{"id":5521,"date":"2011-03-21t10:19:34","date_gmt":"2011-03-21t16:19:34","guid":{"rendered":"\/\/www.imrbdigital.com\/"},"modified":"2021-02-25t10:28:27","modified_gmt":"2021-02-25t15:28:27","slug":"challenges-and-opportunities-of-community-engaged-teaching","status":"publish","type":"page","link":"\/\/www.imrbdigital.com\/guides-sub-pages\/challenges-and-opportunities-of-community-engaged-teaching\/","title":{"rendered":"challenges and opportunities of community engaged teaching"},"content":{"rendered":"<table style=\"height: 62px\" width=\"754\">\n<tbody>\n<tr>\n<td width=\"235\"><em>by joe bandy<\/em><\/td>\n<td style=\"text-align: right\" width=\"208\"><a href=\"https:\/\/cdn.vanderbilt.edu\/vu-sub\/wp-content\/uploads\/sites\/59\/2011\/03\/19134023\/service-learning-challenges-and-opportunities-of-community-engaged-teaching.docx\">print version<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table style=\"height: 65px\" width=\"757\">\n<tbody>\n<tr>\n<td style=\"padding-left: 30px\" bgcolor=\"#deeaee\" width=\"443\"><strong>cite this guide:<\/strong> bandy, j. (2011). challenges and opportunities of community engaged teaching. 瑞士vs喀麦隆走地 2022年世界杯中国小组赛积分. retrieved [todaysdate] from \/\/www.imrbdigital.com\/guides-sub-pages\/challenges-and-opportunities-of-community-engaged-teaching\/.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h6><\/h6>\n<p><a href=\"http:\/\/peabody.vanderbilt.edu\/center_for_community_studies\/community_matching_program_.xml\" target=\"_blank\" rel=\"noopener noreferrer\"><img data-attachment-id=\"28576\" data-permalink=\"\/\/www.imrbdigital.com\/guides-sub-pages\/challenges-and-opportunities-of-community-engaged-teaching\/map\/\" data-orig-file=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2011\/03\/06120727\/map.jpg\" data-orig-size=\"500,332\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"map\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2011\/03\/06120727\/map-300x199.jpg\" data-large-file=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2011\/03\/06120727\/map.jpg\" loading=\"lazy\" class=\"size-medium wp-image-28576 alignleft\" src=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2011\/03\/06120727\/map-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\" srcset=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2011\/03\/06120727\/map-300x199.jpg 300w, https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2011\/03\/06120727\/map.jpg 500w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/a>for experienced and inexperienced educators alike, community engaged teaching can present unique and sometimes difficult challenges for which many are not equipped.\u00a0 however, when these challenges are met and overcome, community engaged teaching allows students, faculty, and communities to experience profound growth.<\/p>\n<p>&nbsp;<\/p>\n<hr \/>\n<ul>\n<li><a href=\"#time\">time commitment<\/a><\/li>\n<li><a href=\"#impact\">ensuring positive community impact<\/a><\/li>\n<li><a href=\"#learning\">ensuring student learning<\/a><\/li>\n<\/ul>\n<p><a name=\"time\"><\/a><\/p>\n<h2>time commitment<\/h2>\n<p>of the many concerns that educators express about community engaged teaching and research, possibly the most frequent is that it takes a lot of precious time.\u00a0 indeed, it takes significant amounts of time to develop a productive working relationship with a community partner, to design projects that meet both learning and community goals, to manage the logistics of the projects as they unfold, to engage students in special skills training, and to reflect on the meaningfulness of projects with students.<\/p>\n<h3>possible solutions:<\/h3>\n<h4 style=\"padding-left: 30px\">centers for teaching and learning<\/h4>\n<p style=\"padding-left: 30px\">centers for teaching and learning offer many resources to assist you in efficiently planning community-based courses that have a high impact on students and the community.\u00a0 because each course and community project can be unique, the most useful service is usually a one-on-one consultation. \u00a0however, we also offer workshops on community engaged teaching and we host a working group on these pedagogies for experienced faculty. \u00a0here at vanderbilt\u2019s 2022年世界杯中国小组赛积分, the staff has extensive experience with every phase of course planning and thus can help to make your community-based teaching successful.\u00a0 please call the cft or write <a href=\"http:\/\/cdn.vanderbilt.edu\/vu-cft\/contact.php?who=bandy\">joe bandy<\/a> to schedule an appointment.<\/p>\n<h4 style=\"padding-left: 30px\">public service offices<\/h4>\n<p style=\"padding-left: 30px\">rely on community service offices to bridge the gap between campus and community.