Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education (2010)
100 Experiential Learning Activities (2008)
Dan Butin, PhD, is an Associate Professor and founding Dean of the School of Education at Merrimack College and the executive director of the Center for Engaged Democracy. He is a non-resident Visiting Scientist at MIT's Office of Digital Learning for the 2013-14 academic year. Dr. Butin is the author and editor of more than seventy academic publications, including eight books, such as Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education (2010), which won the 2010 Critics Choice Book Award of the American Educational Studies Association, Service-Learning and Social Justice Education (2008), Teaching Social Foundations of Education (2005), and, most recently with Scott Seider, The Engaged Campus: Majors, Minors and Certificates as the New Community Engagement (2012). Dr. Butin is the Associate Editor of the Michigan Journal of Community Service Learning and a board member of the Journal of College and Character. He was named as one of the top 100 "Public Presence" Education Scholars in 2012 by Education Week blogger Rick Hess. Dr. Butin's research focuses on issues of educator preparation and policy, and community engagement. 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. He blogs at the Education Policy Blog and at the Huffington Post. More about Dr. Butin’s work can be found at http://www.danbutin.net/. Click here to see full CV. he can be contacted at firstname.lastname@example.org or email@example.com.
Recent Keynote Talks
Forthcoming Publications & Presentations
Center for Engaged Democracy
Recent Blogging at...
Some Key Research
(see my Google Scholar site, click on the "research" page or view my full CV for all my scholarship.)
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. (co-authored with Daniyal Saud)
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.
2005. “Service-Learning as Postmodern Pedagogy” in D. W. Butin (Ed.) Service-Learning in Higher Education: Critical Issues and Directions. Palgrave.
2005. “Identity (Re)Construction and Student Resistance” In D. W. Butin (Ed.) Teaching Social Foundations of Education: Contexts, Theories, and Issues. Mahwah: NJ. Lawrence Erlbaum Associates.
2005. “’I Don’t Buy It’: Student Resistance, Social Justice, and Identity Construction”, Inventio 7(1).
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.