This session discusses a culturally inclusive community-based project in which the instructor, in partnership with BC Parks and Snuneymuxw First Nation, designed and implemented a community-based research assignment to help undergraduates achieve learning outcomes. Community-based learning was the best fit for this project in the context of the undergraduate course because of its connectedness to collaborative learning (Porter, Summers, Toton, & Aisenstein, 2008), and reciprocity with the community (d’Arlach, Sanchez, & Feuer, 2009), both of which were relevant to teaching pedagogy and course outcomes. The presentation will discuss the impetus for going off-campus; how we came to partner with one another; how the project was reciprocal in nature; and the benefits and challenges of taking the teaching and learning off-campus.
References
d'Arlach, L., Sanchez, B., & Feuer, R. (2009). Voices from the community: A case for reciprocity in service-learning. Michigan Journal of Community Service Learning, 16(1), 5-16.
Porter, J. R., Summers, M., Toton, S., & Aisenstein, H. (2008). Service-learning with a food stamp enrollment campaign: Community and student benefits. Michigan Journal of Community Service Learning, 14(2), 66-75.
