Community-Engaged Learning during COVID-19

COVID-19 has certainly presented challenges to the traditional learning environment. However, the time to lean into the community as our classroom has never been greater. Below is a curated list of resources to help you explore how you might integrate community engagement into your course in light of COVID-19 and the challenges it presents.

If you're looking to volunteer this year or partner with a non-profit organization, please watch this 3-minute training video first. 

Safety 

• Adhere to University guidelines for safety: https://www.drake.edu/coronavirus/.
• Adhere to the community partner's guidelines for safety.
• See How to Stay Safe as a Volunteer for additional suggestions.
• Communicate with your community partner(s) and students early and regularly
  
  • Collaborate on changes to student work
    • Adjust the scope of student work
    • Adjust the timeline of student work
    • Adjust the nature of student work

Other Campus Resources for Community-Engaged Teaching during COVID-19

• Xavier University: https://www.xavier.edu/community-engaged-learning/documents/supporting-community-engaged-courses-via-remote-learning-1.pdf
• University of Michigan: https://ginsberg.umich.edu/article/community-engaged-teaching-during-covid-19
• University of Notre Dame: https://socialconcerns.nd.edu/community-based-learning-teaching-and-research-during-covid-19
• Indiana University Bloomington: https://citl.indiana.edu/programs/service-learning/resources-service-learning/CEL%20during%20COVID-19.html
• Iowa Campus Compact: https://iacampuscompact.org/resource-posts/coronavirus-and-the-engaged-campus/

CEL & Remote Teaching ideas:

• Students can conduct background research or gather best practices or other information requested by the partner(s);
• Students can tape, record, or stream performances or workshops to benefit community partner(s);
• Students can create digital and other social media content, print program materials, or other methods for information-sharing;
• Students can undertake assessment, evaluation, or feedback via phone or web-based services;
• Students can compile research or brainstorm strategies that provide indirect support from volunteers as a result of coronavirus;
• Students can conduct virtual or phone-based educational support for youth and adults

More ideas are available at:
https://www.marquette.edu/center-for-teaching-and-learning/documents/remote-community-engagement-activities.pdf

Online Teaching with CEL:

• Waldner, L., McGorry, S., & Widener, M. (2010). Extreme e-service learning (XE-SL): E-service learning in the 100% online course. MERLOT Journal of Online Learning and Teaching, 6 (4), 839-851.
• Waldner, L. S., McGorry, S. Y., & Widener, M. C. (2012). E-service learning: The evolution of servicelearning to engage a growing online student population. Journal of Higher Education Outreach & Engagement, 16 (2), 123-150.
• Guthrie, K.L., McCracken, H. (2010) Making a difference online: Facilitating service-learning through distance education. Internet and Higher Education, 13, 153-157.
• Guthrie, K.L. & McCracken, H. (2010). Teaching and Learning Social Justice through Online Service-Learning Courses. International Review of Research in Open and Distance Learning, 11(3), 78-94.
• McWhorter, R.R., Delello, J.A. & Roberts, P.B. (2016). Giving Back: Exploring Service-Learning in an Online Learning Environment. Journal of Interactive Online Learning, 14 (2), 80-99.
• Author Unknown. Online teaching: Incorporating service-learning handout. Indianapolis University Center for Service-Learning & Community Engagement.