Transdisciplinary, Community-Engaged Pedagogy for Undergraduate and Graduate Student Engagement in Challenging Times
Saved in:
| Title: | Transdisciplinary, Community-Engaged Pedagogy for Undergraduate and Graduate Student Engagement in Challenging Times |
|---|---|
| Language: | English |
| Authors: | Jacobs, Shoshanah, Mishra, Christine E. B., Doherty, Erin, Nelson, Jessica, Duncan, Emily, Fraser, Evan D. G., Hodgins, Kelly, Mactaggart, William, Gillis, Daniel |
| Source: | International Journal of Higher Education. 2021 10(7):84-95. |
| Availability: | Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto Ontario, Canada M3J 3H7. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: ijhe@scieduca; Web site: http://www.sciedupress.com/ijhe |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Interdisciplinary Approach, Experiential Learning, School Community Programs, Skill Development, Learner Engagement, College Freshmen, College Seniors, Graduate Students, Mentors, COVID-19, Pandemics, Distance Education, Electronic Learning, Sense of Community, Partnerships in Education, Foreign Countries |
| Geographic Terms: | Canada |
| ISSN: | 1927-6044 |
| Abstract: | When the COVID-19 pandemic required all higher education learning to move to remote or online formats, students were challenged to maintain a sense of community and to advance in their education. By focusing on the immediate, human needs of students, IdeasCongress -- a community-engaged experiential learning course with a curricular emphasis on transferable skills -- flourished in the remote synchronous format. The only significant change was to shift the topic of the course to #RecoverTogether to guide our students in imagining a path through the pandemic while supporting local charities by developing plans for mitigating the impact that the pandemic was having on their service model. This paper outlines a case study of the course and reflections upon the experience of teaching during the pandemic restrictions, supported by student feedback from the September-December (Fall) 2020 semester. Based on this evidence, the approach appeared to be effective for student retention and engagement, and increased student feelings of connectedness to both the campus and the local community. The paper highlights key lessons learned while teaching and learning during challenging times and describes the teaching approaches used to support students. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1319072 |
| Database: | ERIC |
| Abstract: | When the COVID-19 pandemic required all higher education learning to move to remote or online formats, students were challenged to maintain a sense of community and to advance in their education. By focusing on the immediate, human needs of students, IdeasCongress -- a community-engaged experiential learning course with a curricular emphasis on transferable skills -- flourished in the remote synchronous format. The only significant change was to shift the topic of the course to #RecoverTogether to guide our students in imagining a path through the pandemic while supporting local charities by developing plans for mitigating the impact that the pandemic was having on their service model. This paper outlines a case study of the course and reflections upon the experience of teaching during the pandemic restrictions, supported by student feedback from the September-December (Fall) 2020 semester. Based on this evidence, the approach appeared to be effective for student retention and engagement, and increased student feelings of connectedness to both the campus and the local community. The paper highlights key lessons learned while teaching and learning during challenging times and describes the teaching approaches used to support students. |
|---|---|
| ISSN: | 1927-6044 |
