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What does community engagement look like? And what does it really mean for university teaching and learning to be engaged with community?  

These questions and more were explored at the event ‘Community-engaged Teaching and Learning’, which was held on Thursday 3 October as part of the UTS Community Engaged Symposium.  

With a panel moderated by Lisa Aitken (Executive Manager, Community Engagement and Impact at the Centre for Social Justice and Inclusion), there was a rich discussion of the different ways community engagement can be approached. The panel included:  

  • Kym Allen, Executive Assistant to Associate Dean (Indigenous Teaching and Learning) 
  • Nicola Hardcastle, Socially Responsive Design subject coordinator and Senior Lecturer (Faculty of Design, Architecture and Building) 
  • Dr Mehal Krayem, Engaged Teaching and Learning Manager 
  • Rachel Yang, Intellectual Disability Advocate, Side by Side Advocacy and UTS SOUL graduate

Different ways with engaged teaching and learning

The diverse experiences of the panel members were clear in the different examples of the ways they incorporate a community-engaged perspective in their work practices. Mehal noted the many opportunities presented by the UTS Shopfront program, particularly in giving students incentives to participate in their own communities via their social impact action hours. For Nicola, whose students also participate in the Shopfront program, the importance of teaching students about socially responsible design is central – in particular, for students to incorporate empathy into their professional practice. 

Empathy grows when students meet the clients and communities they’re designing for – everything changes after that.

Nicola Hardcastle

As a UTS alumni, Rachel reflected on how this connection with community boosted her study experience, noting that universities are not “a silo”, but rather institutions that are inherently connected with their communities. For Rachel, these community connections helped her to see the impact of her work and keep her motivated.

The benefits for students

Kym reflected on how education about colonialism and its history in the lands we work and teach on can impact student worldview, and the importance of encouraging students to self-reflect and consider their biases. This crucial element of student experience is supported at UTS by the implementation of the Indigenous Graduate Attribute in all courses. 

We ask students to look in the mirror rather than look through a window.

Kym Allen

Kym also noted that what students learn in the classroom is only the start of a journey that will continue on in their professional experiences.  

Conversations around these topics are necessarily complex, and require genuine commitment and effort from students. As Mehal puts it, this effort is worth it in the pursuit of civic-minded graduates. Students learn from the community when participating in Shopfront, and they also give back in the work they create – forming the basis of successful, reciprocal community engagement. 

You are not part of a single community – you’re part of many communities.

Mehal Krayem

Lessons in community engagement

Each panelist had unique insights stemming from their lived experiences in working with community, which also underscored how crucial it is for university and academic educators to make community engagement part of the experience for students.

In summing up the discussion, the significance of not making assumptions, but instead making space for learning was a key theme. Trust and strong relationships are essential for making community engagement work, and this approach creates a sturdy foundation upon which both can be built.

Mehal emphasised that you go into community engagements knowing you have a lot to learn and not expecting to have all the answers and Nicola suggested that good community engagement comes from taking the time to understand before acting. And of course, as Kym pointed out community engagement can be incredibly effective, but only when done genuinely. Rachel shared that this kind of effective engagement can go a long way in building empathy and resilience for all involved.

Community engagement creates a higher degree of trust…and can make the community more open to trying new things.

Rachel Yang

Stay up to date with more events from the Centre for Social Justice and Inclusion via their official page. 

Partner with UTS Shopfront in 2025

Submissions are now open for community organisations who are interested in partnering with UTS Shopfront for Semester 1, 2025 (Autumn session). Organisations can submit proposals from now until January 2025 – find out more on the Submit a Shopfront project page.

Have questions about Shopfront? Need support shaping your project idea? 

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