Develop a Community-Engaged Course

What is community-engaged learning?

Community-engaged learning is a teaching method that combines community service with academic instruction, focusing on critical, reflective thinking and civic responsibility. The Center for Civic Engagement (CCE) supports the development and mission of community-engaged learning across the campus. Community-engaged learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility and commitment to the community (Definition has been adapted from ).

A community-engaged course:

  • Uses experiential strategies characterized by student participation in an organized service activity
  • Is connected to specific learning outcomes
  • Meets identified community needs
  • Provides structured time for students to analyze and connect the service experience to learning

Community engagement can be carried out in several different ways. For example, it can be a one-time project incorporated into a specific course, providing students the opportunity to apply course content to a particular community need. It may also entail ongoing work with a community or agency on specified programs or projects that relate to the course or discipline.

To begin organizing and constructing your community-engaged learning course, consider four basic principles:

  1. Engagement: Does the service meet a real community need? Has that been defined by your local community? How?
  2. Reflection: Do you have mechanisms built throughout the semester to support students in making connections between the course content and service experiences?
  3. Reciprocity: Is the partnership going to provide mutually beneficial outcomes for students and the community partners? Do both serve as teacher and learner equally?
  4. Public dissemination: Is the outcome of the service activity/project presented to the organization for current and future use? How?

Adapted from: Heffernan, K. (2001). Fundamentals of service-learning course connection. Providence: Campus Compact.

Learn more about developing a community-engaged course

In addition to these online resources, the CCE can provide sample course syllabi, referrals to community partners and various print and electronic resources on service-learning pedagogy and course development.

  • Benefits of engaged learning

    Faculty can benefit personally and professionally from integrating engaged learning into courses. Teaching with engaged learning can:

    • encourage interactive teaching methods and reciprocal learning between students and faculty
    • add new insights and dimensions to class discussions
    • lead to new avenues for research and publication
    • promote students' active learning; engage students with different learning styles
    • promote students' opportunities to directly apply course content to theory, thus creating a deeper level of understanding
    • develop students' civic and leadership skills
    • boost course enrollment by attracting highly motivated and engaged students
    • provide networking opportunities with engaged faculty in other disciplines
    • foster relationships between faculty and area community organizations, which can open other opportunities for collaborative work
    • provide firsthand knowledge of community issues; provide opportunities to be more involved in community issues
  • Questions to consider

    Course Structure

    • How will this service-learning course fit into my research and scholarship objectives?
    • How much experience do I have with service-learning and community partnerships? Do I need help getting started?
    • What types of experiences are the best fit for my type of class? What types of organizations might benefit from a partnership with my course?
    • What kinds of preparation will my students need in order to participate in the service-learning course? How will I participate in that facilitation?

    Assessment

    • What are the learning objectives for this course?
    • How do the outcomes from the service-learning experience relate to the course objectives?
    • What types of activities will connect the service-learning experience to the course content?
    • How will the service experience be documented and assessed?

    Community Partners

    • Do I need assistance in the identification of community partners?
    • What role will the community partner play in the development and implementation of the course?
    • How will I engage the community partner in evaluating the student and the course?
    • How will the community partner benefit from the service-learning project?
    • What community need is being addressed, and who has identified it as a priority?
    • What will be the relationship between community partners, the university, the department, faculty and students once the course has been completed? Do options for ongoing collaborations exist?

    Students

    • What will be the specific role of the student?
    • How will the service-learning experience make the course more valuable and meaningful to the student?
    • How will the service-learning experience affect students’ future civic engagement and professional goals?

    Adapted from the Purdue University Service-Learning Faculty Course Design Handbook

  • Develop a syllabus

    Syllabus development is one of the most critical and difficult aspects of successfully implementing an academic community-engaged learning course. Below is a suggested list of questions that should be considered when developing a syllabus.


    Questions to consider

    • Have I sufficiently clarified mutual objectives with community partners?
    • Have I connected service components with the course objectives?
    • Have I clearly stated expectations for students?
    • How should I encourage students to respectfully engage with community partners, appreciating the learning opportunity that exists in the relationship?
    • How can I incorporate writing into students' grades to ensure adequate time commitment?

