Introductory and Advanced Community Engaged Learning (I/ACEL)
I/ACEL courses are classes that allow students to apply their knowledge and skills learned in the classroom to address a community need. These courses develop students’ civic skills through experiential learning, reciprocal partnerships, and reflection.
For students interested in taking an I/ACEL course, please reach out to tcnjcel@tcnj.edu to request a list of upcoming courses.
Examples of Recent I/ACEL Courses
» View the complete Past CEL Class List
CSC 415: Software Engineering with Sharif Mohammad Shahnewaz Ferdous
CSC 415 introduces students to software engineering with an emphasis on collaborative problem solving and software application development. It aims to integrate the principles of computer science and other disciplines to develop systematic models and reliable techniques for producing high-quality software. Students work in groups to develop systems to address a community-identified need of a local partner. Past projects include a Volunteer Database System and a Donor Database for Mercer Street Friends Food Bank, developing a database system for the TCNJ Service Council to inform students of volunteer opportunities available for campus, and a Walking School Bus app for Mercer Street Friends.
AAV 370: Community-Engaged Art with Carolina Blatt
AAV 370 introduced students to the complexities of community-based art through a study of the history, origins and controversies as well as contemporary issues surrounding the actualization of community art projects. Students learned from and partnered with several local Trenton artists on community-based art projects with support from the NJM Insurance Group Urban Innovation Fund. Community-based art projects included a photo and a mural installation in the Trenton community. The project culminated in Fall 2019 with an on-campus panel discussion and installation featuring Trenton artists, TCNJ faculty, and students.
ANT 246: Climate Change and Society with Miriam Shakow
ANT 246 provides the opportunity for students to develop skills to take collective action on climate change and other social issues. The course is based on the framework of climate justice: the acknowledgment that the people affected most by climate change are the least responsible for causing it and that addressing climate change requires addressing the societal inequalities–racial, economic, gender, among others–that force vulnerable people to bear the brunt of the effects of climate change. Students learn how to bring about social change by carrying out a policy change campaign over the course of the semester. Students work in groups to effect change on campus and in their community to fight climate change. Past and ongoing projects include promoting vegetarian and vegan foods on campus, Bee Campus USA, voting & policy advocacy, and reducing plastic waste on campus.
For Faculty: Designing and Teaching I/ACEL Courses
All TCNJ Faculty are welcome and encouraged to incorporate CEL into their courses! TCNJ CCE staff are available to help you develop your course. After reviewing the info below, start by completing the Interest Form to get connected with our staff.
For examples of CEL Course Syllabi and Historical TCNJ CEL Course Lists, please request access to the CEL Faculty Resource Team Drive.
Consultation
CEL staff are available to help you to develop a community engaged learning project for your course. Consultations can focus on:
- Brainstorming
- Best practices for finding a community partner
- Planning logistics
- Preparation and reflection activities
- Coordination with other campus initiatives
- Opportunities to connect with other community-engaged faculty
- Other concerns or questions
To meet with CEL staff please fill out the Interest Form. You will receive an email from CEL staff with an application or renewal form and the option to schedule a meeting with a staff member.
Planning and Goal Setting
During your consultation, the CEL Institute staff will cover themes on how you can design your CEL experience within a course’s curriculum. Below are a few of the topics that will be covered:
Education: Integrating CEL outcomes into the curriculum
- After reviewing your current learning goals, consider if there is an overlap between your learning goals and CEL goals. Is there space in the course to enhance learning by adding CEL goals?
- Specify the activities and assignments to achieve the learning goals and CEL outcomes of the course, as well as the methods for assessing and evaluating these goals and outcomes (See “Assessment and Evaluation”).
Service: Identifying and building a community partnership
- Work with the CEL Institute staff to identify a partner who has: (1) needs that relate to your course objectives and students’ abilities, (2) the capacity to collaborate with your course during the given semester, and (3) the potential for multi-semester sustainability that can lead to robust projects, future publications, and grant proposals.
Reflection: Incorporating reflection throughout the course
- The CEL Institute staff can share sample reflection exercises and guiding questions in order for reflection to be facilitated through formal assignment and informal discussions.
ICEL/ACEL Proposal and Approval Process
- Fill out the Interest Form.
