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Community and Service-based Learning II TrackSummary

Published online by Cambridge University Press:  14 July 2006

Leanne Doherty,
Suzan Harkness and
Kendra King
Leanne Doherty
Affiliation:
Simmons College
Suzan Harkness
Affiliation:
University of the District of Columbia
Kendra King
Affiliation:
Oglethorpe University
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Extract

Adiverse gathering of academics convened to discuss Community andService-based Learning (CBSL). The common bond amongst all was thebelief that developing tangible linkages with the community throughmyriad “service” instruments is critical in producing a holisticeducational experience. Our common agreement was that CBSL programsmust be well-structured, academically rigorous, and properlyassessed and evaluated in order for students to obtain the most outof the experiences. The goal of CBSL II was to address these issuesand discuss what does and does not work.

Information

Type
2006 APSA TEACHING AND LEARNING CONFERENCE TRACKSUMMARIES
Information
PS: Political Science & Politics , Volume 39 , Issue 3 , July 2006, pp. 543 - 544
Copyright
© 2006 The American Political Science Association

A diverse gathering of academics convened to discuss Community and Service-based Learning (CBSL). The common bond amongst all was the belief that developing tangible linkages with the community through myriad “service” instruments is critical in producing a holistic educational experience. Our common agreement was that CBSL programs must be well-structured, academically rigorous, and properly assessed and evaluated in order for students to obtain the most out of the experiences. The goal of CBSL II was to address these issues and discuss what does and does not work.

The P3 Model—Planning, Planning, and More Planning

In order for CBSL to be successful, planning is fundamental. The majority of the leg work (initial meetings with community leaders, internship liaisons, and host/internship sites) must be done before hand. Beyond the initial academic/community and service-learning contact where the commitments and goals of the academic institution are established, early planning stages should also include identification of key players, establishing trust between the community/internship host site/service-learning organizers and the academic institution, and the completion of as much administrative paperwork as possible.

CBSL II Typologies

CBSL II participants shared numerous models and typologies that rigorously engaged students both inside and outside of the classroom (the overarching goal was to connect work outside of the classroom with solid academic principles espoused inside of the classroom). Leanne Doherty created a pilot internship program with a required writing infusion course to meet an institution's Writing Across the Curriculum agenda. Judithanne Scourfield McLauchlan used experiential learning to supplement her course on the Florida courts. Edward Warzala and Michael Stone utilized learning contracts as a means of combining the best aspects of community-based learning and the cognitive, affective, and behavior goals of higher education. David Redlawsk and Nora Wilson used a “job fair” model to introduce students to city council campaigns. Kendra King holds a semester-long course on community building which convenes with a “summit” of community leaders, political officials, and university members as a means of connecting all sides. All papers underscored the need for a balance between service-based learning objectives and academic/discipline pedagogy.

Methodology

One of the fundamental themes (as well as intense discussions) emanating from CBSL II evolved around complimentary, competing, and seemingly contradictory pedagogical patterns. Our discussions revealed a variety of methodological tools used to track students' progress in their placements, including: guided journaling, writing reflections, field notes, portfolio building, group reflection, contracts, oversight, and feedback loops. Brigid Harrison and Quentin Kidd incorporated a long-term commitment model for their internship and intensive leadership program. Their model required students to complete both pre- and post-program civic engagement surveys. Margaret Post and Adam Reich discussed story telling as an effective community organizing tool for students involved in a variety of local level democratic processes. And Christine Pappas asked students to journal their experiences interacting with and “cleaning-up” a local community during a week-long project. Many of the pedagogical tools utilized in CBSL II were similar. Interestingly, in his paper detailing the transition from service learning to civic learning, Steven Jones presented a typology of successful methods of pedagogy that were nicely echoed and supported through other track participants' research and presentations.

Assessment

Our track unanimously agreed that layered assessment was essential to CBSL programs. These assessment methods included formative and summative assessments (pre- and post- program), stakeholder discussions, evaluations from and by different audiences, and assessments of students' knowledge, skills, and disposition. Participants emphasized layered assessments as important in order to satisfy several constituency bases, including donors, deans, department chairs, and students. Moreover, effective assessment(s) foster solid and meaningful relationships and partnerships with the communities the academic institutions seek to serve.

Final Thoughts

One general viewpoint expressed was the challenge of creating and carrying out CBSL projects. Participants were conscious of the viewpoint that stereotypes this type of learning as lacking scholarly rigor. Additional challenges to engaging in CBSL include: 1) balancing university and community interests; 2) assisting students in fulfilling multiple demands and responsibilities; and 3) faculty support (especially for untenured faculty) in incorporating CBSL into tenure and promotion.

In spite of these concerns, CBSL programs are ongoing, wide-ranging, and expanding. Undoubtedly, students, faculty, and community members have found value in learning outside the classroom. Whether the course leads to a life in politics, community service, or makes students conscientious voters, a successful learning experience has taken place.