Abstract:

Community-based learning (CBL), sometimes called service learning, is a mutually beneficial partnership involving higher education institutions (HEIs), students, academic staff, and the community. It provides students with the opportunity to apply academic concepts to real-life and community organizations with the opportunity to gain insights from evidence-based theories and current research. The benefits of CBL have been extensively documented (Eyler et al., 2001, Farber, 2011; Novak et al., 2007; Olberding, 2012; Olberding & Hacker, 2016; Warren 2012); however, a limited number of students realize its benefits. In one report, 17% of respondents estimated that 10-25% of graduating students had taken a service-learning course (Campus Compact, 2016). As such, much work remains to make CBL “central to the mission, policies, and day-to-day activities of universities” (Taylor & Kahlke, 2017, p. 138).

Significant changes for HEIs and businesses resulting from the COVID-19 pandemic, such as online course delivery, business lockdowns, telecommuting, and physical distancing, suggest a potential impact on CBL practice. By some reports, this impact was largely positive with 56% of HEIs in the Americas reporting an increase and 23% a decrease; 46% of European HEI respondents reported an increase and 26% a decrease (Marinoni et al., 2020). More than half of all HEIs continued community engagement activities during COVID-19. However, information on the specific challenges experienced and how they were addressed has not been collected.

This study gathered information about the perspectives of academic staff on CBL generally, and specifically related to COVID-19. Invitations to participate were distributed through the online communities of professional organizations associated with CBL. The survey instrument included 48 questions, 12 of which were open ended. The aim was to gain insights from academic staff on COVID-19 challenges and how they were addressed. The survey was informed by established matrices for CBL assessment (e.g., see Gelmon et al., 2001; Waters & Anderson-Lain, 2014) and previous research (e.g., see Andrade et al., 2021).

Survey topics focused on rationale, project design, workload, institutional support, challenges and successes, COVID-19 (challenges, continued use, facilitation of CBL, partner relations, support levels, approaches, learning outcomes), quality measures, training, recognition, and institutionalization. Demographic questions collected information on academic rank, gender, work status, college/school, and institutional type and size.

Findings indicated that academic staff found innovative solutions for overcoming disruptions caused by the pandemic. The findings also indicated a range of practices related to support and training for CBL and overwhelming identified strong faculty commitment to pedagogical approaches that deepen student learning while benefiting local communities. The open-ended question responses revealed the engagement of academic staff in a range of CBL activities as well as insights into student learning, facilitation of CBL, and strategies for coordinating with community partners during COVID-19. The presenters will establish the rationale for CBL in HEIs, review the findings of the study, and suggest implications for practice.

Keywords:

Community based learning, service learning, COVID-19, academic staff, community partners.