Empowering Students Empowering Students and Faculty Through and Faculty Through

Community-based Community-based Learning…..Learning…..and making a and making a real difference in the world real difference in the world

Spring 2011Spring 2011

Dr. Susan DicklitchDr. Susan Dicklitch

Franklin & Marshall CollegeFranklin & Marshall College

What is What is Community-Community-

Based Based Learning?Learning?

CBL/Service-Learning CBL/Service-Learning PedagogyPedagogy

Community-based learning Community-based learning deliberatelydeliberately integrates community service activities with integrates community service activities with educational objectiveseducational objectives

CBL is NOT the equivalent of VoluntarismCBL is NOT the equivalent of Voluntarism

CBL fills a real need in the community– CBL fills a real need in the community– students perform a valuable, significant, and students perform a valuable, significant, and necessary service which has real necessary service which has real consequences to the communityconsequences to the community

(Robert Bringle and Julie Hatcher, “Reflection in Service-Learning: Making Meaning of (Robert Bringle and Julie Hatcher, “Reflection in Service-Learning: Making Meaning of Experience”, Experience”, Educational HorizonsEducational Horizons. Summer 1999, pp. 179-185).. Summer 1999, pp. 179-185).

Questions for Faculty Questions for Faculty Utilizing CBLUtilizing CBL

What do you want your students to get What do you want your students to get out of the CBL experience?out of the CBL experience?

How does the CBL component tie in to How does the CBL component tie in to your course objectives?your course objectives?

How will those outcomes be supported by How will those outcomes be supported by course activities, readings & assignments?course activities, readings & assignments?

How will the CBL experience factor into How will the CBL experience factor into your evaluation of the students’ learning?your evaluation of the students’ learning?

The 3 R’s of Community-The 3 R’s of Community-Based Learning:Based Learning:

Reciprocity

Rigor Reflection

RIGORRIGOR

High Quality CBL courses High Quality CBL courses successfully blend successfully blend

academic rigor with academic rigor with Community ServiceCommunity Service

REFLECTIONREFLECTION

Reflection is the bridge Reflection is the bridge between experience and between experience and

theorytheory

(Robert Bringle and Julie Hatcher, “Reflection in Service-Learning: Making (Robert Bringle and Julie Hatcher, “Reflection in Service-Learning: Making Meaning of Experience”, Meaning of Experience”, Educational HorizonsEducational Horizons. Summer 1999, pp. 179-. Summer 1999, pp. 179-185).185).

RECIPROCITYRECIPROCITY

THE STUDENT LEARNS FROM THE STUDENT LEARNS FROM THE COMMUNITY THE COMMUNITY

& &

THE COMMUNITY THE COMMUNITY BENEFITS/LEARNS FROM THE BENEFITS/LEARNS FROM THE

STUDENT SERVICESTUDENT SERVICE

Human Rights-Human Human Rights-Human WrongsWrongs

WHY?WHY?

Africanist by trainingAfricanist by training

No knowledge of U.S. asylum lawNo knowledge of U.S. asylum law

Asked to be an expert witness on a Ugandan Asked to be an expert witness on a Ugandan asylum caseasylum case

Powerful, real-life experience – wanted to Powerful, real-life experience – wanted to give students that same experiencegive students that same experience

HR-HWsHR-HWs

First taught HR-HW in 2002First taught HR-HW in 2002

Senior seminar levelSenior seminar level

Students not expected to have any previous Students not expected to have any previous legal traininglegal training

Students are taught about asylum law & Students are taught about asylum law & human rights in generalhuman rights in general

5 hour legal-training workshop by 5 hour legal-training workshop by community partnercommunity partner

HR-HWHR-HW

WHAT?WHAT?

Students work in teams of 2 on real political Students work in teams of 2 on real political asylum casesasylum cases

Interview asylum seeker – story of persecution: Interview asylum seeker – story of persecution: AffidavitAffidavit

Conduct country-conditions research: Conduct country-conditions research: Evidentiary Evidentiary PacketPacket

Examine case law: Examine case law: Legal Brief/Legal MemoLegal Brief/Legal Memo

Reflect on experience: Reflect on experience: Reflection JournalReflection Journal

HR-HWHR-HW

HOW?HOW?

Found a community partner (PIRC -- local Found a community partner (PIRC -- local NGO) that works with asylum seekersNGO) that works with asylum seekers

York County Prison – ½ hour away from F&M York County Prison – ½ hour away from F&M in York County, (maximum-security prison)in York County, (maximum-security prison)

Houses about 800 detained immigrants (not Houses about 800 detained immigrants (not all asylum seekers)all asylum seekers)

Community Need?Community Need?

