Final Submission (late? 2/17)

Scott commented on Blogs from groups #1 and #2


Amanda-main ideas, format prep, final organization and submit
John-Mesa case study
Scott-CSUMB case study
Katrina-Princeton case study
Jullian-discussion and table

Community Based Learning

Amanda Cruser, John Murray, Katrina Owens, Scott Rafalski, Jillian Scholten

Ball State University

Main Ideas and Concepts of Community and Service Based Learning

Community based activities, according to Reed and Marienau (2008), follow similar paths of development and include the following four dimensions:

1.      Duration

2.      Scope

3.      Intensity

4.      Reflection

Duration is used in reference to the length of time the program course is expected to last; the longer the time spent in the service or community learning task, the more improved the students’ skillset (Reed & Marienau, 2008). The scope of community based learning programs is the specific task or activity of which the students will be engaged; such as working with the homeless, reintroducing felons to community, or working in more general terms of organizational planning (Reed & Marienau, 2008).  The third dimension of community based learning programs applies to the intensity of the program, not to be confused with intensity as a measure of duration, but of the degree to which the students are affected by the program and course content (Reed & Marienau, 2008).  This is to say the intensity signifies the emotional and reflective degree of students’ interest in the population they are serving and the task being attended to (Reed & Marienau, 2008). 

Finally the reflection period of the community based learning program concerns itself as the “essential dimension of service [community based] learning” (Reed & Marienau, 2008).  The reflection component of a community based program can be satisfied through the use of daily logs, open discussion, or a more in-depth method of journaling to allow the student to “identify, frame, and resolve ill-structured social problems” (Reed & Marienau, 2008).  These dimensions work together in such a manner as to stimulate and develop cognitive and moral growth of the student as well as to improve the learners overall well-being as community based learning also offers practice in social and professional situations.

            This  specific type and purpose of the learning occurring in community or service learning can be encapsulated as learning that “emphasizes the social or communal as opposed to the individual” (Stein & Imel, 2002).  Therefore, in connection to the previously discussed dimensions of community based learning, the program must also contain the scope of working directly with or in some manner as to better the lives of the population being served through the learning.  Stein and Imel (2002) further expanded on the dimensions by identifying some common themes of community learning. 

The authors suggest four basic themes of “learning communities” related to the place, the content, civic engagement, and power and politics (Stein & Imel, 2002).  In this regard the place of the learning can be just as important as the duration of the program and afford more variance in the scope as, according to Stein and Imel (2002), the place of the learning can be neutral and offers more flexibility in that the place is regarded as a realm that allows members of different communities to “engage with each other on specific concerns” for their communities.  Through this process of learning within a place in a community, the societal structure and individuals within that community can produce “community wisdom” as the “knowledge is applied to improve the daily life activities” of the community as a whole (Stein & Imel, 2002). 

The third theme Stein and Imel (2002) point out is that learning in community “encourages citizens to produce local knowledge.”  This benefits the overall community as members actively engaged in the learning are better equipped with the knowledge needed to enable all other members to improve the community dynamic.  Finally, the “power structure” of the community can be strengthened by active members and put the community in capable position to reflect upon and suggest political and social changes (Stein & Imel, 2002).  Overall the importance of both the dimensions and themes of community learning cannot be overlooked, nor can they be separated as the two work in tandem to benefit the local community.

            We chose three community learning activities to study. Each of these programs deals with a university or college connecting its students to the community. Community learning projects can take place at a small community college or an Ivy League university. We decided to take a look at programs in both formats. Two of the programs focus primarily on the youth, while the last involves specific areas students are studying.          

Case Studies

“America Reads” Mesa Community College

Mesa Community College serves the metropolitan area of Phoenix, Mesa and Glendale Arizona.  Through the Center for Community and Civic Engagement at the college the school actively practices service learning and offers community based learning opportunities.  The mission of the center is to collaborate with the community, encourage leadership, and personally grow and to learn responsibility.  The college has a very unique, diverse ethnic makeup and background. 

According to Dawn Rhodes, the program specialist for service learning, the college serves about 23,000-25,000 students.  Dawn stated that the population is just over 4 million in the Phoenix area with a strong Spanish speaking population that ranges somewhere from 25-30%. English literacy is a key part of the community based/service learning that the college offers. 

“America Reads” is a specific program that the center offers that allows students of the college to tutor and mentor youth at one of four elementary schools (Adams Elementary, Mesa Arts Academy, Keller Elementary and Gilbert Elementary) according to Rhodes.  The focus of the program is to help children to read well and to do it independently.  The tutors sign up through the center by filling out an application, so it is truly a volunteer program, and then go through an orientation.  Rhodes stated that at the orientation students are trained reading techniques and strategies that they can use with children in the classroom.  The goal is to increase literacy skills and achievement levels.  By providing the additional help with the extending learning times students will learn through practice and repetition while building a relationship with a college student.  A commitment is made to the program and is typically a school year and a contract is signed by both. 

