Dan Butin, PhD, is a Full Professor in, and was Founding Dean of, the School of Education & Social Policy at Merrimack College. Dr. Butin is the author and editor of more than eighty academic publications, including eight books, several of which have been translated into three languages. He has been named by Education Week as one of the top 200 "Public Presence" Education Scholars four years in a row and blogs at the Huffington Post and InsideHigherEd.
My books have been cited in hundreds of academic publications and reviewed in numerous academic journals, such as Teachers College Record, Educational Studies, Anthropology & Education Quarterly, and the Michigan Journal of Community Service Learning. Several of my books have been awarded prestigious awards and translated into Arabic, Korean, and Chinese. My books and articles are used in dozens of undergraduate, graduate and doctoral programs around the country and internationally. Joel Westheimer, at the University of Ottawa, called Service-Learning in Theory and Practice “intellectually honest, theoretically sophisticated, and deeply impassioned…This book will shake your assumptions about service learning in all the right ways." Benjamin R. Barber, Distinguished Senior Fellow at DEMOS and the Walt Whitman Professor Emeritus at Rutgers University, praised The Engaged Campus as a “must-read for everyone who cares about democratic citizenship, from college students and university faculty to community organizers and civic NGO leaders."
Public scholarship is a major component of my academic work. Such bridging of theory and practice – what is oftentimes referred to as translational research, the scholarship of engagement, or public work – is, I believe, a critical component of linking academic work and public practice. My public scholarship – which includes blogging and writings in general audience publications – is viewed by 100,000+ readers. I have been interviewed in national media outlets such as the Los Angeles Times and Forbes magazine and have served on national task forces for MIT, AAC&U, the US Department of Education, NSF, and the Carnegie Corporation. I have been honored four years in a row as one of top two hundred “Public Edu-Scholars” in Rick Hess’s Influence Rankings. As Hess writes on his EdWeek blog, “Given that there are well over 20,000 university-based faculty tackling educational questions in the U.S., even making the Edu-Scholar list is an honor--and cracking the top 100 is quite an accomplishment in its own right.” The list, writes Hess, is meant to honor and rank “the 200 university-based education scholars who had the biggest influence on the nation's education discourse last year…[The] rankings reflect, in roughly equal parts, the influence of a scholar's academic scholarship, on the one hand, and their influence on public debate as reflected in old and new media, on the other” and provide a “sense of a scholar's public footprint in the past year.”
My scholarship focuses on engaged learning, community engagement, educator preparation and policy, higher education policy, and, most recently, the rise of digital learning technologies. I have been invited by institutions such as Duke University, the University of Toronto, MIT, the Ohio State University, as well as internationally in Canada, the Caribbean and Australia to talk on such topics.
Recent and Forthcoming Publications and Presentations
- "Student-Teacher Partnerships: The Crux of Learning" Keynote Address at the University of West Indies, Forthcoming, Sept. 23, 2016
- "Learning 2.0 and the Future of the Disrupted University" in Forbes, September 6, 2016
- "A Teacher Will Save the World" in Trinidad & Tobago Guardian, September 4, 2016
- “Is It Possible To Embrace 'Uber U'” in InsideHigherEd. August 28, 2016.
A sample of my key research and public scholarship (see my CV or my academia.edu page [links above] for a full listing)
PUBLIC SCHOLARSHIP & KEYNOTE TALKS (sample)
“MOOCs and Beyond” in InsideHigherEd. August 22, 2016.
“Siri...Please Stick to Just Being a Catalyst” in InsideHigherEd. April 10, 2016.
“So You Want To Be A Dean?” in The Chronicle of Higher Education. January 14, 2016.
“On MOOCs and Mizzou” in InsideHigherEd. December 10, 2015.
“The Future of the Future of Higher Education” in InsideHigherEd. November 9, 2015.
“The Death of Teaching…and Birth of Learning”. New England Journal of Higher Education, Op-Ed. March 23, 2015. Co-authored with Sanjoy Mahajan.
“The Next Education Revolution? The ‘Engaged Campus’ in the Disrupted University” – invited Keynote at Engagement Australia’s “Changing Times, Changing Agendas” 12th International Conference of Engaged Scholars & Practitioners, Sydney, Australia. July 20-22, 2015.
“From Engagement to Transformation: Best Practices in Teaching & Learning in Higher Education” – invited Keynote, University of West Indies. June 24, 2015.
“What is Best Learned Online & What Types of Students Benefit from Online Learning” Invited panel talk at MIT’s xTalks Speaker Series, Massachusetts Institute of Technology, Cambridge, MA, May 20, 2015. With Shanna Smith Jaggar and Bror Saxberg.
“From Good Intentions to Social Justice: A Vision for Global Citizenship in the Academy of Tomorrow” – invited Keynote talk, Texas Christian University. April 21-23, 2015.
