Chapter 1 lays the theoretical foundation for engaged learning, and how theory is enacted in course design and student learning assessment. It offers a literature-based description of what engaged learning is, where it sits within historical educational models and philosophies, the types of learning outcomes that are unique to engaged learning practices, and insights into what engaged learning commitment means in terms of special course design elements. The chapter shows the vital connections between an educator's overall learning philosophy and the choice of learning objectives, learning activities, and the assessment of student learning. By reviewing the ways in which seminal educators have evolved in their views and practices of engaged pedagogy, Chapter 1 focuses on the common goals that engaged educators share: ultimately, to work together with their students in transparency and inclusion, in order to create meaningful learning for students and instructor alike.
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Front Matter
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Back Matter
