Choosing A Community
Partner
Brenda Kowalewski, Weber State University
Dawn Martindale, LDS Business College
Presenters:

Brenda Kowalewski
Weber State University
Director of Community-Based and Experiential Learning
Department of Sociology and Anthropology

Dawn Martindale
LDS Business College
Department of General Studies
Introduction: A Sense of Community

“I’ve come to realize that real growth of
character takes place in the valleys of life.”
-Dave Dravecky

“Through such projects we are able to gain not
only knowledge and understanding, but also a
sense of contribution to society and fellowmen.
We can see how our service can make a
difference, be it small or great. No one is
isolated from the world; service learning
strengthens society.”
-Service Learning Student
Workshop Topics

Finding community partners
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What’s important in a partner?
How do I find a partner?

Making first contact

Organizing a project

Building partnerships

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
Faculty and community partnership
Student and community partnership
Sustaining partnerships
Pre-flection

What are some of the key components
you are looking for in a community
partner?

How have you identified community
partners?
Questions to Consider when Designing a
Service Learning Course

What are my course objectives?

What to I hope to achieve through this partnership?

What course concepts to I desire my students to learn
through a hands-on experience? How can I reinforce this
goal in the classroom?

How can the students and I contribute to our local
community?

What type of service learning do you desire?

Charity, Project, Social-Change (Camarillo’s article)
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
 BYU
 UofU
 SLCC
 Utah/National Campus Compact

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 servicelearning.
“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.

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Familiarity with needs and structure of organization.

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Cons

Don’t need an introduction.
Established lines of communication.
Can focus on building a partnership rather than simply finding one.
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.
If involved with the organization in another capacity
prior to service-learning partnership, may need to renegotiate 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 servicelearning 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.
Miscellaneous Resources

Pros



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Faculty may find new resources not previously
considered
Faculty can find partners that meet course topics and
personal research interest
There is the opportunity for creativity in establishing
new relationships.
Cons



Some apprehension may exist in calling an unfamiliar
agency and explaining a new collaboration effort
Information may not be conveyed clearly enough
An agency may be exhausted by other classes
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

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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 is the classroom teacher
Community Partner is the lab instructor
A Follow-up to the Conversation

Send Course Materials

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Syllabi is the minimum
Consider other items that might help partners

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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

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Organizational Handouts
Announcement, flyers, etc. on project details
Faculty and the Community Partner:
A dialogue on education and engagement
“My hope is that the synergy of community
partners, teachers, and students will
create a pinnacle experience for all.”
–Carolee Stout, former coordinator of Volunteer Services at
This is the Place Heritage Park

Faculty Aspirations



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Creating a meaningful
experience for students
Finding satisfaction in
professionally
contributing to your
own community
Testing new ways to
reach students
Addressing local
concerns and problems

“The service makes
the students better
learners and makes
me a better teacher.”
-Albert Camarillo
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
Building Partnerships

Keep in Contact

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Follow up phone calls
“Check-In” emails throughout the semester


Organize community partners’ emails in a group list
Invite partners to class activities

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Oral Presentations
Reading Discussions
Introduction of Projects
Guest Speakers
Building Partnerships

Faculty make site visits

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To observe students in action
To serve along side of students
To hold a class or reflection session on site
Community Partner Orientation

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Community Partner Handbook
Institution Sponsored Activities
Building Partnerships:
Community Partner Handbook

Introduction

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Expectations and responsibilities
Faculty hopes and objectives
Materials

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Syllabus
Assignments
Readings
Faculty Contact Information
Websites
Bibliography
Sharing Experiences

What methods have you employed to build
partnerships?
The Student and Community Partner
Relationship
Student and Community Partner: A
Working Relationship with the Faculty

Student and Partner Contact

Encourage partners to provide an orientation meeting
for students

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When a problem arises, reassure students in
approaching partners for clarification or help.
Incorporate partner information as part of a refection
exercise.

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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.
Example: What have you learned about your
agency/organization thus far and its role in the
community?
Student Partner Contract
Service-Learning and the Community
Partner’s Impact on Students

“To be honest, how
uninvolved and unpatriotic
I have been. I have stood
on the sidelines for too
long…. Patriotism is more
than flag waving and
fireworks. It is how we
respond to public issues.”
-Rhonda M.

“In my opinion if every
citizen would do any kind
of service for the society
we would have an even
better society.”
- SL Student
Service-Learning and Student Influence
on Community Partners

“I believe the greatest outcome was the
exposure these students gained from
doing something new while also learning
about the current state of food security
and issues revolving around food security.
It was exciting to see them learn.
-Agnes C., Wasatch Community Gardens
Sustaining Partnerships:
Communication & Collaboration

Get feedback from partners

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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
Invite them to a campus sponsored recognition event
Sustaining Partnerships:
Communication & Collaboration

Follow through on their requests for assistance

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Open Dialogue about needs

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Letters of support on grants
Helping them to identify staff members
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.
Expect the Unexpected: When Problems
Arise and How to Deal with them.

Faculty as a Mediator

Student and Community Partner issues



Behavior issues
Change in partners requirements and expectations
Investigating the Miscommunication

Faculty and Community Partner differences

What is the concern?
 Course objectives not clearly explained?
 Mission or expectation of the partner not understood?
 Break down in communication between faculty and
student or community partner and their staff?

Staff Reassignment or New Hire midsemester.



Reestablish contact
Send basic materials again if necessary
Review project agreements and make new
arrangements if needed.


Inform students of any changes
Be prepared with a back up plan
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.