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Learning by Doing: Implementing Community Service-based LearningJeff R. CrumpPublished online: 16 Aug 2007.

To cite this article: Jeff R. Crump (2002) Learning by Doing: Implementing Community Service-based Learning, Journal ofGeography, 101:4, 144-152, DOI: 10.1080/00221340208978490

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Learning by Doing: Implementing Community Service-based Learning

Jeff R. Crump

ABSTRACT Community-based Learning

(CSBL) is based on the idea that learning is facilitated when the classroom is linked with real-world experience. This paper presents an overview of the pedagogical basis of community service-based learning (CSBL) and compares CSBL projects car- ried out in two very different settings. The findings indicate that in order to imple- ment CSBL successfully, instructors need to plan ahead, develop partnerships with community organizations, and allow com- munity groups to guide student projects. It is also important to recognize that the full benefits of CSBL are only gained when students, community members, and instructors spend time reflecting on the CSBL experience.

Keywords: community-based learning, ser- vice-based learning, communify developmenf

Jeff Crump received his Ph.D. in geography a f the University of Nebraska-Lincoln. He is currenfly an associate professor in the Housing Studies Program, Department of Design, Housing, and Apparel, University of Minnesota. His research interests include urban policy and public housing and housing and immigration in fhe rural Midwesf.

According to the educational philosophy of John Dewey, learning occurs when knowledge is directly linked to experience (Dewey 1990; Harkavy and Benson 1998). By linking what goes on in the classroom directly to real world experi- ence, community service-based learning' (CSBL) implements Dewey's pedagog- cal theory (Ehrlich 1996). In CSBL projects, students work directly with commu- nity organizations and the projects they undertake are guided by community needs (Cantor 1997). Classroom activities are reciprocally linked to CSBL pro- jects and time for reflection is an integrated aspect of the classroom activities in CSBL courses (Cooper 1998). An overreaching goal of CSBL is to provide stu- dents with a relevant education that promotes the civic involvement critical to maintaining democratic institutions (Magrath 1998; Small and Bogenschneider 1998).

declining levels of political and civic involvement are undermining the viability of democratic institutions. In particular, the findings of Robert Putnam (2000) in his widely read book Bowling Alone indicated that citizen participation in civic activities such as voting and in voluntary organizations such as bowling leagues has fallen precipitously since 1970. For educators the finding that the drop-off in political and civic involvement is most marked among young people is of great concern. In response to the declines in civic participation, CSBL is intended to reinvigorate the linkages between young people and the institutions that serve the broader community (Wade 2000).

CSBL offers many benefits to students, faculty, the community, and the university (Table 1). Through direct community involvement, students gain valuable experience in dealing with real-world problems (Reardon 1998). At the same time, community organizations gain assistance in meeting the needs of their constituencies (Patrick 1998). By engagng with the broader community, faculty develop a better understanding of the many challenges faced in the real world that lies beyond the classroom (Zlotowski 1998). In addition, CSBL links the university to the community and strengthens the bonds between the univer- sity and the broader body politic (Small and Bogenschneider 1998).

tion of two CSBL projects: one in a graduate-level geography research methods course and the other in an interdisciplinary community development class focused on housing (Table 2). The paper is organized into five main sections. In the first, I explain the pedagogical bases for CSBL. Next, I describe a CSBL pro- ject carried out in a rural town by geography students enrolled at a small teach- ing-oriented university. Third, I provide an account of an CSBL-based project that was conducted by an interdisciplinary course on housing and community development at a research university in the context of a large metropolitan set- ting. Fourth, I examine and analyze student responses to the CSBL projects. Last, I conclude by offering some suggestions as to how CSBL projects can be effectively designed and carried out.

Increased interest in CSBL approaches is fueled by a concern that

The purpose of this paper is to examine and analyze the implementa-

Journal of Geography 101: 144-152 02002 National Council for Geographic Education

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Community Sevvice-based Leavning 145

Table 1. Benefits of Community-based Learning pvojects. Source: Career and Community Learning Centeu, University of Minnesota.

