Community-Based Learning

Abstract: In nonprofit settings, numbers are ubiquitous. Therefore, when Spanish community service-learning (CSL) students work in nonprofits, they, too, must manage and manipulate numbers accurately-in Spanish. This can be surprisingly difficult for second language learners of Spanish. This chapter details the author's experiences with upper-level Spanish CSL students enrolled in a language for specific purposes (LSP) course about social entrepreneurship who volunteer in local nonprofits. In nonprofits serving Latino immigrants, the seemingly simple-numbers-is embedded within the complexities of the immigrant experience in the United States today. LSP instructors should explicitly address numeracy to prepare students for professional tasks that require accuracy and to better understand the issues behind the numbers.
Resumen: Los números son ubicuos en las organizaciones sin ánimo de lucro. Por eso, los estudiantes en los cursos de aprendizaje-servicio comunitario (ApSC) que prestan servicio en una asociación sin fines lucrativos necesitan usar los números correctamente-y en español. Para los aprendices de español como segunda lengua, esto puede ser muy difícil. Este artículo describe las experiencias de la autora con los estudiantes en un curso avanzado de español para fines específicos en que se estudia el emprendimiento social y los estudiantes prestan servicio en organizaciones sin fines de lucro. Hay que preparar a los estudiantes a usar los números y a entender el contexto sumamente complejo de los inmigrantes en los EE. UU. en que surgen esos números. Palabras clave: español para fines específicos, aprendizaje-servicio comunitario, emprendimiento social, organizaciones sin ánimo de lucro, números

The goal of the study described in this paper was to gain an improved understanding of the social context of UK online centres and issues around the creation and exchange of knowledge within and between online community centres. Grounded theory and a pilot study were used to guide our research. The key findings of our research were (i) an elucidation of the goals that drive individuals to improve or share knowledge with others and (ii) the high level concept categories of life-cycles provided us with the basis for a model which characterises formation of, and participation in, informal learning communities. Indeed, the high level concept categories that emerged as strongly supported in our analysis point to the need for interdisciplinary theorising in this area. In this paper we will: (a) give a summary of what we mean by informal community eLearning, (b) illustrate the key issues with results from a study of UK online centres, and (c) make recommendations for future theorising and research directions.

One of the continual challenges facing professors who prepare TK-12 school leaders through the professional educational doctorate (Ed.D. degree), is ensuring a theory-to-practice framework, curriculum, and pedagogy. Furthermore, professors of doctoral programs whose orientation is social justice, often face the dilemma of how to infuse it as a cross-cutting issue with the theory-practice paradigm. Community-based learning (CBL), when embedded with social justice claims, can serve as a bridge between theory and practice, providing doctoral students with opportunities to achieve both goals. This qualitative case study engaged with this dilemma by investigating the efficacy of a community-based learning component that had been infused into a core doctoral leadership course. Through interviews with doctoral students, we sought to understand their perception of its connection to the program's social justice orientation, as well as the benefits, challenges, and recommendations for the efficacy of community-based learning. Students' input guided future course revisions that establish a clearer relationship among social justice themes, the program's learning outcomes, and the theory-praxis paradigm.

On my second Alternative Break Trip (ABT) with college students in 1995, I found myself in Honduras troweling cement on cinderblocks of the house " we " were " building " under the supervision of Honduran foremen. A Honduran boy of seven or eight came over to me and shook his finger, signaling that I was doing the troweling incorrectly. He showed me the correct way and then went to the sidelines, where Hondurans from the village were watching the " gringos " work. As I began my work again, I had the epiphany that so many of us have—and went to talk with Sister Marisol,1 the Honduran nun who was organizing the work project. I asked her, " Wouldn't it be more helpful if we just sent you our group's airfare funds? Then Hondurans, who know how to build houses, could build their own houses more quickly and efficiently. " Thus began my questioning of the value of such trips—a questioning that continues to this day. As you will see from what follows, despite serious concerns, I now believe these trips can be transformative for both the in-country community and the students, if they are sensitively conducted. I will lay out my critiques of these trips, the reasons I believe they are still valuable, and a set of best practices that I developed in partnership with Nicaraguan community members with whom I have worked since 1999. Where our students exit the process of a " trip " depends largely on the pedagogy one uses in constructing it. Positioning Myself: Who I Am, Where Am I Located, and the Evolution of My Thinking Currently, I am the director of the Center for Service and Social Justice at Villanova University, a Roman Catholic university close to Philadelphia. I direct a center that organizes most of the weekly service, justice, advocacy, and alternative break experiences on campus. We currently send approximately eight

