Community-Based Learning

Engaging Students in Authentic Learning Experiences Also Benefitting the Community

The idea is to give stu­dents direct expe­ri­ence with issues they are study­ing in the cur­ricu­lum and with ongo­ing efforts to ana­lyze and solve prob­lems in the com­mu­ni­ty. A key ele­ment in these pro­grams is the oppor­tu­ni­ty stu­dents have to both apply what they are learn­ing in real-world set­tings and reflect in a class­room set­ting on their ser­vice expe­ri­ences. These pro­grams mod­el the idea that giv­ing some­thing back to the com­mu­ni­ty is an impor­tant col­lege out­come, and that work­ing with com­mu­ni­ty part­ners is good prepa­ra­tion for cit­i­zen­ship, work, and life. (AACU High Impact Prac­tices)

Overview of CBL

Com­mu­ni­ty-Based Learn­ing (CBL) is a way of learn­ing that com­bines class­room edu­ca­tion with mean­ing­ful work in local com­mu­ni­ties. It allows stu­dents to take what they learn in class and use it to tack­le real-world prob­lems, ben­e­fit­ing both the stu­dents and the com­mu­ni­ties they work with. This hands-on approach not only helps stu­dents bet­ter under­stand their stud­ies but also improves their crit­i­cal think­ing and sense of respon­si­bil­i­ty to their com­mu­ni­ties. Some­times com­mu­ni­ty-based learn­ing may be called or be aligned with ser­vice learn­ing.

CBL can include activ­i­ties like vol­un­teer­ing, research­ing com­mu­ni­ty issues, or work­ing on local projects. It bridges the­o­ry with prac­tice, giv­ing stu­dents the chance to address impor­tant social issues while gain­ing prac­ti­cal expe­ri­ence.

When done thought­ful­ly, CBL can boost stu­dent engage­ment, cre­ate stronger con­nec­tions between schools and com­mu­ni­ties, and pro­vide mean­ing­ful out­comes for every­one involved. How­ev­er, it’s essen­tial to plan care­ful­ly, build fair part­ner­ships, and encour­age reflec­tion to ensure the work tru­ly ben­e­fits the com­mu­ni­ty and avoids unin­tend­ed harm.

Web­page: What is Ser­vice Learn­ing or Com­mu­ni­ty Engage­ment (Van­der­bilt Uni­ver­si­ty): Link

Research Arti­cle: Com­mu­ni­ty Ser­vice Learn­ing and Com­mu­ni­ty-Based Learn­ing as Approach­es to Enhanc­ing Uni­ver­si­ty Ser­vice Learn­ing (2014): Link

Video: Com­mu­ni­ty-Based Learn­ing: Con­nect­ing Stu­dents with Their World (5:30) — Although a high school exam­ple, it is an excel­lent video giv­ing you an overview of how com­mu­ni­ty-based learn­ing focus­es on the stu­dent inter­est to cre­ate oppor­tu­ni­ties that are designed to con­nect aca­d­e­m­ic learn­ing to the real world.

Video: Ser­vice Learn­ing Explained in 3 Min­utes (2:38)

Benefits for STudent Learning

• hands-on skills and knowl­edge
• accom­mo­dates many learn­ing pref­er­ences
• increased metacog­ni­tive and self-aware­ness
• career and com­mu­ni­ty con­nec­tions
• oppor­tu­ni­ty for authen­tic learn­ing in the local com­mu­ni­ty
• build­ing lead­er­ship and com­mu­ni­ca­tion skills
• bring­ing the­o­ry and class learn­ing to life
• increased expo­sure to a diver­si­ty of cul­tures and com­mu­ni­ties
• improve abil­i­ty to han­dle uncer­tain­ty, ambi­gu­i­ty and increase open­ness to change (expo­sure to new envi­ron­ments, peo­ple and sit­u­a­tions)
• be an active and engaged cit­i­zen in com­mu­ni­ty
• oppor­tu­ni­ty to explore oth­er inter­ests for future careers

Value of CBL for NIC

Com­mu­ni­ty-Based Learn­ing helps stu­dents link their stud­ies to real-world prob­lems, encour­ag­ing per­son­al growth, career skills, and stronger com­mu­ni­ty con­nec­tions. Aligned with NIC’s focus on acces­si­ble and inclu­sive edu­ca­tion, CBL gives stu­dents hands-on expe­ri­ences to cre­ate real impact. Through projects like address­ing sus­tain­abil­i­ty, rur­al health­care, or busi­ness chal­lenges, stu­dents apply what they learn in class to prac­ti­cal sit­u­a­tions. This builds crit­i­cal think­ing, prob­lem-solv­ing, and job skills. Work­ing with diverse groups, includ­ing Indige­nous and rur­al com­mu­ni­ties, also broad­ens their per­spec­tives and adapt­abil­i­ty.