Students Faculty Community University

Apply course material From "giver" of Contributes to Promotes democratic to real world challenges knowledge to "facilitator" community development citizenship and

of experience leadership development

Develops critical Teaching becomes Adds to community's Encourages faculty, linking skills more process oriented human resources student and community

interaction

ngages all learning Stimulates student Gets things done! Illustrates to community .yles involvement at large that students

are learning skills of use to society

nproves self Influences curricular Develops future Excellent recruitment mfidence offerings community leaders and retention strategy

icreases civic and Provides interactive and Formalizes connections Provides public relations Ztive citizenship skills involved students with university boost for university

THE PEDAGOGY OF COMMUNITY-BASED LEARNING The pedagogy of CSBL is based on the idea that

learning outcomes are strengthened when classroom instruction is directly linked to practice (Mintz and Hesser 1996). In CSBL, practice takes place within neighborhood- based organizations which often focus on community development efforts (Lee 1997). By incorporating CSBL into geography and community development courses, edu- cation moves beyond the classroom and into the real world (Patrick 1998). In contrast to the passive atmosphere of the

traditionally lecture-oriented university classroom, CSBL actively involves students in the broader community.

Many students learn best by doing, and CSBL courses allow them to get out into the community and grapple with the complexity of real world challenges (Cooper 1998). Direct community involvement helps to activate the energy, interest, and enthusiasm of students. CSBL's emphasis on direct experience echoes many of the themes in traditional geographic education which empha- size the role of field work as an experientially based learn-

Table 2. Compavison between "Tractor Town" and "Big City" Community-based Learning Projects.

Location Tractor Town Big City

Context 20,000 population, single industry 2 million population, rapidly growing metropolitan region town in rural setting

Community Connection

Economic Development Office Tenants Union, Akron, Olmstead, Cannon Park Neighborhood Groups, Local Initiatives Corp

Linkage Development

Faculty contact University Neighborhood Network, faculty contact

Locus of Control Faculty controlled content of projects with high level of community input

Community organizations controlled content of student projects

Reflection Oral reports Oral reports, community input, joint student, faculty and community meeting

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146 Crump

ing activity (Bradbeer 1996; McEwen 1996; Walcott 1999). By offering an alternative mode of learning via

direct experience, CSBL also helps to satisfy the need to address the varied learning styles evident among an increasingly diverse student body. By supplementing more traditional methods of teaching, CSBL helps students gain the knowledge needed to develop a greater understanding of the world they inhabit (Weigert 1998). By helping to instill a sense of ownership in the learning process, the ”hands-on” aspect of CSBL encourages those students who are otherwise alienated by the impersonal atmosphere of the university classroom. And many students find that the ”real world experience offered by CSBL activities aids in their understanding of course material.

In my courses I link readings, lectures, and CSBL together in what I call a ”learning triangle.” In the ”learn- ing triangle,” readings and lectures are used to inform our perspective on the real world while at the same time, our experiences in the community inform what we do in the classroom. To put this pedagogical philosophy into prac- tice, I explicitly link readings, lectures, and group activities in the classroom to CSBL projects based in the community.

ning is necessary. Among the basic steps are: To implement CSBL a great deal of advance plan-

Develop contacts with local community organizations - Introduce CSBL in the first week of the semester - Have students and community groups meet and develop a project outline which sets specific goals, timelines, and intermediate and final deadlines (these should be reviewed by the instructor) Schedule periodic reviews of progress and timelines with students and community organizations Bring students and community organizations together to hear about the results of CSBL projects - Allow time for community groups to meet as a whole with the students to reflect on the outcomes of the CSBL projects

READING THE RURAL LANDSCAPE: COMMUNITY SERVICE-BASED LEARNING IN A SMALL TOWN

The first example of developing and implementing a CSBL project was carried out in a graduate-level research methods course taught in a geography department located within a small teaching-oriented university (Table 2). Despite its rural location, most of the students attending this university come from large metropolitan areas and have little understanding of rural America.

