Community-Engaged Learning in Public Health: An Evaluation of Utilization and Value of Student Projects for Community Partners

Abstract

Schools and programs of public health must equip public health professionals to conduct community health assessments that can be subsequently used by community partners to inform programs, policies, and interventions. Measuring health outcomes, identifying behavioral risk and protective factors, and mapping community assets for social and behavioral science interventions is a key competency for departments of social and behavioral sciences. Community-engaged learning is one approach to build student competency while developing mutually beneficial relationships between academic settings and community organizations. This mixed-methods evaluation explores the value of community-engaged learning to community partners who collaborate with courses on community assessment in public health. Data were collected through interviews with community partners and a quantitative survey. Data analysis involved thematic analysis and descriptive statistics. Results suggest that community partners value community-engaged learning in several ways: (a) students provided quality data and reports that informed program development and revision, (b) students offered increased human capacity and the skills needed to conduct community assessments, and (c) organizations benefitted from the prestige of sustained relationships with an academic partner. Challenges of community-engaged learning included difficult timelines and demands from students based on the semester schedule. Organizations recommended additional interaction with faculty members to clarify project goals and student responsibilities. Lessons from the evaluation are beneficial to other colleges and universities and community organizations invested in successful and valuable academic–community relationships.