choosing a community partner

34
Choosing A Community Partner Brenda Kowalewski, Weber State University Dawn Martindale, LDS Business College

Upload: anne

Post on 19-Jan-2016

27 views

Category:

Documents


0 download

DESCRIPTION

Choosing A Community Partner. Brenda Kowalewski, Weber State University Dawn Martindale, LDS Business College. Presenters:. Brenda Kowalewski Weber State University Director of Community-Based and Experiential Learning Department of Sociology and Anthropology Dawn Martindale - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: Choosing A Community Partner

Choosing A Community Partner

Brenda Kowalewski, Weber State UniversityDawn Martindale, LDS Business College

Page 2: Choosing A Community Partner

Presenters: Brenda Kowalewski

Weber State University

Director of Community-Based and Experiential LearningDepartment of Sociology and Anthropology

Dawn MartindaleLDS Business College

Department of General Studies

Page 3: Choosing A Community Partner

Introduction: A Sense of Community “I’ve come to realize that real growth of character

takes place in the valleys of life.”-Dave Dravecky

“Through such projects we are able to gain not only knowledge and understanding, but also a sense of contribution to society and fellowmen. We can see how our service can make a difference, be it small or great. No one is isolated from the world; service learning strengthens society.”

-Service Learning Student

Page 4: Choosing A Community Partner

Workshop Topics Finding community partners

What’s important in a partner? How do I find a partner?

Making first contact

Organizing a project

Building partnerships Faculty and community partnership Student and community partnership

Sustaining partnerships

Page 5: Choosing A Community Partner

Pre-flection What are some of the key components

you are looking for in a community partner?

How have you identified community partners?

Page 6: Choosing A Community Partner

Questions to Consider when Designing a Service Learning Course 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 do you desire? Charity, Project, Social-Change (Camarillo’s article)

Page 7: Choosing A Community Partner

What’s Important in a Community Partner? Promotes learning

Has needs that directly relate to your course objectives and students can address.

Willing collaborator & communicator.

Able to mentor students.

Provides safe learning environment.

Page 8: Choosing A Community Partner

What’s Important in a Community Partner? Logistically works

Open 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.

Page 9: Choosing A Community Partner

Finding Community Partners: How? Service-learning coordinator acts as matchmaker

Data base of community organizations BYU UofU SLCC Utah/National Campus Compact

Prior knowledge and interest in the organization On site visit Community Partner Activities

Partners in Service Learning Events

Colleagues

Students Proposals

Miscellaneous Resources Phonebook Internet

Page 10: Choosing A Community Partner

S-L Coordinator as Matchmaker Pros

Coordinator has knowledge of wide range of organizations

Coordinator can “weed out” the least relevant options Coordinator can facilitate first contact between faculty

and partner Faculty 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.

Cons You are relying on a matchmaker who may not

completely understand your course objectives.

Page 11: Choosing A Community Partner

Data base Approach Pros

Wide 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.

Cons Can be overwhelming, especially for a novice to service-

learning. “Weeding out” process rests with you which can be time

consuming.

Page 12: Choosing A Community Partner

Faculty Interest Drives Partnership Pros

Creating 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.

Cons If involved with the organization in another capacity

prior to service-learning partnership, may need to re-negotiate or re-define roles.

Page 13: Choosing A Community Partner

Students Choose Pros

Students 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.

Cons Run 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.

Page 14: Choosing A Community Partner

Miscellaneous Resources Pros

Faculty may find new resources not previously considered

Faculty can find partners that meet course topics and personal research interest

There is the opportunity for creativity in establishing new relationships.

Cons Some apprehension may exist in calling an unfamiliar

agency and explaining a new collaboration effort Information may not be conveyed clearly enough An agency may be exhausted by other classes

Page 15: Choosing A Community Partner

First 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 concepts

Students gain insight into citizenship

Highlight why you think your class and their organization might be a great partnership.

What needs do they have that might integrate with the course’s objectives. Ask about their “to do” list.

