Community engaged learning (CEL) in co-curricular student groups (full paper)

Jonathan Verrett; Siba Saleh

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Conference: 2022 ASEE Zone IV Conference
Location: Vancouver
Publication Date: May 12, 2022
Start Date: May 12, 2022
End Date: May 14, 2022
Conference Session: Case Studies
Tagged Topic: Conference Submission
Page Count: 12
DOI: 10.18260/1-2--44726
Permanent URL: https://peer.asee.org/44726
Download Count: 198

Paper Authors

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Jonathan Verrett P.Eng. University of British Columbia, Vancouver orcid.org/0000-0003-4709-6276

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Jonathan Verrett is an Associate Professor of Teaching in the Department of Chemical and Biological Engineering and holds the Bauder Chair in Experiential Learning and Leadership at UBC’s Vancouver Campus. He teaches a variety of topics with a focus on design in chemical and biological engineering. His pedagogical interests include leadership development, open education and peer-learning.

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Siba Saleh University of British Columbia, Vancouver

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Abstract

Community engaged learning (CEL) can be defined as a form of experiential learning where students collaborate with members of the broader community in support of learning goals. The process usually incorporates reflection as a key component. CEL has been shown to be highly impactful in shaping educational experiences of students in university [1]. However, it can also be resource intensive, necessarily taking time and effort to cultivate community partners and establish strong relationships. Both [University name redacted] Campuses have undertaken studies on experiential learning, including CEL [2,3]. Both of these studies have recommended support to equip students, faculty and staff to respectfully engage community partners. With this in mind this study seeks to understand current community engagement strategies used by engineering students in co-curricular student groups.

This study first assessed co-curricular student groups where engagement with the community was strongly aligned with the goals of the student group. A survey was selected as the best means of collecting data from a variety of members (executive and non-executive) within each student group. The survey posed questions on whether student group members were involved in CEL projects. The survey also asked about strategies students would have used when developing CEL projects. If the members had not engaged in CEL projects, the survey questions focused on whether students were interested in pursuing CEL projects and what strategies would be used to pursue these anticipated projects. Survey results were analyzed and the practices of different student groups around CEL were characterized. These results are presented and a discussion around potential supports for improving CEL in student groups is discussed.

References [1] Kuh, G. (2008). High-impact educational practices. Washington, DC: Association of American Colleges & Universities [2] Experiential Learning Task Force (2019). Experiential Learning at UBC Okanagan Task Force Report. Kelowna, BC. [3] Grain, K. and Gerhard, G. (2020). Experiential Education at UBC-Vancouver: Summary of Research and Recommendations. Vancouver, BC.

Citation
Format

Verrett, J., & Saleh, S. (2022, May), Community engaged learning (CEL) in co-curricular student groups (full paper) Paper presented at 2022 ASEE Zone IV Conference, Vancouver. 10.18260/1-2--44726

TY - CPAPER
AB - Community engaged learning (CEL) can be defined as a form of experiential learning where students collaborate with members of the broader community in support of learning goals. The process usually incorporates reflection as a key component. CEL has been shown to be highly impactful in shaping educational experiences of students in university [1]. However, it can also be resource intensive, necessarily taking time and effort to cultivate community partners and establish strong relationships. Both [University name redacted] Campuses have undertaken studies on experiential learning, including CEL [2,3]. Both of these studies have recommended support to equip students, faculty and staff to respectfully engage community partners. With this in mind this study seeks to understand current community engagement strategies used by engineering students in co-curricular student groups.

This study first assessed co-curricular student groups where engagement with the community was strongly aligned with the goals of the student group. A survey was selected as the best means of collecting data from a variety of members (executive and non-executive) within each student group. The survey posed questions on whether student group members were involved in CEL projects. The survey also asked about strategies students would have used when developing CEL projects. If the members had not engaged in CEL projects, the survey questions focused on whether students were interested in pursuing CEL projects and what strategies would be used to pursue these anticipated projects. Survey results were analyzed and the practices of different student groups around CEL were characterized. These results are presented and a discussion around potential supports for improving CEL in student groups is discussed.

References
[1] Kuh, G. (2008). High-impact educational practices. Washington, DC: Association of American Colleges &amp;amp; Universities
[2] Experiential Learning Task Force (2019). Experiential Learning at UBC Okanagan Task Force Report. Kelowna, BC.
[3] Grain, K. and Gerhard, G. (2020). Experiential Education at UBC-Vancouver: Summary of Research and Recommendations. Vancouver, BC.

AU - Jonathan Verrett P.Eng.
AU - Siba Saleh
CY - Vancouver
DA - 2022/05/12
PB - ASEE Conferences
TI - Community engaged learning (CEL) in co-curricular student groups (full paper)
UR - https://peer.asee.org/44726
DO - 10.18260/1-2--44726
ER -