The CSBL project was intended to meet five main course objectives. The first was to help the students gain a better understanding of the economic, environmental and social challenges faced by rural communities. In particular, a major goal was to provide students with the opportunity to observe how economic restructuring was reflected in the changing geography of the town. The second was to give the students experience in a variety of spatial data collec- tion methods. The third objective was to help students develop skills in working in group situations where the suc-

cess of the project hinges upon cooperation. The fourth objective was to encourage students to develop skills in communicating with local residents. Such skills are quite relevant to those pursuing careers in planning or environ- mental geography. Last, I wanted to promote interaction between the students, the community, and the university.

develop working relationships with community partners. In this instance, the economic development director of a nearby town (30 miles) was approached with a proposal for a project that involved the development of a walking tour of a historic section of the town. The walking tour proposal was enthusiastically accepted, and the economic development director offered to help with the project by contributing office space and making a wide variety of his- torical information available. Most important was her will- ingness to take time out of a hectic schedule to work directly with students.

The overall goal of the project was to develop a historical geography of ”Tractor Town” that linked eco- nomic and social changes in the community with alter- ations in the physical landscape of the town. The story of ”Tractor Town“ would be told via a walking tour of an eight-block area that included the site of an closed tractor factory, a historic train station, four historic churches, and the City Hall. Two of these buildings (the train station and City Hall) were of considerable historic significance and are listed on the National Register of Historic Places.

geography students was divided into five teams (Nordstrom 1996). Each team was assigned a particular area and given three specific tasks: (1) describe the land- scape of their section of the walking tour; (2) document historically significant structures in the area; and (3) write a description of the area including important structures, historical events, and directions needed to follow the tour.

total of 1,000 overall points) of the total course grade. Of the 400 points, 100 were allocated for the oral presenta- tion, 100 for the landscape description, 100 for the section on significant structures, and 100 for the overall descrip- tion of the area. For each of these sections, I provided handouts spelling out what was required. To facilitate objective evaluation of each group’s project I developed evaluation sheets that matched the requirements that had been provided to the students. The grades were then based on my evaluation (based on the explicit criteria) of a twenty-page (minimum) paper.

To integrate the CSBL project into the class, lec- tures on the analysis of the visual landscape, historic preservation, and the social, economic, and demographic background of rural America were presented. In addition, two scheduled field trips were conducted to familiarize the students with the town. Classroom time was set aside to allow groups to meet and to provide the instructor with the opportunity to check-in with each group. Because the CSBL project was directly linked to the overall course

Faculty implementing CSBL projects need to

To facilitate the CSBL project, the class of twenty

The CSBL project was 40 percent (400 out of a

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objectives, the time spent in class on the group activity was well spent. However, instructors should note that the time available for lecture material is substantially reduced when a CSBL project is implemented. Therefore, it is critical that CSBL be thoroughly integrated into the course.

Initially some students were quite skeptical about the CSBL project. Student concerns included how to accommodate the amount of time required, how to divide up responsibilities within the groups, and how to explain their project to townspeople. Group dynamics were a par- ticularly thorny problem. Some students simply did not want to work in groups. Although many students moved quickly to contribute to the overall group project, others lagged in their interest and commitment, leading to consid- erable frustration among some group members. Because of these issues, all of us were forced to reevaluate group work and to learn better ways of developing the supportive rela- tionships necessary to achieving the level of cooperation needed for success.

dents spent some time in the community. First, they dis- covered that "Tractor Town" had a fascinating history. As one of the students commented, "When we first got involved with 'Tractor Town,' we really didn't understand or appreciate the importance of this exercise. It is now apparent through speaking with many of 'Tractor Town's' residents, that there are several underlying, dynamic fac- tors portraying the character of this Midwestern town that might otherwise go unnoticed to the casual observer" (Geography student report on "Tractor Town").

