Print Page   |   Contact Us   |   Sign In   |   Click to register.
Community Search
Member Spotlight
Trent Batson Ph. D., AAEEBLTrent, AAEEBL Founder, has recently announced his retirement. Click on his name and wish him well!

2014 AAEEBL Midwest US Regional Conference
Share |

University of Michigan University Library (used with permission)
Hatcher Library image (used with permission)

Converging Pedagogies:
Bridging Integrative and Engaged Learning

May 18-19

University of Michigan
Harlan Hatcher Library

Ann Arbor, Michigan


 Conference Context and Invitation to Submit Proposals

Integrative learning pedagogy fosters connections over time and across contexts:  curricular and co-curricular, community-based, and personal and professional. It enables students to synthesize and transfer their learning from one setting to others, thus encouraging intentional decision-making in all aspects of life and enabling students build habits of mind that prepare them for "real world” engagement. As we know, eportfolio processes are, most often, deeply rooted in this pedagogy.  


Similarly, engaged learning pedagogy provides the means for students to make connections between classroom experiences and experiences beyond the classroom. This approach is grounded in a number of high impact practices:  community-based and problem-based learning, studying and working abroad, peer-based programs, research, internships, field and clinical experiences, and service-learning courses, to name a few. Engaged learning is a mechanism for students to apply their discipline-specific academic learning in dynamic and "real world” ways. Substantive reflection and meaning-making before, during, and after engaged learning experiences is vital in how students gain insights about the interconnected nature of social issues and about themselves, others, and communities.


We will explore these two tentpole topics in our conversations and presentations around and on eportfolios at the 2014 Midwest Regional AAEEBL Conference, and invite related proposals using the following questions to frame our discussions:

  • How can we, as educators, help understand the connections between these pedagogies and work to unite them?
  • What makes an eportfolio and/or reflective practice essential components of engaged learning experiences?
  • What kinds of infrastructure are needed to support the convergence of integrative and engaged learning on our campuses?
  • How should we measure student learning in these contexts beyond the completion of the task/project?  How can we evaluate how much or little the engaged learning experience challenged their previously unquestioned understanding of self, identities, values, beliefs, etc.? 

While proposals do not specifically have to address these themes, preference will be given to those that do.


Conference Quick Links


Developing a Culture of Student
Faculty Engagement through ePortfolios

The concept of engaged learning typically focuses on student engagement practice. Through internships, undergraduate research, service-learning projects and the like, the emphasis is on how student learning in and out of the classroom can be more dynamic and authentic. Yet student engagement is only one part of the equation as faculty who develop these practices must also be engaged learners and scholars to be truly effective practitioners. Like students, faculty must develop a capacity for learning through authentic experiences and reflection, and faculty developers must support both student and faculty engaged learning at centers for teaching excellence and other support spaces such as writing centers and technology support centers.

This presentation focuses on a 2008 eportfolio initiative started at The University of Findlay, a campus of nearly 4000 students, where all first year composition students and all incoming new faculty across all disciplines simultaneously began the process of creating eportfolios as mechanisms to reflect on their classroom work. Since 2008, the student eportfolios have expanded to recognize multimedia student projects in addition to traditional print papers, and the faculty eportfolios have expanded to serve as tenure and promotion dossiers that now include evidence of research and service in addition to teaching. Because the eportfolio initiative now has served the majority of UF students and roughly 40% of faculty, there is strong evidence to indicate the eportfolios are effective engaged learning tools when both students and faculty participate in the building, sharing, and reflective processes together. As part of this presentation, practical concerns such as infrastructure, campus buy in, assessment, and faculty and student support will be discussed.

Christine Tulley is Associate Professor of English, Director of Writing, and Academic Career Development Coordinator for The University of Findlay. She developed the first eportfolio-based tenure and promotion dossier currently in use at The University of Findlay and has transitioned first-year composition paper portfolios to digital portfolios for assessment purposes. She is the author of several works on teaching and faculty development with technology. 
 Christine Tulley, featured speaker for 2014 AAEEBL Midwest Regional Conference
Christine Tulley
The University of Findlay



Randy Stoecker

University of Wisconsin

Rethinking Engaged Learning:
Who? How? Why?


