that are essential in the public work of naming and framing community problems and designing solutions" (Imagining America 2014, 1). Over one hundred colleges and universities now belong to the organization—representing nearly every aspect of higher education, including community colleges, research universities, urban public universities, and private liberal arts colleges.
Those of us who care deeply about publicly engaged scholarship and teaching can respond to this challenge in two ways. First, colleges and universities can find ways to form communities and share resources with each other and their surrounding civic communities, recognizing that if they fail to do so, many smaller institutions will simply cease to exist. Partnerships addressing shared problems can help higher and K–12 education, cultural institutions, nonprofits, and town and regional governments solve some of their own financial challenges. Lafayette College economics professor Gladstone "Fluney" Hutchinson's Appalshop project is an attempt to revitalize the arts and bring new investment into Appalachian communities. It serves as a particularly striking example of melding figurative and literal enrichment, an effort in which economists interact with artists, culture-bearers, and public scholars. [Editor's note: for more about the Appalshop project.]
Committee Chair for Literature and Film Committee - Present
Committee Member for Evaluation Committee, 1995 - Present
Director for Bentley Service-Learning Center, 2011 - 2013
Committee Member for Service-Learning Director Search Committee, 2012 - 2012
Reviewer, Journal Article for Journal of Higher Education Outreach and Engagement - Present
Reviewer, Journal Article for Michigan Journal of Community Service Learning - Present
Reviewer, Book for Modern Language Association - Present
Reviewer, Journal Article for Prism: A Journal of Regional Engagement - Present
advisor on higher education initiatives for Youth Service America, 2010
Literacy tutor for Power Program, 2008 - 2010
Murphy, Brian. 2014. "Civic Learning in Community Colleges." In Civic Engagement, Civic Development, and Higher Education, edited by Jill N. Reich. Washington, DC: Bringing Theory to Practice.
Zlotkowski, E. A. (2012). "Students as Colleagues."Presented at the International Asociation for Research on Service-Learning and Civic Engagement's IARSLCE Annual Conference, Baltimore, MD.
Zlotkowski, E. A. (2012). "Certification Workshop."Presented at the NY Campus Compact & St. John's University (NYC)'s New York Campus Compact-St. John's University Service-Learning Faculty Certification Workshop, Queens, NY.
Zlotkowski, E. A. (2012). "Service-learning in Thery and Practice."Presented at the Western New York State service-learning Coalition's Western New York State Service-learning Faculty Workshop, Niagara, NY.
Zlotkowski, E. A. (2012). "Service-learning and the First-Year Experience."Presented at the Montana ServiceLearning Coalition's Annual Montana Service-learning Conference, Billings, MT.
Zlotkowski, E. A., Olivas, A. (2011). "Tapping the Full Spectrum of Civic Engagement Strategies."Presented at the American Association of Colleges and Universities's Educating for Personal and Social Responsibility, Longbeach, CA.
Zlotkowski, E. A. (2011). "Service-Learning Course Design."Presented at the Western NY State S-L Consortium's Western New York State Service Learning Consortium Annual Faculty Training, Buffalo, NY.
Zlotkowski, E. A. (2010). "Students as Colleagues: New Research Directions."Presented at the International Conference on Service-learning and Civic Engagement's 10th International Research Conference on Service-Learning and Civic Engagement, Indianapolis, IN.
Zlotkowski, E. A. (2010). "Service-Learning Course Creation."Presented at the Western New York State Service-learning Consortium's Western New York State Faculty Service-Learning Workshop, Buffalo.
Zlotkowski, E. A., Saltmarsh, J., Horowitz, K. (2010). "Students as Colleagues."Presented at the New England State Campus Compacts's New England Campus Compact Regional Conference, Burlington, VT.
Zlotkowski, E. A. (2007). "Keynote Presentation: Education, Globalization, and Democracy: Taylor vs. Dewey Dejà Vu."
Zlotkowski, E. A. (2007). "Keynote Presentation: Service-Learning in the United States: Addressing the Needs of a Society in Transition."
Zlotkowski, E. A. (2007). "Keynote Presentation: Students as Colleagues: Expanding the Circle of Service-Learning Leadership."
Zlotkowski, E. A. (2007). "Plenary Address: Academy-Community Partnerships for Teaching and Learning."
Marketisation, increased student mobility, the massification of Higher Education (HE) and stagnating staff numbers in universities have combined to cause a ripple effect of change both in the demography and size of university classes across the world. This has implications for the quality and equity of learning and the need to examine and to transform pedagogical practices. Despite the growing attention of literature on teaching large classes, there is a scarcity of research addressing the twin issues of large classes in an increasingly internationalised context. This paper seeks to contribute towards filling this gap. The paper provides a theoretical exploration of the causes of such classes in HE, reviews the empirical evidence against large class teaching and examines the difficulties associated with teaching demographically diverse classes in HE. The paper identifies eight pedagogical strategies to address the issues of class size and diversity, which relate to increasing student participation and engagement; increasing curricula access and the language of instruction; increasing staff intercultural understanding; increasing opportunities for deep learning for all; on-going monitoring of student satisfaction; increasing opportunities to achieve; diversification of assessment; and the merit of Massive Open Online Courses (MOOCS). It calls for new research on global learning cultures; reviews of global assessment and promising pedagogical practices and processes.
In regard to coherence, too, we do not want to forget that our campuses are communities in their own regard, and we need to treat them as such. Brian Murphy argues that "our students deserve more than to be treated as if they have no civic life and do not need to understand how power works" (2014, 14), an idea that informs De Anza College's Institute of Community and Civic Engagement, as well aspects of the curriculum. Under Devorah Lieberman's leadership, the University of La Verne engages all first-year students in one of twenty-eight learning communities, all of which incorporate student and faculty experiences with community groups. Similarly, at Drew University, the Civic Scholars program engages selected first-year students in a yearlong seminar in which groups create their own ambitious community partnerships—working, for instance, with local bankers to offer economic planning to families dealing with the effects of the Great Recession.