Staff Research Papers

Engaging and Preparing Students for Future Roles: Community-Based Learning in DIT

Catherine Bates — Tue, 18 Sep 2012 07:49:41 PDT

This paper will introduce the principles of Community-Based Learning (CBL), showing how this pedagogy allows students to use a range of learning methods on real-life projects, preparing them for a changing professional environment and social context, and enhancing their college experience. Lecturers and underserved community partners collaboratively design projects to meet the learning needs of students and to work towards community goals. Through these curriculum-based projects, students develop greater awareness of themselves as learners, and of the role of their discipline in society, as well as building a range of transferable professional skills. This paper will give 2 clear case studies on how 124 modules have been adapted to include this pedagogy in DIT, drawing on three years’ experience of coordinating the Programme for Students Learning With Communities in Dublin Institute of Technology. Participants will gain a clear sense of what is involved in using this approach to learning and teaching, and the benefits for their students, as well as to the participating community partners. They will also have a clear framework for planning their own projects. Community-based learning (or service-learning) is recommended in the National Strategy for Higher Education to 2030.

Video link to the presentation http://flashhost.heanet.ie/metafiles/1ed0af638b114e0f9f40a3b48f479f66_player.html

Learning From an Irish Multidisciplinary Collaborative Project Where Students are the Community

Catherine Bates et al. — Thu, 03 May 2012 09:38:01 PDT

College Awareness of Road Safety is a collaborative course-based multidisciplinary CBR project between students and staff at Dublin Institute of Technology and the Garda [police] Road Safety Unit, begun in 2007/8. Both partners describe this collaborative research model, whose aim is to improve awareness of road safety among the target group of 17-24 year olds - i.e. students themselves - by engaging them in course-based research. This paper presents both perspectives on the benefits of mentoring in this model, where academic staff from various disciplines and the Road Safety Unit mentor students to creatively develop individual approaches to road safety-related research.

Learning From Mentoring Relationships Within and Between Higher Education Institute Staff

Sinead McCann — Thu, 03 May 2012 09:29:32 PDT

As part of the PERARES project, staff on the Programme for Students Learning with Communities (SLWC) in DIT have been formally mentored by staff at Queen’s University Belfast, with over 20 years experience fostering community-based research (CBR) projects. This paper shares both experiences of the invaluable support, insight and practical guidance emerging from this mentoring relationship, and considers early outcomes from a pilot of informal mentoring relationships in DIT between academic staff experienced in CBR and staff starting CBR projects with students for the first time.

Alternatives to Industrial Work Placement at Dublin Institute of Technology

Catherine Bates et al. — Thu, 20 Oct 2011 06:31:49 PDT

In the current economic crisis, higher education graduates need transferable professional skills more than ever. They need resourcefulness, an ability to work reflectively, a sense of civic awareness and an impressive curriculum vitae. This case study analyses how Dublin Institute of Technology’s Programme for Students Learning With Communities provides cost-effective, sustainable solutions to these needs, offering an alternative to industrial work placement. Community-based learning and research involve collaboration between staff and/or students and community partners to design real-life, course-based projects which meet the learning needs of the students and those of the community. The programme not only enriches the curriculum; it also builds links with communities and brings additional resources to the educational institution, while allowing the institution to fulfil its three main roles of teaching, research and outreach, simultaneously.

Dublin Institute of Technology's Programme for Students Learning with Communities: a Critical Account of Practice

Catherine Bates et al. — Tue, 23 Aug 2011 04:12:47 PDT

Purpose – This paper aims to focus on the process of critically evaluating Dublin Institute of Technology's Programme for Students Learning With Communities after its first year of operation. The programme supports and promotes community-based learning/service-learning across DIT.

Design/methodology/approach – The paper is presented in the form of a case study, wherein the context for the work is outlined, addressing both strengths and weaknesses of the practice to date, and comment briefly on wider implications.

Findings – After nine months an evaluation of the programme was carried out. It identified four main areas where it was felt there was potential for improvement: reflection on learning; the nature and quality of student, staff and community engagement on projects; project evaluations; student involvement in project planning and recruitment to community-based research projects. Each area is addressed in turn and the actions taken to date to enhance the service delivery is described. Some initial thoughts on the implications of the work are given.

Originality/value – This paper will be of value to students, educators and community partners interested in the possibilities inherent in students learning with communities, and in the process of reflection on this work.

A Recipe for Change

Elena Gamble — Tue, 23 Aug 2011 04:12:45 PDT