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.