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Community-Based Global Learning
International education, service-learning, and community-based global learning programs are robust with potential. They can positively impact communities, grow civil society networks, and have transformative effects for students who become more globally aware and more engaged in global civil society - at home and abroad. Yet such programs are also packed with peril. Clear evidence indicates that poor forms of such programming have negative impacts on vulnerable persons, including medical patients and children, while cementing stereotypes and reinforcing patterns of privilege and exclusion. These dangers can be mitigated, however, through collaborative planning, design, and evaluation that advances mutually beneficial community partnerships, critically reflective practice, thoughtful facilitation, and creative use of resources. Drawing on research and insights from several academic disciplines and community partner perspectives, along with the authors' decades of applied, community-based development and education experience, they present a model of community-based global learning that clearly espouses an equitable balance between learning methodology and a community development philosophy.Emphasizing the key drivers of community-driven learning and service, cultural humility and exchange, seeking global citizenship, continuous and diverse forms of critically reflective practice, and ongoing attention to power and privilege, this book constitutes a guide to course or program design that takes into account the unpredictable and dynamic character of domestic and international community-based global learning experiences, the varying characteristics of destination communities, and a framework through which to integrate any discipline or collaborative project. Readers will appreciate the numerous toolboxes and reflective exercises to help them think through the creation of independent programming or courses that support targeted learning and community-driven development
eBook
The American community college
\"Community colleges have become a frequent subject of discussion in recent years, both among educators and philanthropists seeking to improve access and success in higher education for all groups, and increasingly among lawmakers and the general public responding to tuition increases at four year institutions, a high unemployment rate and need for worker retraining, and pressure for all young people to obtain a postsecondary degree or certificate. Much of the buzz has been positive, with community colleges cast as the nexus of national efforts to prepare a highly skilled workforce, as well as the lynchpin in the K20 education pipeline. Millions of federal and philanthropic dollars have been poured into the community college sector via initiatives such as the Trade Adjustment Assistance Community College and Career Training Grant Program, Achieving the Dream, and Compete to Complete, and community colleges across the nation have responded with efforts to improve job training and workforce development programs, reforms intended to boost student progress and completion rates, and collaborations with K-12 and university personnel to improve articulation and transfer among the sectors. For thirty years The American Community College has provided up-to-date information and statistics about community colleges and has been widely used both in graduate courses on community colleges, and as reference material by community college scholars and practitioners (many of whom are entering doctoral programs in order to advance in the administrative ranks). The sixth edition includes an entirely new chapter focused on community college outcomes and accountability, as well as new sections dealing with the rise of for-profit colleges; vertical expansion, including dual enrollment and community college baccalaureates; cross-sector collaboration; student characteristics and enrollment patterns; the effects of part-time faculty; leadership and administrative challenges; revenue generation and state allocation patterns, including performance-based funding; distance learning; statewide efforts to improve transfer and articulation; and, finally, a response to contemporary criticisms of the institution\"-- Provided by publisher.
Book
A study on school dropout in the Naples area: how to prevent it through community education agreements
The aim of this paper is to provide an initial analysis of statistical data on the phenomenon of early school leaving in the Municipality of Naples, with a particular focus on the causes of this phenomenon. In the light of these causes, it proposes a reflection on the positive relationship between early school leaving and the prevention of this phenomenon through community education pacts, as a project action that makes it possible to combat the educational inequalities and fragilities that are at the root of the early school leaving phenomenon itself, starting from the idea that this responsibility cannot be delegated to the school alone, but must be attributed to the entire local education system and, more specifically, to the various institutional and private social actors that play an educational and didactic role within the community. Uno studio sulla dispersione scolastica a Napoli: come prevenire il fenomeno mediante i patti educativi di comunità. Il presente contributo mira ad una prima analisi dei dati statistici riguardanti il fenomeno della dispersione scolastica presso il Comune di Napoli, con un’attenzione specifica alle cause di tale fenomeno. Alla luce di tali cause si propone una riflessione sulla relazione positiva tra la dispersione scolastica e la prevenzione di tale fenomeno mediante i patti educativi di comunità. come azione progettuale che consente di contrastare le diseguaglianze e le fragilità educative che sono alla base del fenomeno stesso della dispersione, muovendo dall’idea che tale responsabilità non possa essere delegata unicamente alla scuola, ma piuttosto sia da attribuire all’intero sistema di istruzione locale, e, più nello specifico, ai diversi attori istituzionali e del privato sociale che svolgono un ruolo educativo e didattico all’interno della comunità.
Journal Article
Community colleges in India : education for livelihood
Concept and implementation of community college system in India.
Book
Community-based dental education in Iranian dental schools
Background
Community-based dental education (CBDE) has been an essential advancement in dental education in recent decades, enhancing it in many aspects. This study aimed to determine the characteristics and improvements of CBDE in dental schools in Iran.
