Designing Real Community Designing Real Community Partnerships That WorkPartnerships That Work

Maureen RubinCalifornia State University, Northridge

Innovative Educators WebinarNovember 4, 2009

Don’t want to preach to the choir

We’re all aware of the benefits of community partnerships:– Fulfills part of higher education’s responsibility to

its community.– Many positive effects of students’ academic and

personal development. Makes learning relevant.– Helps community organizations increase the

quality of service to their clients.– Enhances the ability of both the university and the

community organization to achieve their missions.

What makes a good partnership?

• Honoring the role of the community as co-educator.

• Collaborating on all aspects of course design.• Having all parties understand the desired student

learning outcomes and have a clear role in guiding students toward achieving them.

• Recognizing community voices in defining needs, faculty expertise in developing projects to address defined needs, and students' voices in implementing community learning projects.

Cal State Northridge Center for Community Engagementhttp://www.csun.edu/csl/

So that means definitions are clearVolunteerism – Describes people, who of their

own free will and without pay, perform service or do good work. This can be done on a regular or sporadic basis with any community. Volunteers perform whatever tasks need to be done.

Internships/Practicum/Field Work – Capstone academic experiences through which students implement material covered in a series of classes. Students’ service should give them opportunities to use the knowledge and skills that have attained and should resemble entry-level employment as much as possible.

Community Service-Learning

• Academic study linked to community service through collaborative planning and structured reflection and so that each reinforces the other.

• Service-learners should perform service that will advance mutually agreed upon student learning outcomes.

• The community service may be direct service to people in need, community outreach and education, research or policy analysis.

Finding Community Partners• Where are they?– University needs to network • Build a database• Go to community meetings (United Way)• Learn about existing coalitions• Ask faculty who they know and work with• Visit schools, small businesses, specialty groups• Make it easy for them to find you• Create web applications, but work with risk

management

Community Collaboration Planner

Community Partner• Briefly describe your organization: mission, main

interest, population served, organizational structure, budgets.

• What do you see as the potential benefit for the community from students performing these service activities?

• What are the most important lessons your organization can teach college students?

• List three service outcomes (representative activities that you would like students to perform) at your organization and describe them to the students and faculty members.

Community Collaboration Planner

Faculty Members and Students• Describe the course in which community-service learning

will be used.• List your top three student learning outcomes (the three

most important things you want to learn or have your students learn during the service learning experience) and describe them to your community partner.

Both Partners• Find at least three intersections where the faculty and

student goals and the community partner goals can coalesce. Keep talking and negotiating until this is accomplished.

What will students do?• Is there a meeting of the minds?• Very important to see if community partners

have a realistic understanding of the type and level of service that it expected.

• Consider:– Is the service the right level for the class?– Is it something that can be done in one semester?– Will students address on-going needs or work on a

special projects?– Will the faculty members student learning objectives

be advanced through this service?– Do both parties agree on student learning outcomes?

Placing Students• Who assigns students to sites? Faculty

member or student?• Get information from community partner and

distribute to students on the first day of class. Include brochures or descriptions with syllabus

• Invite the community partner to come to class at the next meeting to describe the organization/project/clients?

• Same assignment or rotation?

Scheduling

• How long will the service component of the class last? Start date______ End date_____

• How many students will go to this site?• How many times a week will they come to the site?• How many total hours will be required of each

student?• What are the on-site check-in and check-out

procedures.• Make a sign up grid.• Can missed days be made up? How?

Site Procedures• What are the on-site check-in and check-out

procedures• How will students track their hours?• Are there transportation or parking problems?• Is public transportation available?• What should students wear?• Who will be the on-site supervisor?• Will students be driving a company car?• Where will students work? Will all

materials/equipment be provided?• Will students be asked to purchase anything?

Will expenses be reimbursed?

Training• Where and what kind of orientation is planned? – In class or on site?– How long? – One shot or continual?

• Stress importance of attendance.• Any special training? Can it be part of the class?• Schedule a meeting between the on-site

supervisor and the students prior to the first day of service if possible.

Student Orientation• Presentation on agency mission, main

interest, population served, organizational structure, budgets, programs and services.

• Introduction and break out sessions with site supervisors. Provide job descriptions.

• Rules and regulations: privacy; state, local and federal laws (i.e. privacy, reporting, harassment).

• Emergency procedures including who to contact.

• Tour the site.

Community partners must be trained -- just like students

• Require designated representatives of all community partner organizations to attend a substantive training session.

• No other way to assure that rules, regulations and expectations are shared and understood.

• Include time for faculty and community partners to work together to shape the class and its service experience.

Planning Activities

The first day of service• What “ice-breakers” will be used to introduce

students to their on-site clients?The last day of service

What is the plan for closure and recognition of participants?

Everything in betweenJust like teachers, service-learning students need “lesson plans.”

Communicating

• The number one problem and the number one solution.

• How will communication between faculty members, students and community partners be maintained? – Be specific– Exchange contact information for every

contingency

Evaluating and Assessing• In service-learning, every party evaluates every

other party.• What indicators or outcome measure will be

used?– Students evaluate placement– Students evaluate faculty– Community supervisors evaluate students

• How will the partnership as a whole be assessed?• How will needed adjustments be made?

Risk Management

• Complex and campus specific but:– Community sites should identify and put inherent

risks in writing (facility hazards, location concerns, client or personnel issues)

– Make a plan to communicate these risks to campus official and to students

– Make a plan on how future risks will be identified and communicated

Additional Resources

• http://www.servicelearning.org/• Search for many articles under “community

partnerships”