The Bonner Center supports Oberlin College faculty interested in integrating experiential opportunities that meet academic goals and who want to pursue research that addresses community-expressed needs in Oberlin and beyond.

The concept of “community” is defined broadly to include areas immediately neighboring the College & Conservatory (Oberlin, Lorain and Cuyahoga Counties, and greater Northeast Ohio) but also extends to national and international partnerships with non-profit organizations, NGOs, and government and public sector agencies. Academic community-based learning may take the form of direct service projects or be theoretical or methodological, such as a foundational or introductory course that focuses on the ethics or methods of effective community engagement. 

Community-Based Learning (CBL) at Oberlin is a pedagogy in which faculty collaborate with community partners to identify community needs and goals and integrate these, through community-based research or class projects, into the academic goals of a course for the mutual benefit of the partner and student learning. The CBL course designation indicates that the course has a community-engaged component based on the following criteria:

  • The instructor and the community partner/s identify a community need and agree upon mutually beneficial goals that are appropriate for student engagement and learning.
  • The instructor develops course learning goals that provide students with mentorship and skills necessary to succeed in a community-based learning experience. [1]
  • The course structure is based on sound CBL pedagogical practices that include meaningful, reciprocal, and direct student interactions with the community partner/s, and address a community need or goal. [2]
  • The instructor develops assessment mechanisms that include written or verbal student reflection, [3] as well as direct feedback from the community partner/s (and served population when appropriate).

The center offers resources in support of community-based learning (CBL) and community-based research (CBR) pedagogies and methodologies.

For a list of Community-Based Learning Courses being offered in 2018-19, refer to the Course Catalog.

Faculty at Oberlin teach more than 40 community-based learning courses each year. CBL courses at Oberlin have covered the environmental challenges many communities face and the ways in which social, political, and economic factors drive decision making; another course explored the conceptual and historical models of disability and the role of science in helping us understand disability. A course for artist-teachers examined strategies for teaching in diverse settings, alternative forms of music-making experiences, and current trends in music education. These and other community-based learning courses give faculty additional opportunities to teach and pursue research in areas of interest while addressing the expressed needs of the community. 

[1] Community-based learning may take the form of direct service or be theoretical or methodological, such as a foundational or introductory course that focuses on the ethics or methods of effective community engagement that may be applied in upper level community-based learning courses.

[2] The Bonner Center director of curricular initiatives maintains a bibliography of resources to support faculty in best practices and current models of CBL/R and is available for individual consultation. Contact Tania Boster. Examples of best practices may be found in: Mitchell, Tania D.,“Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models” Michigan Journal of Community Service Learning Volume 14, Issue 2, Spring 2008, pp. 50-65; Dolgon, Corey, Mitchell, and Eatman, eds. The Cambridge Handbook of Service Learning and Community Engagement. Cambridge: Cambridge University Press, 2017

[3] e.g., via a SET, ePortfolio, or some other final product that maps back to the course learning goals.

The Bonner Center's Faculty Fellowship program supports members of the faculty contributing to Community-Based Learning and Research (CBL/R) at Oberlin College & Conservatory in collaboration with local, national, and international communities. In addition to developing an individual course or project, the Fellow will help expand and deepen understanding among the campus community about best practices and models of CBL/R and encourage Oberlin faculty to think creatively with community partners as co-educators about how CBL/R can support student learning. The Bonner Community-Based Learning/Research Fellowship is open to members of the teaching faculty of the college and conservatory who hold continuing appointments. Both individual and collaborative projects are eligible for support.

The CBL/R Faculty Fellow for the 2018-19 Academic Year is Jody Kerchner, Professor of Music Education & Director, Division of Pedagogy, Advocacy, and Community Engagement for her Oberlin Music at Grafton (OMAG) project. In Professor Kerchner's course PACE 220 "Arts Behind Bars" Students encounter models of arts programs offered for people who are often overlooked—those who are incarcerated. An overview of general political, philosophical, and societal issues relative to incarceration in the United States and globally will lead to the consideration of access to arts education in prisons as acts of activism. Primary readings include research on the effects of arts education access for those incarcerated and the ways the arts have the potential to transform and inform us of our common humanity. This is a community-based learning course that includes students assisting with and or implementing arts education experiences for people who are incarcerated in Lorain County. Volunteer training at the prisons is mandatory for the CBL portion of this course.

The CBL/R Faculty Fellow for the 2017-18 Academic Year was Katherine Thomson-Jones, Associate Professor of Philosophy, for her Philosophy in the Schools project. The Philosophy in the Schools (PHITS) practicum gives students a new community-engaged way to develop their philosophical skills and understanding, by teaching philosophy through children’s literature. Students make 8 weekly visits to Eastwood Elementary School, working in pairs to lead lively philosophical discussions. The rest of the course is taken up with preparation for and reflection on these visits.

For more information about the Community Based Learning/Research (CBL/R) Faculty Fellowship Program, contact Tania Boster, director, Bonner Center Curricular Initiatives.

Thursday March 8, 2018, 4:30-6:30 pm -- Faculty Workshop on Critical Community-Based Learning Pedagogy with Dr. Tania Mitchell, University of Minnesota

What distinguishes Traditional from Critical Community-Based Learning pedagogy (CBL, also known as service-learning)? While individual reflection and student development are desired outcomes of both, critical CBL balances learning outcomes with an emphasis on social change. Critical CBL practitioners interrogate systems and structures of inequality, question the distribution of power, and seek to develop authentic relationships among students, faculty, and community partners (Mitchell 2008).  