was that fact that "Tractor Town" was once a center of cigar making. At the cigar industry's peak, there were twenty individual factories producing approximately 20 million cigars per year. Several of the students specializing in physical geography found some important linkages between the historical geography of "Tractor Town" and cataclysmic events such as the tornado that struck the town in the 1970s. As the colorful past of "Tractor Town" emerged, student interest and involvement increased rapid-

Although the local economic development director provided a great deal of assistance, students also developed relationships with many residents. In particular, the local pharmacist and historian, "Joe Smith," provided a great deal of information. Moreover, the soda fountain located in his store became a place where the students could inter- act with locals. As one student commented, "The drug store located on the corner of Main and Elm Streets, is a must see for anyone in town for a visit. Towards the rear of the drug store is a very authentic soda shop, with beautiful floors, wooden booths, and a functioning soda counter. The gentleman who is the pharmacist in the drugstore is a wonderful elderly man, known as the town historian. 'Mr. Smith is still very busy but is very eager to tell the stories that 'Tractor Town' has to share" (Geography student report on "Tractor Town"). As the students spent time in

Many of these problems disappeared once the stu-

One of the group's most interesting discoveries

ly.

the small town, word of their project spread rapidly. Because it involved local events, many residents volun- teered stories, photos, and other resources.

is that student interest increased as their linkages to the town expanded. Students took ownership of their own learning experience and needed little or no prodding from the instructor to make return visits to the town.

One of the most important aspects of the project,

EVALUATION OF THE RURAL CSBL PROJECT Each student group presented their results to the

class and to five public officials from "Tractor Town" including the economic development director. Greatly facilitating the presentations was the availability of an elec- tronic classroom equipped with a computer, speakers, and an LCD projector. Students scanned their photos and other material into the computer and used PowerPoint", to pro- duce some very exciting and polished presentations. Not only were the presentations enhanced, but the students gained some important technical skills as well. In addition, each group handed in a written product that included a visual analysis of the landscape, history of significant structures, and photos supplemented by text to go into the walking tour booklet.

From an instructor's standpoint, the results were satisfactory and the community was pleased as well. Especially important was the fact that learning outcomes reflected several of the specific skills contained in the Geography f o r Life standards. In particular, students used maps and photos to acquire and present spatial informa- tion (Standard l), analyzed the changing spatial organiza- tion of the town (Standard 2), examined how the culture of "Tractor Town" influenced how residents perceived their town (Standard 6), and they used geography as a way to understand the history, present situation, and future of the town (Standards 17 and 18).

Most gratifying were the comments by the stu- dents themselves. "Understanding how to read the land- scape of 'Tractor Town' has developed our geographical skills considerably. The combination of learning the histo- ry, the sociology, and the past and current culture of 'Tractor Town' allowed us to gain a thorough comprehen- sion of what this city is all about; their 'sense of place.' In fact, it is amazing that there is so much to learn about such a small place" (Geography student report on "Tractor Town").

LEARNING ABOUT URBAN DIVERSITY: CSBL IN A METROPOLITAN SETTING

different setting: a large research university located in an metropolitan area of over 2 million (Table 2). In this case, the course was an interdisciplinary class entitled "Housing and Community Development." The students consisted of 18 upper-division undergraduate students from housing studies, geography, architecture, urban studies, and applied economics. The learning objectives of the course were to:

The second CSBL project was carried out in a very

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(1) facilitate student involvement in the diverse and cultural contexts of the ”Big City”; (2) promote an understanding of grass-roots community-based development activities; and (3) gain an understanding of community development processes from the perspective of residents.

