27002 Community Engagement

Subject level: Undergraduate

Handbook description

This subject enables students to participate in an international community project. Students actively engage in a series of unique and demanding educational experiences during the preparation, participation and evaluation phases of their projects. Hands-on community work allows students to gain invaluable personal and career experience, as well as build powerful life and job skills that can be applied towards future community building initiatives. Community engagement activities are designed to inspire and inform students about the various issues surrounding development and philanthropic community projects. Involvement in community projects encourages students to cultivate an understanding of the value of community development work through results-oriented, community-based activities. This learning atmosphere contributes to a positive self-image through team-based, success-orientated activities, while at the same time extending individual self awareness by creating opportunities for the identification of personal strengths and clarification of individual needs and goals.

Subject objectives/outcomes

On successful completion of this subject participants should be able to:

1. Create individualised curricula of study that embrace their own as well as the university's notions of 'competence' in relation to a community service related project
2. Define their professional areas of competence through the identification of the knowledge, skills, and attitudes of professionals in these fields through involvement with a service related project
3. Create learning contracts as tools for enhancement of self-directed learning
4. Apply the appropriate skills obtained in a university educational setting to hands-on community projects
5. Maintain a program of continuous improvement and service to the community.

Contribution to graduate profile

This subject will provide students with professional experience in the area of community service and engagement. Students will have experiential education opportunities by undertaking self-directed learning and project-based approaches to education. It allows for the transfer of theoretical knowledge and skills taught throughout the course to real-life, community work situations. It will provide the basis for an area that is seen to be of increasing importance in the University as a means of linking learning to the community and life long learning.

Teaching and learning strategies

Stage 1: Preparation of Learning Agreement & Project Identification

In conjunction with the staff supervisor, students develop individualized learning objectives in relation to the country and project they will be involved with. Students start planning their post-project evaluation, including research of various methodologies and evaluation tools.

Stage II: Community Service Field Project

Students travel to in-country project sites for their 6-10 week long fieldwork. They become involved in exciting and worthwhile development projects in a range of communities, addressing professional areas such as health, education, youth skills summits, construction and environment. They can assist with immunisations, health surveys, renovations of schools, shelters or community buildings, and conduct scientific research on environmental, anthropological or social issues. They live and work within a community, work with local residents and further develop their appreciation for teamwork.

Stage III: Evaluation

Students return to the University and evaluate their sense of accomplishment, lifelong learning and valuable work skills obtained. They will be required to submit evaluations of their experience, including but not limited to, their new found confidence and self awareness, and how they might transform their personal experiences into positive civic and social action in the future.

Content

The 'Community Engagement' subject provides students with the basic knowledge, understanding and experience needed to operate as professionals in a community. It provides the student with the concept of returning something to the community from their learning and promoting students' active, responsible and continuing participation in local and global development.

Philanthropy & Volunteerism

• Recognition of the usefulness of community work through results-oriented community based work
• Skill transfer and understanding from the university based environment into positive civic action within the communities of both the host country and the students' local communities
• Encouragement of students to become involved volunteers and leaders within their local communities.

Community Development

• Collaboration between students and a network of established development, philanthropic and research organisation
• Relationship building between students and community organisations and members
• Shared learning and ownership of the planning, implementation and evaluation of community projects
• Exposure to a variety of aspects of the community development process
• Project evaluation skill development.

Work within Cross-Cultural Contexts

• Cross-cultural awareness and understanding through exposure to issues such as culture shock, cultural traditions, and cultural gender issues
• Assessment of similarities/differences between students and others through basic interaction and work between people of multi-cultural backgrounds.

Community Field Work

• Hands-on work within grassroots, community-building initiatives
• Introduction to the community program cycle
• Life and job skill development
• Community development work experience
• Appreciation of, and responsibility for, the environment through exposure to new countries and ways of life within the natural settings.

Leadership and Team-Building

• Application of Group Dynamics theories
• Immersion within group living and working environments
• Positive self-image development through team based, success-orientated activities
• Self-awareness exercises
• Engagement in systems of shared decision-making between students and community
• Identification and development of individual, group and community strengths.

Assessment

Recommended text(s)

Youth Challenge Australia Preparation Guide: Your Guide to Preparing for your Field Placement, 2003-04 edition.

Indicative references

Anderson, G., Boud, D. & Sampson, J. 1993, The Effective Use of Learning Contracts, University of Technology, Sydney.

Faculty of Business Guide to Writing Assignments, 1999, University of Technology, Sydney Printing Service, Sydney.

Wearing S. L. (2001) Volunteer tourism: seeking experiences that make a difference, CABI, Oxon.

Wearing S. L. and Mclean J. (1997) Developing ecotourism: a community based approach, Hepper Marriott and Associates, Melbourne, Victoria.

Wood, K. (1990) Community Involvement in Management - The Victorian Wetlands Trust in Diez, S. (ed) (1990) Wetlands - Their Ecology, Function, Restoration and Management, Proceedings of the Applied Ecology Seminar Series, La Trobe University.