Community Engaged Learning Forum
In June 2015 Sustainability, Partnerships and Community Engagement (SPaCE) and the Centre for Teaching and Learning (CTL) convened a Community Engaged Learning Forum to examine different types of Community Engaged Learning.
Together academic and professional staff identified and mapped specific practices they undertook that related to some facet of community engaged learning. This included direct and indirect practices related to the delivery, support and development of community engaged learning at SCU.
Here is a quick summary of these practices with the full report available to download (pdf).
- Work Integrated Learning and Professional Experience: Attendees undertook a variety of roles within a work integrated learning setting, including coordination of individual student placements, liaison with industry to source placements, preparing students for placement and field work, and supporting students throughout this process.
- Curriculum Integration and Development: Attendees indicated an involvement in curriculum development and delivery. Some attendees looked for opportunities to connect with community within the curriculum and others utilised community feedback on courses. Some attendees indicated they were supporting the development of authentic learning approaches or supporting unit design teams to integrate community engaged learning into curriculum.
- Academic Skills and Practice: Attendees noted their involvement in CEL projects and highlighted their use of authentic assessment using real life industry problems, critical reflection and feedback. Some attendees were bridging theory into practice, involving industry and road testing graduate learning outcomes. There was a highlighted need to showcase and incentivise academic practice and professional development for teaching staff, as well as a develop awareness and understanding of this form of teaching and learning.
- Discipline and Professional Connectivity: Attendees engaged with a range of communities through networking, connecting, facilitating and coordinating. Attendees engaged through boards, consultancies, research, coaching, events and projects. It was suggested that industry could link with SCU through guest speakers, public lectures and social commentary, alumni events on campus and research. There was a significant amount of activity taking place to connect SCU with external communities.
- Support and Development: Attendees provided strategic support for teaching and learning, gathering resources for staff use. Attendees provided student skill development and support, worked with schools to prepare students, provide student consultations and alumni mentoring. There were a variety of roles focused on developing the strength and diversity of CEL at a discipline, school and University level. This incorporated managing platforms to enable project-based learning in CEL, development of specific pedagogical resources and customised legal agreements and associated administrative processes.
- Professional Identity: Attendees were building profile and awareness, supporting authentic learning and experiential learning. Attendees were supporting student resilience, developing careers and personal and professional identities. Attendees supported students through creating opportunity awareness with the online jobs board, employment applications, mock interviews and career events on campus. Attendees were also providing legal advice regarding community engagement and were drafting contracts and supporting risk mitigation.