Blog post: Insights from our staff

Learning from Neurodiversity Movements to Inform Accessibility and Inclusion in CETL

Canadian postsecondary institutions are under growing pressure to adapt and innovate approaches to teaching and learning. Many instructors are integrating community engaged teaching and learning (CETL) across a range of course levels and types. CETL courses ensure attention to critical learning outcomes for students as well as meaningful community collaboration and action (Morton, Varghese, & Thomson, unpublished manuscript).

Building Students’ Professional Skills in Community Development: Toward a New Integrated Model

This blog post was written by CESI Research Associate, Dr. Mary Ferguson

I have been working with CESI as a part-time Research Associate for the last 7 years, beginning my work here at around the same time as I began work on my PhD in Rural Studies, completed in 2018. I was attracted to CESI because it provides experiential learning for students and supports community-based non-profits and charities with research services that they would otherwise not have access to.

Building Ethical and Sustainable Long-Term Community Partnerships Across Short-term Course Structures

*This blog post is based on a conference presentation first offered at the 2019 Teaching and Learning Innovations Conference at the University of Guelph by Lindsey Thomson and Dr. Melissa Tanti. The content has been adapted by Lindsey Thomson.

A core part of CESI’s collaborative work is listening to and gaining a deep understanding of community partners’ priorities and long-term visions, in order to harness strengths and momentum to address a range of complex social issues.

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