Page 16: Choosing A Community Partner

Organizing a Project: It Takes Two Questions to Ask (Worksheet)

Contact Information Preferred method of contact

Hours of project (time and amount) Number of students needed Mission Statement/Agency Objectives Project information- details Course objective relevance Additional information not previously listed

Roles to Play: Co-teacher coordination Faculty is the classroom teacher Community Partner is the lab instructor

Page 17: Choosing A Community Partner

Send Course Materials Syllabi is the minimum Consider other items that might help partners

Faculty contact information SL assignments SL readings Links to SL sites Student Contact Information (voluntary)

Seek a second contact for clarification Welcome materials from community partners

Organizational Handouts Announcement, flyers, etc. on project details

A Follow-up to the Conversation

Page 18: Choosing A Community Partner

Faculty and the Community Partner: A dialogue on education and engagement

“My hope is that the synergy of community partners, teachers, and students will create a pinnacle experience for all.” –Carolee Stout, former coordinator of Volunteer Services at This is the Place Heritage Park

Page 19: Choosing A Community Partner

Faculty Aspirations Creating a meaningful

experience for students Finding satisfaction in

professionally contributing to your own community

Testing new ways to reach students

Addressing local concerns and problems

“The service makes the students better learners and makes me a better teacher.”

-Albert Camarillo

Page 20: Choosing A Community Partner

Building Partnerships Level the playing field

Community partners tell us they are intimidated by faculty status

Open lines of communication Provide partners with syllabus & assignments Open dialogue about expectations

Page 21: Choosing A Community Partner

Building Partnerships Keep in Contact

Follow up phone calls “Check-In” emails throughout the semester

Organize community partners’ emails in a group list

Invite partners to class activities Oral Presentations Reading Discussions Introduction of Projects Guest Speakers

Page 22: Choosing A Community Partner

Building Partnerships Faculty make site visits

To observe students in action To serve along side of students To hold a class or reflection session on site

Community Partner Orientation Community Partner Handbook Institution Sponsored Activities

Page 23: Choosing A Community Partner

Building Partnerships:Community Partner Handbook Introduction

Expectations and responsibilities Faculty hopes and objectives

Materials Syllabus Assignments Readings Faculty Contact Information Websites Bibliography

Page 24: Choosing A Community Partner

Sharing Experiences What methods have you employed to build

partnerships?

Page 25: Choosing A Community Partner

The Student and Community Partner Relationship

Page 26: Choosing A Community Partner

Student and Community Partner: A Working Relationship with the Faculty Student and Partner Contact

Encourage partners to provide an orientation meeting for students

Request students go as a group the first time to meet a partner and learn more about the project.

Suggest a tour, if applicable Reminder: 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

Page 27: Choosing A Community Partner

Service-Learning and the Community Partner’s Impact on Students

“To be honest, how uninvolved and unpatriotic I have been. I have stood on the sidelines for too long…. Patriotism is more than flag waving and fireworks. It is how we respond to public issues.”

-Rhonda M. “In my opinion if every

citizen would do any kind of service for the society we would have an even better society.”

- SL Student

Page 28: Choosing A Community Partner

Service-Learning and Student Influence on Community Partners “I believe the greatest outcome was the

exposure these students gained from doing something new while also learning about the current state of food security and issues revolving around food security. It was exciting to see them learn.

-Agnes C., Wasatch Community Gardens

Page 29: Choosing A Community Partner

Sustaining Partnerships:Communication & Collaboration Get feedback from partners

throughout the semester (on the partnership, student performance, etc.)

At the end of each semester to assess what needs to occur next time

Review the community partner contact and project information form

Inquire about their current needs and objectives.

Provide recognition of their contribution to teaching your students Certificate Invite them to a campus sponsored recognition event

Page 30: Choosing A Community Partner

Sustaining Partnerships:Communication & Collaboration Follow through on their requests for assistance

Letters of support on grants Helping them to identify staff members

Open Dialogue about needs Needs 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 form

Plan Ahead Discuss changes and continuances for the next term

Review the community partner contact and project information form

Inquire about their current needs and objectives.

Page 31: Choosing A Community Partner

Expect the Unexpected: When Problems Arise and How to Deal with them. Faculty as a Mediator

Student and Community Partner issues Behavior issues Change in partners requirements and expectations

Investigating the Miscommunication Faculty and Community Partner differences

What 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?

Page 32: Choosing A Community Partner

Staff Reassignment or New Hire mid-semester. Reestablish contact Send basic materials again if necessary Review project agreements and make new

arrangements if needed. Inform students of any changes

Be prepared with a back up plan

Page 33: Choosing A Community Partner

Reflection List three things you will do to either find,

build, or sustain a community partnership.

Page 34: Choosing A Community Partner

Conclusion A 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.