“Developing the Dissertation” – invited Keynote talk, George Washington University. April 3, 2015.
“Unbundle This! Why MOOCs 2.0 are the True Disruption in Higher Education” in RealClear Education. June 4, 2014.
“From MOOCs to Dragons” in InsideHigherEd. April 14, 2014.
“Learning in the Clouds”. New England Journal of Higher Education, July 2013.
“Flip This: Community Colleges, Online Learning, and the Future of Civic Engagement in the Age of Disruption” Webinar for AAC&U and the Democracy Commitment’s Bridging Cultures to Form a Nation: Difference, Community, and Democratic Thinking. November 6, 2013.
“The Engaged Campus: Diverse Models for Community-Based Teaching, Learning, and Research” – invited Plenary talk, Indiana University’s Scholarship of Teaching and Learning Speaker Series. March 29, 2013.
ACADEMIC RESEARCH (sample)
2015. “Dreaming of Justice: Critical Service Learning and the Need to Wake Up.” Theory into Practice. 54(1), Pp. 5-10.
2014. “The Future of the Civic in an Online World” in Civic Learning and Teaching, (pp. 1-9) edited by Ashley Finley. Washington, DC: AAC&U.
2014. “There’s No App for Ending Racism. Theorizing the Civic in the Age of Disruption” in Diversity & Democracy. 17(1), 11-13.
2013. “Beyond Dependency: Strategies for Saving Foundations”, Critical Questions in Education. Volume 4(2). pp.60-71. (co-authored with Aaron Schutz).
2013. “Pushing Back the Rhetoric: A Review of What Community Engagement Can Do” Michigan Journal of Community Service Learning.
2012. “Rethinking the ‘Apprenticeship of Liberty’: The Case for Academic Programs in Community Engagement in Higher Education” Journal of College & Character. Volume 13(1).
2010. “Can I Major in Service-Learning? An Empirical Analysis of Majors, Minors, and Certificates”, Journal of College and Character, 11(2).
2007. “Dark Times Indeed: NCATE, Social Justice, and the Marginalization of Multicultural Foundations.”, Journal of Educational Controversy, 2(2).
2007. “Justice Learning: Service-Learning as Justice-Oriented Education”, Equity & Excellence in Education. 40(2). Pp. 177-183.
2006. “Putting Foucault to Work in Educational Research: A Review”, Journal of Philosophy of Education. 40(3). Pp. 371-380.
2006. “The Limits of Service-Learning in Higher Education”, The Review of Higher Education, 29(4). Pp. 473-498.
2005. “How Social Foundations of Education Matters to Teacher Preparation? A Policy Brief”. Educational Studies, 38(3). Pp. 214-229.
2004. “The Foundations of Preparing Teachers: Are Education Schools Really ‘Intellectually Barren’ and Ideological?” Teachers College Record..
2003. “Of What Use Is It?: Multiple Conceptualizations of Service-Learning in Education”, In Teachers College Record, 105(9), pp. 1674-1692.
2002. “This Ain’t Talk Therapy: Problematizing and Extending Anti-Oppressive Education” In Educational Researcher. 31(3). Pp. 14-16.
2001. “If This is Resistance I Would Hate to See Domination: Retrieving Michel Foucault’s Notion of Resistance in Educational Research” In Educational Studies, 32(2), pp. 157-176.
Dan Butin, PhD, is a Full Professor in, and was Founding Dean of, the School of Education & Social Policy at Merrimack College. Dr. Butin is the author and editor of more than eighty academic publications, the editor of Palgrave’s series Community Engagement in Higher Education, an Associate Editor of the Michigan Journal of Community Service Learning and a board member of the Journal of College and Character. He has been named by Education Week as one of the top 200 "Public Presence" Education Scholars four years in a row and blogs at the Huffington Post. Dr. Butin has consulted for, among others, the US Department of Education, the National Science Foundation, and the Association of American Colleges & Universities (AAC&U), been a visiting scientist at MIT’s Office of Digital Learning, and has been the keynote speaker at institutions such as Duke University, the University of Toronto, and the Ohio State University. Dr. Butin's scholarship focuses on engaged learning, community engagement, educator preparation and policy, higher education policy, and, most recently, the rise of digital learning technologies. Prior to working in higher education, Dr. Butin was a middle school math and science teacher and the chief financial officer of Teach For America. More about Dr. Butin’s work can be found at www.danbutin.net. From 2009 through 2015 Dr. Butin founded and was the Executive Director of the Center for Engaged Democracy, which served as a central hub for developing, coordinating, and supporting academic programs – majors, minors and certificates – focused on community engagement, broadly defined. A listing of such programs and additional resources can be found at www.engageddemocracy.org.