    Exemplary syllabi should

    • Clearly state expectations of students.
    • Include service as an expressed goal.
    • Clearly define how the service experience will be measured and what will be measured.
    • Describe the nature of the service placement and/or project.
    • Specify how students will be expected to demonstrate what they have learned in the placement/project (journal, papers, and presentations).
    • Present course assignments that link the service placement and the course content.
    • Include a description of the reflective process.

    Consider reviewing Examples of CEL courses at and . 

  • Course development timeline

    There are a number of special considerations for faculty when designing and teaching a community-engaged learning course. Prior to implementing engaged learning, faculty will have to establish an appropriate relationship with a community partner, communicate expectations, choose classroom activities that support the service, and develop assessment tools to evaluate student learning.

    Below is a rough timeline of things to consider when planning your course. The precise timing depends on whether the course is new or has been offered before, how much time you have to prepare, departmental differences and individual preference. Although this timeline is not exhaustive or relevant to every course, it is a general guide for those teaching community-engaged courses.

    Long term:

    • Determine the broad goals of your course
    • Decide how community engagement will fit in the course (one assignment, entire course, etc.)
    • Locate a community partner
    • Screen potential students (if course is “by permission of instructor”)

    Middle term:

    • Articulate learning objectives for your course
    • Identify appropriate classroom strategies to support the community-engaged learning, such as readings or lectures
    • Choose appropriate reflection exercises
    • Ensure the alignment of objectives, assessments and instructional strategies
    • Write a tentative syllabus
    • Develop appropriate forms for working with community partner (needs assessment, student evaluations, final evaluation, etc.)
    • Meet with community partner to discuss issues of scale, scope, final product and any requirements (such as attendance at presentations)
    • Coordinate schedule for semester with community partner
    • Draft memorandum of understanding
    • Work out transportation arrangements

    Short term:

    • Formalize agreement with community partner
    • Finalize plans with partner (deliverables, schedule, location of meetings, expectations for evaluation, etc.)
  • Incorporating reflection

    What is reflection? 

    “The term structured reflection is used to refer to a thoughtfully constructed process that challenges and guides students in (1) examining critical issues related to their service-learning project, (2) connecting the service experience to coursework, (3) enhancing the development of civic values and skills, (4) assisting students in finding personal relevance in the work.” (Definition from

    Reflection activities provide a method or methods for students to process what they learned through the service experience and how those experiences relate to academic course content. They also provide the time and opportunity for students and community partners to grow and evolve as a result of their experiences in the service-learning course. 

    Resources on reflection

    • , Katie Halcrow
    • Sass, M. (2013) . Purdue University Learning and Service Engagement series. Center for Instructional Excellence: West Lafayette, IN. http://dx.doi.org/10.5703/1288284315021
    • Richard, D., Keen, C., Hatcher, J. A., & Pease, H. A. (2016). . Michigan Journal of Community Service Learning, 23(1). https://doi.org/10.3998/mjcsloa.3239521.0023.105. 
  • Assessing community-engaged teaching

    As with any program, a variety of tools and methods can be used to evaluate community-engaged learning. Evaluation is essential not only for documenting a program’s effectiveness and demonstrating accountability, but also for informing continued development or improvement of programs. Evaluation is not the end of an initiative; it is an essential part of the on-going process that provides an opportunity to be deliberative, reflective and creative. 

    We encourage faculty to track their community-engaged work through Collaboratory, ’s online database for community engagement and public service activities. Faculty can take advantage of the tools it offers for evaluating partnerships and gaining insights on community-engaged work. Learn more about Collaboratory to get started. 

    Below are some additional resources for assessing community-engaged learning. 

    • ’s student learning outcomes for curricular and co-curricular community-engaged activities
    • , University of Michigan
    • , University of MIchigan 

Other resources

Below are some resources that will  help you get started on designing a community-engaged course. In addition to these online resources, the CCE can provide sample course syllabi, referrals to community partners and various print and electronic resources on service-learning pedagogy and course development. 

  • Bandy, J. (2011). . Vanderbilt University Center for Teaching.
  • Source: The Service Learning Institute, California State University, Monterey Bay.
  • A list of for over 80 disciplines in higher education.