This article presents the value of the learning resource "Phanom Sawai". A study from research papers, books, articles and using 29 photos/person target group mentions Surin Province. There is a well-known tradition that is the tradition to mount Sawai mountain or the mountain called Sawai or Phanom Sawai, it is a Khmer language local Thai in the area is understood. good And it is a tradition that has been preserved and preserved for a long time until it is the identity of the surrounding area. And also famous for Surin Province Creating an identity, showing prosperity, is a symbol of relationship Many dimensions want to be presented as another good learning resource Of Surin Province Which is considered to make us aware of Learning resources that appear in various fields are as follows: (1 ) natural learning resources Ecology (2 ) Religious learning resources (3 ) Traditional and cultural learning resources (4 ) Faithful learning resources (5 ) Herbal plant learning resources (6) Wildlife learning center From the study results, it is understood that Learning resources The case of Phanom Sawai makes aware of the following 6 values: (1) value of natural learning resource (2) value of religious learning resource (3) value of traditional and learning source. Culture (4) Value of learning resources on beliefs (5) Value of plant learning resources (6) Value of wildlife learning resource.

Colección de artículos clásicos sobre la socialización del lenguaje y aprendizaje comunitario (Ochs y Schieffelin, Brice-Heath, Rogoff, M.H. Goodwin, Reynolds, Paradise con introducción de la coordinadora)

Collection of classical articles in language socialization and community learning.

This report is a result of the National Women’s Studies Association’s (NWSA) successful grant application to the Teagle Foundation’s request for proposals (RFP) titled “Big Questions in the Disciplines.” That RFP sought to explore whether the increasing specialization of disciplines “pushed aside” the meaning and value of liberal arts learning.
In response, NWSA argued that Women’s Studies is a discipline launched with big questions about justice, inclusion, and belonging. Although often assumed to be only a gender equity project, the discipline of Women’s Studies has drawn on its activist roots in the women’s, civil rights, and student movements of 1960s and 1970s to develop unique intellectual frameworks that teach students how power, privilege, and difference shape our individual identities and society as a whole. These pedagogies converge well with the civic mission of higher education, arguably one of the most important outcomes of liberal arts learning.

As such, this report argues that Women’s Studies has key lessons to offer about fostering civic engagement at the course level that will deepen student learning in the college setting, contribute respectfully to communities in which they become involved, and produce lifelong civic leaders. However, as the NWSA proposal noted and further research documented in this report indicates, the expertise borne of the discipline’s scholarly output is rarely called upon as institutions seek to promote civic engagement on their campuses. And too often, those overlooking such contributions include a significant number of Women’s Studies faculty.

This white paper argues that as higher education re-dedicates itself to its long-standing commitment to promote civic purposefulness at the core of the undergraduate experience, Women’s Studies is a valuable resource. Although rarely using the language of civic engagement, Women’s Studies has developed a vast body of scholarship and a collection of pedagogical approaches that bridge theory and practice for students at institutions seeking to bolster their roles as a citizen educators.

The conclusions of this white paper are derived from a two-year initiative that included two extended meetings of the Teagle Working Group, a one-day workshop on civic engagement in Women’s Studies that took place at the 2010 NWSA conference, and national survey data collected from both students and faculty.

Its findings indicate three areas still need to be addressed to take full advantage of the resources that Women’s Studies brings to any institutional rededication to its civic mission:

1. Support of faculty is absolutely necessary to the integration of civic engagement into the core experiences—i.e., the curriculum—of undergraduate students.  This includes not just the usual resources of time and money, but a reconsideration of what counts for tenure and promotion that is better aligned with institutional mission statements.

2. National organizations like NWSA must lead the way in explicating Women’s Studies’ expertise on civic engagement. As one of the most diversely constituted disciplines in the U.S. academy, Women’s Studies would benefit from better articulations of how the variety of the civic engagement practices that go on in its curriculum connect to the core principles of the discipline.

3. The work of coming to terms—literally developing a common language to speak about the importance of civic engagement across disciplines, campus units, and surrounding communities—is urgently required, not just to make Women’s Studies’ contributions intelligible beyond its disciplinary borders but to allow for more meaningful exchanges about the practice of civic engagement at every level of higher education.

