Centre for Community Partnerships

The tri-campus Centre for Community Partnerships (CCP) is mandated to build community, enhance capacity and steward partnerships for curricular and co-curricular community-engaged learning (CEL) and research (CER) initiatives. CCP works with faculty, staff, students and community partners to facilitate opportunities for students to learn from, and contribute to, community organizations.

Community-engaged learning is a form of experiential learning distinguished by its pedagogical approach, which has the following features:

  • Takes place in partnership with non-profit, grassroots and public organizations
  • Responds to community-defined priorities
  • Anchored in reciprocity, so that community partners and students each benefit from the engagement
  • Student reflection on community engagement experiences is integrated into the course or program design

CCP’s mandate is informed by student, faculty and community partner input, and is operationalized through a variety of community, faculty, staff and student-focused initiatives. These include instructor resources and support for CEL course design and delivery; staff-and faculty-facing programming for fostering best practices in CEL; and co-curricular CEL programs for students.

CCP offers the following resources and supports for faculty:

  • CEL course support
    • one-on-one CEL course design consultations
    • placement finding and partnership stewardship with community organizations for CEL courses
    • course orientations and handbooks for students
    • consultations and presentations for units about CEL program and course development
  • CCP reports to the Vice-Provost, Students
  • Advisory relationship with the Vice-Provost, Innovations in Undergraduate Education
  • Partnerships between the Centre for Teaching Support & Innovation, the University of Toronto Mississauga, the University of Toronto Scarborough and the VPIUE Office 
  • Hosts a Community of Practice for administrative staff engaged with community-engaged learning