Establishing and Sustaining Community Partnerships

Faculty Fellows Program 2008

Brenda Marsteller KowalewskiCommunity Involvement Center

Workshop Topics Finding community partners

What’s important in a partner? How do I find a partner? Making first contact Organizing a project: It takes two Follow-up conversation

Building partnerships Faculty and community partnership Student and community partnership

Service-Learning Contract Partnership agreements

Sustaining partnerships Partnership assessment

Pre-flection What are some of the key components you

are looking for in 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.

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.

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

Data base of community organizations Service Opportunity Directory

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

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.

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.

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.

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.

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.

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 member is the classroom teacher Community Partner is the lab instructor

Send Course Materials Syllabus (at a 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

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 Partnership agreement or MOU

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 Introduction of Projects Reading Discussions Guest Speakers Oral Presentations

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

Building Partnerships:Community Partner Handbook Introduction

Expectations and responsibilities Faculty hopes and objectives

Materials Syllabus Assignments Readings Faculty Contact Information Websites Bibliography

Quick Pause to Reflect What methods for building community

partnerships seem to be most appropriate for you at this point in the planning of your service-learning course?

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 (see handout)

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, letter, thank you note, etc. Invite them to a campus sponsored recognition event

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.

CIC’s Assessment Instruments Student feedback

http://icarus.cs.weber.edu/dha/CIC_ServerSide/volunteer/student_feedback.html

Faculty Feedback http://icarus.cs.weber.edu/dha/CIC_ServerSide/

volunteer/faculty_feedback.html Community Partner Feedback

http://icarus.cs.weber.edu/dha/CIC_ServerSide/volunteer/partner_feedback.html

Reflection List three things you will do to either find,

build, or sustain a community partnership.

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.