Community Engaged Learning: A conversation with James Kennedy

Community Engaged Learning (CEL) is a key focus of Utrecht University (UU), where students, lecturers and external partners work together on social issues. Recently, UU has sharpened its vision for CEL, with a focus on the minimal components that define this form of education. In this interview with James Kennedy, Dean Community Engaged Learning, we further explain this vision and discuss current developments and future plans. What does CEL mean in practice, and how does it contribute to the connection between university and society? 

The bridge between the university and society

According to Kennedy, CEL fits perfectly within UU's social mission. ‘The university wants to play an active role in addressing the major societal challenges of our time. CEL is a powerful way to make this ambition concrete. By collaborating with social partners and actively involving students in social issues, we are building bridges between science and practice.’

Kennedy emphasises that CEL goes beyond traditional education: ‘It is not just about knowledge transfer, but about knowledge exchange. Students are challenged to think critically, work interdisciplinarily and contribute to solutions in practice.’

Collaboration and learning: The core of a CEL project

What makes a project a CEL project? Kennedy explains: ‘The core lies in collaboration on an equal basis between students, teachers and community partners. Everyone at the table has valuable knowledge and insights. This requires an open attitude and a willingness to learn from others.’

An important aspect of CEL is its focus on the process, not just the end product. ‘The goal is not necessarily to deliver a perfect final report, but to jointly gain insights and arrive at sustainable solutions. This requires a flexible and reflective approach.’

In addition, Kennedy sees CEL as a continuous learning process: ‘Many courses within CEL are “works in progress”. The pursuit of equal collaboration and impactful learning experiences is a developmental process. It is precisely this quest that makes CEL valuable.’

Reciprocity as a basis for successful CEL projects

CEL projects at UU are broad and diverse.‘We work with a range of partners, from companies and government organisations to vulnerable groups such as young people in closed juvenile institutions.This requires customisation in each collaboration.’

Reciprocity is essential here: ‘It is not about the university only bringing knowledge, but also receiving it.This starts with an open and curious attitude towards the expertise and experiences of our partners. We learn from each other and create new knowledge together.’

Future prospects of CEL 

CEL is an integral part of UU's strategic plan. ‘The university is strongly committed to the socialisation of education and research.We want to move away from a one-way street of knowledge transfer and focus more on collaboration and co-creation.’ This is in line with UU's recently updated education model, in which social engagement is a key pillar.2025 will be the final year of the CEL programme, after which the further development of CEL will take place within this updated educational model, so that it is permanently embedded in education at UU.

Kennedy sees CEL as a key driver for this development: ‘By building sustainable relationships with social partners, we not only increase the impact of our university, but also better prepare students for the complex challenges of the future.’

Finally, he stresses, ‘CEL is not just a teaching method, but a way of thinking and working that we want to further embed in our academic culture. We hope that more and more teachers and students will seize this opportunity to enrich their teaching and learning experience.’