Academic Community-Engaged Learning and Student Mental Health and Wellness: Understanding the Lived Experiences of Undergraduate Students
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| Title: | Academic Community-Engaged Learning and Student Mental Health and Wellness: Understanding the Lived Experiences of Undergraduate Students |
|---|---|
| Language: | English |
| Authors: | Stephanie J. Brewer |
| Source: | Journal of Higher Education Outreach and Engagement. 2024 28(1):145-156. |
| Availability: | Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Mental Health, Wellness, Student Experience, Community Education, Trauma Informed Approach, Student Participation, Self Concept, Trauma, Group Membership, Community Involvement, Personal Autonomy, World Views |
| ISSN: | 1534-6102 2164-8212 |
| Abstract: | The purpose of this study was to illuminate the experiences of undergraduate students who participated in academic community-engaged learning, specifically as those experiences related to student mental health and wellness. The data for this qualitative interpretative phenomenological analysis (IPA) was collected through semistructured interviews with seven undergraduate students. Analysis resulted in the identification of essential components of the student community-engaged learning experience as it relates to students' mental health and wellness and included three main themes: Identity (Head), Belonging (Heart), and Agency (Hands). The implications of these findings are many, including pedagogical considerations for community-engaged classrooms and campuswide considerations for the inclusion of high-impact practices, as well as community partner implications. Ultimately, the findings of this study will lead to a better informed, nuanced, macrolevel strategy that higher education institutions can use to impact the state of student mental health and wellness broadly. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423362 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to illuminate the experiences of undergraduate students who participated in academic community-engaged learning, specifically as those experiences related to student mental health and wellness. The data for this qualitative interpretative phenomenological analysis (IPA) was collected through semistructured interviews with seven undergraduate students. Analysis resulted in the identification of essential components of the student community-engaged learning experience as it relates to students' mental health and wellness and included three main themes: Identity (Head), Belonging (Heart), and Agency (Hands). The implications of these findings are many, including pedagogical considerations for community-engaged classrooms and campuswide considerations for the inclusion of high-impact practices, as well as community partner implications. Ultimately, the findings of this study will lead to a better informed, nuanced, macrolevel strategy that higher education institutions can use to impact the state of student mental health and wellness broadly. |
|---|---|
| ISSN: | 1534-6102 2164-8212 |
