Campus Units
Education, School of
Document Type
Article
Publication Version
Published Version
Publication Date
2016
Journal or Book Title
Diversity and Democracy
Volume
19
Issue
4
Abstract
When facilitated intentionally and inclusively, signature work—in which students develop culminating products over time, guided by faculty feedback and driven by their own inquiry—has the potential to be a high-impact practice with transformative results. That potential may be heightened when signature work involves community engagement. As we argue in this article, campus practitioners should consider how students’ participation in community-engaged signature work may positively affect certain noncognitive outcomes as well as cognitive outcomes.
Copyright Owner
Association of American Colleges & Universities
Copyright Date
2016
Language
en
File Format
application/pdf
Recommended Citation
Finley, Ashley and Reason, Robert D., "Community-Engaged Signature Work: How a High-Impact Practice May Support Student Well-Being" (2016). Education Publications. 78.
https://lib.dr.iastate.edu/edu_pubs/78
Included in
Curriculum and Social Inquiry Commons, Educational Leadership Commons, Higher Education Commons, Student Counseling and Personnel Services Commons
Comments
This article is published as Finley, A., & Reason, R. D. (2016). Community-engaged signature work: How a high-impact practice may support student well being. Diversity & Democracy: Civic Learning for Shared Futures. Vol. 19, No. 4. Posted with permission.