Appendix E – Sample Campus Implementation Models
#1 – The Diverse Interest Model
Hosted and designed by the Dean of the Humanities Division and/or a campus team,
faculty, staff, and community partners attend a day-long workshop focusing on
establishing a baseline set of knowledge and expectations for successful cultural and
Community-based practices and outcomes. Pedagogical experts will offer instructional
design assistance for faculty committed to transition into curricula redesign. Workshop
participants will recognize the local communities’ needs, as well as articulate agreements
with appropriate community-based service organizations.
Process:
1. Dean of Humanities invites faculty and community based organizations to attend
the workshop.
2. Workshop
a. Explanation of Cultural Learning and Community-Based Learning
i. Definition
ii. Examples
iii. Benefits
1. to faculty
2. to students
3. to campus
4. to community-based organization
5. to community
iv. Difficulties, challenges, barriers
v. Suggestions, questions & answers
b. Community Needs Assessment
i. Overall community assessment
ii. Special attention to multicultural issues and populations
c. Faculty introduction – faculty describe their background, interests,
expertise
d. Community-based organization introduction – organization
representatives explain their mission, populations served, difficulties,
needs, and opportunities
e. One on one/speed dating – faculty and organization representatives pair up
for five minutes to discuss potential relationships and cooperative efforts.
f. Contacts are established and/or matches are made based on the previous
exercise.
g. Assessment of Workshop
3. Organization and faculty create implementation plan
a. Curricular objectives
4.
5.
6.
7.
8.
b. Needs/opportunities at community-based organization
Faculty incorporates cultural learning and community-based learning into syllabus
Class executes service-learning projects
a. Reflections include:
i. Learning experience
ii. Contribution to community
iii. Understanding of local minority experience
Assessment of workshop, and then also the courses & accomplishments in
community
Support faculty and community partners through the course transitions
Process can be renewed the following year
#2 – The Monolithic Cooperative Model
Hosted by the Dean of the Humanities Division and/or a campus team, campus faculty &
staff, and staff members from a few or even one community-based organization attend a
day-long workshop focusing on establishing a baseline set of knowledge and expectations
for successful cultural learning and community-based learning practices and outcomes.
Pedagogical experts will offer instructional design assistance for faculty committed to
transition curricular models. Workshop participants will recognize the local
communities’ needs, and work to match them within the new courses or division’s
curricular redesign.
Process:
1. Dean of the Humanities Division and/or a campus team meets with a variety of
applicable community-based organization leaders to discuss community needs
and ways in which the local campus can cooperate in assisting meeting these
needs.
2. The Dean and/or campus team meets with faculty and staff to discuss the merits,
opportunities, difficulties, and potential impact of working with a communitybased organization to promote cultural learning and community-based learning
through the leveraging of resources and cooperation.
3. Through a process determined locally based on the existing campus climate,
traditions, and governance model, the Humanities Division selects a communitybased organization with which it will establish a working relationship. This can
be done by invitation of the dean, a democratic vote, by reaching a consensus, or
any other existing apparatus. The campus will “adopt” this community-based
organization for at least one year and all participating faculty will concentrate
their efforts promoting the mission of the select community-based organization.
4. Workshop (follow the same example as above)
5. Organization and faculty create implementation plan
a. Curricular objectives
b. Needs/opportunities at community-based organization
9. Faculty incorporates cultural literacy and community-based learning into syllabus
10. Class executes service-learning projects
a. Reflections include:
i. Learning experience
ii. Contribution to community
iii. Understanding of local minority experience
11. Assessment of courses, curriculum and accomplishments in community
12. The following year options:
a. Relationship renewed the following year
b. Begin the process again with potential new partner
c. Permit the faculty to locate a new relationship
There are many more designs that might be possible, but these two give a sense of the
possibilities.