Although it has roots back to the progressive education movement of the late 1930s (Dewey, 1938), engaged learning is a relatively new term added to the lexicon of higher education (Fitzgerald et al., 2012), and has been increasingly valued on college campuses in recent years. One such engaged learning high-impact practice is global engagement (AAC&U, 2024). In the summer of 2025 alone, 118 students in the Penn State College of Health and Human Development plan to study abroad. However, it took a team of 1) engaged learning adviser(s); 2) academic adviser(s); and 3) education abroad adviser(s) to prepare the students for a successful and enriching global experience. This session will explore the opportunities for partnership between these three offices and suggest ways to improve practice to enhance student success in engaged learning endeavors using education abroad as a tangible example.

References

Association of American Colleges and Universities (AAC&U). (2024). High impact practices. https://www.aacu.org/trending-topics/high-impact

Dewey, J. (1938). Experience and education. Free Press.

Fitzgerald, H. E., Burns, K., Sonka, S. T., Furco, A., & Swanson L. (2012). The centrality of engagement in higher education. Journal of Higher Education Outreach and Engagement, 16(3), 7–27. https://www.umb.edu/media/umassboston/content-assets/documents/The-Centrality-of-Engagement-in-Higher-Education-2h0uu2r.pdf