Reflections on community-engaged learning in STEM: a student’s and instructor’s perspective
Abstract
Community-engaged learning, in which students work collaboratively with community partners on mutually-beneficial projects, fosters student civic engagement, collaboration, and critical thinking. This article uses a students-as-partners approach to describe the implementation of CEL in an undergraduate medical sciences course from both the instructor and student perspective. We share reflections and insights as to how a flipped course design and assessments synergize to foster deep and reflective learning.
Fields of Study & Subjects
Innovative Teaching Methods
Higher Education Practises and Engagement
Problem and Project Based Learning
Publication details
- Journal / source
- AJP Advances in Physiology Education
- Publisher
- American Physiological Society
- Volume
- 50
- Issue
- 1
- Pages
- 249–253
- Publication date
- 7 January 2026
- Language
- EN