Finding appropriate community partners is a criti- cal aspect of successful CSBL projects. And a close match between community projects and the learning objectives of the course is absolutely necessary. Matching community needs with course learning objectives requires long-range planning on the part of faculty and staff at community organizations and careful coordination between the part- ners. In the “Big City” this task was greatly facilitated by the University Neighborhood Network (UNN). As part of the Center for Urban and Regional Affairs, the purpose of UNN is to provide a linkage between the resources of the university and the needs of the local community organiza- tions.

partners, the UNN uses an interactive Web site. Instructors post a course description outlining the learning objectives of the class on the Web. Community groups are then able to search or browse the course listings on the Web site and locate classes with matching learning objec- tives. The community organization then responds to the course description with an outline of the envisioned pro- ject along with contact information. UNN staff also con- tact community organizations and encourage their partici- pation in CSBL projects. In implementing CSBL in the ”Big City,” the institutional support provided by the UNN was an essential link between the classroom and the communi- tY.

In the case of the Housing and Community Development class, four months prior to the beginning of the semester a course description including an explanation of the type and focus of the desired projects was posted on the UNN website. A total of five community groups elect- ed to participate and the projects encompassed a wide range of activities. The Tenants Union wanted students to develop a handbook pertaining to tenants’ rights. The Akron Area Neighborhood Group needed student help in putting together a brochure to help residents understand the causes and solutions pertaining to widespread flooding in the neighborhood. The Olmstead Community Organization needed assistance in developing and imple- menting an assessment of the local housing stock. In a GIS related project, the Cannon Park Neighborhood Group involved students in.developing flow charts of the foreclo- sure process as part of their effort to develop a system that would provide an early warning of potential housing aban- donment. Finally, the project proposed by Local Initiative Support Corporation involved working with East African immigrants and local landlords in improving communica- tions between the groups, particularly with respect to prop- erty maintenance issues.

for a successful project, I visited each of these organiza-

To facilitate the process of finding community

To begm developing the close cooperation needed

tions. Although this was a time-consuming task, it had a number of important benefits. First, being in the commu- nity helped broaden my local knowledge base. Second, it helped to demonstrate my commitment to the community organizations who were pleased (and in some cases, sur- prised) that I was willing to come to their offices and meet with them. The personal visit certainly helped to break down many barriers. Last, the site visits provided the opportunity to closely observe the neighborhood and its environs.

During these initial meetings staff members were asked to explain the history and mission of their organiza- tion. They were also requested to outline the project they envisioned for the students. For my part, I explained the purpose of the class and how the CSBL project was related to the overall goals of the course. Together an agreement was reached as to the goals, objectives, and timelines of each CSBL project. At this juncture it was very important that the instructor and staff members agree on the project goals, timelines, and desired outcomes for each project. It is also useful to put all of these specifics into writing so that any misunderstandings can be clarified and to facili- tate periodic reviews and reevaluations during the semes- ter.

staff members could explain the goals of their organization and the particular project to the students. Time was also set aside for staffers to return to the classroom during the last week of the semester. At that time they would observe the student’s oral presentations and participate in reflec- tive sessions intended to help evaluate the overall success of the CSBL projects.

In this course, 40 percent of the overall grade was allocated to the CSBL project. Students had to develop specific project goals and objectives jointly with communi- ty partners and sign a contract with the community group that reflected what was expected during the semester. Students were also required to keep a record of how many hours they worked on the project. Students were expected to spend a minimum of 25 hours working on the project. I provided each student with a set of specific guidelines for the CSBL project.

groups presented their projects to the students. Immediately thereafter the students were asked to express their preferences by ranking the projects. Based on their expressed preference, groups of four to five students were assigned to a particular community project. Unfortunately, it was not possible to accommodate all preferences. Although I feared that some students might be unhappy with the choices I made, I found that they understood the difficulty involved in matching the students with the appropriate student organization; consequently there was widespread acceptance of the assignments.

Visits to the classroom were scheduled so that

During the second week of class the community

CHALLENGES FOR IMPLEMENTING THE BIG CITY CSBL PROJECT One of the most important issues to emerge was

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how difficult it was for students to find time to meet with each other and with the community group. Today’s stu- dents are extremely busy individuals, and the majority of them are taking full course loads at the same time as they are working. Although some class time was allocated for group meetings, it was difficult to get them started on the projects. There were also problems in getting the student groups together with the staff at various community orga- nizations. To address these issues, deadlines were set for each group to meet with the staff at the CSBL sites. To help keep the students on task, each group presented a progress report to the class every two weeks. Although these were difficult and often frustrating challenges, meet- ing them helped the students develop better skills at work- ing in groups.

