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As a community-focused form of experiential learning, community engaged learning (CEL) has become increasingly popular in institutions of higher education. If coordinated and facilitated in an ethical manner, CEL is a labour-intensive endeavour for faculty, staff, students, and community partners. COVID has changed much of how the world functions; the academy is no exception. The shift from in-person to emergency remote learning and mentorship has dramatically increased the workload for all CEL participants. This article critically examines these myriad labour expectations in the midst of a pandemic, highlighting the particularly deleterious impacts on individuals already struggling with the physical and mental health ramifications of COVID.
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