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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
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  Data: 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
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  Data: 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.
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      – Text: English
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      – SubjectFull: Service Learning
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      – SubjectFull: Community Involvement
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