As the semester proceeded, it became obvious that although three of the five groups had quickly jelled, two were having some difficulty. In one case the problem origi- nated with the community group, which did not provide adequate guidance to the students. In this case, meetings were cancelled and staff members did not return phone calls or e-mail, making it hard for the students to get start- ed on their project. In the other instance, the problem was a growing personality conflict between two members of the group, one a mature, returning student and the other a youthful athlete.

This particular disagreement stemmed mainly from two divergent perspectives on what group work was all about. For the older student, a group project meant working closely together and developing a joint undertak- ing based in the community. For the younger student, group work was accomplished by simply dividing up the overall project into tasks which were then allocated out to individual members. In fact, the differing perspectives on just what group work means and how it should be carried out became an issue for all of the groups. As we explored what group work was all about and how to accommodate the differing expectations regarding group projects, the thorny issue made for an important aspect of the overall learning experience.

Another subject that arose between the student groups and community organizations involved deadlines. From the student’s perspective, the group projects needed to be completed two weeks before the end of the semester. In contrast, community organizations worked under no such time constraints. As one student commented, ”The most difficult thing I encountered during this project was the scheduling problems. Those people that I was trying to get in contact with were not running on my class schedule. I think it is a proven fact that those that are not in acade- mia do not understand the concept of what a semester means and that all things are due in that time frame.”

vacation or were otherwise unavailable. As the semester progressed, staffers needed to be reminded of the time constraints that the students faced. These difficulties point out the need to negotiate deadlines early in the partnership

Students became frustrated when staffers went on

process. It is also important to monitor the progress of the projects, and it was often necessary to alter the goals, objectives, or timelines.

course requirements with the needs of the community partners. In CSBL, one way to address this issue is to focus more on the process of CSBL and what is learned via the interaction between course materials and student work with community organizations. In order to incorporate a more process-based evaluation into the CSBL assignment, each student group produced a three part report: (1) a brief outline of the what had been accomplished; (2) a set of reflections on what was learned and challenges encoun- tered; and (3) the actual project itself as delivered to the community organization. Here, I moved away from my usual preoccupation with measurable outputs, to one that recognized (and credited) more process oriented outcomes. I was very candid with the students on this point and emphasized to the class that this represented a major shift in my own orientation toward measuring student achieve- ment. To assist me further in evaluating student learning, I asked questions pertaining to CSBL on the exams. For example, having spent a class period covering the ethical guidelines that had to be followed when working in the community, I used this as an essay question on the first exam.

In retrospect, refocusing the CSBL projects to a more process-oriented approach was critical. The focus on process helped to open up classroom discussions. The honest discussions that resulted helped to promote a sense of community within the classroom and facilitated a sense of trust among the students and instructor. Because the students and I trusted each other, they were willing to com- mit to the CSBL projects; because I trusted them to put forth their best efforts, they were empowered to work with community groups. In reality, the CSBL project presented the students with a significant challenge. They not only needed to meet the course requirements, they also had to address the needs of community organizations while at the same time dealing with very busy schedules that included work as well as other classes.

Three groups produced valuable brochures that were provided to community members. One consists of guidelines of how to deal with problems with your land- lord, including the rights of tenants. Another document illustrates how residents can protect against damaging floods and includes information on how to obtain flood insurance. A third helps residents to understand whom to contact in case of problems in meeting utility bills or mort- gage payments. Another community group will use infor- mation gathered via a survey to develop a plan to increase the amount of affordable housing within the neighborhood.

During the last week of the semester, students, community staffers, and I all came together to hear the oral reports. In addition, a representative of UNN was pre- sent. Although there was some variation in the quality of the reports and finished projects, there was a widespread

Another significant challenge was coordinating the

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sense of satisfaction. Community groups were grateful for the help they received and also understanding of the vari- ous limitations of the projects. Students were gratified to have produced projects that will be used directly to aid people.

