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What is Community-Engaged Learning?

Community-Engaged Learning (CEL) initiatives at Brandeis are devoted to expanding the circle of participation in the educational process, drawing students, faculty, staff and community members into conversations about ideas, citizenship, and social responsibility. In our curricular and co-curricular programs we seek to develop sustainable and productive partnerships with organizations and communities beyond the boundaries of campus, in ways that help address pressing social needs and foster democratic participation in civic life. Community-engaged learning is an aspect of the university's broad-based commitment to experiential learning. By integrating hands-on practice and thoughtful reflection, CEL projects enhance the university's commitments to social justice and academic rigor. Through active engagement with local communities, we try to hold up a mirror to ourselves, as we work to build an increasingly inclusive and supportive community here at Brandeis.

Although our primary emphasis is on work with communities in Waltham and the Greater Boston area, we also support community-engaged learning initiatives that engage with communities elsewhere in the nation and the world. In local, regional and international projects, we encourage students to assume important leadership roles, building linkages with community actors and reflecting upon the nature of equitable and sustainable partnerships.

We invite all students, faculty, staff and community people to join us in our emerging community-engaged learning projects!

Building Academic-Community Partnerships

CEL classes and projects at Brandeis are based on partnerships with members of Brandeis University and wider communities. In many cases, CEL initiatives will include a direct commitment to social service; in other cases, there is value in simply getting to know one another in a respectful and mutually supportive fashion. Often, the process of building meaningful and sustainable partnerships is in itself a significant educational undertaking, helping all of us reflect on the dynamics of power, equality, and democratic decision-making.

Successful partnerships are usually founded on careful and frank assessment of the goals and interests of each partner. What are the specific educational goals of a given academic course? What skills and experiences do students hope to acquire, either in the context of academic classes or volunteer efforts? What are the most important needs and aspirations of a given social service or civic agency and of the persons the agency is dedicated to serving? What immediate and long-term outcomes does each partner hope to realize through collaboration? What are the costs and benefits of the project to participating organizations, especially those that have serious staffing and financial limitations?

Strong partnerships are aided by periodic moments of honest reflection and critical self-examination: What discernible impact is the project having on students and community members? How might processes of communication, collaboration and decision-making be enhanced? Should the planned project be significantly revised or reconceived? What lessons have been learned that might be applied to future ventures and partnerships?

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