Moving Toward Self-Authorship: Building a Degree Program for Engaged Learning
Abstract
The authors describe building a developmentally staged, Bachelor of Integrated Studies (BIS) degree completion program within the context of participating in the broader Community of Practice on Engaged Learning (COPEL) initiative. The only representatives of COPEL from the regional, open-enrollment campuses of Miami University, the authors detail the impact of supportive conversations and overarching questions throughout their COPEL involvement and also relate some disconnects from their Oxford campus colleagues’ experiences in enacting an engaged learning paradigm. Their discussion threads together the crucial sites for the development of self-authorship in building this ambitious program, engaging faculty, students, and advisors on the Regional campuses as well as their colleagues in COPEL.
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