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Connect With Community Partners

List of Approved Community Partners (CPs)
Faculty/CP Outreach Checklist

SL staff help connect faculty with community agencies, and often facilitate matches between course learning objectives and community needs. If you need help finding community partners, please contact KaraBrascia@boisestate.edu or call 426-2380.

Important topics for faculty and agencies to discuss  

students posing at a conference

  • Course goals (to achieve these outcomes do students need to be exposed to a certain population, task, or issue?)
  • Students’ capacities (what skills & knowledge can they contribute to a project?)
  • Number of students available
  • Agency goals and potential projects
  • Project scope and parameters (desired outcome, tasks, # hours, timeline, location, and evaluation)
  • Course deadlines that might relate to agencies
  • Agency involvement, including visits to the classroom, meetings with students, faculty visits to the site
  • Supervision, training requirements, onsite orientations, any safety issues
  • Method/frequency of exchanging feedback between faculty and agency, including debriefing (and celebration!)

Tips for Establishing Positive Community Connections (for faculty)

Adapted from CSU Service-Learning Faculty Manual, Fourth Edition; courtesy, The Institute for Learning and Teaching at Colorado State University.

  • Research the agency history, mission and related social issues before making contact.
  • Meet agency representatives at their office whenever possible.
  • Ask  if the agency what you have to offer might be useful to them. It is a significant role reversal to put yourself in the position of learner with the community partner as the expert and teacher.
  • Learn about the assets of the agency and the clientele. Explore their capacities and abilities, and relay this to your students. As faculty and students shift their perception of client populations as deficient and needy to acknowledging that others have valuable and desirable strengths and insights, they will be able to realize the real reciprocity integral to the discipline of service-learning.
  • Be open to indirect service projects. Consider how you can help students see the value of service that provides support to the community as compared to direct contact with people.
  • Take care to “do no harm.” The community and the clientele are not a teaching or research laboratory. The notion of community as laboratory assumes a false hierarchy of power and perpetuates an attitude of institutional superiority. Basic goals of service-learning include community development and empowerment. For these goals to be realized, faculty and community must be equal, collaborative partners.
  • Invite community partners to be a part of reflections, presentations and related activities.
  • When visiting the agency or service site, note details on location, transportation and parking that will be pertinent to your students.

Further Reading
Gugerty, C. R. and Swezey. E. D. (1996). “Developing campus-community relationships”. Service-Learning in Higher Education. Jacoby, B. and Associates, San Francisco: Jossey-Bass, 92-108. Ramsay, W. (1976). Establishing agency relationships. Synergist. 4(3). 14-18.

Maurrasse, David J. (2001). Beyond the Campus: How Colleges and Universities Form Partnerships with their Communities. NY: Routledge.

Ramsay, W. (1976). Establishing agency relationships. Synergist. 4(3). 14-18.

The Institute for Learning and Teaching. (2007). CSU Service-Learning Faculty Manual, Fourth Edition. Colorado State University. http://tilt.colostate.edu/guides/tilt_servicelearning/index.cfm.