Faculty Learning Communities: Taking Collective Action to Improve Teaching and Learning in Nonprofit and Philanthropic Studies

Hatcher, Julie A.; Shaker, Genevieve G.; Freeman, Tyrone McKinley

doi:10.18666/jnel-2016-v6-i3-7584

Cited by 5 publications

(4 citation statements)

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“…Reflection, while seen as an individual method of learning, is enhanced through a socially collaborative process such as a community of practice where there is shared interest, knowledge and expertise, and members are active practitioners in the shared area of interest (Hatcher et al, 2016). In fact, Day (1993) contends that reflection requires a confrontation of some kind to mature to development.…”

Section: Social Impactmentioning

confidence: 99%

Untitled

2021

Scope (Work-based Learning)

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Now in its fourth year, the Doctorate in Professional Practice (DProfPrac) within Otago Polytechnic's Capable NZ (College of Work-based Learning) faces a challenge to demonstrate its rigour to a range of internal and external stakeholders. Having celebrated its first completion in 2021 and with others in the offing, now is an appropriate time to celebrate the intensity and authenticity of the organisation's distinct species of DProfPrac. In broad terms, the programme requires candidates to create new practice-led knowledge through a process strong in developing reflective and self-managing practitioners. The doctorate aims to implement and develop the Middlesex model of professional doctorates (Costley & Lester, 2010); indeed, representatives of this organisation serve as annual external reviewers of the developing programme. The programme is also open to scrutiny from within, such as research quality gate-keepers and the broad doctoral mentoring team. Further, it is closely watched by other tertiary providers of similar qualifications, and those wishing to enter the doctorate space. Universities watch to see if the professional doctorate offers legitimate threat to traditional and thetic models of representing coming to know. Is it a threat? There is clear pressure on demonstrating the robustness of the programme and, in turn, each candidature's rigour.Having a clear understanding of 'rigour' is crucial to the sustainability and quality assurance of programmes positioned at levels 9 and 10 on the New Zealand Qualifications Authority (NZQA) framework, particularly during times of 'super-complex' change. If, as Barnett (2000 might suggest, super-complexity is characterised by the constellation of critical moments comprising threats both inside the system (restructuring, amalgamation) and outside it (COVID-19, the world in turmoil, residual neoliberalist ideology), such educational providers must look to their sustainability to endure, and loss of survival would lead to rigor mortis.

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Section: Social Impactmentioning

confidence: 99%

Untitled

2021

Scope (Work-based Learning)

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“…A literature search in leading education journals of the field yielded few results for articles focused on teaching ePortfolios within NPS. For instance, a few articles very briefly referenced ePortfolios in relation to assessment of student learning and development of faculty culture in NPS (Schmidt, 2014;Cantrell-Bruce & Blankenberger, 2015;Blankenberger & Cantrell-Bruce, 2016;Hatcher, Shaker & Freeman, 2016), but ePortfolios were not central to the subjects under consideration. Another study noted that ePortfolios were a feature of an undergraduate fundraising internship program, but did not delve into their impact on student learning (Strickland & Walsh, 2013).…”

Section: What Are Eportfolios?mentioning

confidence: 99%

“…Reflection is already a central feature of teaching in NPS, especially as it relates to the use of HIPs like service learning, internships, and student philanthropy (Hatcher & Studer, 2015;Payton & Moody, 2008). Indeed, the philanthropic autobiography, a reflective essay about students' early life experiences with philanthropy and the nonprofit sector, has been identified as a signature assignment and critical pedagogical tool in NPS (Payton & Moody, 2008;Freeman, 2014;Hatcher, Shaker, Freeman, 2016;Hutchings, 2016). Because NPS "seeks to reflect on its subject as well as see its work carried forward into action in the world," developing reflective practitioners is a priority (Turner, 2004(Turner, , 2084.…”

Section: Reflective Practicementioning

confidence: 99%

The Case for Integrating ePortfolio Pedagogy Into Nonprofit and Philanthropic Studies

Freeman

2020

JNEL

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“…A relatively new entrant into this fray is the Bachelor of Arts (BA) in Philanthropic Studies, launched in 2010 at IUPUI and the first degree of its kind in the nation (Hatcher, Shaker, & Freeman, 2016). Philanthropic Studies, as a "multidisciplinary inquiry into the origins and evolution, forms and contexts, structure and institutionalization of philanthropic and other prosocial behaviors" (Hatcher, Shaker, & Freeman, 2016, p. 261), prioritizes the formation of students' philanthropic values and civic identity at the undergraduate level in particular.…”

Section: Introductionmentioning

confidence: 99%

The Role of Philanthropic Studies in Equipping Students to Articulate their Personal and Vocational Purpose

Nathan

Shaker²,

Janin

2020

JNEL

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Positioned within the larger discussion regarding the outcomes of a liberal arts education, this qualitative study examined Philanthropic Studies undergraduates’ articulation of purpose. Fifteen majors participated in this grounded theory study, providing insight into the student experience in this new, liberal arts discipline. Findings are expressed in a theoretical framework showing how most students’ articulation of purpose successfully evolved to include and integrate personal and vocational aims. Most of the Philanthropic Studies students held a strong, values-based orientation that underscored their experiences and perspective but was not enough to assure a confident vocational purpose on its own. The framework aligns and complements theories of student development and illuminates a number of personal and programmatic factors that facilitated or hampered the students’ progression. The study suggests that liberal arts-based curricula can do well with a holistic approach that attends closely not just to students’ academic achievements but also to their sense of personal purpose, career interests and vocational concerns, while using experiential learning strategies in generous measure.

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Faculty Learning Communities: Taking Collective Action to Improve Teaching and Learning in Nonprofit and Philanthropic Studies

Cited by 5 publications

References 0 publications

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The Case for Integrating ePortfolio Pedagogy Into Nonprofit and Philanthropic Studies

The Role of Philanthropic Studies in Equipping Students to Articulate their Personal and Vocational Purpose

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