Impact of Community Engaged Education & Use of the Learning Portfolio in a 2nd Year Large Enrollment Course in Clinical Neuroscience
There is growing literature supporting the benefits of community-engaged education in undergraduate students (e.g., review in Davis & Jordan, 2010). Less work has investigated the impact of this experience in science students. One Canadian survey noted that community-engaged curriculums are more common in faculties of Arts and Social Sciences (Hayes, 2006). This project will investigate the impact of a community-engaged assignment in a second year, large enrollment course in the faculty of science on two major domains of student experience: academic engagement and civic responsibility. It will also assess whether use of a Learning Portfolio leads to increased awareness about the value of reflective thinking. A final aim is to document the experience of third-year students who serve as peer mentors and assist second-year students in developing their assignments so that best practices can be developed for how to effectively incorporate the assistance of student mentors in a course setting.