Community-Based Learning (CBL) is a framework that allows Yale undergraduates and community partners (nonprofits, city agencies, and other groups) to work together to meet both partners’ needs and students’ academic requirements. Community partners identify projects of research, analysis, or evaluation that would support their missions. These projects are then matched to academic courses at Yale. Students complete the projects typically in place of a traditional final course assessment. CBL aims to nurture mutually productive relationships between community partners, Yale undergraduates, and faculty, by joining theory taught in the classroom and practical applications in the field within an academic context.
Community-Based Learning has existed as a research-based supplement to the Yale College curriculum since 1999, enhancing interdisciplinary study by providing a space for students to apply what they learn in the classrooms to projects in the city of New Haven, as facilitated by Dwight Hall. Since then, CBL has operated in between one to eight classes per semester, with varying degrees of involvement and success. CBL aimed to engage students in qualitative and quantitative research that would benefit the community. In Fall 2015, we hope to continue to work towards our purpose while expanding the program to include a greater number and greater academic range of courses.
How CBL Projects are Organized within Each Traditional Class Type
- Capstone: Modeled on independent study/capstone experience at Yale, the CBL capstone course includes, where applicable: weekly reports, midterm report, final project/paper, presentation of research to relevant bodies. The course material focuses on both subject of research and research methodology.
- Seminar: Modeled on seminars at Yale, the CBL Seminar includes, where applicable, weekly reports, midterm report, final project/paper, and presentation of research to relevant bodies. All members of the class must be involved in CBL.
- Lecture: Modeled on lecture courses at Yale, coursework includes: weekly reports, midterm report, final project/paper, presentation of research to relevant bodies. At least one section is entirely devoted to CBL, led by a TF with additional training to effectively guide research projects and direct class discussion.
CBL Project Types
- Research: Projects include: literature review, data collection, case studies, qualitative and quantitative analysis. Community partners set the direction of the project and agree on the topic of investigation, while Yale instructors oversee the research methodology.
- Design: Projects include new programming for community partner based on investigations of similar approaches in other contexts. Examples include an engineering project, an architectural design based on site and precedent analysis, and a software or computer program.
Both Research and Design projects should include analysis and/or evaluation: a project may evaluate an existing program or need in the New Haven community, analyze best practices, and synthesize findings into a series of recommendations.
CBL Research Pedagogy
CBL classes should provide additional support to students on how to:
- effectively and respectfully interact with partner organizations
- create appropriate research methodologies
- manage the timeline for research and production of the final project
Such material should be covered in an introductory “Orientation” session, a one to two hour presentation to students participating in CBL covering these topics. Additional support and training should occur on an ongoing basis, with support from professor, teaching fellow, and CBL support staff.