Why Community Engaged Courses
For students: CETL is a high impact educational practice that
- deepens student learning
- increases the level of academic challenge
- facilitates active and collaborative learning
- increases student retention
For faculty: CETL contributes to professional vitality
- Teaching: improves the quality of faculty/student interaction and provides a meaningful context for faculty teaching and student learning (Kuh & O’Donnell, 2013)
- Research:
- sparks new ideas leading to new questions and research ideas (Terosky, 2018; Williams & Sparks, 2011)
- creates additional publishing opportunities in peer-reviewed journals, book chapters, and policy publications (Schindler, 2014, Williams & Sparks, 2011)
- is medium for addressing broader impacts for grant applications (Power, 2019)
For community: CETL can allow community partners to:
- Educate and train students on topics that they are addressing in their work
- Utilize student work to address community identified priorities
- Use collaboration outcomes for fundraising and development purposes
Watch
In the video Engineering, The Environment & Society, Khalid Kadir discusses why he believes that engineers need to learn about the social and political roots of their technical work. Kadir is a recipient of the Distinguished Teaching Award, UC Berkley’s most prestigious honor for teaching.
In this video on Community Engaged Courses, WashU students Sydney Welter, Jerik Leung, & Twisha Sabloak discuss the unique learning that came from these courses.
In Ready, Set, Engage! Why We Engage, USF students share reasons why they do community-engaged learning, focusing on urgent social imperatives and anticipated personal benefits.
