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FAQs

What is Community Service Learning?

"Community Service-Learning (CSL) is an educational approach that integrates service in the community with intentional learning activities. Within effective CSL efforts, members of both educational institutions and community organizations work together toward outcomes that are mutually beneficial.
Known by a variety of terms (e.g., service-learning, community-based learning), CSL programs are most effective when they include key elements drawn from experiential education theory, especially developing critical thinking and intentionally facilitating reflection.  Carefully designed and implemented CSL programs and courses assist students to make meaning from their community experiences, to connect experience outside of the classroom to more theoretical study, and to develop as individuals in relation to their values, their sense of social responsibility, and their leadership skills." [1]

How does volunteering differ from Community Service-Learning?

Volunteering is action that meets the needs of the agency. Community Service-Learning is integrated into and enhances the academic curriculum of students engaged in service. Service-learning provides structured time for thoughtful planning of the service project and guided reflection by participants on the service experience. In the Douglas College context, students undertake Community Service-Learning as a planned part of thetheir program study in that the experiences are included within Curriculum Guidelines. Overall, the most important feature of effective service-learning programs is that both learning and service are emphasized.

 

What is Community-Based Research?

Characteristics of CBR:

• "Community situated -begins with a research topic of practical relevance to the community (as opposed to individual scholars) and is carried out in community settings.
• Collaborative -community members and researchers equitably share control of the research agenda through active and reciprocal involvement in the research design, implementation and dissemination.
• Action-oriented -the process and results are useful to community members in making positive social change and to promote social equity.

Hallmarks of community based research:

• The relevance of the research topic is identified or verified by community members.
• The resources of research (financial, expertise, etc.) are shared with community members, particularly those most affected by the research topic.
• The research process recognizes and utilizes the expertise that community members have.
• The research process recognizes and addresses power imbalances between researchers and community members.
• The research process is driven by values, including: empowerment, supportive relationships, social change, learning as an ongoing process and respect for diversity.
• The research process and results are accessible and understandable to community members.
• The research process and results consider and adapt to the context in which the research is conducted.
• The research leaves a legacy, both in terms of the utilization of research results, as well as in the future collaboration among partners. " [2]

 

Can projects include elements of both CSL and CBR?

Yes. Dependent on the elements of the project, students can be involved in assisting with CBR projects, as part of a CSL experience.

 

How do I know if the project I have in mind qualifies?

Contact the CHCP (chcp@douglascollege.ca) and ask to speak with staff about needs your agency has for a project that involves students and faculty.  If you can, fill out a Preliminary Agency Project Data Form to focus your discussion. Staff will contact you to discuss your agency needs and to start the project initiation process.

 

How do I know if the students that will be working on the project will be suitable (knowledge, skill and experience level?)

Students are engaged in CSL and/or CBR based on the courses they are taking within their programs. The experience will be part of their course requirements. For information for programs of study, see Faculty of Child Family and Community Studies , Health Sciences and Science and Technology Sports Science .

In addition, the CHCP has Criteria for Inclusion of Students in CBR Projects that specify foundational preparation required for projects.

 

How far in advance of the start of a project do I need to initiate discussion with CHCP?

Ideally, we like to have at least a 4 month  notification of a pending project, so that we can notify the appropriate Faculty, establish the link with you and plan the project, including developing the Project Charter .

 

What are the responsibilities of the agency, the CHCP, the faculty and the students?

• See Roles and Responsibility: R+R Agencies
• See Roles and Responsibility: R+R CHCP
• See: Roles and Responsibility: R+R Faculty
• See: Roles and Responsibility: R+R Students

 

What financial assistance is available from the CHCP to do the project?

The CHCP provides logistical and organizational support to initiate the project and to oversee its implementation and evaluation. Projects that are longer than a semester and require major coordination because of the complexity of the activities may require project funding. This can either be provided by the agency or through a grant. If it is appropriate, CHCP staff are available to explore the possibility and work with the agency to make a grant application for funding. The application can be submitted jointly and fund administration can be done through the CHCP and the College.

 

 

1. Retrieved from  http://www.communityservicelearning.ca/en/welcome_what_is.htm June 29 2009

2. Retrieved from http://www.communitybasedresearch.ca/Page/View/CBR_definition.html  June 29 2009