Pillar 4: Introduction

Pillar 4:

Empowering Engagement Introduction to Pillar 4

Often we frame university learning as “receiving” an education, as if it is a passive endeavor, rather than demanding an education, which reflects empowered engagement. This demand is of oneself, e.g., attending to metacognitive and reflexive work; as well as a demand of the institution, e.g., to meet its obligations of intellectual rigor as well as a duty of care. Beyond campus, there is civic engagement, the responsibility to contribute to the public good towards a better future for all. Engagement is a mutual empowering of all those involved in ongoing cooperative action, which in turn, can lead to transformation. Our goal is to empower our students to engage in these varied ways, from confronting our own foibles and biases, to seeing the work of societal change as  a larger purpose beyond themselves.

Breaking it down

Line 1: Often we frame university learning as “receiving” an education, as if it is a passive endeavor, rather than demanding an education, which reflects empowered engagement.

Education does not have to be a one-way street where the institution is solely educating students. This perspective can reenforce the dynamic that institutions are stagnant and incapable of mistakes. As students take their classes and receive an education from UCSC’s professors, they can also respond back to the university and ensure that UCSC is holding up their end of the promise. Additionally, students can take actions like organize outside of the classroom to contribute to positive change at UCSC’s campus and beyond.

Line 2: This demand is of oneself, e.g., attending to metacognitive and reflexive work; as well as a demand of the institution, e.g., to meet its obligations of intellectual rigor as well as a duty of care.

The demand for education involves both a personal responsibility for self-directed learning and self-reflection (metacognitive and reflexive work), and an expectation that the educational institution meets its obligations in providing intellectually rigorous education and a supportive environment (duty of care).

Line 3: Beyond campus, there is civic engagement, the responsibility to contribute to the public good towards a better future for all.

Outside of the university, there is a duty for individuals to actively participate in civic engagement, contributing to the betterment of society.

Line 4: Engagement is a mutual empowering of all those involved in ongoing cooperative action, which in turn, can lead to transformation.

When everyone works together and feels empowered in their actions, it can lead to positive changes and systemic transformation.

Line 5: Our goal is to empower our students to engage in these varied ways, from confronting our own foibles and biases, to seeing the work of societal change as a larger purpose beyond themselves.

Our aim is to support our students confidence and ability to participate in different ways, such as recognizing and addressing their own areas of growth and prejudices, and understanding that contributing to positive societal change serves a greater purpose beyond their individual selves.

Moving Forward

Ahead, you will get a historical look at how historically individuals and community members have exemplified empowering engagement.