Faculty can benefit personally and professionally from integrating engaged learning into courses. Teaching with engaged learning can:
- encourage interactive teaching methods and reciprocal learning between students and faculty
- add new insights and dimensions to class discussions
- lead to new avenues for research and publication
- promote students' active learning; engage students with different learning styles
- promote students' opportunities to directly apply course content to theory, thus creating a deeper level of understanding
- develop students' civic and leadership skills
- boost course enrollment by attracting highly motivated and engaged students
- provide networking opportunities with engaged faculty in other disciplines
- foster relationships between faculty and Binghamton area community organizations, which can open other opportunities for collaborative work
- provide firsthand knowledge of community issues; provide opportunities to be more involved in community issues
Below is a list of resources that illustrate how integrating engaged learning into the classroom can benefit faculty, students and community:
- Driscoll, A., Holland, B., Gelmon, S., & Kerrigan, S. (1996). An assessment model for service-learning: Comprehensive case studies of impact on faculty, students, community and institution. Michigan Journal of Community Service Learning, 3(1), 66-71.
- Eyler, J., Giles, Jr., D. E., Stenson, C. M., & Gray, C. J. (2001). At a glance: What we know about the effects of service learning on college students, faculty, institutions, and communities, 1993-2000: Third Edition. Vanderbilt University.
- Moely, B. E., McFarland, M., Miron, D., Mercer, S., Ilustre, V. (2002). Changes in College Students’ Attitudes and Intentions for Civic Involvement as a Function of Service-Learning Experiences. Michigan Journal of Community Service Learning, 9, 18-26.