Establishing and Sustaining Community Partnerships Faculty Fellows Program 2008 Brenda Marsteller Kowalewski Community Involvement Center

Workshop Topics  Finding community partners What’s important in a partner? How do I find a partner? Making first contact Organizing a project: It takes two Follow-up conversation  Building partnerships Faculty and community partnership Student and community partnership  Service-Learning Contract Partnership agreements  Sustaining partnerships Partnership assessment

Pre-flection  What are some of the key components you are looking for in a community partner?

What’s Important in a Community Partner?  Promotes learning Has needs that directly relate to your course objectives and students can address. Willing collaborator & communicator. Able to mentor students. Provides safe learning environment.

What’s Important in a Community Partner?  Logistically works Open during hours that work with students’ schedules. Willing to work with students’ schedules. Location accessible to students. Can accommodate the number of students in your course.

Finding Community Partners: How?  Service-learning coordinator acts as matchmaker  Data base of community organizations Service Opportunity Directory  Prior knowledge and interest in the organization On site visit Community Partner Activities  Partners in Service Learning Events  Colleagues  Students Proposals  Miscellaneous Resources Phonebook Internet

S-L Coordinator as Matchmaker  Pros Coordinator has knowledge of wide range of organizations Coordinator can “weed out” the least relevant options Coordinator can facilitate first contact between faculty and partner Faculty have to identify the course objectives they hope to address via service-learning. If you are new to service-learning, this can be very helpful.  Cons You are relying on a matchmaker who may not completely understand your course objectives.

Data base Approach  Pros Wide range of organizations at your finger tips. You do the “weeding out” with your specific course objectives in mind. You make first contact with partners. A seasoned practitioner might enjoy this level of control.  Cons Can be overwhelming, especially for a novice to service- learning. “Weeding out” process rests with you which can be time consuming.

Faculty Interest Drives Partnership  Pros Creating a partnership based on interest and passion. May already have a rapport with staff at the organization.  Don’t need an introduction.  Established lines of communication.  Can focus on building a partnership rather than simply finding one. Familiarity with needs and structure of organization.  Better sense of what your students’ experiences will be.  Better sense of how your course objectives will be met through service-learning at this particular organization.  Cons If involved with the organization in another capacity prior to service-learning partnership, may need to re- negotiate or re-define roles.

Students Choose  Pros Students may be more likely to have a genuine interest in the project if they self-select. Students less resistant to service-learning because they can find a service site that fits into their schedules. Easier on the faculty member in terms of finding service- learning placements.  Cons Run the risk of service sites that are not consistent with teaching course objectives. Faculty are not creating partnerships; they are creating placements. Faculty may have as many community partners as they have students in their class. Faculty members have a lot less control over quality of the learning.  Have to build in quality control mechanisms (e.g. site approval process). Run the risk that the focus becomes more about service, less about learning.

First Contact: The Initial Conversation  If the partner is unfamiliar with the concept provide a brief summation of service-learning. What is it? Examples:  A teaching style where students work in the community to learn classroom concepts  Students gain insight into citizenship  Highlight why you think your class and their organization might be a great partnership.  What needs do they have that might integrate with the course’s objectives. Ask about their “to do” list.

Organizing a Project: It Takes Two  Questions to Ask (Worksheet) Contact Information  Preferred method of contact Hours of project (time and amount) Number of students needed Mission Statement/Agency Objectives Project information- details Course objective relevance Additional information not previously listed  Roles to Play: Co-teacher coordination Faculty member is the classroom teacher Community Partner is the lab instructor

 Send Course Materials Syllabus (at a minimum) Consider other items that might help partners  Faculty contact information  SL assignments  SL readings  Links to SL sites  Student Contact Information (voluntary)  Seek a second contact for clarification  Welcome materials from community partners Organizational Handouts Announcement, flyers, etc. on project details A Follow-up to the Conversation

Building Partnerships  Level the playing field Community partners tell us they are intimidated by faculty status  Open lines of communication Provide partners with syllabus & assignments Open dialogue about expectations Partnership agreement or MOU

Building Partnerships  Keep in Contact Follow up phone calls “Check-In” s throughout the semester  Organize community partners’ s in a group list  Invite partners to class activities Introduction of Projects Reading Discussions Guest Speakers Oral Presentations

Building Partnerships  Faculty make site visits To observe students in action To serve along side of students To hold a class or reflection session on site  Community Partner Orientation Community Partner Handbook Institution Sponsored Activities

Building Partnerships: Community Partner Handbook  Introduction Expectations and responsibilities Faculty hopes and objectives  Materials Syllabus Assignments Readings Faculty Contact Information Websites Bibliography

Quick Pause to Reflect  What methods for building community partnerships seem to be most appropriate for you at this point in the planning of your service-learning course?

Student and Community Partner: A Working Relationship with the Faculty  Student and Partner Contact Encourage partners to provide an orientation meeting for students  Request students go as a group the first time to meet a partner and learn more about the project.  Suggest a tour, if applicable  Reminder: students are service-learning students, not volunteers. They’ve come to learn from you. When a problem arises, reassure students in approaching partners for clarification or help. Incorporate partner information as part of a refection exercise.  Example: What have you learned about your agency/organization thus far and its role in the community?  Student Partner Contract (see handout)

Sustaining Partnerships: Communication & Collaboration  Get feedback from partners throughout the semester (on the partnership, student performance, etc.) At the end of each semester to assess what needs to occur next time Review the community partner contact and project information form Inquire about their current needs and objectives.  Provide recognition of their contribution to teaching your students Certificate, letter, thank you note, etc. Invite them to a campus sponsored recognition event

Sustaining Partnerships: Communication & Collaboration  Follow through on their requests for assistance Letters of support on grants Helping them to identify staff members  Open Dialogue about needs Needs of the organization may change over time. Your needs may change over time. Dialogue to make sure both needs are still being met through the partnership. Consider a community partner evaluation form  Plan Ahead Discuss changes and continuances for the next term  Review the community partner contact and project information form  Inquire about their current needs and objectives.

CIC’s Assessment Instruments  Student feedback e/volunteer/student_feedback.html e/volunteer/student_feedback.html  Faculty Feedback e/volunteer/faculty_feedback.html e/volunteer/faculty_feedback.html  Community Partner Feedback e/volunteer/partner_feedback.html e/volunteer/partner_feedback.html

Reflection  List three things you will do to either find, build, or sustain a community partnership.

Conclusion  A good relationship with a community partner begins with open communication and continues to develop through the same means.  Course content, logistics of location and time, and cooperation drive much of your efforts in finding the appropriate community partner.  There are a number of ways to find partners, all have advantages and disadvantages. Employ the methods that produce partnerships that are best suited to teaching your course objectives.  Partnerships, like any relationship, need to be nurtured. Much of this is accomplished through contact, communication and collaboration.