FORMAL EVALUATION OF CSBL PROJECT

tions of the CSBL project were administered and analyzed. For the majority of the students this was their first experi- ence in a CSBL project (Table 3). One of the issues that emerges from the UNN evaluations is the challenge that students faced in trying to meet both the course require-

Using forms provided by UNN, student evalua-

~~

Table 3. Student responses to University Neighborhood Network evaluation of Community Based Learning project.

Question Yes % (N) NO % (N)

Was this the first time 88.9% (16) 11.1% (2) you have participated in a CBL project.?

Were the professor’s 77.8% (14) 22.2% (4) expectations clear?

Were the 66.7% (12) 33.3% (6) organization‘s expectations clear?

Did you have a 38.9% (11) 66.7% (7) problem trying to meet both your professor’s requirements and the organization‘s needs?

Did your professor 55.6% (10) 44.4% (8) provide enough feedback?

Did the organization 55.6% (10) 38.9% (7) provide enough feedback?

Did you encounter 22.0% (4) 72.2% (13) problems when working with the organization or your professor?

In the future,would 61.1% (11) 27.8% (5) you look for courses that offered the opportunity to do community projects?

ments and the needs of the community organization. One- third of the students stated that they had difficulties in meeting these conflicting demands. These responses point out the need to coordinate classroom activities carefully with the CSBL projects. It is also incumbent to maintain a high level of communication between instructors and com- munity staff.

back on the content and outcomes of the CSBL project also became evident as 44.4 percent of the students felt that additional feedback would have been helpful (Table 3) . This problem arose mainly because the CSBL projects were due the last week of the semester, and it was therefore not possible for me to provide feedback prior to the end of the term. One way to address this challenge would be to have intermediate goals and deadlines that would allow for feed- back throughout the semester. The need for continuous feedback also points out the need to monitor the CSBL process constantly. During typically busy semesters this may be difficult. Once again, advance planning is needed.

Despite these issues, the majority of the students felt that CSBL added to their learning experience. When asked how much they learned by participating in CSBL, 44.4 percent stated that they had learned “a lot” and 5.6 percent stated that CSBL had ”greatly” enhanced their learning experience (Table 4). Most encourapg was the finding that 68.8 percent of the students stated that they would be willing to take another course with a CSBL com- ponent. This is perhaps the best indicator of how the stu- dents viewed the CSBL experience.

Evidence for actual student learning abounded in the projects that the students turned in. As with the ”Tractor Town” project students developed several specific skills that reflect the Geography for Life standards. For example, two groups (the GIS project developed in con- junction Cannon Park Neighborhood group and the hous- ing assessment used in Olmstead Community) developed skills in using maps and other information needed to understand neighborhood housing conditions (Standard 1). The Local Initiative Support Corporation group focused on the need to understand the culture of new immigrants (Standard 6). And the Akron Area Neighborhood group investigated the causes of flooding, thereby developing a better understanding of the physical processes that help shape human settlement patterns (Standard 7).

The need for the instructor to provide more feed-

REFLECTIONS

process was by no means without challenges. Several issues emerged from student feedback. First, all of the groups mentioned the problems they had in scheduling meetings with each other and with staffers. Second, group members were concerned with personality conflicts that arose among the students. In this vein, several class mem- bers pointed out that they had had little or no experience in working in groups and that lectures pertaining to group dynamics and leadership would have been helpful. Third,

Although the CSBL projects were successful, the

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Community Service-based Learning 151

Table 4. Student reactions to CBL.

