In Their Words: What Undergraduate Sociology Students Say about Community-Engaged Learning

Berard, Ashley A.; Ravelli, Bruce

doi:10.1177/1936724420975460

Cited by 9 publications

(8 citation statements)

References 31 publications

(40 reference statements)

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“…In parallel, the United Nations Sustainable Development Goals advise that by 2030 all teaching should promote sustainable development (Owusu-Agyeman & Fourie-Malherbe 2019). Such education goes beyond the acquisition of disciplinary knowledge and skills, and provides students with real-world experiences connecting them to their communities (Berard and Ravelli 2020;Dias and Soares 2018).…”

Section: Significance and Methodologymentioning

confidence: 99%

“…Beyond students' own sense of self and efficacy, students feel a greater sense of civic engagement (Kahne and Westheimer 2006;Lee 2019), and they become more active and engaged citizens (Berard and Ravelli 2020). Through engaged learning students reflect upon the contribution they can make to wider society (Berard and Ravelli 2020;Mtawa 2021). Further research has highlighted that students develop a greater sense of agency, which resonates with leadership capacity and a civic disposition (Mtawa 2021).…”

Section: Civic Learningmentioning

confidence: 99%

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Untitled

2021

JDS

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The Dialogue Society is a registered charity, established in London in 1999, with the aim of advancing social cohesion by connecting communities, empowering people to engage and contributing to the development of ideas on dialogue. It operates nation-wide with regional branches across the UK. Through discussion forums, courses, capacity building publications and outreach it enables people to venture across boundaries of religion, culture and social class. It provides a platform where people can meet to share narratives and perspectives, discover the values they have in common and be at ease with their differences.

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Section: Significance and Methodologymentioning

confidence: 99%

Section: Civic Learningmentioning

confidence: 99%

Untitled

2021

JDS

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“…In regard to the importance of using CEL in a social research methods course, one study found that sociology students felt frustrated as they had learned about many theories and methodologies but had not had the chance to apply them in a legitimate way; basically, there is “too much talking and not enough doing ” (Berard and Ravelli 2021:6). CEL in our context allowed students to apply the social research methods they were learning about, get experience working on community-based issues, and learn more about environmental sustainability throughout the process.…”

Section: Environment and Sustainabilitymentioning

confidence: 99%

Leaving the Lectures Behind: Using Community-Engaged Learning in Research Methods Classes to Teach about Sustainability

et al. 2022

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This article explores the outcomes of using community-engaged learning in a sustainability-focused social sciences research course titled Methods of Social Research. The integrated components of the course were designed to teach students about the research process while addressing sustainability issues at Utah State University. Throughout the course, students learned how to collect, analyze, and interpret data; work in research teams; write a grant; and write and present a final research paper. Student sustainability surveys and the final course evaluation were used to analyze student learning outcomes. We found that students demonstrated increased confidence in collecting, analyzing, and interpreting data and an improved effectiveness and enjoyment in working in teams toward a final product. Students also exhibited their knowledge of small- and large-scale sustainability challenges as well as a decisiveness in answering questions related to sustainability. These outcomes resulted in heightened student self-efficacy and critical thinking skills when performing research and engaging with issues related to sustainability.

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“…Beyond students' own sense of self and e cacy, students feel a greater sense of civic engagement (Kahne and Westheimer 2006;Lee 2019), and they become more active and engaged citizens (Berard and Ravelli 2020). rough engaged learning students re ect upon the contribution they can make to wider society (Berard and Ravelli 2020;Mtawa 2021). Further research has highlighted that students develop a greater sense of agency, which resonates with leadership capacity and a civic disposition (Mtawa 2021).…”

Section: Civic Learningmentioning

confidence: 99%

Community Campus as Threshold: A Space of Dialogue for Academia and the Community

Brown¹,

Warwick²,

Latham³

et al. 2021

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This paper explores an argument for community-situated spaces of encounter – acting as thresholds – between community and academia, through which: learning can be enhanced; a greater sense of identity and efficacy can be fostered, and a defined agency can be enabled. This proposition prioritises a dialogic relationship in a shared ground of agency and discourse, whose potential is reinforced through a rediscovery of the local arising from the COVID pandemic. The rediscovery of the local has pushed civic-minded universities pre-existing interrogation of their community-based learning practice in the context of marginalised communities; a key challenge is how to foster a dialogic relationship with a community when academia is not really part of the community? A concurrent question considers the spatiality of such practice? Proposed here is a situating of the civic university directly within the community offering opportunity for everyday dialogue on and experience of local life. This proposal re-sites the university’s civic initiatives outside the academy in community-based campuses. Central to this campus would be the coming together of the community and academia to envision and action joined-up approaches to multivalent issues. This initiative would simultaneously afford an innovative education while enabling students and staff to contribute to the wider community; at the same time the community campus would serve as an active agent in bringing the community together and reshaping its future. The community campus would act as a dialogic threshold between academia and the community, a space grounded in its social nature, mutual embrace and exchange.

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In Their Words: What Undergraduate Sociology Students Say about Community-Engaged Learning

Cited by 9 publications

References 31 publications

Untitled

Untitled

Leaving the Lectures Behind: Using Community-Engaged Learning in Research Methods Classes to Teach about Sustainability

Community Campus as Threshold: A Space of Dialogue for Academia and the Community

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