Expanding Global Understanding through Local Community-Engaged Learning (Stage 2, 2:08 PM)

• In Event: e-Lightning Ed-Talk Session 23 - Stage 2

Abstract

Community-engaged learning (CEL) can be a powerful tool for learning course content while understanding possibilities for making change (Donahue & Plaxton-Moore, 2018; Mezirow, 1997). Undergraduate students at a mid-western university engaged in 30 hours of English teaching as a requirement for a course in teaching English to multilingual learners. Through qualitative and quantitative responses to end-of-semester surveys, students highlighted how CEL contributed to content specific learning goals and also illustrated how community-engaged learning helped them raise questions about access, privilege, and their own role as learners while simultaneously acting as assistant instructors of English. The study was designed and responses were analyzed through the lens of community-engaged learning as critical pedagogy (Mitchell, 2008). Findings inform ongoing instruction and CEL opportunities.

Authors

• Julia Bach, Wheaton College

• Alia Bicbic, University of Minnesota

• Julia Goettl, University of Minnesota

• Julia Grote, University of Minnesota

• Laurel Hirt, University of Minnesota

• Megan Reed, University of Minnesota