CBL fos­ters civic respon­si­bil­i­ty by strength­en­ing ties between stu­dents and their com­mu­ni­ties. Whether con­tribut­ing to rec­on­cil­i­a­tion or tack­ling local social and envi­ron­men­tal issues, stu­dents gain a deep­er con­nec­tion to their region. They also net­work with local orga­ni­za­tions, open­ing doors to intern­ships, co-op oppor­tu­ni­ties, and men­tor­ship.

Learn­ing Our Way Project at North Island Col­lege: Com­mu­ni­ty-based learn­ing in action project at NIC: Link 

 

 

 

 

 

Components OF CBL

Com­mu­ni­ty-Based Learn­ing com­bines class­room learn­ing with real-world expe­ri­ences that make an impact in the com­mu­ni­ty. It’s all about build­ing mean­ing­ful part­ner­ships where stu­dents and com­mu­ni­ty mem­bers work togeth­er. The idea is sim­ple: stu­dents help tack­le com­mu­ni­ty chal­lenges while gain­ing prac­ti­cal skills and knowl­edge in return. CBL con­nects what stu­dents learn in class to real-life sit­u­a­tions, mak­ing the lessons feel more rel­e­vant and engag­ing. Whether it’s through ser­vice projects, local ini­tia­tives, or com­mu­ni­ty research, stu­dents get hands-on expe­ri­ence while sup­port­ing real needs.

Reflec­tion is a key part of the process, giv­ing stu­dents time to think about what they’ve learned, how they’ve grown, and how their efforts tie back to their aca­d­e­m­ic and per­son­al goals. At the same time, CBL encour­ages stu­dents to be mind­ful of the cul­tur­al and social dynam­ics of the com­mu­ni­ties they’re work­ing with, pro­mot­ing respect, under­stand­ing, and eth­i­cal engage­ment.

To make sure every­one ben­e­fits, CBL includes ways to mea­sure what stu­dents learn and how the com­mu­ni­ty is impact­ed; when done right, CBL leaves a last­ing mark help­ing stu­dents grow and cre­at­ing long-term val­ue for the com­mu­ni­ty.

Strategies for Preparing Students for CBL

Prepar­ing stu­dents for CBL is essen­tial to ensure they are equipped with the knowl­edge, skills, and eth­i­cal aware­ness need­ed to engage effec­tive­ly and mean­ing­ful­ly with com­mu­ni­ties. Below are key strate­gies for guid­ing stu­dents through this process:

• Clar­i­fy Expec­ta­tions: Clear­ly out­line CBL objec­tives, learn­ing out­comes, and stu­dents’ roles to fos­ter an informed approach to com­mu­ni­ty engage­ment.
• Pre-Ser­vice Ori­en­ta­tion: Offer ori­en­ta­tion on com­mu­ni­ty engage­ment prin­ci­ples, ser­vice-learn­ing, ethics, cul­tur­al com­pe­ten­cy, and reflec­tive prac­tice.
• Empha­size Reflec­tion: Incor­po­rate struc­tured reflec­tion (e.g., jour­nals, dis­cus­sions, essays) to help stu­dents con­nect expe­ri­ences to aca­d­e­m­ic goals and per­son­al growth.
• Devel­op Cul­tur­al Com­pe­ten­cy: Pro­vide resources on cul­tur­al aware­ness and pro­mote dis­cus­sions on pow­er dynam­ics, social jus­tice, and local com­mu­ni­ty his­to­ries, includ­ing Indige­nous per­spec­tives.
• Build Skills: Pre­pare stu­dents with prac­ti­cal skills like com­mu­ni­ca­tion, team­work, and prob­lem-solv­ing through activ­i­ties such as group projects or sim­u­la­tions.
• Fos­ter Col­lab­o­ra­tion: Facil­i­tate part­ner­ships with com­mu­ni­ty orga­ni­za­tions via guest lec­tures, site vis­its, or col­lab­o­ra­tive projects to famil­iar­ize stu­dents with their roles.
• Offer Ongo­ing Sup­port: Pro­vide reg­u­lar feed­back and check-ins to guide stu­dents in achiev­ing learn­ing objec­tives while con­tribut­ing effec­tive­ly to the com­mu­ni­ty.
• Encour­age Eth­i­cal Engage­ment: Teach stu­dents to nav­i­gate issues of pow­er, priv­i­lege, and respon­si­bil­i­ty through case stud­ies, dis­cus­sions, and expert insights on eth­i­cal prac­tice.