Asylum seekers are not provided counsel by Asylum seekers are not provided counsel by the governmentthe government Only get legal counsel if they can afford it, or Only get legal counsel if they can afford it, or

if they are lucky enough -- a pro-bono if they are lucky enough -- a pro-bono attorneyattorney

In 2010, only 43% of “aliens” that In 2010, only 43% of “aliens” that went before an immigration judge went before an immigration judge were representedwere represented

Making a Real Making a Real Difference?Difference?

Students worked on Students worked on 5757 political asylum cases political asylum cases from 2002-2010from 2002-2010

Asylum seekers came from Asylum seekers came from 3131 different countries different countries

2121 positive outcomes (asylum, withholding of positive outcomes (asylum, withholding of removal, or CAT relief) – removal, or CAT relief) – 35% grant rate35% grant rate

The grant rate for affirmative cases = 61%The grant rate for affirmative cases = 61% The grant rate for defensive cases = 35% (EOIR The grant rate for defensive cases = 35% (EOIR

2010 Stats)2010 Stats)

Empowering Students?Empowering Students?

At the beginning of this course, I did not know much about immigration law. At the beginning of this course, I did not know much about immigration law. I did not know anything about asylum or withholding of removal. At the I did not know anything about asylum or withholding of removal. At the beginning of this course, I did not think I was interested in being a lawyer or beginning of this course, I did not think I was interested in being a lawyer or that there were careers in law that could really make such a positive impact that there were careers in law that could really make such a positive impact on the lives of the suffering. I did not think that working on the case and on the lives of the suffering. I did not think that working on the case and listening to my client’s story would my me feel physically ill and would keep listening to my client’s story would my me feel physically ill and would keep me up at night. But, then again, I did not know that I would feel this me up at night. But, then again, I did not know that I would feel this passionate about a cause and that the overwhelming feeling of work passionate about a cause and that the overwhelming feeling of work combined with the pressure to put together a good case would actually combined with the pressure to put together a good case would actually produce one of the most rewarding feelings that I’ve ever felt from a class. produce one of the most rewarding feelings that I’ve ever felt from a class. At the beginning of this course, I did not know what this course would At the beginning of this course, I did not know what this course would actually mean to me. actually mean to me.

Now, I realize that it means first hand knowledge and experience in Now, I realize that it means first hand knowledge and experience in an issue that I will never forget because I lived through it. It means a an issue that I will never forget because I lived through it. It means a greater understanding of what is happening around the globe along with greater understanding of what is happening around the globe along with how that affects what is happening in the United States. It means how that affects what is happening in the United States. It means understanding of the asylum law process, its shortfalls, its strengths and understanding of the asylum law process, its shortfalls, its strengths and potentially how it could be reformed. And it means seeing judges and ICE potentially how it could be reformed. And it means seeing judges and ICE attorneys as people instead of as the heartless robots that they can attorneys as people instead of as the heartless robots that they can sometimes appear to be from the applicants’ perspective. All of this sometimes appear to be from the applicants’ perspective. All of this together means that I am more of a global citizen than ever with knowledge together means that I am more of a global citizen than ever with knowledge of how we are all interrelated of how we are all interrelated (GG, HR-HW, 2009). (GG, HR-HW, 2009).

““Yesterday, I went to meet KL at York County Yesterday, I went to meet KL at York County Prison. It was one of the most visceral Prison. It was one of the most visceral experiences of my life. She is 21 years old and experiences of my life. She is 21 years old and already has two children. She is only two years already has two children. She is only two years older than me. As I heard her story, the harsh older than me. As I heard her story, the harsh reality of what goes on during war became reality of what goes on during war became clear to me. I have never had to experience war clear to me. I have never had to experience war first hand. I have seen it on television, read first hand. I have seen it on television, read about it in books, but I have never sat face to about it in books, but I have never sat face to face with someone who had witnessed the face with someone who had witnessed the wrath of war like KL has”. (AM, HR-HW, 2007)wrath of war like KL has”. (AM, HR-HW, 2007)

Why Successful?Why Successful?

Addresses a real community needAddresses a real community need

Engages students in a real-world Engages students in a real-world issue/problemissue/problem

It’s up-close-and-personalIt’s up-close-and-personal

Real partnership between our community Real partnership between our community partner (PIRC) & the students/facultypartner (PIRC) & the students/faculty

Continued faculty/research/engagementContinued faculty/research/engagement

Challenges:Challenges:

CBL courses are labor intensive/logistically CBL courses are labor intensive/logistically challengingchallenging

CBL courses can also be more costly than CBL courses can also be more costly than regular, traditional coursesregular, traditional courses

Tenure/promotion systems often do not value Tenure/promotion systems often do not value “pedagogy” over research“pedagogy” over research

Often difficult to find meaningful and Often difficult to find meaningful and intensive CBL experiences for both students intensive CBL experiences for both students and community partners (reciprocity) – find and community partners (reciprocity) – find out what the needs are of your communityout what the needs are of your community

Suggestions:Suggestions:

Quality over quantityQuality over quantity

Need administrative/institutional supportNeed administrative/institutional support

Develop faculty (paid) workshops (summer Develop faculty (paid) workshops (summer or during semester)or during semester)

Don’t be afraid to try!Don’t be afraid to try!

