ABSTRACT
This chapter compares community-engaged projects built into classes taught at two urban research institutions in the Rustbelt cities of Detroit, Michigan and Cleveland, Ohio. Both projects dealt with issues of equity in minority communities and required students to apply knowledge gained in the course while employing qualitative research methods. The comparative case studies facilitate an exploration of the benefits and challenges of undertaking complex, engaged learning projects. We discuss strategies to provide training on necessary research methods, analysis, and writing skills and reflect upon the key barriers that impacted project deliverables and instructional content.
