Experiential Learning
Conferences as a Tool to Develop Students’ Understanding of Community-Engaged Research
Bibliographic Data
| ID | 13028039 |
|---|---|
| Authors | Maria Zaharatos (Middlebury College), Carolyn Taylor Meyer (0000-0003-0038-7260, Middlebury College, corresponding author), Julian Hernandez-Webster (Middlebury College) |
| Year | 2023 |
| Volume | 12 |
| Issue | 6 |
| Pages | 352-352 |
| Publication date | 2023-06-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci12060352 |
| OpenAlex | W4380682532 |
| Language | EN |
| References cited | 26 |
The purpose of this paper of practice is to explore the use of a “Conference as Curriculum” model to develop student understanding of critical approaches and challenges and opportunities in the field of community-engaged research (CER). Two higher education institutions in California’s Monterey County sent 22 students to the “All-In: Co-Creating Knowledge for Justice” Conference in Santa Cruz, California USA in October 2022. The undergraduate and graduate students were funded through their academic institutions and accompanied by faculty and staff working on community-engaged research. Participation in the conference involved a pre- and post-conference convening to prepare students for the conference and then guide students through reflections on their learning and future work. The experiential learning activities offered in conjunction with the students’ conference attendance were designed to: (1) foster students’ connection to the community and each other; (2) develop students’ understanding of community-engaged research; and (3) build students’ professional acumen through attending a professional conference. Two authors of this article share their experience as student attendees at the conference. The student vignettes provide insight on the authors’ learning experiences and offer design implications for the use of cohort conference attendance as an experiential learning activity. The article presents a conference experiential learning model that could be replicated and modified by other higher education institutions. We also place the project within a greater inter-institutional initiative to build a model for community-driven collaborations that seeks to address challenges surrounding higher education engagement with local nonprofits and governments
Attendance · Community engagement · Curriculum · Experiential education · Experiential learning · Higher education · Medical education · Pedagogy · Political science · Public relations · Sociology · Higher Education Practises and Engagement · Medicine · Mental Health and Patient Involvement · Psychology · Service-Learning and Community Engagement
Applied Linguists Cultivating Relationships for Justice
Experiential learning and the university’s host community
Participatory Action Learning and Action Research
Participatory Action Research Approaches and Methods
Critical Participatory Action Research
Critical Community-Engaged Scholarship
Whom Does Service Learning Really Serve? Community-Based Organizations' Perspectives on Service Learning
Understanding Contemporary University-Community Connections
Making Service-Learning Partnerships Work
From Charity to Justice
| Citation velocity | historical |
|---|---|
| Highly cited | No |