Resources and FAQ
- Scope of Work (SOW)
- Community Engaged Learning Designation Form
- CEL Faculty Responsibilities
- Roles & Responsibilities in Community Engaged Learning
- Faculty Community Engaged Learning Handbook
- Database of example Community Engaged Learning Syllabi
- Intro Training / PTT
- Ethical International Service: Fair Trade Learning
- Student Memorandum of Agreement - edittable in Adobe Acrobat (Example can be found HERE - ENVS 1350)
FREQUENTLY ASKED QUESTIONS:
We also highly recomend you have your students sign an MOU similar to that found in the link above, to help them take this commitment seriously.
Community-Engaged Learning is incorporated into the curriculum in three ways:
- Service – "...a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities." In this format, a service project is assigned by the instructor as a required component of a course in the same way that a research paper might be.
- Democratic Engagement – "involves students in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make a meaningful difference through both political and non-political processes."
- Community Research – "Community Research is a partnership of students, faculty and community members who collaboratively engage in research with the purpose of solving a pressing community problem or effecting social change."
The Community Engaged Faculty Advisory Board has developed course criteria for all Community Engaged Learning courses. The CCE Community Engaged Learning Coordinator and members of Faculty Advisory Board are always available to assist faculty in meeting the guidelines.
Community Engaged Learning courses require:
- the service project to advance course objectives, address real, identified community needs, and involve meaningful student interaction with the community partner;
- the project to assist in developing students’ awareness.
- a syllabus that explains the scope and objectives of the community project and how student learning will be evaluated;
- the course to provide structured opportunities for students to analyze the service experience, connect it to the subject matter of the course, and consider the project in the broader context of civic engagement and social responsibility;
- that the instructor meet with the community partner in the planning stages of the course, when appropriate, to establish common goals, timelines, project assessment, and closure activities.
CCE offers several programs to promote faculty development:
- a two-day Engaged Faculty Institute, sponsored by the University of Utah’s Bennion Center, to assist faculty in utilizing Community Engaged Learning pedagogy
- Faculty awards for exemplary contributions to Community Engaged Learning
- Development grants to assist faculty in establishing quality Community Engaged Learning projects
- Speed Networking event that brings together faculty and community partners