Author(s):
Twenty-five years after the publication of the seminal Kellogg Commission report, their vision for “…institutions that have redesigned their teaching, research, and extension and service functions to become even more sympathetically and productively involved with their communities…” remains a challenge. The combination of Extension work and undergraduate service learning to realize this goal is not a new idea, and there have been many programs that have noted their success. However, few would argue that there has been widespread institutionalization of programs specifically focused on combining the various functions of the university in the service of community engagement. In presentation we describe the University of Connecticut (UConn) Environment Corps (E-Corps), a program that combines classroom instruction, Extension expertise and programming, and service learning projects with the goal of making the program a permanent part of the University’s approach to teaching and engagement. The Environment Corps program at the University of Connecticut approaches community engagement by combining teaching, service learning, and extension work. This model of engagement harnesses the power of trained undergraduates in conducting meaningful and actionable projects for communities, building on the topical knowledge, outreach experience, and community contacts of seasoned Extension professionals, and in turn expanding the reach of their programs. Through Fall semester 2023, E-Corps has had a total enrollment of about 570 students (includes both classroom and practicum semesters). Originally targeted at the three “environmental” majors of Environmental Sciences, Environmental Studies, and Environmental Engineering, the broad appeal of the courses has attracted students from over 30 majors, including non-STEM majors such as English, Economics, and Urban and Community Studies. Practicum students have completed 144 projects with 81 unique local partners, most Connecticut municipalities but also nonprofits, and towns in other New England states. E-Corps projects had been used at the local level for a variety of purposes including contributing to town planning and supporting projects with data and research. Community partners reported that working with E-Corps raised awareness of how partnerships, particularly with the University, can assist in solving community problems. Beyond the impact of the E-Corps on communities, student reported benefits include a majority of E-Corps graduates reporting that the course had a substantial impact on their development of professional skills, and that they are using these skills. As well, E-Corps graduates overwhelmingly choose environmental career paths, and two-thirds of them say E-Corps greatly influenced their decision to do so. Project research has also revealed how high-leverage practices as a central feature of E-Corp classroom instruction can be developed and used to support the development of an epistemic community focused on teaching and learning improvement. Finally, the program team is interested in assisting others to adapt the model and has developed resources available at the project website supportive of this aim.
Coauthors
Chester Arnold, University of Connecticut; Marisa Chrysochoou