Question None % (N) Some % (N) A lot % (N) Greatly % (N)

How much did the project 0% (0) 44.4% (8) 44.4% (8) 5.6% (1 ) contribute to your learning experience?

as the organizational issues were discussed it became clear that in order to carry out the CSBL projects, the groups had simply divided up the needed tasks with each member assuming responsibility for some aspect of it. When the various project tasks were ”divvied-up,” many students ended up gathering information either through contacts with city and other public officials or from the Internet. Although these techniques were effective in gathering information, they also meant that some students spent very little time actually in the community. From an instructor’s point of view, this was an unforeseen outcome.

SUMMARY AND CONCLUSIONS In this paper I have presented two CSBL projects,

one conducted at a small university located in an rural con- text and another carried out at a large research university within a metropolitan area. Each setting presented its own challenges and opportunities. A major difference between the two projects was the locus of control. In ”Tractor Town” the instructor controlled the content of the student projects. In the ”Big City” CSBL experience, the nature and content of the student projects was controlled by the community partners. In “Tractor Town” it was relatively easy for students to contact and access public officials and local residents. In contrast, reaching public officials in ”Big City” was extremely difficult and time consuming. In fact, one of the main lessons urban students learned was the often impenetrable barriers citizens face when attempting to access public officials. Another difference was that although I was not worried about the personal safety of students in the rural location, I did feel some concern in the environment of the ”Big City.”

One common challenge was the stereotypes the students brought to the class. With respect to the rural people living in ”Tractor Town” some students had the atti- tude that the inhabitants were just a group of ”hicks.” In the ”Big City” students had to confront their own stereo- types of low-income minority people, and for many this was the first time they had, visited stigmatized neighbor- hoods where the majority of people were of color. In both instances, bringing the stereotypes out into the open was a useful learning experience-after having actually spent time in these places, students were able to reevaluate the accura- cy of their stereotypes.

was the large number of potential community groups and the strong institutional support offered by the UNN made it relatively easy to link students with partners in the com-

One of the major strengths of the urban setting

munity. However, instructor initiative was also key. I had to prepare my project outline and course syllabus months in advance. I needed to take the time to visit and get to know the staff at community organizations.

Implementing CSBL projects had a significant impact on the rest of the course. First, a significant amount of classroom time was devoted to the projects, reducing the amount of time available for lectures and other classroom activities. My experience indicates howev- er, that this was time well spent. Because the CSBL pro- jects reflected the overall goals of the course and were care- fully linked with lectures and readings, the barrier that usually exists between the university classroom and the ”real world” was reduced. Linkages between classroom materials and activities and the CSBL projects were readily apparent. Students did not question the relevance of the classroom lectures-they could see for themselves how processes such as gentrification operated in the real world. In this way, CSBL served to enhance the classroom portion of the course.

From an instructor’s perspective it was difficult to let go of the need to control every aspect of the class and the learning process. Here, I learned an enormous lesson from the process of ”letting go.” Once I put my trust in the students and community organizations, my trust was repaid in kind. I also had to relax my normal requirements for ”hard output, which I normally expressed in terms of minimum page requirements and so on. By turning to a more process based evaluation (e.g., what are the main lessons you learned via CSBL?), I facilitated the learning process.

Implementing CSBL projects in geography courses takes a great deal of planning and is quite time consuming. CSBL also requires that the instructor gve up a measure of control, shifting responsibility to students and staff at com- munity organizations. Despite these caveats, I have found my involvement in CSBL to be extremely worthwhile. My greatest reward, however, is to witness how the energy and enthusiasm of the students is activated by their community experience. As one of the participants noted, ”The one thing that really stands out to me ... was being able to inter- act with real citizens of a community. It was a real eye opening experience to see a community interact first hand rather than read about it in a book.” Although the chal- lenges of implementing CSBL are many, the rewards are great. I highly recommend this technique. NOTES I wish to thank Dr. Becky Yust (University of Minnesota)

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152 Cvurnp

and Kris Nelson (University of Minnesota) for their help with this project.

1. Community-based learning and service learning are terms used to describe learning activities that directly involve student work in outside organizations. In this arti- cle, I use the term community service-based learning to emphasize the important role of community organizations in facilitating and guiding our projects.

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