Choosing A Community Partner Brenda Kowalewski, Weber State University Dawn Martindale, LDS Business College

Presenters:  Brenda Kowalewski Weber State University Director of Community-Based and Experiential Learning Department of Sociology and Anthropology  Dawn Martindale LDS Business College Department of General Studies

Introduction: A Sense of Community  “I’ve come to realize that real growth of character takes place in the valleys of life.” -Dave Dravecky  “Through such projects we are able to gain not only knowledge and understanding, but also a sense of contribution to society and fellowmen. We can see how our service can make a difference, be it small or great. No one is isolated from the world; service learning strengthens society.” -Service Learning Student

Workshop Topics  Finding community partners What’s important in a partner? How do I find a partner?  Making first contact  Organizing a project  Building partnerships Faculty and community partnership Student and community partnership  Sustaining partnerships

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

Questions to Consider when Designing a Service Learning Course  What are my course objectives?  What to I hope to achieve through this partnership?  What course concepts to I desire my students to learn through a hands-on experience? How can I reinforce this goal in the classroom?  How can the students and I contribute to our local community?  What type of service learning do you desire? Charity, Project, Social-Change (Camarillo’s article)

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 BYU UofU SLCC Utah/National Campus Compact  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.

Miscellaneous Resources  Pros Faculty may find new resources not previously considered Faculty can find partners that meet course topics and personal research interest There is the opportunity for creativity in establishing new relationships.  Cons Some apprehension may exist in calling an unfamiliar agency and explaining a new collaboration effort Information may not be conveyed clearly enough An agency may be exhausted by other classes

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 is the classroom teacher Community Partner is the lab instructor

 Send Course Materials Syllabi is the 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

Faculty and the Community Partner: A dialogue on education and engagement “My hope is that the synergy of community partners, teachers, and students will create a pinnacle experience for all.” –Carolee Stout, former coordinator of Volunteer Services at This is the Place Heritage Park

 Faculty Aspirations Creating a meaningful experience for students Finding satisfaction in professionally contributing to your own community Testing new ways to reach students Addressing local concerns and problems  “The service makes the students better learners and makes me a better teacher.” -Albert Camarillo

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

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 Oral Presentations Reading Discussions Introduction of Projects Guest Speakers

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

Sharing Experiences  What methods have you employed to build partnerships?

The Student and Community Partner Relationship

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

Service-Learning and the Community Partner’s Impact on Students  “To be honest, how uninvolved and unpatriotic I have been. I have stood on the sidelines for too long…. Patriotism is more than flag waving and fireworks. It is how we respond to public issues.” -Rhonda M.  “In my opinion if every citizen would do any kind of service for the society we would have an even better society.” - SL Student

Service-Learning and Student Influence on Community Partners  “I believe the greatest outcome was the exposure these students gained from doing something new while also learning about the current state of food security and issues revolving around food security. It was exciting to see them learn. -Agnes C., Wasatch Community Gardens

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 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.

Expect the Unexpected: When Problems Arise and How to Deal with them.  Faculty as a Mediator Student and Community Partner issues  Behavior issues  Change in partners requirements and expectations  Investigating the Miscommunication Faculty and Community Partner differences  What is the concern?  Course objectives not clearly explained?  Mission or expectation of the partner not understood?  Break down in communication between faculty and student or community partner and their staff?

 Staff Reassignment or New Hire mid- semester. Reestablish contact Send basic materials again if necessary Review project agreements and make new arrangements if needed.  Inform students of any changes Be prepared with a back up plan

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.