Community-Engaged Learning

Community-engaged learning is a pedagogical approach that connects students with activities that address community-identified needs through mutually beneficial partnerships that deepen students' academic and civic learning. (TU Engagement Glossary). 

The Benefits of Community-Engaged Learning

Towson University has identified community-engaged learning as a means to help students become engaged actors in their communities. Community-engaged learning is effective in both instilling civic responsibility in students and helping them comprehend and synthesize course material. Community-engaged learning is supported by the Office of Civic Engagement and Social Responsibility. Staff support faculty, staff and students in designing, implementing and evaluating community-engaged learning projects. In addition, the Office of Partnerships and Outreach assists in identifying, supporting and evaluating partnerships for community-engaged learning courses. 

Community-Engaged Course Criteria

Meaningful Connection to Discipline

The community-engaged learning experience is explicitly related to the course content and discipline. Students are exposed to an array of diverse perspectives that exist beyond the confines of the university. A community-engaged course should include a minimum of 15 hours of engagement with the community partner (CP). 

Preparation

Faculty prepare students for the community-engaged learning experience. This preparation may include research on the mission of the community partner and/or the community. Preparation includes a thorough explanation, also included in the syllabus, of community-engaged learning expectations and requirements. In-class preparation includes discussion of the value of the community-engaged learning experience. 

Partnership and Reciprocity

The community-engaged project is mutually beneficial to the university and community partner as it meets an existing need for the CP and enhances student learning. The faculty member and CP agree upon project details and timelines prior to the start of the course. There should be a written agreement (e.g. memo of understanding) between the university and CP with course and project specific information, including project goals and any deliverables expected of students. The faculty member and CP should be in continuous contact throughout the semester to ensure that the needs of both parties are being met.

Reflection

Meaningful and structured student reflection occurs throughout the community-engaged learning experience. Through reflection students demonstrate an understanding of the connection between course content and the community-engaged learning experience. Reflections may include journaling, discussions, presentations, periodic logs, and/or other forms as stipulated by the faculty member.  

Assessment and Evaluation

Evaluation of the community-engaged project is included in the project plan and is completed by the CP, faculty member and students in order to determine the project’s effectiveness in meeting stated goals. Community partners also assess student performance based on measures agreed upon with the faculty member. This assessment should be reflected in the grading matrix. Some form of evaluation should occur halfway through the project to allow time for improvements if necessary. Evaluations should be reviewed to make future improvements in the community-engaged learning experience. 

Community-Engaged Learning Class Note

The Office of Civic Engagement and Social Responsibility uses Class Note #0024 for community-engaged learning courses. This Note must be used by faculty members and schedulers to designate individual sections as "community-engaged learning" in the class schedule. Schedulers should identify community-engaged learning classes with Note #0024 from the listing in CLSS. 

The use of this Class Note will enable students to search for community-engaged learning classes, inform students of community engagement course requirements when searching and registering for classes, and allow the university to track the number of community-engaged learning sections offered each semester. If you are not sure if your class should be designated as a community-engaged learning class, contact the Office of Civic Engagement or Social Responsibility at 410-704-2082 or .

Reflections from TU Students 

  • “I found the community-engaged learning class of such value because it provided the foundational information about autism and also offered the “real life” experiences of individuals with autism. The combination allowed for me to expand and offer my knowledge, which is something I will carry with me as I move into my career.” - Inclusive Experiences for People with Autism: Opportunities for Participation in Natural Environments

  • “What I have experienced and learned cannot be replicated in a traditional classroom. I’ve learned more in this class—about the criminal justice system, myself and others—than I’ve learned elsewhere. I would take this class 10 [times] over.” - Criminal Justice outside the Classroom

  • “I have grown personally from being involved with community-engaged learning by realizing the impact my actions can have on not only other individuals, but also communities." - Art and the Child

How is Community-Engaged Learning Different from Other Forms of Experiential Education?

Experiential education offers students the opportunity to practice what they learn from traditional classroom teaching outside in the real word. Community-engaged learning places equal emphasis on enhancing student learning and meeting community needs. Students engaged in community-engaged learning connect academic course content with real-world experience through ongoing reflection.