Co-Teaching & Community Engagement


Available PDF Research Readings

PDF Research Readings(opens in new window) (Google Drive Folder)
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Both community engagement and interdisciplinarity have been shown to have substantial and significant effects on student success. As examples:

  • Students who participate in civic engagement learn more academic content (Gallini and Moely 2003).
  • Civically engaged students learn higher-order skills—including critical thinking, writing, communication, mathematics, and technology—at more advanced levels of aptitude (Cress 2004).
  • Civic engagement increases students’ emotional intelligence and motivates them toward conscientious community action (Bernacki and Jaeger 2008).
  • Educational research has documented the benefits of collaborative teaching (i.e. enhanced learning, critical thinking, and developing practical skill sets). (Bucci & Trantham, 2014; Lester & Evans, 2009; Mathei & Isler, 2011). Bucci & Trantham (2014) note that analyzing material from more than one perspective enhances students’ critical thinking skills more so than traditional singular subject teaching approaches. Mathei & Isler (2011) stress that creating a unique, hands-on research project centered on a topic that is useful to the campus-community makes research methods “real” for students, allowing them to learn practical skills. Furthermore, collaboration across disciplines enhances learning for faculty and students (Bucci & Trantham, 2014; Lester & Evans, 2009), and models a “community of learners” for students (Lester & Evans, 2009).


Gallini, S., & Moely, B. (2003). Service learning and engagement, academic challenge, and retention. Michigan Journal of Community Service Learning, 10, 5-14.

Cress, Christine M. 2004. “Critical Thinking Development in Service-Learning Activities: Pedagogical Implications for Critical Being and Action.” Inquiry: Critical Thinking Across the Disciplines 23, 87–93.


Accessible Documents

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