Practicing applied sociology on the ground, rather than in the tower: Exploring the legacy of community-engaged learning (CEL) course experiences

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Sexton_Reanna_MA_2024.pdf (1.81 MB)

Date

2024

Authors

Sexton, Reanna

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Abstract

This exploratory qualitative study investigates the legacy of taking a singular community-engaged learning (CEL) course on alumni at the University of Victoria (UVic). Thirteen participant interviews with CEL alumni capture a range of lived experiences since course completion, from 1 month to 5 years with respect to their course deliverables (2018 to 2023). This research reveals the long-term impacts of CEL post-course by exploring alumni’s reflections. Informed by previous research and literature, this thesis is guided by the following questions: How do sociology students describe their CEL experiences after course completion; what impacts, if any, does a CEL-applied sociology seminar course have on students post-course; to what degree do alumni CEL experiences change in relation to time since course completion; and, according to alumni, how effectively does CEL teach applied sociology? The research findings reveal that as a method for teaching applied sociology, a CEL course impacts how alumni practice sociology post-course and how they use, or apply, their sociology as a tool and perspective as they navigate and understand social realities. The data explores how and why CEL alumni continue to make meaning out of their experiences after course completion. Findings suggest that alumni feel that their CEL experiences enhance their critical and relational thinking skills, inspire reflexivity, and increase feelings of self-efficacy. The research reveals that alumni feel more competent in their understanding of sociology and ability to apply sociology post-CEL due to courses’ engaged scholarship and experiential learning pedagogy. Overall, this study suggests that understanding the legacies of CEL on alumni could impact how sociology is taught and practiced within and beyond academia.

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Keywords

learning, community, engaged, applied sociology, sociology, relational, reflexive, alumni, reflective, conversation, bridge, education, educational sociology, connective, potential, qualitative, Research exploring the legacy of a community engaged learning course on sociology alumni

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https://hdl.handle.net/1828/20315

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We acknowledge and respect the Lək̓ʷəŋən (Songhees and Esquimalt) Peoples on whose territory the university stands, and the Lək̓ʷəŋən and W̱SÁNEĆ Peoples whose historical relationships with the land continue to this day.