Megan Hertner (History@Huron class of 2016), and Drs. Amy Bell & Nina Reid-Maroney have published their co-authored paper, “Community-based Research and Student Learning” in the latest issue of Transformative Dialogues: Teaching and Learning eJournal. The article examines the impact of two CBL case studies from History courses at Huron–one on the history of anti-slavery movements in 19th-century London, Ontario, and one which transcribed archived letters from the local London museum, Eldon House.
The authors argue that CBL projects are transformative, offering students the opportunity to connect the rigours of the classroom and independent study with engaged forms of active learning and research. CBL as a pedagogy enables students to overcome the real and imagined boundaries that conventionally appear to divide the academy from the community. CBL is also a powerful research methodology, in which students are expected to be co-producers of knowledge.
Support for the CBL projects profiled in the article was provided by the RBC Foundation; The Dr. Kenneth W. Lemon Fund for Community-Based Learning; and the Willie May and William H. Lumpkin Fund for Community-Based Learning at Huron.
Read the full article here.