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- W3043296750 abstract "While the literature on community-based EL (CBEL) has tended to demonstrate the positive impacts of experiential education on participants and on communities, this chapter attends to a research gap in the field by examining qualitative data from students and curriculum leaders across multiple faculties to elucidate and reflect upon the inherent challenges of EL within a curriculum context. Findings reveal that for mandatory CBEL to succeed and sustain at the institutional level, the university must address different sets of concerns that face students and curriculum leaders. By articulating these concerns, this chapter contributes to the dialogue on institutionalizing CBEL and outlines important lessons on how to support different stakeholders in the context of EL in higher education. It starts with some of the lessons that the authors have learned from leading a mandatory CBEL initiative within the context of multiple teacher preparation programmes. It is hoped that these experiences will provide guidance to other practitioners, who may be working on similar EL projects in their own professional contexts. The chapter concludes with a brief case study based on a university-wide study of how CBEL was perceived by student participants and teachers. Through this case, it is hoped that readers can recognize the significance of the challenges that are all part of CBEL and to understand more about the effect of these challenges on the institutionalization of CBEL." @default.
- W3043296750 created "2020-07-23" @default.
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- W3043296750 date "2020-01-01" @default.
- W3043296750 modified "2023-10-01" @default.
- W3043296750 title "Counter-Stories: Lessons Learned from Community-Based Experiential Learning Projects" @default.
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- W3043296750 doi "https://doi.org/10.1007/978-981-15-6003-3_9" @default.
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