A thematic analysis of articles published between 2005 and 2023 was conducted to assess the state of community engaged learning (CEL) in graduate education. The analysis reveals specific foci at different levels of analysis ranging from individuals to institutions. This includes attention to student learning outcomes, pedagogical practices, community partner involvement, student autoethnographies, program development and evaluation, and institutional factors. A praxis agenda for scholarship is proposed in response to trends in graduate education and gaps in the current literature. This includes further integration of CEL into Science, Technology, Engineering, Mathematics, and Medicine (STEMM) graduate education, broadening theoretical and methodological repertoires, and further supporting graduate students as engaged scholars and teachers.
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