Engaged Learning in the Academy Challenges

Advocates of engaged learning in higher education through programs such as internships, cooperative education, and service-learning make strong claims for its value to students, colleges, and communities. But mainstream academics either ignore or reject those claims, favoring more conventional forms of curriculum and teaching. Drawing on ethnographies of dozens of student-interns and many years of professional practice, Moore tackles the controversy over whether first-hand experience is a legitimate and effective source of learning. He identifies both the pitfalls and the possibilities in engaged pedagogies and suggests conditions under which they might work best.

David Thornton Moore has been on the faculty of the Gallatin School of Individualized Study at New York University, USA, since 1982. A Harvard-trained educational anthropologist, he has conducted ethnographic studies of student-interns at more than seventy sites. His work has been published in journals such as the Harvard Educational Review and the Michigan Journal of Community Service Learning; he has had chapters in numerous books about experiential learning; and he is a coauthor of Working Knowledge: Work-based Learning and Education Reform (2004).

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Engaged Learning in the Academy Challenges and Possibilities

Summary

Author Biography

Table of Contents

Supplemental Materials