This book brings together a range of perspectives to deepen our understanding of students' interests, motivations, and approaches to social change. At its core is the Pathways framework--a tool designed to help educators better understand and support students' evolving civic identities and engagement strategies. Accompanied by a student survey, the framework offers a practical means to improve program design, respond to shifting student needs, and establish a shared language across the field of higher education civic and community engagement.
The book is organized into three sections. The first, Pathways Practitioner Profiles, introduces the core knowledge, skills, and dispositions associated with each of the six social impact Pathways. The second section presents case studies from eight institutions that have adopted the Pathways in distinct and innovative ways. The final section offers theoretical, empirical, and critical reflections on the framework's potential to enhance the quality, diversity, and coherence of civic and community engagement programs in higher education.
Designed for faculty, student affairs professionals, and students alike, this volume provides a rich set of insights and tools for advancing high-quality, equity-centered learning experiences. It is an essential resource for anyone interested in student development, civic engagement, and social impact.
Crossland, Sean P.: - Sean Crossland is Director and Assistant Professor for the Masters of Higher Education Leadership program and Director for Academic Service Learning at Utah Valley University. Sean is interested in the public purpose of higher education, participatory democracy and community organizing. Sean serves as the co-lead editor for Community Organizing Journal, Vice President for Higher Education with American Federation of Teachers/ Utah College Council, board co-chair for the Community Learning Partnership. Sean also teaches courses in the Masters of Community and Organizational Leadership program at Westminster University and courses with College Unbound. Previously, Sean served as the Director of the Thyane Center for Student Life, Leadership & Community Engagement at Salt Lake Community college, and has taught courses at the University of Utah and SLCC. He earned a PhD in Educational Leadership & Policy from University of Utah, an MA in Community Leadership from Westminster College, and a BA in Psychology from Iowa Wesleyan College.
Schnaubelt, Thomas: - Thomas (Tom) Schnaubelt is the Assistant Director of the Center for Revitalizing American Institutions at the Hoover Institution at Stanford University. Tom focuses on the connections between democracy and education and on the formation of healthy civic identity through civic education, democratic deliberation, and experiential learning. He serves as senior advisor to the Deliberative Democracy Lab and Stanford's Democracy Hub and is an affiliate with the Jasper Ridge Biological Preserve. His past Stanford roles include Associate Vice Provost for Education, Executive Director of the Haas Center for Public Service at Stanford and Resident Fellow in the public service theme dorm. Prior to Stanford, he was the Dean for Community Engagement & Civic Learning at the University of Wisconsin-Parkside and launched and led several AmeriCorps and service-learning programs in Mississippi. He earned a PhD from the University of Mississippi, MA from the University of Michigan, and a BS from the University of Wisconsin-Stevens Point.
Wong, Annabel: - Annabel Wong (she/her) specializes in data analysis, program evaluation, and civic engagement. She has been a member of the Pathways team since 2015, where she has presented data at national conferences, developed updates to survey tools, created resource guides for reflection and facilitation, and contributed to the evolving vision of the project. Annabel's previous experience includes leading evaluation projects at Stanford University's Haas Center for Public Service and strategizing youth engagement initiatives at Plan Canada. Her work is driven by a deep commitment to fostering meaningful change through informed, evidence-based decision-making. She holds master's degrees in Public Policy and Education from Stanford University and a bachelor's degree in International Relations and Political Science from the University of British Columbia.
