Community Based Learning - A Student’s Perspective Introduction Hope through Equine Therapy Shannon McMakin Portland State University

Overview Community Partners: Kathleen Fullerton, M.S.Ed Project Coordinator Hope Partnership MacLaren Youth Correctional Facility Therese Walker, EAGALA Certified Equine Specialist Dream Acres Equine Assisted Therapists use horses for therapy to address mental health and human development needs. There is something about the outside of a horse that is good for the inside of a man. - Winston Churchill MacLaren Youth Correctional Facility is located in Woodburn Oregon. The facility serves males ages 13-25 Dream Acres EAGALA incorporates horses experientially for emotional growth and learning. It is a collaborative approach between a Licensed Therapist and an Equine Specialist working with clients and horses to enhance treatment or teach skills. Question: How many of you have worked in justice systems? With animal/therapy models? This was a HUGE challenge to overcome. Therapy was done in groups, but at individuals own pace. We covered group topics such as trust, teamwork and dreams. Program began in Winter 2014 Horse: Cameo

Process & Tips Stage 1: Plan Make sure students understand what Community Based Learning is and what it is not. Provide students with resources to engage and inspire Learning platform tutorial Stage 2: Introduction Validation of pre-work Exposure to past projects / project diversity Preparation for initial meetings Stage 1: Plan (Before term begins) It is not just volunteering/ it is more than a requirement for a degree PSU’s CBL video would be an excellent pre-work requirement to introduce to real-life CBL diversity Encourage students to invest head AND heart – CBL’s can have a ripple effect on self and community! Students may be nervous/timid about the relatively open structure of CBL courses - be prepared to provide students with guard rails such as: Realistic idea of the type of effort CBL’s involve – different than typical courses Introduction to SMART goals and how these can benefit the CBL process A diverse community partner list to assist students in finding an appropriate community partner Stage 2: Introduction (1st week) Introduction week should have assignments aimed at validating students have completed pre-work If a video or guide has been assigned as pre-review work, require a short summary (video/audio/text), or use a short quiz Have permission from past students to share final presentations, or invite past students to share experience with incoming students via chat or video/audio Have students prepare for initial meeting with their community based partner. During these meetings students should ask what can benefit the community, but should also be encouraged to SHARE their experience. There may be an unidentified niche’ that would benefit both parties. Know your community partner and what to expect when visiting

Process & Tips Stage 3: Execute Diversify weekly assignments Encourage journaling Get creative with sharing Stage 4: Final Project Authentic expression of experience Get student feedback Ask permission to share experiences Stage 3: Execute (During term) Weekly check-ins can become dry with long term projects. Consider less frequent formal check-ins and diversify weekly assignments. Read and comment on an article or news story on other community based projects in the community Find articles or news stories on other community projects to bring to weekly chats Create visual representations of the process or what is being learned during the process Comments on required reading Encourage journaling as a way to track experience – accomplishments, challenges, feelings, fears, etc. Get creative with sharing Use social bookmarking to expose communities and to projects and increase engagement (e.g. #PSUCBL) Stage 4: Final Project (Last week) Allow for creative expression. Blogs, short stories, videos, art. Final projects should be as diverse as projects themselves. Authentic expression encourages a deeper connection to the learning. Encourage students to highlight an analysis of the experience, what surprised them? What will they take away? How did this impact them? If possible, a community night (either virtual or in person) where the class may gather to share projects and see how the cumulative efforts have positively impacted a community (powerful stuff!) Ask for honest student feedback Ask for permission to share final presentations with incoming students Maintain contact/invite back to share experiences with incoming students

Questions Star and Pepe