To thrive in times of austerity, institutions of higher education must deploy existing resources more efficiently to meet their civic missions. Innovation in such difficult contexts may require that leaders move beyond what they think they know and take a “fresh look” at what is at hand: Who is already committed to the work that aligns with the institution’s goals? How is the institution rewarding those who best reflect what it claims to value? Where is the untapped expertise that could help the institution move forward? 
In sum, we assert that the discipline of Women’s Studies—its intellectual preoccupations combined with its enduring mandate for social justice—constitutes a valuable resource for a meaningful rededication to higher education’s civic mission.

One of the continual challenges facing professors who prepare TK-12 school leaders through the professional educational doctorate (Ed.D. degree), is ensuring a theory-to-practice framework, curriculum, and pedagogy. Furthermore, professors of doctoral programs whose orientation is social justice, often face the dilemma of how to infuse it as a cross-cutting issue with the theory-practice paradigm. Community-based learning (CBL), when embedded with social justice claims, can serve as a bridge between theory and practice, providing doctoral students with opportunities to achieve both goals. This qualitative case study engaged with this dilemma by investigating the efficacy of a community-based learning component that had been infused into a core doctoral leadership course. Through interviews with doctoral students, we sought to understand their perception of its connection to the program's social justice orientation, as well as the benefits, challenges, and recommendations for the efficacy of community-based learning. Students' input guided future course revisions that establish a clearer relationship among social justice themes, the program's learning outcomes, and the theory-praxis paradigm.

In September 2018 the University of Victoria Faculty of Law on Vancouver Island, Canada welcomed its first cohort of students to its cutting edge and innovative joint degree programme in Canadian Common Law (Juris Doctor (JD)) and Indigenous Legal Orders (Juris Indigenarum Doctor (JID)). The JD/JID programme draws on the law faculty’s more than two decades of experience and research on Indigenous legal orders, and Indigenous legal education. It is the first of its kind in the world, combining intensive study of Canadian Common Law with rigorous engagement with Indigenous law. The rationale behind this programme is to engage with Indigenous legal orders using the depth, rigour, and critical focus that law schools bring to the study of other legal orders. Pushing against exclusion happening in higher education throughout the Commonwealth and beyond, the JD/JID programme aims to ensure that education in Indigenous Law is no longer an education in exclusion and displacement. This short piece provides necessary background to the programme, including structure and content, and details its transsystemic pedagogical and community-
based learning approaches.

In this talk to the Minnesota Independent Scholars Forum -- a work in progress -- I argue that independent scholars have potential to take leadership in "transdisciplinary" knowledge production and education, at the heart of educating for a democratic society.

Abstract Study of East Asian history in a community college survey course can be effectively enhanced and deepened by including appropriate service-learning assignments. Three model sites--the Portland Classical Chinese Garden, the Oregon Nikkei Legacy Center, and Portland Community College's Student Success Center--have provided students the opportunity to experience another culture and develop a personal awareness and appreciation for it. How many of us in America can identify the central issues in Chinese history or have basic knowledge of the major dynasties? How many of us know the characteristics and rationale of the Tokugawa regime? The amazing population of China; the intense relationship between the U.S. and Japan in the past 150 years; the volume of trade between the U.S. and both of these countries: all argue for an introduction to the history of each. To address this need, Portland Community College (PCC) offers East Asian history as a specialized course in the History of Eastern Civilizations sequence. The challenge in this course, even though it is considered a "specialized" topic in the community college setting, is to cover broad swaths of history in a meaningful and memorable manner--all in an eleven week term. The "facts" are essential, but essentially boring if the student were simply to memorize essential facts. And indeed, learning just the facts would not meet PCC's overarching goals for students. PCC has included in its formal philosophy statement that "a prime mission of the college is to aid in the development of educated citizens. Ideally such citizens possess ... appreciation of history both from a global perspective and from a personal perspective, including an awareness of the role played by gender and by various cultures.... "More specifically, listed in the core college outcomes, are goals that go beyond the "facts" in any given discipline: * Graduates of Portland Community College should be able to demonstrate an understanding of the varieties of human cultures, perspectives, and forms of expressions as well as their own cultures' complexities. * Graduates of Portland Community College should be self-appraising in applying the knowledge and skills they have learned, examining and evaluating personal beliefs, and comparing them with the beliefs of others. While I employ various techniques in an attempt to add affective and reflective dimensions to these survey courses, none have been more effective than service-learning assignments. Servicelearning, for those unfamiliar with the terminology, is a teaching method that connects students with a community organization so that the student not only renders useful volunteer and civic service but also learns concepts related to course work in a practical manner. Much has been written on the value of service-learning projects to enhance and deepen students' learning experiences while benefiting the larger community, but very little has been written with specific regard to the possible connections and partnerships to the Asian-American Community (Choi and Cheyfitz 26). And in fact, very few courses focused on Asian American Studies incorporate service learning as a teaching strategy (Choi and Cheyfitz 28). This is not exclusively true. Dr. Glenn Omatsu, for instance, has connected his students in the Asian American Studies program at UCLA to local Asian-focused social justice and labor movements (Omatsu 4; Choi and Cheyfitz 25, 26, 76-80). At the University of Pennsylvania, one advanced seminar entitled "Chinatowns, Koreatowns, Little Tokyos--Ghettoes or Communities?" included service learning in connection with the Asian Arts Initiative and the Historical Society of Pennsylvania (Choi and Cheyfitz 29). In another notable endeavor, instructor Ajay Nair assigned a group of ten college students and ten local high schools students to an intense project planning curriculum in a Philadelphia School District second grade classroom (Nair and Nakiboglu 2, 3; Choi and Cheyfitz 30, 31). …

