Students’+engaged+pathways+-+Unwinding+Ariadne’s+thread

**Students’ engaged pathways: Unwinding Ariadne’s thread** Amy Anderson, Faculty Consultant, Duke University [ amy.anderson@duke.edu] David Malone, Associate Professor, Duke University david.malone@duke.edu] Kathy Sikes, Faculty Consultant, Duke University kathysikes@duke.edu] Kristin Wright, Assistant Director, Duke University kristin.wright@duke.edu] Leela Prasad, Associate Professor, Duke University leela@duke.edu]



** Keywords: ** Engaged pathways, student involvement, civic experiences

** Track: ** Student development and learning

** Format: **Team presentation


 * Date & time: ** Thurs day 10:50-Noon
 * Location: **Salon 6

**Summary:** Each fall, incoming and returning students arrive on university and college campuses with a variety of engaged experiences, hoping to integrate these experiences and their attendant learnings, questions, and skills into their academic courses of study. Once on campus, who helps students integrate these experiences into a holistic pathway to and through engaged learning?

Examining pathways students have already navigated to further their commitments to community engagement, as well as those students and institutional stakeholders imagine developing in support of students’ journeys, we suggest at least five pathways, or perhaps narratives, to frame student experiences through and to engaged learning: the collector, the professional, the policy-maker, the pedagogue, and the community organizer. In this presentation, we invite exploration of these identified pathways in order to shed light on possible theoretical frameworks for understanding how journeys are negotiated by the individual.

If, as Cronon (1998) argues, the primary function of a liberal education is to provide ways for students to see, and we would add, to form, “connections that allow them to make sense of the world and act within it in creative ways… [then] gaining the power and the wisdom, the generosity and the freedom to connect” (p. 79, emphasis added), we would argue, is contingent upon students’ crafting unique but intentional pathways through engagement.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**References:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Astin, A. W. (1984). Student involvement: A developmental theory for higher education. //Journal of College Student Personnel, 25//, 297-308.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Butin, D. W. (2010). //Service-learning in theory and practice: The future of engagement in higher education.// New York, NY: Palgrave.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Cronon, W. (1998). “Only connect…” The goals of a liberal education. //The American Scholar//, //67//(4), 73-80.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Eyler, J. S., Giles, D. E., Stenson, C. M., & Gray, C. J. (2001). At a glance: What we know about the effects of service-learning. Retrieved from http://www.google.com/search?client=safari&rls=en&q=research+at+a+glance+service-learning&ie=UTF-8&oe=UTF-8.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Kuh, G. (2008). //High-impact educational practices: What they are, who has access to them, and why they matter.// Washington, DC: AAC&U.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Pasque, P. A., Bowman, N., Small, J. L., & Lewis, R. (2009). Student created curricular and co-curricular pathways toward participation in a diverse democracy. //Multicultural Perspectives,// //11//(2). 80-89.

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