- For Fall Courses: January
- For Spring Courses: August
- You will receive an email from CEL staff with an application or renewal form. (Optional: Schedule one on one meeting with CEL staff to brainstorm and/or fill out the application.)
- Early Submission: Courses will be designated as CEL in PAWS for registration so students are able to see CEL designation. (For Fall Courses: March; For Spring Courses: September)
- Regular Submission: Courses will be designated as CEL in PAWS during the semester. (For Fall Courses: end of August; For Spring Courses: end of January)
- You will be notified upon approval and designated in PAWS as CEL.
Student Preparation and Reflection
ICEL & ACEL Workshops
CEL staff can facilitate workshops for ICEL and ACEL courses to prepare students for service and to reflect on their experiences engaging with the community.
- Community Engaged Learning Orientation: This orientation introduces the concept of Community Engaged Learning, ethical engagement practices, and the elements of building relationships with community partners/members.
- History and Context of the Local Community: This workshop provides your students with the opportunity to learn about the history, systems, and structures that affect the community through a presentation and facilitated discussion.
- Trenton Tour: This workshop includes a brief presentation about Trenton and TCNJ’s relationship with the city followed by a driving tour of the city. Tours must be requested at least a month in advance and space is limited based on the number of tours offered each semester.
- First-Year CEL Refresher: CEL staff can provide a refresher on topics covered during students’ First-Year Community Engaged Learning requirement. Topics covered include: CEL, Trenton history and the desegregation of schools, personal and social identities, the cycle of socialization, The Danger of a Single Story, counternarratives, intersectionality, and different methods to engage with the community and social issues.
- More workshops to come. Please reach out to CEL Staff if you have a specific topic in mind.
Reflection Resources
Reflection is a key piece of CEL. Faculty and partners will build in time students to think critically about their CEL experiences and overall impact–both on the community and on the students. Reflection should be incorporated throughout the CEL experience.
- Reflection Quick Reference (Requires TCNJ Login)
- For TCNJ Faculty: Request access to our share Google Drive for additional reflection articles
- Please reach out to CEL Staff if you would like additional support.
Additional Publications & Resources
See our LibGuide for more Community Engaged Learning resources from the R. Barbara Gitenstein Library at TCNJ!
Logistics
An important aspect of CEL experiences is the opportunity for students to interact directly with the community partner. Please see below for necessary considerations:
- At the beginning of the semester, students participating in CEL will need to fill out risk liability waivers and photo consent releases required by the College.
- The CEL Institute has access to TCNJ passenger vans on a limited basis. Vans are consistently in high demand and cannot be guaranteed. All van requests must be submitted at least one month before the date of the event.
- The CEL Institute will assist in coordinating bus transportation if funding allows.
- In accordance with the TCNJ Student Travel Policy, all CEL-related student travel must be logged with the CEL Institute.
- For partners visiting campus, parking passes can be obtained with ample notice.
- In accordance with the TCNJ Working with Minors Policy, all CEL activities involving bringing minors to campus must be coordinated with the CEL Institute.
Please note any financial considerations necessary for the course such as, stipends for community partners and guest speakers, transportation (such as buses), additional materials for the project or events, etc. The CEL Institute has access to limited funding and can only assist with nominal costs per course.
Assessment and Evaluation
In conjunction with the CEL Council, the CEL Institute has developed a CEL Outcomes Rubric for assessment. CEL Institute staff can provide a post assessment survey for the CEL Outcomes, and/or provide guidance to adapt select questions into an assessment format of your choosing. ICEL courses are expected to address two of the six CEL outcomes below and ACEL courses are expected to address three of the six CEL outcomes below.
- Social Knowledge: Identify the causes of significant social issues
- Diversity of Communities: Engage as part of diverse communities in culturally and contextually appropriate ways
- Application of Knowledge: Analyze and address social issues using disciplinary and/or course-based knowledge and skills
- Systems and Structures: Identify how systems of privilege and oppression affect individual and group opportunities and experiences
- Civic Responsibility: Actively contribute to sustaining and enhancing communities as members of local, regional, national, and global communities
- Civic Identity and Commitment: Demonstrate goals to live a life of critically informed community engagement
References
You can access our Libguide through the TCNJ Library. There is a wealth of resources for you in this guide.