Community-engaged Learning in Construction Education: A Case Study

Abstract

Community-Engaged Learning (CEL) integrates academic education with the application of institutional resources to manage challenges facing communities through engagement so that societal needs identified by a community will be addressed. CEL provides opportunities to critically examine social issues and situate students within a community setting. CEL also enhances the engagement with a community to address and embodies ethical and effective service principles, which result in producing reciprocal benefits for students, faculty, and community partners. Thus, CEL is commonly connected to innovation, learning, and partnership and all these together make a better life. Through mutually beneficial partnerships within the community, students cultivate their identity as lifelong learners and active citizens. CEL promotes a culture of active and engaged learners by integrating opportunities for students to apply construction theories and knowledge through real-world experiences. Although CEL classes can be taught in all disciplines, the learning approach fits well with the characteristics of the construction area and learning objectives that educators in this field pursue. Construction educators and administrators envision that CEL projects give students the opportunity to conduct market research and contribute to public and private buildings. CEL coursework underscores the critical connection between learning and doing, giving our students the knowledge and experience to be lifelong citizens, whether in their hometown or across the world. This paper briefly describes the process of CEL in the construction program at Mississippi State University. A qualitative method was utilized to ensure an in-depth exploration of the triangular learning space, consisting of students, community partners, and educators. The results indicate the effectiveness of the CEL paradigm in construction education.