Developing Equitable and Mutually Beneficial Virtual Community-Engaged Learning Opportunities

Abstract

The COVID-19 pandemic necessitated an abrupt shift to virtual community-university partnerships for many community partners, instructors teaching community-engaged learning courses, and students. This shift exacerbated challenges to fostering mutually beneficial, equitable community-university partnerships, potentially affecting access to and participation in programs benefiting K-12 and college students alike. This paper discusses the Writing Partners letter exchange program, highlighting how challenges were considered and addressed, as well as ways we could improve in future semesters of community-engaged learning. Assessment data using surveys suggested challenges related to exchanging letters virtually and use of videos in lieu of an in-person university campus tour. Solutions included partnership meetings and early planning for future virtual events. We then discuss lessons learned and future directions for mutually beneficial and equitable community-university partnerships that could involve virtual work for various reasons. This paper adds to emerging literature which shares experiences related to virtual community-engaged learning. Sharing our experiences and lessons learned through the Writing Partners program will inform educators and administrators interested in implementing similar letter exchange programs, as well as those interested in learning more about community-university partnerships in the virtual space.