\u00a0 your fellow educators and your institution\u2019s public service centers can help you to develop meaningful partnerships more efficiently.\u00a0 indeed, peers in your department and the staff of organizations such as vanderbilt\u2019s office of active citizenship and service (<a href=\"http:\/\/www.vanderbilt.edu\/oacs\/\" target=\"_blank\" rel=\"noopener noreferrer\">oacs<\/a>) or the <a href=\"http:\/\/www.vanderbilt.edu\/vcns\/\" target=\"_blank\" rel=\"noopener noreferrer\">center for nashville studies<\/a> may have established community partners and project ideas to suit a wide variety of learning objectives.\u00a0 they therefore can help make the planning much easier and help establish a positive working relationship between you and your community partner.\u00a0 they also may be able to assist with services such as campus vans or other logistical necessities that your course may require.<\/p>\n<h4 style=\"padding-left: 30px\">community partnership databases<\/h4>\n<p style=\"padding-left: 30px\">increasingly, many educational institutions are developing online databases that faculty, students, and community organizations can use to register needs or ideas and develop partnerships.\u00a0 at vanderbilt, multiple sites may be of service as you identify possible community partners:<\/p>\n<ul style=\"padding-left: 30px\">\n<li><a href=\"http:\/\/www.vanderbilt.edu\/oacs\/\" target=\"_blank\" rel=\"noopener noreferrer\">office of active citizenship and service<\/a> (oacs)<\/li>\n<li><a href=\"http:\/\/www.vanderbilt.edu\/cngr\/\" target=\"_blank\" rel=\"noopener noreferrer\">office of community, neighborhood, and government relations<\/a><\/li>\n<li><a href=\"https:\/\/peabody.vanderbilt.edu\/departments\/hod\/graduate-programs\/phd_in_community_research_and_action\/community_research_and_action_program.php\">community research and action (cra) program<\/a> and its <a href=\"https:\/\/peabody.vanderbilt.edu\/research\/community-engagement\/index.php\">community engagement projects<\/a><\/li>\n<li><a href=\"https:\/\/victr.vanderbilt.edu\/pub\/\">institute for clinical and translational research <\/a>(victr) <a href=\"https:\/\/www.researchmatch.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">research match program<\/a><\/li>\n<\/ul>\n<h4 style=\"padding-left: 30px\">community resources<\/h4>\n<p style=\"padding-left: 30px\">likewise, your local community or government may have organizations that facilitate civic action, from volunteerism to campus partnerships.\u00a0 they are likely to know of a variety of community projects that might fit with your research or teaching interests.\u00a0 please see the vanderbilt and community resources links below for more information.<\/p>\n<p><a name=\"impact\"><\/a><\/p>\n<h2>ensuring positive community impact<\/h2>\n<p>what if your community-based project with students turns out to be of limited impact in the community?\u00a0 for many educators this is a significant concern since we would like to have our community partnerships be mutually beneficial and because we want our students to feel effective in their work.<\/p>\n<h3>possible solutions:<\/h3>\n<h4 style=\"padding-left: 30px\">assessing community need<\/h4>\n<p style=\"padding-left: 30px\">to ensure a project has significant impact for a community, it is important to address a community\u2019s most urgent needs.\u00a0 therefore it is important to rely upon well-respected community leaders and organizations for an assessment of its needs and for greater background on the issues the community faces.\u00a0 this should be supplemented with academic or government research that may be available about the community.\u00a0 from these needs assessments, community goals should become clearer, which in turn will allow project ideas to emerge more easily. \u00a0again, public service offices or experienced faculty may have done this work already, so please rely upon them.<\/p>\n<h4 style=\"padding-left: 30px\">building trust<\/h4>\n<p style=\"padding-left: 30px\">in many campus-community, or \u201ctown-gown,\u201d relationships there are histories of miscommunication, neglect, distrust, and even conflict.\u00a0 it is helpful to be aware of these histories and the dilemmas they pose for new campus-community partnerships as you enter into dialogue with community members.\u00a0 even when there are not histories of conflict, there can be an absence of communication that may cause each side to suffer misunderstandings about the other.\u00a0 open, supportive communications are therefore essential to fostering mutually beneficial partnerships.