"Into the space of being a sociologist": Student, community partner, and faculty experiences of community-engaged learning
| dc.contributor.author | Kroeker, Alexandra | |
| dc.contributor.supervisor | Ravelli, Bruce | |
| dc.date.accessioned | 2024-08-27T21:16:26Z | |
| dc.date.available | 2024-08-27T21:16:26Z | |
| dc.date.issued | 2024 | |
| dc.degree.department | Department of Sociology | |
| dc.degree.level | Master of Arts MA | |
| dc.description.abstract | This study explores the experiences of undergraduate students, community partners, and faculty in one Community-Engaged Learning (CEL) course. Building on the work of previous CEL scholarship, data was collected across the eight-month course using mixed methods (including surveys, focus groups, interviews, content analysis, and observations) in order to answer the research questions: What are the primary benefits and challenges to students, community partners, and instructor in one undergraduate community-engaged learning course? In what ways do their experiences (benefits and challenges) intersect? The findings demonstrate that while stakeholders experience differing benefits and challenges due to their context-specific perspectives, they also share key benefits and challenges which underscore the transformative potential of CEL. | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/20317 | |
| dc.language | English | eng |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.subject | Community-engaged learning | |
| dc.subject | Sociology | |
| dc.subject | Experiental learning | |
| dc.subject | Undergraduate education | |
| dc.title | "Into the space of being a sociologist": Student, community partner, and faculty experiences of community-engaged learning | |
| dc.type | Thesis |