1. Community-Based Learning: Intro to S-L and CBR Brenda Marsteller Kowalewski Community Involvement Center, Co-Director Professor, Sociology CBL Faculty Fellows Program Fall 2010

2. Topics Community-Based Learning What it is, why we do it, and best practices CBL at WSU Overview and Examples Community Involvement Center as a resource to you

3. COMMUNITY-BASED LEARNING What it is and why we do it.

4. Community-Based Learning Curricular based service Service-Learning Community-Based Research Service-Learning and Community-Based Research provide experiential learning of classroom concepts within the local community, reinforcing application of classroom knowledge.

5. Service-Learning is… “…a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities.” -National Commission on Service

6. Service-Learning: A Balanced Approach to Experiential Education (Furco, 2006) Learning FOCUS PRIMARY INTENDED BENEFICIARY Service Recipient Provider Volunteerism Community Service Service-Learning Field Education Internships

7. Reflection: A Key Component The intentional consideration of an experience in light of particular learning objectives (Hatcher & Bringle, 1997). Connected Continuous Challenging Contextualized

8. Community-Based Research “CBR is a partnership of students, faculty and community members who collaboratively engage in research with the purpose of solving a pressing community problem or effecting social change.” -Strand, et al, 2003

9. CBR is a collaborative enterprise between researchers and community members. CBR involves the democratization of knowledge CBR has as its goal social action and social change for the purpose of achieving social justice (Strand et al., 2003: p. 8). Principles of CBR

10. CBR vs. Traditional Research See handout. Table: Traditional Research vs. CBR

11. Complex social problems ill-suited to “outside expert” research alone Impact community capacity Build long-term relationship with community partners Effective method of teaching and learning for all participants CBR does what?

12. Why Community-Based Learning? Students Benefit Faculty Benefit Community Partners Benefit

13. S-L Students Benefit Personally Raises student awareness Student’s academic learning increases Students have a positive relationship with the university.

14. Faculty Benefit from S-L From: “Transcending Disciplines, Reinforcing Curricula: Why Faculty Teach With Service Learning.” American Association of Community Colleges, 2005.

15. Community Benefits from S-L Percent of Partners who Increased the following: Services72% Volunteers52% Clients Served49% Resources49% Project Completion45% Collaboration45% Staff Recruitment24%

16. Community  Access to faculty expertise  Organizational capacity building  Policy change Students  Develop new skills  Improve existing skills  Connect classroom learning with real-world application Faculty  Enhanced teaching credentials  New venues for publishing and presenting  Positively impact students and community Who Benefits from CBR?

17. Best Practices Academic credit is for learning, NOT for service Do NOT compromise academic rigor Establish learning objectives Establish criteria for the selection of service-placements 17

18. Best Practices Provide educationally-sound learning strategies Prepare students for learning from the community Minimize the distinction between learning in the community and learning in the classroom 18

19. Best Practices Rethink faculty instructional role Be prepared for variation in, and some loss of control with student learning outcomes Maximize the community responsibility orientation of the course 19

20. Online Resources Community Involvement Center www.weber.edu/CommunityInvolvement (Faculty menu) National Service-Learning Clearinghouse www.servicelearning.org Campus Compact www.campuscompact.org Utah Campus Compact www.utahcampuscompact.org 20

21. National Community-Based Research Networking Initiative www.cbrnet.orgwww.cbrnet.org CBR Course and Project Database www.bonner.org/campus/cbr/profiles.tafwww.bonner.org/campus/cbr/profiles.taf Campus-Community Partnerships for Health www.ccph.infowww.ccph.info Community-Based Research & Higher Education: Principles & Practices Strand, Marullo, Cutforth, et. al. CBR Specific Resources

22. CBL AT WSU Overview and Examples

23. Community-Based Learning at WSU Courses & Faculty 44 courses designated as CBL 55+ faculty members engaging students Students 2,512 Students enrolled in 2009-10 Hours 35,493 hours served in 2009-10

24. Examples of Community-Based Learning Spanish Course - Medical Terminology Service-learning assignment Translate for health professionals Athletic Training – S-L Field Experience Service-learning assignment Provide medical assistance in Ogden Rescue Mission’s free clinic and at Special Olympics Winter Games each year Sociology Course - Research Methods Community-Based Research assignment 20 year longitudinal program evaluation to help identify program strengths and weaknesses

25. GETTING STARTED Incorporating CBL into one of your courses

26. CBL and Your Course Which course is the best candidate for incorporating a community-based learning component? Course Development Worksheet (S-L and CBR) List course objectives. Brain storm potential projects and partners that could help you teach at least one course objective. Logistics Assignments and Evaluating them. 26

27. CBL Designation Apply to have the CBL prefix listed on your course Gives students a “heads-up” about the community-based learning component in your course http://www.weber.edu/CommunityInvolvement/CBL_Designation.html

28. A RESOURCE FOR YOU WWW.WEBER.EDU/COMMUNITYINVOLVEMENT WWW.WEBER.EDU/COMMUNITYINVOLVEMENT

29. Community Involvement Center Main Goal: Get students, faculty and staff engaged in service with community organizations

30. CIC provides faculty: Workshops, trainings, discussions and retreats (support at campus, state and regional levels) Assistance finding and developing community partnerships appropriate for particular courses with specific learning objectives. A searchable community partner database.

31. CIC provides faculty: Assistance tracking students’ service hours. Library and online resources regarding the pedagogy. Lots of resources on our website: www.weber.edu/CommunityInvolvement

32. CIC provides faculty: Hall Community Outreach Grant opportunities CBL Designation on Courses AmeriCorps program to support students

33. Hall Endowment Grants Supports faculty, staff, and student service projects. Fund about 15 projects/year $30K – $35K granted annually http://www.weber.edu/CommunityInvolvement/HallDescription.html

34. CBL Designation Apply to have the CBL prefix listed on your course Gives students a “heads-up” about the community-based learning component in your course http://www.weber.edu/CommunityInvolvement/CBL_Designation.html

35. AmeriCorps Education Awards Domestic Peace Corps Students Teacher Education Sociology & Psychology VIP Program Terms of Service 300 hours or 10 hours/week = $1,000.00 450 hours or 15 hours/week = $1,250.00 900 hours or 30 hours/week = $2,362.50 141 Active Members during 2008-09 AY Completed 47,090 hours collectively Earning over $100,000 in Education Vouchers http://www.weber.edu/CommunityInvolvement/Americorps.html Social Work Nursing Other disciplines across campus

36. Location: 327, Shepherd Union Building Contact Us: 801-626-7737 CIC@weber.edu Web address: http://www.weber.edu/CommunityInvolvement

37. QUESTIONS?