Short- and Long-Term Outcomes of Community-Based Art Education among Students in Higher Education

Advocating for the academic value of community-based art education requires empirical evidence that students are not just participating in community-building activities, but also effectively learning content. Unfortunately, little is known about short- and long-term cognitive outcomes on student participants, particularly higher education. Based a phenomenological methodology with reflective lifeworld research design, this longitudinal study seeks to understand interwoven social community-engaged projects among college students. Informed by theoretical framework which CBAE situates authentic contexts, findings suggest it may be decisively poised yield educational benefits deepens through development connectedness. These expand possibilities collaboration as pedagogical model inclusive postsecondary