Principles of community engaged learning

Goals & Principles

Goals of community engaged learning:

 

  • Enhance student learning outcomes by connecting course objectives to real, complex challenges and opportunities facing our world today.
  • Better connect students with their academic and professional pursuits by translating coursework into tangible, high-impact partnerships with community partners in their field of study.
  • Strengthen core skills needed for academic and professional success, including critical thinking, communication, application of technical knowledge and expertise, and working across differences.
  • Prepare students to become educated, engaged citizens with their local community and the world.
  • Deepen partnerships between community partners and university faculty, staff and students.
  • Address critical societal issues and enhance the quality of life in our local and global communities.

Principles of Community Engaged Learning:

 

The pedagogical approach to community engaged learning is grounded in decades of scholarship about principles and best practices for creating and administering engaged learning courses. While each course may look different based on the subject-matter taught or the community partner project, the following are key principles to follow to ensure a quality educational experience for all stakeholders.

Principles

All stakeholders, including faculty, staff, students and community partners are involved in creating mutually shared goals and objectives for the course and partnership.

Course syllabus clearly identifies the community project, providing information on how the partnership will operate throughout the semester and the expected learning outcomes for students.

Students are active participants throughout the community engaged course and are collaborating with all four of the following: 1) The instructor, 2) Themselves (reflection), 3) Peers (collaboration/feedback) and 4) the community partner

Students have multiple opportunities for reflection, based on observations and shaped by instructor and peer feedback.

Assessment occurs before, during, and after engagement activities to provide a baseline and evaluate students progress formatively during the course. Students and community partners are provided opportunities to assess the strengths, weaknesses, challenges and opportunities of the community engagement partnership.