Transdisciplinary, Community-Engaged Pedagogy for Undergraduate and Graduate Student Engagement in Challenging Times

Shoshanah Jacobs, Christine E. B. Mishra, Erin Doherty, Jessica Nelson, Emily Duncan, Evan D. G. Fraser, Kelly Hodgins, William Mactaggart and Daniel Gillis

International Journal of Higher Education, 2021, vol. 10, issue 7, 84

Abstract: When the COVID-19 pandemic required all higher education learning to move to remote or online formats, students were challenged to maintain a sense of community and to advance in their education. By focusing on the immediate, human needs of students, IdeasCongress - a community-engaged experiential learning course with a curricular emphasis on transferable skills - flourished in the remote synchronous format. The only significant change was to shift the topic of the course to #RecoverTogether to guide our students in imagining a path through the pandemic while supporting local charities by developing plans for mitigating the impact that the pandemic was having on their service model. This paper outlines a case study of the course and reflections upon the experience of teaching during the pandemic restrictions, supported by student feedback from the September-December (Fall) 2020 semester. Based on this evidence, the approach appeared to be effective for student retention and engagement, and increased student feelings of connectedness to both the campus and the local community. The paper highlights key lessons learned while teaching and learning during challenging times and describe the teaching approaches used to support students.

Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:jfr:ijhe11:v:10:y:2021:i:7:p:84

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