Abstract
‘Community’ is a pervasive concept at the University of Dayton, a Catholic, Marianist institution in Dayton, Ohio. As such, it was unknown how students who enrolled in community engaged learning (CEL) courses were different from their peers in demographic characteristics, previous experiential learning, and views of community engagement. Findings can inform CEL recruitment as well as evaluation of CEL outcomes, especially at institutions with a similar values orientation. This mixed-methods study indicates that among four semesters of students in three selected CEL courses, few differences were found with students in non-CEL control groups. One significant difference found was in racial identity: fewer students with non-White racial identities enrolled in CEL courses than control groups. These findings illustrate the need for diversity and inclusion strategies to be applied to student recruitment for CEL courses.
Recommended Citation
Sayre, Molly Malany; Sweet, Castel V.; and Bohrer, Kelly
(2023)
"Calling All Students? Enrollment in Community-Engaged Learning Courses at a Marianist University,"
Research and Reflection on Learning and Teaching in Higher Education: Vol. 1, Article 3.
Available at:
https://ecommons.udayton.edu/rrlthe/vol1/iss1/3
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Race and Ethnicity Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons