Public engagement in research differs from traditional research when the community is involved in articulating the problems at hand, the choice of research methods, the (approach to) data collection, analysis, interpretation, and valorization of the results. The research process is often messy, demanding, and time-consuming. People’s values, interests, non-scientific knowledge, and politics may muscle in on the research and need to be dealt with, for better or worse. But when done well, public engagement can be an empowering and transformative experience for students, faculty, and the community; strengthen relationships between the university, communities, and industry sectors; make an impact on the ground, and create new interdisciplinary and useful knowledge.¹

Because public engagement is so complicated, there is a need for students to (learn to) reflect on their engagement experiences and on how they see themselves develop as an engaged researcher. The Engagement Tool helps students systematically doing that. Reflection is a widely accepted ‘deep’ learning strategy and instructors can use the tool in their classes to streamline the reflection process.

Based on an extensive literature review, we have formulated the following learning goals for public engagement in research. The Engagement Tool invites students to reflect on each of these goals.

Learning Goals for Public Engagement in this Project

 

¹ Visit the Science and Public Policy Primer (Padt, in progress) for a general introduction to public engagement. in research.