From Theory to Practice: Enriching Student Learning Through Community Engagement
by Stephen Russell
For nearly a decade, Alan Bartley, professor of economics at Transylvania University, has championed community engagement through service learning projects in his economics senior seminar class. These projects enrich student learning and also forge meaningful partnerships with local organizations.
This year’s class project began with a collective decision among the students to focus on a local nonprofit, eventually homing in on Gatton Park on the Town Branch — a developing green space located behind Rupp Arena in downtown Lexington. They worked with planners on a study to help the park’s future programming meet the needs of college students.
Aman Patel ’24 highlighted the park’s potential to rejuvenate downtown Lexington with its planned amphitheater and ample greenery, making it an exciting yet underexplored venture for student involvement. The park is part of the larger Town Branch Commons public-private park and trail system.
Bringing green space back to downtown Lexington is something very new and refreshing that I think the community could use.
Aman Patel ’24
Fostering a sense of ownership
In the case of the Town Branch park project, Bartley facilitated a process where students independently identified and approached the organization. “I encouraged them to initiate contact, propose ideas and establish a working relationship,” he recalled. This approach not only instills practical skills like professional communication and project management but also fosters a sense of ownership and responsibility among students.
“We really got to take the initiative with this project, and it was very student-led,” Olivia Greinke ’24 said. “We designed the survey ourselves, sent it to them for approval; it came back to us. And so we’ve really got a lot of experience working with a client and getting feedback.”
Patel noted how park planners “did a very good job being invested in our project and giving us everything we needed.” This support enabled the students not only to design and distribute the survey but also to engage directly with their peers, gathering valuable feedback on park preferences and usage. This hands-on approach was crucial in ensuring that the survey results were meaningful and actionable for the park’s future planning.” Patel also said the project not only catered to physical wellness interests among students but also unearthed broader community preferences that could guide the park in its future programming decisions.
As an economics major, you’re not always thinking directly of real-world applications and this project really showed us how can economics be used in the real world.
Olivia Greinke ’24
Shifting mindsets
Reflecting on the broader impact of such community partnerships, Bartley highlighted the enriching environment that downtown collaborations offer. “Being able to see and interact with community projects from the steps of the school enhances students’ sense of connection and responsibility,” he noted. By integrating these projects into class time and ensuring they are located downtown, students can see firsthand the impact of their work on the community. This proximity fosters a deeper connection and empowers students to take the initiative in collaborating with local organizations. In addition, the proximity allows for frequent in-person meetings and hands-on involvement, which are crucial for sustained engagement and meaningful project outcomes.
Moreover, Bartley stressed the educational value of these experiences. “It’s about students applying their academic knowledge to real-world challenges,” he emphasized. He gave the group a lot of free rein and was determined to be in the back during meetings and let the students present their research, answer questions and gain real-world experience. That experience of managing expectations, fostering communication and delivering results that satisfied both academic standards and practical needs has left a lasting impact.
Greinke noticed her mindset shifting during the class as she was working with Town Branch. She found herself thinking, “I don’t want to let this client down — rather than I need to achieve this grade. And so I found myself not even concerned with the grade I was getting.” She asked herself: “Am I putting out a work product that I am proud of and would be proud to be received in a professional setting?”
Despite the initial intimidation of facing seasoned professionals, the students found that their thorough preparation and direct engagement throughout the project paid off. “They received it very well,” remarked Greinke, highlighting the constructive dialogue that ensued during the presentation.