Examples in Action

Video: North­ern Saskatchewan Field School (4:30 min­utes)

Video: Howard Com­mu­ni­ty Col­lege (4:25 min­utes)

Getting Started

1. Before get­ting start­ed in CBL instruc­tors should under­stand the ben­e­fits for stu­dents, them­selves, and the com­mu­ni­ty; they should know that CBL fos­ters stu­dent engage­ment by offer­ing real-world learn­ing, crit­i­cal think­ing, prob­lem-solv­ing, and com­mu­ni­ca­tion skill devel­op­ment oppor­tu­ni­ties.
2. Define clear learn­ing out­comes for CBL con­nect­ing com­mu­ni­ty-based projects with course con­tent. CBL activ­i­ties should be inte­gral to the course, not an add-on.
3. It’s good to begin with small, man­age­able CBL projects, such as assist­ing non­prof­its with research tasks or orga­niz­ing com­mu­ni­ty events. Start­ing small allows instruc­tors to eval­u­ate CBL’s impact and grad­u­al­ly expand. Suc­cess­ful CBL relies on part­ner­ships with local orga­ni­za­tions and instruc­tors should active­ly iden­ti­fy and main­tain these rela­tion­ships, with reg­u­lar com­mu­ni­ca­tion. See exam­ples of ser­vice learn­ing: Link
4. Reflec­tion through­out the CBL expe­ri­ence or after­wards helps stu­dents con­nect their expe­ri­ences with course con­cepts. Struc­tured oppor­tu­ni­ties like jour­nals, dis­cus­sions, or essays pro­mote crit­i­cal analy­sis of aca­d­e­m­ic learn­ing and com­mu­ni­ty involve­ment.
5. Fac­ul­ty should offer con­sis­tent sup­port through check-ins, feed­back, and guid­ance. Assess­ment should align with CBL objec­tives and include deliv­er­ables, reflec­tions, pre­sen­ta­tions, or com­mu­ni­ty impact reports. Rubrics should address both aca­d­e­m­ic and civic out­comes.

Com­mu­ni­ty-Based Learn­ing enables stu­dents to apply aca­d­e­m­ic knowl­edge in real-world set­tings, build skills, and con­nect with the com­mu­ni­ty. Instruc­tors can enhance teach­ing by start­ing with man­age­able projects, part­ner­ing with local orga­ni­za­tions, and align­ing CBL with course objec­tives. Key ele­ments like reflec­tion, struc­tured learn­ing, and col­lab­o­ra­tion ensure mean­ing­ful out­comes for stu­dents and the com­mu­ni­ty.

Video: Ignit­ing Civic Engage­ment Through Ser­vice Learn­ing (25 min­utes)

HELPFUL RESOURCES

• Expe­ri­en­tial Place-Based Learn­ing (Coast Moun­tain Col­lege): Link
• Guide: What is Com­mu­ni­ty Based Learn­ing? A Short Guide: Link
• What is Com­mu­ni­ty Based Learn­ing? (Mar­shall Uni­ver­si­ty): Link
• The Effects of Com­mu­ni­ty –Based and Civic Engage­ment in High­er Edu­ca­tion: What we know and Ques­tions that Remain. Link
• The Cen­tre for Com­mu­ni­ty Engaged Learn­ing at the Uni­ver­si­ty of British Colum­bia: Link

References

• Ash, S. L., & Clay­ton, P. H. (2009). Gen­er­at­ing, Deep­en­ing, and Doc­u­ment­ing Learn­ing: The Pow­er of Crit­i­cal Reflec­tion in Applied Learn­ing. Jour­nal of Applied Learn­ing in High­er Edu­ca­tion, 1, 25–48.
• Bringle, R. G., & Hatch­er, J. A. (2002). Cam­pus-Com­mu­ni­ty Part­ner­ships: The Terms of Engage­ment. Jour­nal of Social Issues, 58(3), 503–516.
• Butin, D. W. (2010). Ser­vice-Learn­ing in The­o­ry and Prac­tice: The Future of Com­mu­ni­ty Engage­ment in High­er Edu­ca­tion. Pal­grave Macmil­lan.
• Eyler, J., & Giles, D. E. (1999). Where’s the Learn­ing in Ser­vice-Learn­ing? Jossey-Bass.
• Fur­co, A. (1996). Ser­vice-Learn­ing: A Bal­anced Approach to Expe­ri­en­tial Edu­ca­tion. In Expand­ing Bound­aries: Serv­ing and Learn­ing (pp. 2–6). Wash­ing­ton, DC: Cor­po­ra­tion for Nation­al Ser­vice.
• Jaco­by, B. (2015). Ser­vice-Learn­ing Essen­tials: Ques­tions, Answers, and Lessons Learned. Jossey-Bass.
• Kolb, D. A. (1984). Expe­ri­en­tial Learn­ing: Expe­ri­ence as the Source of Learn­ing and Devel­op­ment. Pren­tice Hall.
• Mitchell, T. D. (2008). Tra­di­tion­al vs. Crit­i­cal Ser­vice-Learn­ing: Engag­ing the Lit­er­a­ture to Dif­fer­en­ti­ate Two Mod­els. Michi­gan Jour­nal of Com­mu­ni­ty Ser­vice Learn­ing, 14(2), 50–65.
• Vygot­sky, L. S. (1978). Mind in Soci­ety: The Devel­op­ment of High­er Psy­cho­log­i­cal Process­es. Har­vard Uni­ver­si­ty Press.