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.

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.

Copyright Owner

Association of American Colleges & Universities

Language

en

File Format

application/pdf

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