From Margins to Mainstream: Strategies for Integrating Community-Engaged Learning into Higher Education
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| Title: | From Margins to Mainstream: Strategies for Integrating Community-Engaged Learning into Higher Education |
|---|---|
| Language: | English |
| Authors: | Brooke Covington, Chelsey Hamm, Jessica Stewart Kelly, Vanessa Buehlman, Andria D. Timmer, April Cobos, William Donaldson, George Kuster, Andrew M. Rose |
| Source: | Journal of Higher Education Outreach and Engagement. 2025 29(3):23-44. |
| 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: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Strategies, Higher Education, Service Learning, College Curriculum, Community Involvement, Faculty Development, Fellowships, College Faculty, Universities, Extracurricular Activities, School Community Relationship |
| Geographic Terms: | Virginia |
| ISSN: | 1534-6102 2164-8212 |
| Abstract: | In the face of troubling public sentiment regarding the usefulness of college, this article shares a model for incorporating intentional and sustainable community-engaged learning (CEL) into the curriculum through a yearlong professional development faculty fellowship program. The authors share their experiences moving through the training, development, and implementation of their CEL courses as members of the inaugural cohort of the Tidewater Faculty Fellows program at Christopher Newport University. Drawing evidence from postfellowship critical reflection data, we (the authors) share our challenging and transformative experiences with integrating community engagement into the curriculum at a regional public liberal arts and sciences university in southeastern Virginia. Ultimately, we argue that community-engaged learning--as a curricular and extracurricular activity--is an ethical and viable strategy for demonstrating the value of the university to not only its graduates, but also the community where it is situated. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486009 |
| Database: | ERIC |
| Abstract: | In the face of troubling public sentiment regarding the usefulness of college, this article shares a model for incorporating intentional and sustainable community-engaged learning (CEL) into the curriculum through a yearlong professional development faculty fellowship program. The authors share their experiences moving through the training, development, and implementation of their CEL courses as members of the inaugural cohort of the Tidewater Faculty Fellows program at Christopher Newport University. Drawing evidence from postfellowship critical reflection data, we (the authors) share our challenging and transformative experiences with integrating community engagement into the curriculum at a regional public liberal arts and sciences university in southeastern Virginia. Ultimately, we argue that community-engaged learning--as a curricular and extracurricular activity--is an ethical and viable strategy for demonstrating the value of the university to not only its graduates, but also the community where it is situated. |
|---|---|
| ISSN: | 1534-6102 2164-8212 |