\u00a0 also helpful are public conferences, guest lectures, community talks, campus or community tours, and other exchanges that serve to build understanding and trust.\u00a0 lastly, it is important to rely upon those bridge-builders between your campus and the community, whether they are community members with ties to the campus or staff and faculty who have been active locally.<\/p>\n<h4 style=\"padding-left: 30px\">creative and flexible project design<\/h4>\n<p style=\"padding-left: 30px\">when designing a project with a community partner it is important to balance both community engagement and student learning goals equitably.\u00a0 this might involve some creativity and flexibility on both sides.\u00a0 educators need to be flexible in adapting the learning goals of a course to the practical needs of a community partner.\u00a0 likewise, community partners may need to be flexible in choosing projects that will provide meaningful learning experiences for students.\u00a0 open and supportive communication, mutual understanding, and trust are invaluable in this process.<\/p>\n<h4 style=\"padding-left: 30px\">setting realistic project goals<\/h4>\n<p style=\"padding-left: 30px\">in defining a mutually beneficial project, it is important to set learning and community goals that are manageable for your students within the time frame of your course.\u00a0 further, it is important to communicate these goals clearly to your students and ensure they have a clear sense of what will be expected of them at every step in the course.<\/p>\n<h4 style=\"padding-left: 30px\">managing community expectations<\/h4>\n<p style=\"padding-left: 30px\">community partners can be excited to have students working with them on new and valued projects, and they may have high hopes about what they can accomplish.\u00a0 while this enthusiasm is important for developing a good partnership, it is important to ensure your partner knows exactly what capacities your students do and do not have, and to set realistic expectations for project goals.<\/p>\n<h4 style=\"padding-left: 30px\">ensuring continuity<\/h4>\n<p style=\"padding-left: 30px\">community needs often exceed the limitations of one project and the semester time frame in which most educators teach.\u00a0 therefore, it is helpful for the community and educators to develop lasting partnerships.\u00a0 not only do lasting partnerships yield multiple projects over time that can result in a cumulative impact on the community, but they also allow for the trust and mutual understanding that ease future project planning and success.\u00a0\u00a0 if these partnerships can be established between the community and entire departments, programs, or institutions, community needs can be addressed across multiple educators and courses over time.\u00a0 this ensures even greater community impact and partnerships that are less vulnerable to the career shifts of individual faculty.<\/p>\n<h4 style=\"padding-left: 30px\">adhering to irb guidelines<\/h4>\n<p style=\"padding-left: 30px\">if your project involves student research with human subjects from the community, it is imperative to have all members of the research project adhere to 瑞士vs喀麦隆走地\u2019s <a href=\"https:\/\/www4.vanderbilt.edu\/irb\/manage\/wp-content\/uploads\/\/procedure-viii.a.1.pdf\">human research protection program policies and procedures<\/a>.\u00a0 these ensure respect and just treatment for community members and may provided useful teaching moments with students about ethical dimensions of community research.<\/p>\n<h4 style=\"padding-left: 30px\">assessing impacts<\/h4>\n<p style=\"padding-left: 30px\">as in any form of instruction, it is imperative to evaluate community-based teaching and its impact.\u00a0 while educators typically gather student ratings of a course, there often is no such mechanism for community partner evaluation.\u00a0 community partner evaluations can be done in the midst of a project for the purposes of implementing any mid-course corrections, but they also should be done once the project is finished to determine its final impact.\u00a0 this can be in the form of a final written evaluation that an educator asks them to submit, one with specific questions regarding every phase of the project \u2013 from the usefulness of project design, to student conduct, to the helpfulness of the final results.\u00a0 if there is more than one partner and they have online access, using an online survey service such as survey monkey can ensure greater anonymity and openness.