ArticleThe journal of experiential education2025
Undergraduate Students' Experiences of a Community-Engaged Learning Course: A Mixed-Methods Study.
Article in The journal of experiential education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Beyond Technical Skills: The Value of Perspective-Taking in STEM Education.CBE life sciences education · 2025Article
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Authors and funding
4 authors.
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Abstract
Background: Undergraduate student engagement increases the quality of education. Community-engaged learning (CEL) courses are one way to promote engagement and involve students collaborating with community partners to achieve a common goal by applying course knowledge to real-world issues. Purpose: This study evaluated: (a) the relationship between CEL-related student learning outcomes (SLOs) and attitudes toward CEL courses before taking one; (b) CEL-related SLOs among undergraduate students before versus after taking a CEL course; and (c) the lived experiences of students who participated in their first CEL course. Methodology: Pre- and post-course surveys and focus group data were collected. Survey data were analyzed via correlations and dependent groups Findings: Findings revealed a significant correlation between students' opinions toward the benefits of taking a CEL course and their CEL-related SLOs and a statistically significant positive difference between student growth and achievement before compared to after completing a CEL course ( Implications: CEL courses are a means to improve students' motivation, achievement, and skill acquisition for future career preparedness.
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