According to the University of Colorado – Boulder, Community-based learning is an intentional pedagogical strategy to integrate student learning in academic courses with community engagement. This work is based on reciprocal and mutually beneficial partnerships between instructors, students, and community groups. The goal is to address community-identified needs and ultimately create positive social change. Critical reflection is an essential component of community-based learning; it serves to enhance students’ learning of course content, understanding of the community, and sense of civic agency.

As a teaching and learning methodology and a pedagogical strategy, Community-Based Learning (CBL) provides context for building both academic and work readiness (University of Illinois Urbana-Champaign). It also provides students with ways to actively connect their academic work with direct experience in the community. By combining hands-on work in the community with the academic framework provided by the curriculum, students gain a rich experience of social issues. Students learn about the workings of community; encounter differences related to race, class, and privilege; gain a deeper understanding of social justice; and be involved in work that can be beneficial to others. Through this work, they can also gain a greater understanding of themselves (Goucher College).  Students in Community-Based learning courses are often asked to reflect on their service and how it integrates with course content. Frequently students write reflections on their service in the community and participate in class discussions that make connections between course readings and the community activities.

Many colleges and universities around the world have already adopted Community-Based Learning as a common teaching method. Some of them offer academic programs that specialize in community-based learning and support to both faculty and students. For example, in Portland Community College, Community-Based Learning (CBL) is highlighted in a Community-Based Learning Program that provides support across all disciplines by assisting faculty with community-based learning course implementation, professional development, and resources. Another example is Occidental College there is a Center for Community-Based Learning that develops resources and provides leadership to institutionalize community-based learning. The center also published an academic article about their model and experiences (Avila et al, 2010). The University of Waterloo highlights CBL as a high-impact practice and guides faculty abound CBL through their Centre for Teaching Excellence.

Core Principals of Community-Based Learning For students and faculty:

(Based on Goucher College)

• Understand the ethical boundaries of one’s expertise and positionality.
• Create space for critical reflection.
• Engage in challenging conversations around race, power, and perspective.
• Center the experiences to be asset-based and driven by identified needs from the community.
• Ensure that the partnership is mutually beneficial and mutually empowering.
• Align course goals and learning outcomes with the community-based experience to ensure high-quality student learning.

Avila, M. et al. (2010) Community Organizing Practices in Academia: A Model and Stories of Partnerships. Journal of Higher Education Outreach and Engagement, Volume 14, number 2, 37-63.