4Review of the Seven Elements of High Quality Service 1.Integrated Learning- clearly articulated learning outcomes2. High Quality Service- meet actual community need3. Collaboration- all partners benefit and contribute4. Student Voice- students actively plan & participate5. Civic Responsibility- contributes to the community6. Reflection- connect service & academic learning7. Evaluation- measure learning & service goals
5Workshop Topics Finding appropriate community partners What’s important in a partner?How do I find a partner?Making first contactOrganizing a projectBuilding partnershipsFaculty and community partnershipStudent and community partnershipSustaining partnershipsReview of Syllabus Development, Reflection, GradingYour questions, concerns, and successes
6Campus Community Partnerships for Health (a good guide) Principles of Good Community-Campus Partnerships Adopted by the CCPH Board of Directors, October 2006
7How can we formally integrate the principles of partnership into our work?
8Pre-flectionWhat are some of the key components you are looking for in a community partner?How have you identified community partners?
9The Service-Learning Quadrant The Service-Learning Quadrant, developed at the Service-Learning 2000 Center, Stanford University, California, provides an effective method for recognizing the differences between high service and low service, unrelated learning and integrated service-learning projects.
10Questions to Consider when Designing a Service Learning Project 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 is the best fit for these students?Direct Service, Capacity Building, Policy Development, Education, etc.?
11What’s Important in a Community Partner? Provides support for learningHas needs that directly relate to your course objectives and students can address.Willing collaborator & communicator.Able to mentor students.Provides safe learning environment.Has enough infrastructure to support the students’ work
12What’s Important in a Community Partner? Logistically works for studentsOpen 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.
13How to Find Community Partners: Service-learning websiteCenter for Service-Learning StaffPrior knowledge and interest in the organizationOn site visitCommunity Partner ActivitiesPartners in Service Learning EventsColleagues’ recommendationsStudents’ ProposalsMiscellaneous ResourcesCommunity foundationInternet
14S-L Staff as Matchmakers ProsStaff have knowledge of wide range of organizationsStaff can “weed out” the least relevant optionsStaff can facilitate first contact between faculty and partnerFaculty 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.ConsYou are relying on a matchmaker who may not completely understand your course objectives.
15Web Site ApproachProsWide 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.ConsCan be overwhelming, especially for a novice to service-learning.“Weeding out” process rests with you which can be time consuming.
16Faculty Interest Drives Partnership ProsCreating 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.ConsIf involved with the organization in another capacity prior to service-learning partnership, may need to re-negotiate or re-define roles.
17Students ChooseProsStudents 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.ConsRun 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.
18Miscellaneous Resources ProsFaculty may find new resources not previously consideredFaculty can find partners that meet course topics and personal research interestThere is the opportunity for creativity in establishing new relationships.ConsSome apprehension may exist in calling an unfamiliar agency and explaining a new collaboration effortInformation may not be conveyed clearly enoughAn agency may be exhausted by other classes
19First 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 conceptsStudents gain insight into civic responsibilityMutually beneficialGive examples of potential projectsSummarize your course syllabus and highlight why you think your class and their organization might be a great partnership.What assets do they offer as co-facilitators of student learning?What needs do they have that might integrate with the course’s objectives?Ask about their “to do” list.
20Organizing a Project: It Takes Two Suggested things to discuss/clarifyContact InformationPreferred method of contactHours of project (time and amount)Number of students neededMission Statement/Agency ObjectivesProject information- detailsCourse objective relevanceAdditional information not previously listedRoles to Play: Coordination & ExpectationsFaculty member is the classroom teacherCommunity Partner is the lab instructor
21A Follow-up to the Conversation Send Course MaterialsSyllabi is the minimumConsider other items that might help partnersFaculty contact informationSL assignmentsSL readingsLinks to SL sitesStudent Contact Information (voluntary)Seek a second contact for clarificationWelcome materials from community partnersOrganizational HandoutsAnnouncement, flyers, etc. on project details
22Planning for the Orientation How will your students get oriented to the site(s)?In class presentation or on-site???Community Partner Website or brochures?Share your success stories
23Building Partnerships Level the playing fieldHelp the community partners to feel like a part of the teaching/learning teamHelp them to understand about academic timelines Include them in planning and evaluation activitiesOpen lines of communicationProvide partners with syllabus & assignmentsOpen dialogue about expectations
24Building Partnerships Keep in ContactFollow up phone calls“Check-In” s throughout the semesterOrganize community partners’ s in a group listInvite partners to class activitiesOral PresentationsReading DiscussionsIntroduction of ProjectsGuest Speakers
25Building Partnerships Faculty make site visitsTo observe students in actionTo serve along side of studentsTo hold a class or reflection session on siteCommunity Partner OrientationCommunity Partner HandbookInstitution Sponsored Activities
26Building Partnerships: Community Partner Handbook (see website) IntroductionExpectations and responsibilitiesFaculty hopes and objectivesMaterialsSyllabusAssignmentsReadingsFaculty Contact Information
27Challenges Please share the challenges you have overcome and how…. TransportationTimeSupervisionEvaluationOthers
28Sharing Experiences What methods have you employed to build partnerships?To solve problems?To incorporate meaningful reflections?To evaluate your students’ learning?
29Student and Community Partner: A Working Relationship Student and Partner ContactEncourage partners to provide an orientation meeting for studentsRequest students go as a group the first time to meet a partner and learn more about the project.Suggest a tour, if applicableReminder: 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 (see samples)
30Sustaining Partnerships: Communication & Collaboration Get feedback from partnersthroughout the semester (on the partnership, student performance, etc.)At the end of each semester to assess what needs to occur next timeReview the community partner contact and project information formInquire about their current needs and objectives.Ask the community partner to complete the evaluation formProvide recognition of their contribution to teaching your studentsCertificateInvite them to a campus sponsored recognition event
31Sustaining Partnerships: Communication & Collaboration Follow through on their requests for assistanceLetters of support on grantsHelping them to identify staff membersOpen Dialogue about needsNeeds 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 formPlan AheadDiscuss changes and continuances for the next termReview the community partner contact and project information formInquire about their current needs and objectives.
32Expect the Unexpected: When problems arise, how will you deal with them? Faculty as MediatorStudent and Community Partner issuesBehavior issuesChange in partners’ requirements and expectationsInvestigating the MiscommunicationFaculty and Community Partner differencesWhat 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?
33Other Issues/Challenges Staff Changes at the siteReestablish contactSend basic materials again if necessaryReview project agreements and make new arrangements if needed.Inform students of any changesBe prepared with a back up planOther challenges????
34ReflectionList three things you will do to either find, build, or sustain a community partnership.How will you use information from this workshop to improve your practice?
35ConclusionA 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.