<\/p>\n<h4 style=\"padding-left: 30px\">additional resources<\/h4>\n<ul style=\"padding-left: 30px\">\n<li>learn and serve\u2019s &#8220;<a href=\"https:\/\/community-wealth.org\/content\/building-higher-education-community-development-corporation-partnerships\">building higher education community development corporation partnerships<\/a>&#8220;<\/li>\n<\/ul>\n<p><a name=\"learning\"><\/a><\/p>\n<h2>ensuring student learning<\/h2>\n<p>another common worry is that students will not be prepared well enough to complete a community-based project successfully and that this will limit the learning experience as well as fail in helping their community partner.\u00a0 while failure can happen in any teaching setting, the obligations educators and students may feel to community partners can make that prospect more worrisome.\u00a0 it is therefore important to ensure students have all the preparation necessary to succeed in their projects and to benefit from the learning experience that community engagement provides.<\/p>\n<h3>possible solutions:<\/h3>\n<h4 style=\"padding-left: 30px\">content<\/h4>\n<p style=\"padding-left: 30px\">for the greatest synergy between learning and service tasks, and for the greatest chance of project success, it is important to weave the project thoroughly into the content of the class.\u00a0 it is therefore helpful to provide students with course content \u2013 readings, lectures, discussions \u2013 that develop their knowledge of community issues and their understanding of relevant theoretical perspectives.\u00a0 when possible, it is helpful to have community partners suggest useful readings, provide a guest lecture, or participate in class dialogue.<\/p>\n<h4 style=\"padding-left: 30px\">orientation to the community partner<\/h4>\n<p style=\"padding-left: 30px\">students may benefit from an orientation to the project and the community with their community partner, whether it is off campus or in a guest lecture.\u00a0 this helps to provide students with an introduction to the community and the project goals, and better understand the synergies that exist between service and learning goals.\u00a0 it also can help the students to make the community partner less abstract and enhance their sense of accountability to the project, serving as an important motivation for student performance throughout the course.<\/p>\n<h4 style=\"padding-left: 30px\">skills training<\/h4>\n<p style=\"padding-left: 30px\">if students require skills training that will be helpful in the project \u2013 such as interviewing or film-making, just to name two \u2013 it is important to set aside time for this inside or outside of class.\u00a0 in these trainings it may be helpful to rely upon colleagues or support staff who have the relevant skills.<\/p>\n<h4 style=\"padding-left: 30px\">ethics training<\/h4>\n<p style=\"padding-left: 30px\">it is always crucial to ensure students do no harm to their partners or those they represent.\u00a0 this may require special readings and discussions about potential ethical problems associated with your project and how students should avoid them.\u00a0 when possible, it is useful to have community partners participate in these discussions to help sensitize and inform students, and to enhance mutual trust.<\/p>\n<h4 style=\"padding-left: 30px\">logistical support<\/h4>\n<p style=\"padding-left: 30px\">students may have the motivation and knowledge to complete a successful project, but if logistical difficulties such as scheduling, irb processes, transportation, or communications mount, success is less likely.\u00a0 therefore it is important to provide students with the resources they need and that they are using them effectively.<\/p>\n<h4 style=\"padding-left: 30px\">assignments<\/h4>\n<p style=\"padding-left: 30px\">to ensure students are progressing towards the project\u2019s learning and service goals, it is important to assign relevant readings and assess their progress through tests, reports, oral presentations, or other assignments.\u00a0 if the project is substantial, it is helpful to assign its component pieces throughout the course so that students gradually build towards the final result with important comments and corrections along the way.<\/p>\n<h4 style=\"padding-left: 30px\">what if projects don\u2019t succeed?<\/h4>\n<p style=\"padding-left: 30px\">what if students cannot complete the project successfully and thus fail their community partner? \u00a0if one has designed the project with realistic expectations, adequate student preparation, open communications with the community partner, and a thorough work schedule, it is unlikely that students will have nothing meaningful to share with the partner.\u00a0 indeed, because students and faculty feel accountable to the community partner, it is rare to see community-based projects yield no results whatsoever.