Most higher education engaged learning, especially when it is community-focused like service-learning, operates from problematic assumptions.  First, we assume that college students are the primary audience for engaged learning.  Second, we assume that pedagogies such as experiential learning, and information technologies such as computers, are the best methods to promote engaged learning. Third, we increasingly assume that engaged learning should be a requirement, reducing the purpose to completing the requirement. This talk will challenge those assumptions and offer an alternative set of assumptions focusing on community constituency learning, using the methods of andragogy and popular education and employing diverse information technologies, for the purpose of enhancing social justice.

Randy Stoecker is a Professor in the Department of Community and Environmental Sociology at the University of Wisconsin, with a joint appointment in the University of Wisconsin-Extension Center for Community and Economic Development.  He has a Ph.D. in Sociology from the University of Minnesota, and an M.S. in Counseling from the University of Wisconsin-Whitewater.  He moderates/edits COMM-ORG: The On-Line Conference on Community Organizing, and conducts trainings and speaks frequently on community organizing and development, community-based participatory research/evaluation, higher education community engagement strategies, and community information technology.  He has led numerous participatory action research projects, community technology projects, and empowerment evaluation processes with community development corporations, community-based leadership education programs, community organizing groups, and other non-profits in North America and Australia.  Randy has written extensively on community organizing and development and higher education engagement with community, including the books Defending Community (Temple University Press, 1994), Research Methods for Community Change 2e (Sage Publications, 2013), the co-authored book Community-Based Research in Higher Education (Jossey-Bass, 2003) and the co-edited book The Unheard Voices: Community Organizations and Service Learning (Temple University Press, 2009). View Randy's complete vita.

Register for this conference now using online registration.

  • Please note: In order to register for AAEEBL-sponsored events or to submit proposals, it is necessary to first register at this site, the AAEEBL Community Online.  Once you have done that, your forms will conveniently be auto-filled. (You will always have choices about your online presence and what resources you use.)
  • An earlybird registration fee discount applies until (Extended!) to April 28, 2014 for AAEEBL Institutional members, non-members, Corporate Partners and students.
  • AAEEBL Institutional Members gain a significant discount on AAEEBL-sponsored conferences including the Annual Conference, this year from July 28-31 in Boston, Massachusetts, USA, at the Hynes Convention Center.
  • Included in conference registration: breakfast, lunch, conference materials, sessions and "A Movable Feast" reception hosted by Seelio's generous support and hospitality.

Conference Lodging Information

The Dahlmann Campus Inn
615 E Huron St, Ann Arbor, MI 48104
Toll Free: 800.666.8693

Rooms are available on both Sunday and Monday nights.  AAEEBL attendees receive a conference rate when booking via telephone. Unreserved rooms will be released on April 18th.  You must call the number above to reserve your room.

Conference Rates

  • Single - $220 / night
  • Double - $243 / night
  • Triple - $266 / night
  • Quad - $289 / night

Midwest Regional Conference Support from AAEEBL Corporate Partners

Seelio is graciously and generously hosting the post-conference reception, "A Movable Feast.”

 LiveText provided a generous donation to support the conference.

The AAEEBL Midwest Regional Conference Program Committee


Sarah Brown, College of Education, DePaul University
Carrie Luke, University Library, University of Michigan – Ann Arbor
Matthew Russell, Center for Instructional & Professional Development, University of Wisconsin Milwaukee
Judy Batson, AAEEBL (ex officio)
Trent Batson, AAEEBL (ex officio)
Amy Homkes-Hayes, Student Life, University of Michigan – Ann Arbor
Michelle Kusel, Center for Experiential Learning, Loyola University Chicago
Amy Powell, Center for Teaching and Learning,Indiana University Purdue University – Indianapolis


4/30/14 (jwb)

Join AAEEBL Online!

Latest News