For over a decade, the national Bringing Theory to Practice (BTtoP) project has promoted the idea that well-being is an essential outcome of college students' learning and civic engagement. The project emphasizes the full promise of a liberal education: to be liberally educated is to possess the complex skills and abilities necessary for…

The concept of and approach to service-learning across higher education has changed dramatically over the last two and a half decades. Historically, one of the primary goals of service-learning was to prepare undergraduate students to become engaged citizens and to introduce them to the challenges experienced by individuals from marginalized or…

This EPI Policy Perspectives covers a presentation given at the European University Association Annual Convention (March 20, 2009, in Prague, Czech Republic) that addresses the Bologna process in the European Union. The process raised many questions regarding the role of the university, and the entire tertiary/postsecondary system of education.…

This article argues that teaching health campaigns from an engaged pedagogy perspective is beneficial for students, instructors, and communities. This argument is supported by a teaching and learning perspective using a motorcycle safety campaign as an exemplar. Retrospective interviews were conducted with students who participated in a…

The ideal of community engagement suggests that both a student's career and his college's mission are (or ought to be) inextricable from the community in which they are embedded. That students, faculty, and academic institutions should serve community purposes, actively engage in community affairs, and network themselves in real and virtual…

Evidence has emerged that the civic engagement movement in US higher education may not be fulfilling its transformative potential, having lost sight of its core democratic purposes. Civic engagement conceptualised only in terms of activity and place--programmes in communities--may be easily accommodated to prevailing technocratic practices. For…

C. Wright Mills would be a friendly critic of service learning, acknowledging its benefits for providing students with experiential learning opportunities to connect personal troubles with social issues. Yet he would be critical of service-learning practices that perpetuate institutional power inequalities and that do not advance the social change…

This article describes an interdisciplinary, experiential learning project that combined marketing and communications courses at a state university. Two professors from different colleges partnered with a domestic violence center to enable students to create a community-based social marketing campaign. Student assessments indicated success in…