Methods
In the present descriptive study, an electronic questionnaire, including 18 “yes/no”, “multiple choice”, and “short answer” questions about the nature and extent of CBDE and students’ experience in CBDE, was used. In early 2021, the questionnaires were mailed to the deans of all 43 dental schools in Iran under the supervision of the Council for Dental Education of the Iranian Ministry of Health and Medical Education. Reminder calls were made after 6 and 12 weeks. Dental schools that did not follow the CBDE program were excluded. The responses were analyzed descriptively.
Results
Thirty-six dental schools completed the questionnaire (response rate: 84%). Seventeen schools (47%) reported having CBDE in their dental program. Sites lacking a well-equipped dental setting were the most used out of all extramural sites. The number of weeks dedicated to CBDE ranged between 1 and 20 (median: 4). The most common dental procedures practiced in extramural sites were pediatric dentistry (100%), restorative dentistry (71%), and dental examination (59%). The student-to-supervisor ratio in CBDE ranged between 3 and 15 (median: 5). In most schools (65%), the staff involved in directing CBDE were Community Oral Health PhDs.
Conclusions
An increasing number of Iranian dental schools have integrated CBDE into their undergraduate dental curriculum. The characteristics and extent of this educational strategy vary widely among dental schools. CBDE can be more effective by making positive changes in dental programs.
Journal Article
Immigrant experiences : expanding the school-home-community dialogue
\"Using the lens of Culturally Responsive Teaching (CRT) a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning, this book presents empirical studies and personal stories, examples across immigrant and refugee experiences including African, Asian and Latin immigrants. The chapters focus on the educational well-being of immigrant children and their families, and on bringing the home, school and community together as a united force to meet their needs\"-- Provided by publisher.
Book
Effect of enhancing village health volunteer ability to promote engaged community-based interprofessional education
To evaluate the impact of enhancing village health volunteers' (VHVs) abilities to promote engaged community-based interprofessional education (CBIPE).
A single-group pre-posttest design was implemented with 100 VHVs enrolled in a VHVs' abilities program. The program consisted of a two-day workshop that included five key sessions: a 30-40-minute lecture, demonstration and replay, 15-30-minute information sharing and communication, 60-150-minute discussion and practice, and 30-minute feedback. Of the participants, 83 VHVs completed the course and provided data for analysis. Outcomes measured included attitude and motivation towards associate teachers, self-esteem, community diagnosis knowledge, and course satisfaction. Repeated-measures ANOVA was used to analyze changes in competency scales over time.
A significant increase in community diagnosis knowledge was observed post-intervention (mean difference = 26, 95% CI = 24-28; p < 0.001). Significant improvements were also seen in attitude (mean difference = 1.00, 95% CI = 0.96-1.04; p < 0.001), motivation (mean difference = 0.92, 95% CI = 0.86-0.97; p < 0.001), communication (mean difference = 0.95, 95% CI = 0.92-0.97; p < 0.001), and systems thinking (mean difference = 0.98, 95% CI = 0.97-1.00; p < 0.001). No significant change was observed in the active listening scale (p = 0.104). VHVs expressed high satisfaction with the program, with an average score of 4.13 ± 0.76.
VHVs' abilities programs effectively enhance knowledge and improve VHVs' competencies. Ongoing training for associate teachers is essential to support engaged learning and CBIPE field practice for medical students.
Journal Article
Exploring the impact of the Global Community-Based Education (G-CBE) program at the University of Global Health Equity (UGHE), Rwanda: insights from the inaugural cohort
Background and context
Community-Based Education (CBE) integrates practical experiences within community settings to deepen students’ understanding of real-world issues. In July 2023, the University of Global Health Equity (UGHE) launched the Global Community-Based Education (G-CBE) program, designed to immerse international students in diverse settings across Rwanda and enhance their grasp of social determinants of health, community health and social medicine.
Objectives
This study explores the experiences and perceptions of the first cohort of the G-CBE program at UGHE. It aims to evaluate how the program influenced the learning, career development, and understanding of community health for the 10 participating students.
Methods
Qualitative methods were employed, including 10 in-depth interviews (IDIs) to gather insights into the participants’ experiences and the perceived benefits of the G-CBE program.
Key findings
Students reported gaining a comprehensive understanding of social determinants of health, developing a strong appreciation for community-driven approaches, and acquiring practical skills through hands-on experiences. The program also broadened their global health perspective and heightened their awareness of health inequities.
Conclusion
The findings underscore the significance of immersive community-based learning in global health education. The students’ experiences will inform ongoing improvements to the G-CBE program, enhancing its effectiveness in preparing future health professionals.
Journal Article