““Take Aways”:Take Aways”:

CLB is a valid academic pedagogy (it is not CLB is a valid academic pedagogy (it is not simply glorified voluntarism)simply glorified voluntarism)

If done correctly, it challenges students If done correctly, it challenges students cognitively, and affectively – the unique cognitively, and affectively – the unique blend of cognitive and affective learning blend of cognitive and affective learning often makes a lasting impression on often makes a lasting impression on studentsstudents

You can do it!You can do it!

EOIR, 2010)

PART II: PART II:

Five Models of CBLFive Models of CBL

1)1) Discipline-Based CBLDiscipline-Based CBL Students are expected to serve in the Students are expected to serve in the

community throughout the semester & to community throughout the semester & to reflect on their experiences on a regular reflect on their experiences on a regular basis using course content as a basis for basis using course content as a basis for analysis and understandinganalysis and understanding

2. Problem-Based CBL2. Problem-Based CBL

Students (or teams of students) relate to Students (or teams of students) relate to the community as “consultants” working the community as “consultants” working for a “client”for a “client”

Presumes that students will have some Presumes that students will have some knowledge they can draw upon to make knowledge they can draw upon to make recommendations to the communityrecommendations to the community

3. Capstone Courses3. Capstone Courses

Generally designed for majors & minors in a Generally designed for majors & minors in a given disciplinegiven discipline

Usually senior levelUsually senior level

Draw on knowledge students obtained Draw on knowledge students obtained throughout their coursework & combine it throughout their coursework & combine it with relevant service work in the communitywith relevant service work in the community

4. CBL Internships4. CBL Internships

Like traditional internships, more intense than Like traditional internships, more intense than typical CBL courses with students working as typical CBL courses with students working as many as 10-20 hours a week in a community many as 10-20 hours a week in a community settingsetting

Students charged with producing a body of work Students charged with producing a body of work that is of value to the communitythat is of value to the community

Unlike regular internships -- have regular & on-Unlike regular internships -- have regular & on-going reflective opportunities that help going reflective opportunities that help students analyze their new experiences using students analyze their new experiences using discipline-based theoriesdiscipline-based theories

5) Undergraduate 5) Undergraduate Community-Based Action Community-Based Action

ResearchResearch

Students work closely with faculty members Students work closely with faculty members to learn research methodology while serving to learn research methodology while serving as advocates for communitiesas advocates for communities

Like an independent study option Like an independent study option

(Excerpted from: Kerrissa Heffernan, Fundamental of Service-Learning Course (Excerpted from: Kerrissa Heffernan, Fundamental of Service-Learning Course Construction. RI: Campus Compact, 2001, pp. 2-7.).Construction. RI: Campus Compact, 2001, pp. 2-7.).

What are the Learning What are the Learning Objectives of CBL?Objectives of CBL?

To engage students in learning outside of the To engage students in learning outside of the academic classroom – for the rest of their academic classroom – for the rest of their lives they are going to be in that community lives they are going to be in that community Hands-on practical experience (boards, service Hands-on practical experience (boards, service

clubs, interacting with school districts etc.,)clubs, interacting with school districts etc.,)

Knowledge with applicationKnowledge with application helping students to actualize the tools that are helping students to actualize the tools that are

needed to navigate the world (part cognitive, part needed to navigate the world (part cognitive, part affective), e.g., Mission Statement of the Collegeaffective), e.g., Mission Statement of the College

The Do’s of The Do’s of CBL CBL

PedagogyPedagogy

Academic credit is for learning, not for Academic credit is for learning, not for serviceservice

Do not compromise academic rigorDo not compromise academic rigor

Set learning goals for studentsSet learning goals for students

Establish criteria for the selection of Establish criteria for the selection of community service placementscommunity service placements

Lay out your learning strategies Lay out your learning strategies

Prepare students for learning from the Prepare students for learning from the communitycommunity

Minimize the distinction between the Minimize the distinction between the students’ community learning role & students’ community learning role & classroom learning roleclassroom learning role

RELAX!!!! (be prepared for loss of control)RELAX!!!! (be prepared for loss of control)Howard J. (1993) Community Service learning in the curriculum, in J. Howard (ed) Praxis Howard J. (1993) Community Service learning in the curriculum, in J. Howard (ed) Praxis

I: A faculty casebook on community service learning,(Ann Arbor, MI: OCSL Press) pp. I: A faculty casebook on community service learning,(Ann Arbor, MI: OCSL Press) pp. 3-12.3-12.