Integrating community- based learning into the sustainability classroom: A practical, collaborative approach Meghann Jarchow 1, Morgan Appley 1, and Chris Stockdale 2 1 Sustainability Program, University of South Dakota 2 Center for Academic and Global Engagement, University of South Dakota

Community-based learning (CBL) context  “There is an intimate and necessary relation between the process of actual experience and education” –John Dewey (1938)  CBL must meet the needs of the community as defined by the community  CBL especially important in sustainability pedagogy

Engaging students with sustainability through CBL Sustainability & Society (SUST 201) Sustainability & Science (SUST 203) Sustainability Capstone (SUST 489)

Little Priest Tribal College and Sustainability & Society (SUST 201)

Strengths  Context of CBL well aligned with course learning outcomes  CBL building off of existing relationship  Provided students unique opportunity not available to all Weaknesses  Value of CBL not equal between USD and Little Priest (e.g. service provided by students would have been limited)  Required coordination of community partner above existing capacity

Earth Days 2015 and Sustainability & Science (SUST 203)

Strengths  Authentic learning experiences  Provided students opportunity to select event of interest  Initiated some lasting relationships between community members and students Weaknesses  Not all teams had sufficient guidance from community contact people  Structure of CBL too complicated  More structured project guidelines and timeline

Bring Your Bag campaign and Sustainability Capstone (SUST 489)

Strengths  Provided structure, momentum, and labor to a campaign that lacked those aspects  Utilized diversity of student expertise and skills  Authentic learning experiences Weaknesses  Many of aspects of strategic plan not implemented throughout course  Momentum and labor remained lacking after course

Lessons learned  There is a fine line between providing sufficient guidance and support and making the CBL too structured  Authentic learning experiences are critical  Course level affects the amount of structure needed  For introductory-level courses, clarity in the project is critical  Well-structured reflections important part of learning experience  Community partners need sufficient knowledge and capacity to maintain project momentum  Long-term structure of the relationship should be built into the project

Questions and discussion