The acquisition of verb morphology in a predominantly agglutinative language like Tzotzil underlines a question prominent in the current debate about morphological development and verb acquisition: what is the relative importance of putative cognitive-semantic forces vs. language-specific patterns? This question is particularly interesting in the context of a language (1) with high morphological productivity, where verb roots and morpheme boundaries are highly stable, (2) that is syntactically head-marking (arguments are cross- referenced in the verb), and (3) where discourse patterns and high argument elision leave the verb in a salient position in the utterance.
In this paper, I give a view of the early acquisition of verb morphology exploring the patterns and possible motivations guiding children into the morphological structure of the Tzotzil verb. Contrary to structural predictions about the complexity of inflection in linguistic development (Wexler 1993, 1996) I show that Tzotzil children start learning inflection and derivation before MLU 2. I will argue that factors of perceptual saliency (Pye 1983; Pye, Pfeiler, de León & Brown 2007; Slobin 1973) play a central role in the early acquisition of verb morphology in this Mayan language.

Evaluation of the HLF-funded Medieval Abberley Revealed community archaeology project which took place between Sept 2014 and Oct 2015.
This research was carried out using the HLF framework of outcomes for people, communities and heritage, and the ACE/MLA Generic Learning Outcomes framework.

This dissertation is dedicated to the residents and organizations leaders that I have had the privilege of working with in the Lower 9 th Ward for the past eight years. I feel extremely lucky to have had the opportunity to work alongside people who are capable of such vision, dedication, and compassion.

Studies have found that students who are involved in service learning projects within the community show an improvement in their attitudes towards themselves, civic engagement and learning, as well as a gain in social skills and academic performance. Despite these findings, it remains difficult to incorporate these projects in large undergraduate classes where there is a lack of resources. This paper presents a case study of an innovative teaching and learning approach that aims at solving this dilemma. Instead of being placed in community organisations, students received the responsibility to identify needs in their immediate communities and to establish, in groups, sustainable projects that would have a lasting effect on this community. The results of the survey done by 227 students after having completed these projects, showed that although 66% of the students were initially very skeptical about the assignment, 92% reported finding it very rewarding on a personal level and that the project helped them to reach out to and get to know their communities. Most students (90%) also reported having learned from the community members during these projects. The findings further indicated that this approach lead to numerous personal gains for the students involved, including bolstering self-confidence, fostering a passion for the subject and improving community awareness and engagement. Not only did the students gain from this experience, these projects also had a positive effect on the communities they were involved in.

Making as a term has gained attention in the educational field. It signals many different meanings to many different groups, yet is not clearly defined. This project's researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than definitions that center making in STEM learning. Using the theoretical lenses of critical relationality and embodiment, our research team position curriculum as a set of locally situated activities that are culturally, linguistically, socially, and politically influenced. We argue that curriculum emerges from embodied making experiences in specific interactions with learners and their communities. This study examines multiple ways of learning within and across seven community-based organizations who are engaged directly or indirectly in making activities that embedded literacy, STEM, peace, and the arts. Using online ethnography, the research team adopted a multiple realities perspective that positions curriculum as dynamic, flexible, and evolving based on the needs of a community, its ecosystems, and the wider environment. The research team explored making and curricula through a qualitative analysis of interviews with community organizers and learners. The findings provide thick descriptions of making activities which reconceptualize making and curriculum as living and responsive to community needs. Implications of this study expand and problematize the field's understanding of making, curriculum, and learning environments. KEYWORDS Making; maker spaces; community-based learning; living curriculum.

