Start Date

5-6-2013 2:00 PM

End Date

5-6-2013 3:10 PM

Description

Most practitioners conceive of service-learning as combining student involvement in service-oriented tasks with and for communities with structured educational activities designed to develop their knowledge, character, and/or social skills and capacities. Whatever the goals for students these tasks tend to be of a direct service kind – e.g., tutoring, teaching classes, assisting the elderly, environmental clean-up, etc. Occasionally these tasks will also include administrative or public policy-related work. Rarely, however, does service-learning venture into the realm of research. This interactive workshop will explore the goals, background, characteristics, and current practices of research as a form of service-learning, including its benefits for community and student development. The facilitators will provide a brief introduction to community-based partnership research (CBPR) - a collaborative form of inquiry that seeks to involve all partners (academically- and community-based) in the research process equitably and in ways that draw on their unique strengths and resources. They will invite participants to contribute and explore CBPR’s theoretical foundations, recent expressions in undergraduate education, and major practice issues. Emphasis will be placed on CBPR as a means of establishing long-term campus-community partnerships, which can enable and sustain impact and social value. Using case examples of CBPR practice in South Africa and Thailand our goal will be both to expose participants to this new, developing form of service-learning and cull their knowledge, resources and experience with it. We hope to discuss, compare and ultimately map current practice as it is rePaper presented by participants in the workshop and known by them throughout the world. We will conclude with a discussion of the potential for developing undergraduate CBPR in Hong Kong and throughout the wider Asia-Pacific region. Existing print and online resources on CBPR in higher education will be shared.

Recommended Citation

Stanton, T. K., & Vichit-Vadakan, V. (2013, June). Responding to communities’ information needs: Community-based research as service-learning. Paper presented at the 4th Asia-Pacific Regional Conference on Service-Learning: Service-Learning as a Bridge from Local to Global: Connected world, Connected future, Hong Kong and Guangzhou, China.

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Jun 5th, 2:00 PM Jun 5th, 3:10 PM

Responding to communities’ information needs : community-based research as service-learning

Most practitioners conceive of service-learning as combining student involvement in service-oriented tasks with and for communities with structured educational activities designed to develop their knowledge, character, and/or social skills and capacities. Whatever the goals for students these tasks tend to be of a direct service kind – e.g., tutoring, teaching classes, assisting the elderly, environmental clean-up, etc. Occasionally these tasks will also include administrative or public policy-related work. Rarely, however, does service-learning venture into the realm of research. This interactive workshop will explore the goals, background, characteristics, and current practices of research as a form of service-learning, including its benefits for community and student development. The facilitators will provide a brief introduction to community-based partnership research (CBPR) - a collaborative form of inquiry that seeks to involve all partners (academically- and community-based) in the research process equitably and in ways that draw on their unique strengths and resources. They will invite participants to contribute and explore CBPR’s theoretical foundations, recent expressions in undergraduate education, and major practice issues. Emphasis will be placed on CBPR as a means of establishing long-term campus-community partnerships, which can enable and sustain impact and social value. Using case examples of CBPR practice in South Africa and Thailand our goal will be both to expose participants to this new, developing form of service-learning and cull their knowledge, resources and experience with it. We hope to discuss, compare and ultimately map current practice as it is rePaper presented by participants in the workshop and known by them throughout the world. We will conclude with a discussion of the potential for developing undergraduate CBPR in Hong Kong and throughout the wider Asia-Pacific region. Existing print and online resources on CBPR in higher education will be shared.