<\/p>\n<p style=\"padding-left: 30px\">what is more likely is one of two scenarios:<\/p>\n<ol style=\"padding-left: 30px\">\n<li>students and community partners may encounter unforeseen obstacles that limit the project outcome in some way.<\/li>\n<li>the project\u2019s results, especially those projects that involve original research, are not what the students or the partner expected.<\/li>\n<\/ol>\n<p style=\"padding-left: 30px\">in either of these cases it is important to see these as teaching moments, both for students and for the community partner.\u00a0 research or service projects conducted in the context of real world constraints may indeed surface unforeseen issues that can be the subject of intensive reflection and critical analysis.\u00a0 when students have the opportunity to problem solve collaboratively to address these issues, they may learn even more about the complexities of real world contexts beyond abstract course content as well as valuable leadership skills of adaptation.\u00a0 however, for these moments to have the greatest educational and community impact, educators need to have the courage to teach in the context of real world complexities and challenges.<\/p>\n<h2>other cft guides about community engaged teaching<\/h2>\n<ul>\n<li><a title=\"what is community engaged teaching?\" href=\"..\/..\/teaching-guides\/teaching-through-community-engagement\/teaching-through-community-engagement\/\">what is <\/a><a title=\"what is community engaged teaching?\" href=\"..\/..\/teaching-guides\/teaching-through-community-engagement\/teaching-through-community-engagement\/\">service learning or community engagement<\/a><a title=\"what is community engaged teaching?\" href=\"..\/..\/teaching-guides\/teaching-through-community-engagement\/teaching-through-community-engagement\/\">?<\/a><\/li>\n<li><a title=\"a word on nomenclature\" href=\"..\/..\/teaching-guides\/teaching-through-community-engagement\/a-word-on-nomenclature\/\">a word on nomenclature<\/a><\/li>\n<li><a title=\"best practices in community engaged teaching\" href=\"..\/..\/teaching-guides\/teaching-through-community-engagement\/best-practices-in-community-engaged-teaching\/\">best practices in community engaged teaching<\/a><\/li>\n<li><a title=\"community engaged teaching step by step\" href=\"..\/..\/teaching-guides\/teaching-through-community-engagement\/community-engaged-teaching-step-by-step\/\">community engaged teaching step by step<\/a><\/li>\n<li><a title=\"additional resources\" href=\"..\/..\/teaching-guides\/teaching-through-community-engagement\/community-engaged-teaching-resources\/\">additional resources<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<hr \/>\n<p><a href=\"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\" rel=\"license\"><img class=\"aligncenter\" src=\"https:\/\/i.creativecommons.org\/l\/by-nc\/4.0\/80x15.png\" alt=\"creative commons license\" \/><\/a><br \/>\nthis teaching guide is licensed under a <a href=\"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\" rel=\"license\">creative commons attribution-noncommercial 4.0 international license<\/a>.<\/p>\n<p><a href=\"https:\/\/www.flickr.com\/photos\/45423546@n07\/36706424806\/\">photo credit<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>by joe bandy print version cite this guide: bandy, j. (2011). challenges and opportunities of community engaged teaching. 瑞士vs喀麦隆走地 2022年世界杯中国小组赛积分. retrieved [todaysdate] from \/\/www.imrbdigital.com\/guides-sub-pages\/challenges-and-opportunities-of-community-engaged-teaching\/. for experienced and inexperienced educators alike, community engaged teaching can present unique and sometimes difficult challenges for which many are not equipped.\u00a0 however, when these challenges are met&#8230;<\/p>\n","protected":false},"author":452,"featured_media":0,"parent":18232,"menu_order":74,"comment_status":"open","ping_status":"closed","template":"","meta":{"spay_email":"","_links_to":"","_links_to_target":""},"tags":[],"acf":[],"_links":{"self":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/pages\/5521"}],"collection":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/users\/452"}],"replies":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/comments?post=5521"}],"version-history":[{"count":14,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/pages\/5521\/revisions"}],"predecessor-version":[{"id":37753,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/pages\/5521\/revisions\/37753"}],"up":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/pages\/18232"}],"wp:attachment":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media?parent=5521"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/tags?post=5521"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}