Literature

Some Useful Websites:

• www.cel-resources.ca
• https://www.easlhe.eu/ ​
• https://www.iarslce.org/ ​
• https://ccecanada.ca/ ​
• https://www.clayss.org/aprendizaje-servicio/ 

Some Useful Resources (focused primarily on Canadian higher education):

• American Council on Education. (2024). The elective classification for community engagement. Carnegie classification of institutions of higher education. https://carnegieclassifications.acenet.edu/elective-classifications/community-engagement/ ​
• Demeijer, F., Brady, A., & Smeltzer, S. (2025, July). Community Engaged Learning In Higher Education: Critical Perspectives For Recognising And Realising Its Transformative Potential. In Improving University Teaching: Redefining Education: Navigating Sustainability and Innovation in a VUCA World. 
• Iturralde, K., & Arnot, M. (2026). A community engaged learning model to expand student compassion and understanding of the complexities associated with substance use. Canadian Journal of Physiology and Pharmacology, 104, 1-5.
• Kepkiewicz, L., Levkoe, C. Z., & Brynne, A. (2018). “Community First” for whom? Reflections on the possibilities and challenges of community-campus engagement from the community food sovereignty hub. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 4(2), 43-60.
• Kuate, L., A. Lafrance-Cooke, & J. Watt (2026, February). The educational pathways of first-generation postsecondary students. Statistics Canada: Economic and Social Reports. Vol 6, no. 2. 
• Levkoe, C. Z., Andrée, P., Ballamingie, P., Changfoot, N. A., & Schwartz, K. (2023). Building action research partnerships for community impact: Lessons from a national community-campus engagement project.
• Lapointe, S., & Underdown, V. (2022). Experiential learning in the social sector. Future Skills Centre. https://fsc-ccf.ca/research/experiential-learning-in-the-social-sector/​
• Lyon, K., & Malette, N. (2025). Cultivating a Sense of Community: International Students Navigating Community Engaged Learning Opportunities in Line with Their Social Goals. Journal of Comparative & International Higher Education, 17(5), 96-115.
• Mejia, A.P. (2021) ‘Plan for the worst, hope for the best, but realistically, expect a combination of both: Lessons and best practices emerging from community-engaged teaching during a health crisis’, Journal of Higher Education Outreach and Engagement, 25(3):35-50.
• Mitchell, T.D. (2023) ‘Critical service-learning as social justice education: A case study of the citizen scholars program’, In D. Butin (ed) Service-learning and social justice education, New York: Routledge:1-12.
• Morton, M., Thomson, L., & Varghese, J. (2023). The VALUE of community engaged teaching and learning is in the values: Advancing students’ learning outcomes. International Journal of Research on Service-Learning and Community Engagement, 10(1).
• Nash, C. (2018). What is community-campus engagement?. Community First. https://carleton.ca/communityfirst/2018/what-is-community-campus-engagement/  ​
• Orford, S. (2020). CEL takes learning beyond academia. Toronto Star. https://www.thestar.com/life/cel-takes-learning-beyond-academia/article_fbfaf5da-cbc0-5cde-8514-5b737133db87.html​
• Pandya, J., & McLean, S. (2026). Reflections on community-engaged learning in STEM: a student’s and instructor’s perspective. Advances in Physiology Education, 50(1), 249-253.
• Peacock, D. (2025) ‘How Community-Engaged Research and Learning Became Work-Integrated Learning (WIL): The Shifting Discourses of Canadian Experiential Learning’, Critical Futures, 77-93. 
• Peters, J., & Shewan, K. (2024). Navigating new ground: Perspectives from Canada's WIL ecosystem. CEWIL/ECAIT. (PDF) https://cewilcanada.ca/common/Uploaded%20files/Public%20Resources/Reports/Navigating%20New%20Ground%20-%20Perspectives%20From%20Canada%20WIL%20Ecosystem.pdf ​
• Poyntz, S., Grain, K., & Johal, A. (Eds.). (2025). Critical Futures: Community-Engaged Research in a Time of Crisis and Social Transformation. University of Toronto Press.
• Raddon, M.B., & B. Harrison (2015) ‘Is service-learning the kind face of the neo-liberal university?’, Canadian Journal of Higher Education, 45(2):134-153.
• Riddell, J. (2024). Hope circuits: Rewiring universities and other organizations for human flourishing. McGill-Queen's Press-MQUP.
• Smeltzer, S., A. Poli, D. Pieber, H. Rockandel, G. Ferrucci, & M. Spraggon (2026). ‘A Critical Mapping of Community Engaged Learning in Canadian Public Universities’, Canadian Journal of Higher Education, 56(1):1-14.
• Smeltzer, S., A. Poli, & K. Axenova (2024) ‘Crisis of meaning: Compassion and community engaged learning’, The Canadian Journal for the Scholarship of Teaching and Learning, 15(2).  
• Smeltzer, S., & M. McCracken (2025) ‘When theory meets practice: An embodied approach to supporting work-integrated learning students’ wellbeing’, International Journal of Work-Integrated Learning, 26(1):129-141.
• Smeltzer, S., & V.R. Sperduti (2023) ‘Mental health and service-learning in the Canadian context’, International Journal of Research on Service-Learning and Community Engagement, 10(1):article 6.
• Smeltzer, S., V.R. Sperduti, C. Leon, & I. Park (2022) ‘Labouring for a cause: Community engaged pedagogy during a pandemic’, Workplace: A Journal for Academic Labor, 33:49-60.
• Stowe, L., J. O’Connell, S. Chew, R. Braun, & E. Kaipainen (2022) Equitable pathways to experiential learning, Calgary: University of Calgary. Accessed March 2, 2026 from https://www.ucalgary.ca/sites/default/files/teams/435/EquitablePathwaystoEL_December2022.pdf. 
• Truong, J., Sandhu, P., Sheng, V., Sadeghi, Y., Leung, F. H., Wright, R., & Suleman, S. (2023). Advocacy in community-based service learning: perspectives of community partner organizations. Canadian medical education journal, 14(1), 90-94.
• Zannis, A. (2018, July 19). 10 ways to create successful community-campus engagement partnerships. Community First. https://carleton.ca/communityfirst/2018/10-ways-to-create-successful-community-campus-engagement-partnerships/