The professional standards in the field of foreign language pedagogy focus on communication, cultures, connections, comparisons and communities. Using those 5 C's as a framework, the authors examine student success at satisfying those disciplinary standards through community service learning (CSL). Data is used to present a qualitative case study. This case concentrates on the standards for foreign language learning, but the results hold meaning for CSL instructors of all disciplines, suggesting ways in which CSL can help students achieve the national standards of other disciplines and highlighting the fact that all CSL facilitates student learning about these 5 C's.

In the last few decades, service learning (SL) has emerged as an instructional model that facilitates connections between learning experiences in and outside the classroom, and highlights the socio-political nature of language use (Grim, 2010; Bettencourt, 2015; Moreno-López et. al, 2017). However, its effective and relevant curricular implementation remains a challenge for educators. This paper examines how SL impacts advanced learners’ beliefs, attitudes, and motivation towards learning Spanish, as well as their ability to connect their service experiences with course content. Findings show that learners evaluate service experiences through a proficiency-based lens, where the success of their experiences depended on the amount of Spanish used and perceived improvements in proficiency. Additionally, while participants were frequently able to connect their SL experiences with course content, they did not necessarily recognize those learning moments as beneficial.

This annotated bibliography includes case studies, pedagogical models, and theoretical essays that will help WPAs implement and assess service learning programs. The following sources address issues such as curriculum design and revision (Adler-Kassner, Crooks, and Watters; Deans); service learning program assessment (Bringle, Phillips, and Hudson; Canada and Speck); community-university partnerships (Deans, Roswell, and Wurr; Flower; Goldblatt; Parks); student development and attitudes (Cardenas and Garza); and civic engagement and social justice (Coogan, Davi, Flower, Herzberg). The annotations highlight tensions between academic and extracurricular discourses and offer strategies for overcoming some of the conceptual, programmatic, and institutional challenges in implementing sustainable writing programs with service learning components.

Exposure to disturbances of different nature and scale can represent a threat for the survival of rural communities but also a stimulus to adjustment. Disturbance, robustness and adaptation are here examined through the lens of Forest Commons, as a typical institution, developed by communities in the southeastern Alps since several centuries. The paper relies on Commons' theory and further developments and carries out a historically-embedded analysis of disturbances, robustness and adaptation in Forest Commons of Slovenia and Veneto (Italy). Data have been drawn from multiple sources, following an approach based on an area scale and later on case-studies. The analysis focuses on evidence of Forest Commons' reactions to disturbances induced by political changes and State actions. Ostrom's design principles are used to test robustness of eight selected cases and identification of their adaptation patterns. The paper concludes by confirming Forest Commons as robust and adaptive social-ecological systems and thus useful in Community Forestry conceptualisation. However, thanks to its cross-border analysis, it also points out future research needs for their better understanding.

Local community development is important, both as a purpose and content of Youth and Adult Education, and as a means of increasing participation. Drawing on commitments and recommendations concerning community learning from international events organised by the UNESCO Institute for Lifelong Learning, the article concludes with four areas of action to reinvigorate learning in and through community-based learning centres: government commitment, diversification of income, professional development and networking.

Abstract: The promotion of Adult Functional Literacy programs per se, neither creates the necessary motivation for learning, nor enhances the participation of adult learners in work-oriented or socio-cultural functional literacy programs. Of what benefit will Adult Functional Literacy be to the learner, community and Agency if learners do not participate as anticipated? Learner-participation becomes crucial to the overall success of a program. The task in learning-teaching transaction is to create the enabling environment for harnessing and enhancing learner-related factors that influence the learner’s successful and significant participation. What factors influence learner-participation? This exploratory study is an attempt to capture these factors and find their significance in influencing the urbanite woman learner participation of active classes with high attendance and involvement of learners. The study used survey method to collect data from learners (N=116) in six literacy groups in Nima and Accra New Town, in the East Ayawaso Sub-District of Accra. ANOVA was used to find the relationship between the various factors and their influence on the participation of the learners. Three classes of factors were identified viz., Internal Factors (bio-psychosocial characteristics of learner, such as adult experience and perception) which influenced most the urbanite learner-participation; External Factors related to the cultural setting and organization; and Integrated Factors, which constitute the interplay of both internal and external factors. Integrated factors contributed the least level of influence. Findings established a crucial foundation that adult functional literacy programs designed, deployed and developed with learner-friendly models utilizing internal factors, will most enhance learner-participation in both work-oriented and sociocultural functional literacy programs in community development.