While Syracuse University promotes students’ engaged learning in innovative ways, more work is needed to capture the fullness and complexity of student engagement in and outside of the classroom. Through this project - From Self to Civic: Promoting Student Well Being through Communities of Engaged Learning - we developed and implemented a multi-method approach to study the impact of engaged learning on well being for college students on our campus. Some of the questions addressed include: How has engaged scholarship been integrated in academic courses? What are some key examples and how can we better understand the implications of such learning including through the narratives of students? How does or might Syracuse University promote student well being through communities of
With support from Bringing Theory to Practice, we measured facets of socio-emotional well being for students enrolled in three courses that illustrate SU’s commitment to educating the whole student and that draw students from across disciplines. The courses include: Intergroup Dialogue (SOC/WGS/CFE 230); Personal and Social Responsibility (SPM 101); and Cognitive Behavioral Approaches to Stress Reduction (HTW 405/605). Faculty who lead these courses share a commitment to
experiential learning that addresses self-inquiry and critical thinking, empathy and perspective-taking, personal and social identities, agency and civic engagement. The three courses served as the basis for the development of survey instruments and interview protocols to better understand the impact of engaged learning on college student well being
Primary Investigators: Gretchen E. Lopez, Intergroup Dialogue Program, Cultural Foundations of Education, School of Education, email@example.com.