The activities used for this program follow a curriculum that is given to the tutors and breaks down the skills they work on for that week.  Since the school knows that the student will be working with a community college tutor the students grammar and writing teacher also gives the student additional worksheets and practices to work on with the tutor that have been identified as areas that a student might need some practice in.  The tutoring takes places as an after school program and it is expected that the college student will go to the elementary school to complete the weekly curriculum within that schools library so that the student may browse and look for books to read also.  The tutors are also able to sit down and ask the students what their interests are and then books can and will be chosen based on those interests. 

According to Rhodes the collaboration and cohesiveness that takes place between the students, tutor, teacher and parents is vital and critical to the success of this program.  Rhodes referred to the tutors as almost big brothers and sisters to the students.  In meeting with Jose who is one of the tutors in the program he mentioned how not only is it “cool” to give back but he also has made a lifelong friend.  Jose referred to the program as a “win-win”.  Students get the help, support and mentoring that they need, Jose gets real world experience and a resume builder, the school builds a better relationship with the community and the community is the real winner as they get educated, productive citizens that in many ways will also look to pay it forward like Jose has. 

Community-Based Learning Initiative- Princeton University

            Princeton University is the 4^th oldest college in the United States located in Princeton, New Jersey. Currently Princeton serves 5, 200 undergraduate students and 2, 600 graduate students.  The Community-Based Learning Initiative is a program that was developed to connect the academic interest of a student with the concerns of the community around the University. Students work with local nonprofits to collect and analyze data, develop research projects and shares the results and conclusions with the organizations and agencies that can make us of it.  By working with CBLI the student base is able to complete community-based research in courses, summer research internship opportunities, and as part of one’s junior paper or senior thesis.

            The staff of CBLI works closing with those of the community to develop relationships alongside of local nonprofits.  The nonprofits sought out are those that have expressed interest in working with students to gather, analyze and share information about their programs.  The focus of these programs consists of a wide range of issues such as:

Children & Youth	Community Arts
Environment	Fatherhood & Employment
Food Systems & Gardening	Health
Housing & Homelessness	Literacy & Language
Nonprofits & Social Change	Poverty & Hunger
Urban Development

Some of the projects that are related to the community partners’ current interest include but not limited to:

·        Interviewing clients of social service providers to help evaluate program effectiveness

·        Administering surveys to predispose community needs, attitudes and or opinions

·        Conducting literature reviews and other data analysis to identify the best practices for adult and family literacy programs

Recently students have also investigated topics such as: how religious organizations might collaborate to provide related services and what types of retail and business services are needed downtown of Trenton, NJ.  There are many other topics that students are currently or in the past investigated.

            Every semester there are courses from different departments that offer community-based research opportunities.  The research that takes place within these courses is guided by the community affected by the issue being studied.  Each course provides an opportunity for students to learn about and apply philosophical knowledge to real world problems, and projects that find research valuable to a local community organization. 

            The CBLI research team developed a survey instrument that would assess the students’ outcomes of community-based research.  This survey gathers five dimensions of outcomes, which includes academic skills, educational experience, civic engagement, professional skills along with personal growth. The survey is also available online as part of a national study.  The overall goal of this study is to gather information to understand the influence of various practices and academic factors on what is learned from community-based research experiences.

Service Learner Program for CSUMB Students

            In partnership with the The First Tee of Monterey County (TFTMC), California State University, Monterey Bay (CSUMB), affords its students an opportunity to fulfill a service learner graduation requisite via service learning at the provider's sight in Salinas, CA. The First Tee, a non-profit youth development organization, was founded in 1997, and opened its Monterey County chapter in 2004. 

            Each semester approximately 45 students choose The First Tee of Monterey County as their umbrella organization to complete their service learning requirement.  In completing their requirement they have to meet the following criteria:

• Complete daily reflection journal
• Complete an oral review with professional staff member upon exiting the facility
• Complete 30 hours of service learning
• Complete a reflection paper upon completion of the semester

            In order to better unify the collegiate service learners with their respective communities, The First Tee of Monterey County seeks to uphold consistent reviews of their connection to their organization.  The reflection journals are a site requirement, not an overarching school requirement.  The objective of these journals is to understand what they specifically did, who they specifically engaged with (staff or participant), and direction given to them by professional staff.

