Community-Engaged Learning (CEL) builds on partnerships between institutions of higher education and surrounding communities to identify and work with issues that have both academic and public life dimensions. CEL is an instructional strategy that offers students the opportunity to apply what they learn in a course to a real-world issue, and to reflect in a classroom setting about their community-based experience. CEL is considered a high-impact educational practice for its positive impact in the areas of deep learning, active collaborative learning, student-faculty interaction, and personal gains. 1
With the recent establishment of the Office for Community Partnerships (OCP), Kenyon has made an institutional commitment to promote CEL as a useful instructional strategy to enrich our pedagogical practices. Tagging of CEL courses is valuable to the goal of achieving, for Kenyon, national standing as an institution that supports and promotes Community-Engaged Learning. Tagging CEL courses will benefit student, faculty, and the College in meaningful and significant ways:
The faculty member proposing the course for a CEL designation submits course materials to the Office for Community Partnerships via firstname.lastname@example.org. The Office for Community Partnerships (OCP) reviews compliance of course submission with criteria established below. Upon evidence that the course complies with CEL criteria, OCP sends the proposal to CPC for final approval.
The instructor should provide sufficient evidence to demonstrate that CEL is a major and continuing theme in the course. Please provide a course syllabus, a course description and any other material necessary to determine that your course meet each of the following criteria:
1 "High Impact Educational Practices, What They are, Who Has Access to Them, and Why they Matter," by George D. Kuh, Washington DC: AAC&U, 2008). For additional resources and research, visit the Liberal Education and America's Promise (LEAP) website at www.aacu.org/leap.
2 These core competencies include: civic knowledge (i.e. knowledge of government processes, citizen’s rights and responsibilities, connections between scholarship and the real world (civic and natural), etc.; civic skills (i.e. critical analysis of causes, democratic decision-making, community organizing, communication and research skills, leadership and management skills, assessing feasibility of change, teamwork); civic practices (community service, project planning, integration of knowledge to inform actions, civility, communication strategies); civic inclination (i.e. respect for human dignity, empathy, open mindedness, tolerance, ethical integrity, tolerance, sense of responsibility, becoming part of the civic life of one’s of broader community). "Insights from Core Competencies in Civic Engagement. A Working Paper in the Center for Engaged Democracy’s Policy Paper Series."