Learners as Leaders: A Collaborative Process for Building Student Capacity in Public Engagement

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Author(s): Kelly L. Greenfield (Memorial University of Newfoundland, Canada), Penny Cofield (Memorial University of Newfoundland, Canada), Kristen K. Dyson (Memorial University of Newfoundland, Canada), Scott Taylor (Memorial University of Newfoundland, Canada), Sandy Brennan (Memorial University of Newfoundland, Canada)and Rob Greenwood (Memorial University of Newfoundland, Canada)
Copyright: 2020
Pages: 24
Source title: Preparing Students for Community-Engaged Scholarship in Higher Education
Source Author(s)/Editor(s): Aaron Samuel Zimmerman (Texas Tech University, USA)
DOI: 10.4018/978-1-7998-2208-0.ch012

Keywords: Civic Engagement & Social Justice / Higher Education / Information Science Reference / Social Sciences & Humanities

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Abstract

This chapter examines a collaborative process in which two student-led initiatives were used to help build capacity in students for publicly engaged work, thus building capacity for broader student public engagement. A set of foundational competencies and core skills emerged from this process, which situated a core team of five students and two administrators as collaborators in program planning and implementation. Through a reflective lens that examined the process, three broad competency areas emerged—project management, communication, and self-awareness—each encompassing a core set of skills. Through collective reflections, it became evident that the process itself provided a framework to highlight key competencies and essential skills that are critical for best practices in public engagement.

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