Community-Engaged, Problem-based Learning in a Graduate Course Designed to Implement the New University of Guelph Learning Outcomes: A Comparative Case Study

Two cases of community-engaged, project-based learning in a graduate class are presented from the perspective of the students involved with the projects. The self-reported student learning is compared between the two projects and mapped onto the new University of Guelph Learning Outcomes. This pedagogical approach in a graduate class holds promise for implementing and achieving the Learning Outcomes in the STEM/life sciences