Community-Engaged Teaching benefits faculty, students, the university, and the community in many ways. Below are some of the benefits that have been associated with Community-Engaged Teaching.
- Increased satisfaction with quality of student learning
- Increased commitment to research
- Motivation to increasingly integrate service-learning into courses
- Collaboration opportunities with campus and community
- New avenues for research
- Reinvigorate teaching
- Greater personal development such as the sense of personal efficacy, personal identity, spiritual growth, and moral development
- Greater interpersonal development such as the ability to work well with others, leadership and communication skills
- Reduced stereotypes and increased cultural and racial understanding
- Increased sense of social responsibility and citizenship skills
- Greater involvement in the community after graduation
- Positive impact on students’ academic learning
- Improved students’ ability to apply what they have learned in “the real world”
- Positive impact on academic outcomes as demonstrated complexity of understanding, problem analysis, critical thinking, and cognitive development
- Contributes to career development
- Stronger faculty relationships
- Increased satisfaction with college
- Increased likelihood to graduate
- Increased satisfaction with student participation
- Increased useful service in communities
- Enhanced university relations
- Gain additional human resources needed to achieve organizational goals
- Inject new energy, enthusiasm, and perspectives into the organization's work
- Grow the organization's volunteer pool: service-learning students will share their experiences with friends and classmates
- Increase public awareness of key issues
- Educate students/youth about community issues; correct any misperceptions
- Help prepare today's students to be tomorrow's civic leaders
- Network with colleagues in other organizations and agencies
- Identify and access other university resources; build relationships with faculty, staff, and students
- Increased institutional commitment to service-learning curriculum
- Increased availability of service-learning programs
- Increased student retention
- Enhanced community relations
Adapted from: Eyler, Janet, Dwight Giles, Christine M. Stenson and Charlene J. Gray (2001). At A Glance: What We Know about the Effects of Service-Learning on College Students, Faculty, Institutions, and Communities, 1993-2000, Third Edition. Nashville: Vanderbilt University. Retrieved From.
Adpated from: University of Minnesota Community-Service Learning Center
Sandra Bird, Professor of Art Education
“Allowing our art education students an opportunity to work with children in local schools, through service-learning projects positioned early in their professional course sequence, helps them to be better equipped to meet the challenges of contemporary art classrooms. Such engagements force the art education pre-service teachers into existential laboratories, where theory turns directly into practice. This helps the art education students to build stronger teaching schema, and thus to perform more effectively as student teachers toward the end of our art education program.” Learn more about Sandra’s Community-Engaged Teaching.
Harrison Long, Associate Professor of Theater Studies
“As Aristotle suggests, the best theatre teaches as well as entertains. Community performances provide a unique opportunity for constructive dialogue between performers and audiences. The benefits are felt on all sides of the equation. Participants from the community learn a great deal, but the students and instructors presenting their work gain a new understanding too. The kind of dialogue C.E.T. provides, keeps the work vital and relevant.” Learn more about Harrison’s Community-Engaged Teaching.
Lynn Boettler, Assistant Professor of Educational LeadershipSabine Smith, Professor of German
“CET has allowed students in my first-year courses to examine community issues and design projects that help make a difference in their communities. Through this process they develop a multitude of academic skills pertinent to their success as students while gaining an understanding of their place in the world and a sense of self-efficacy in their ability to positively effect change.” Learn more about Lynn’s Community-Engaged Teaching.
"CET has allowed me to excite German Studies students about the opportunities of using their skills and knowledge outside the classroom. By facilitating CET with students in the local community, I support and foster students' dispositions that will help them complete CE experiences abroad. I view CET as one of THE most important teaching methods in the future of academia!"
Alexander Gambon, Senior, Information Systems Major
"KSU enabled me to engage with the community in a dynamic way that let me see the direct positive impact I can have on other people."
Anonymous Student Cast Member from Splittin’ the Raft
Splittin’ the Raft brought up things people don’t talk about and don’t want to talk about. It allowed people to see how the situations in the play can be applied to other situations in society. The post-show discussions with the audience created a constructive dialogue. Sometimes things got a little heated but I think that it’s good to air out those things sometimes. Theater disarms. But theater also engages the mind. So you have context for conversation…
Anonymous Quote from Course Evaluation by Student in KSU 1121, Be the Change
“This class was one of the best classes I have taken this semester. I loved how the main project for this class was to get out and project change or awareness in the community in hopes to change the world. We looked at a specific problem at a local, state, national and global prospective and it really opened my eyes to all of the global problems the world is facing today and it is really tragic.”
Linda Orwig, Fine Arts Teacher, Lumpkin County High School
“What an outstanding experience Splittin’ the Raft provided for my students. We are in a decidedly rural and largely impoverished area. The chances of the majority of our students observing such a performance were extremely rare. They sat awe-struck at the brilliant production. Their eyes were opened in wonder not only at the performance, but the message of the play as well. They were especially appreciative of the talk-back session following the play. Thank you, Harrison for exposing our students to the brilliant play, Splittin’ the Raft. It has given them a vision of what true theatre can accomplish.”
Laura Keefe, Executive Director, Youth Empowerment through Learning, Leading, and Serving, Inc. (YELLS)
“YELLS is honored to host KSU students in our Mentoring and Afterschool Programs. In fact, as a small non-profit, we rely on the time and talents of these volunteers to fuel the work we do in our community. Through this partnership and support, we are able to provide our youth and families the individual attention they deserve. KSU Students provide one-on-one tutoring, facilitate activities, and serve as mentors to our youth. Some have even initiated new events and traditions like a YELLS Thanksgiving Dinner and a Parents' Night Out. No matter the role, KSU students always bring their passion and creativity. Our YELLS programs are rooted in teaching servant-leadership, and KSU students could not stand as better models of this ethos. We're constantly amazed by the support we receive and the many ways KSU's students contribute to and enhance our community. We're so glad to have KSU as a part of our YELLS family!”