Reflexiones sobre el aprendizaje basado en la comunidad en STEM: la perspectiva de un estudiante y un instructor

This case study discusses the implementation of project-based community-engaged learning (CEL) in an undergraduate medical sciences course. This paper aims to highlight the student experience in this novel course design by using a students-as-partners approach and sharing both faculty and student perceptions of CEL. The CEL classroom in this case study is differentiated by its flipped classroom approach. The flipped classroom approach was designed to allow students to experience independent learning through online learning modules and active learning in-class sessions with the instructor. During face-to-face sessions, students participate in open discussions and reflections to reinforce their learning. During their CEL project with a local community organization, students complete deliverable(s) for the organization and apply their learning, therefore making a positive impact in their community. This case study overall aims to inspire science faculty to consider including CEL into their own classrooms to enrich student learning.