This report is a response to the Carleton Academic Plan – “Realizing Our Dreams as Canada’s Capital University,” organized by the Carleton Committee on Community Engaged Pedagogy (CCEP) in cooperation with the Office of the Provost and Educational Development Centre. It consists of survey responses from some 116 faculty and staff who identified themselves as working with a range of strategies for student instruction that engage with private, public and not-for-profit organizations outside of the university setting.
This report highlights the aggregate results of the aforementioned survey, supplemented with additional data from the co-operative education office at Carleton. Prepared by the CCEP, this report is intended for the Provost, the EDC, and the Carleton community. While these results cannot offer a truly comprehensive picture, the data provides a starting point for understanding the make-up of community-based teaching and learning at Carleton University. In total, 112 faculty members or staff filled in the on-line survey. Of these respondents, 59 per cent employ community-based experiential learning pedagogies at the present time.
A valuable review of the literature on the influence of Community Service Learning on Student Engagement, Retention and Success.
This journal article, written by Dr. Karen Schwartz, reports on a community engaged research course. It examines feedback from the community agencies and the students involved in the course in terms of the level of engagement and whether the students were able to make a contribution to the organization.
This response outlines actions taken by the CEP group, views, improvements, and contributions that promote the importance of enriching the student learning experience through the strategic goals outlined in the Academic Plan.
This report documents the diverse ways in which Carleton University interacts with and contributes to the broader community in which it is located. It is intended to be useful both for the University and for the community partners, first, in affirming the extent and importance of their cooperation and, second, in deepening and expanding the positive impacts of their partnerships. The metaphor to “Oxygen” references the oxygen of community which gave life to Carleton University in 1952, and which continues to flow in both directions; from the Ottawa region into all activities of the University, and from Carleton – a dynamic community itself – ‘out’ to the diverse sectors and organizations of the Ottawa region.