            Learners are able to witness firsthand non-profit strategy, daily progressions, and participant relationships.  The focus is primarily on the latter.  Service learners are most frequently utilized in a mentorship/tutoring role.  Staff assures that service learners have daily objectives, in order to prevent apathy or aversion.  Daily assessments in a format known as “Good, Better, How”, include service learners with professional staff in reviewing the day from a positive vs. improvement perspective.  The ultimate goal is for service learners to foster a linkage between themselves and their community, while recognizing empathy for those youth
participants within the school district.

(Service learner with participants)

(Service learner assisting with participant tournament.)

                                                                                     

(Service learners in light green leading exercise for participants.)

Program Data

America Reads Program http://www.mesacc.edu/community-civic-engagement/america-reads 

Community-Based Learning Initiative: https://www.princeton.edu/cbli/student-cbr-survey/

CSUMB service learning link: http://service.csumb.edu/sli-overview

Discussion

         Community based activities include four dimensions: duration, scope, intensity, reflection. A program also needs to encompass the scope of working directly with or bettering the lives of those being served. Place, content, civic engagement, and power and politics are the four basic themes of learning communities.

         Our first case study shows the importance of building relationships with our communities. The 45 students participating in The First Tee of Monterey County examine non-profit strategy, daily progressions, and relationships amongst participants, with a goal of making a connection between themselves and their community. This activity teaches us working with the community can help to better the lives of its youth. This program has intensity from the professional staff reviewing each day from different perspectives and an oral review upon completion. The reflection of this learning activity involves a daily reflection journal, followed by a reflection paper at the end of the semester.

         This is a great option for a community based learning activity if a university is able to locate a non-profit organization in their community. The number of hours the student must complete each semester should be adequate for learning, but not enough to interfere with other learning experiences. A journal or video journal should be completed to document the journey and growth experienced, as well as a project or paper for reflection at the end of the semester.

“America Reads” provides support to elementary school students in the Mesa, Arizona region. It reaches out to almost 25,000 college students as a volunteer program designed to increase literacy and build relationships. It is another opportunity for our college-aged students to connect with a younger demographic and be a mentor. Because of the college’s diverse population, mentees are able to learn from a wide range of backgrounds.

The Community-Based Learning Initiative that takes place in the Princeton, New Jersey community creates positive relationships with community members. Many subject-areas are looked at throughout the program and range from children and youth to health-related. An assessment was created to evaluate the outcomes of community-based learning. This program taught us that the scope of the learning activities can be great and does not have to be limited to one idea.

          Each of the case studies showed us the importance of community involvement. Our particular cases focused on the colleges reaching out to their designated community. The programs we have mentioned build relationships and provide learning experience all in one.

References

Reed, S.C. & Marienau, C. (Eds.). (2008). Linking adults with community: Promoting civic engagement through community based learning. New Directions for Adult and Community Education, 118.
Stein, D.S. & Imel, S. (2002). Adult learning in community: Themes and threads. New Directions for Adults and Community Education, 95.

Table 1. Summary of the Community Based Learning Activities

	Providers	Learners, purposes, learning objectives	How the activities were designed	Main ideas/features you have learned (Check Discussions)	Suggestions for practitioners (check Discussions)
Learning activity 1	The First Tee of Monterey County & California State University, Monterey Bay	Learners: 45 students from California State University, Monterey Bay Purpose/learning objectives: to unify the students with the community and recognize empathy for the youth participants	Students complete a daily reflection journal, oral review with the professional staff before exiting the facility, 30 hours of service learning must be complete, reflection paper at the end of the semester.	Non-profit strategy, daily progressions, and participant relationships.	Keep number of credit hours at amount where students can learn from experience, but not be a burden on other schoolwork. Journal or video journal assignments and final project at end of semester
Learning activity 2	Mesa Community College – Center for Community and Civic Engagement (Adams Elementary, Mesa Arts Academy, Keller Elementary, and Gilbert Elementary)	Tutoring and mentoring youth at area elementary schools. Purpose is to increase literacy skills and achievement levels.	Curriculum is designed for tutors on a weekly basis. Activities take place in the schools library, so students are encouraged to walk around and look at books. It is designed as a mentorship, similar to Big Brothers, Big Sisters.	Orientation plays a big role in preparing volunteers for their activities. Relationships must be built between college and elementary students to assure success.	Be sure to cover as much information as possible at orientation. College students need to be reliable, so that elementary school students are able to find success and build a relationship.
Learning activity 3	Princeton University	Connecting areas of study with the community. The goals vary depending on the issue studied. Gathering information to see how practices and academics influence what is learned from these experiences.	Working with non-profits in the community to collect data, share research and share the results.	Many subject areas can be covered in a community based learning activity as a whole. Community members must be as motivated to study as students.	Keep programs very specific to subject-area. This opportunity will increase relationship with university and community.