In this workshop led by Dr. Tania Mitchell, a leading researcher and practitioner of critical service-learning and one of the most innovative thinkers in the field, participants will discuss CBL as a critical pedagogy to explore civic identity, social justice, student learning and development, race and racism, and community practice. Faculty will be exposed to new tools and practical examples of how to implement critical CBL in ways that build ongoing relationships and reciprocal partnerships between campus and community co-educators and prepare and engage students in meaningful work with the community. This workshop will guide participants to reflect on their own practices, learn with and from colleagues, and take away tools that will support the development of more equitable CBL partnerships. This workshop is suited for faculty who have no immediate plans to teach a CBL course but are interested in exploring this theory and pedagogy, and for seasoned practitioners.

Tania D. Mitchell is an associate professor of higher education in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota’s College of Education and Human Development. She has published and presented extensively on critical service-learning. Her visit is sponsored by the Bonner Center for Service & Learning.

Space is limited to ensure individualized attention and small group discussion. Contact Tania Boster to register: tboster@oberlin.edu

Past Workshops

February 25, 2017 -- Faculty Workshop on Community-Based Learning (CBL) pedagogy and scholarship with featured speaker Albert Camarillo, Stanford University

Program Description: The Dean of Arts and Sciences and the Bonner Center hosted College and Conservatory faculty from all ranks and disciplines in a half-day Saturday workshop on Community-Based Learning with keynote speaker Albert Camarillo, Professor Emeritus, Stanford, and a panel of Oberlin College and Conservatory faculty (Rumi Shammin, Pam Brooks, Jennifer Fraser, Carol Lasser, Louise Zeitlin, and Gina Perez) who have taught CBL courses. Bonner Center staff highlighted current opportunities for collaboration with community partners around a range of issues and additional support for faculty interested in CBL (such as internal funding, future trainings, and individual consultations with Bonner Center staff).

About the Guest Speaker: Albert Camarillo, Miriam and Peter Haas Centennial Professor in Public Service, Leon Sloss Jr. Memorial Professor of American History, Special Assistant to the Provost for Faculty Diversity, Stanford -- Al Camarillo was appointed to the faculty in the Department of History at Stanford University in 1975 after receiving his Ph.D. from UCLA. He has published and co-edited eight books and over three dozen articles dealing with the experiences of Mexican Americans and other racial and immigrant groups in American cities. He is widely regarded as one of the founders of the field of Mexican American history and Chicano Studies. Over the course of his career, Camarillo has received many awards and fellowships. Fellowships include a National Endowment for the Humanities Fellowship and a Rockefeller Foundation Fellowship; he was also a fellow at the Center for Advanced Study in the Behavioral Sciences, The Huntington Library, and at the Stanford Humanities Center. His awards for teaching and service at Stanford are numerous. He is the only faculty member in the history of Stanford University to receive the six highest awards for excellence in teaching, service to undergraduate education and Stanford alumni, and university-related public service. Camarillo, the architect of the public service track in History at Stanford, brings both academic expertise and practical experience to community-based learning. For years he taught a course on homelessness and poverty that required community service that is often cited as a model for service-learning programs.

May 18, 2017 -- Professional Development Workshop on Community-Based Teaching and Learning

In this half-day, hands-on, interactive workshop instructors brought their course proposals and/or syllabi to create a Community-Based Learning (CBL) course or revise an existing course to include a CBL component. Participants in the workshop developed concrete plans for integrating CBL into their particular course content. Guest facilitator Marshall Welch worked with the group on concepts and practices including: engaged pedagogy and scholarship, collaborating with community partners as co-educators, intercultural humility and cultural competency, framing CBL for tenure and promotion, and assessing student learning and community impact. College and conservatory faculty participated in the workshop of various ranks and from the following departments: History, Music Education/PACE, Dance, French & Italian, Biology, Cinema Studies, Jewish Studies, and the First Year Seminar Program. Please see below for the participant survey results.

About the guest speaker: Marshall Welch has published several scholarly articles on civic engagement and most recently authored the book  Engaging Higher Education: Purpose, Platforms, and Programs (2016). He also coedited New Perspective in Service-Learning: Research to Advance the Field. Welch serves on the board of the International Association of Research on Service-Learning and Community Engagement (IARSLCE). He has served as the Assistant Vice Provost for Engagement at Saint Mary’s College of California. Prior to this role, he was the Director of the Catholic Institute for Lasallian Social Action (CILSA) overseeing the service-learning and community engagement program at Saint Mary’s College. Before coming to Saint Mary’s College in 2007, Marshall was the Director of the Lowell Bennion Community Service Center at the University of Utah and a faculty member in the College of Education.

Jennifer Fraser, Adrian Bautista, and Jody Kerchner presented together on their Community-Based Learning & Research at the 2018 Imagining America National Conference in Chicago, Illinois.

Janet Fiskio and Md Rumi Shammin, Cultivating Community: Black Agrarianism in Cleveland, OhioJanet Fiskio, Md Rumi Shammin, and Vel Scott coauthored an article which appeared in the Summer 2016  issue of GASTRONOMICA: THE JOURNAL OF CRITICAL FOOD STUDIES.

Ann Cooper Albright’s book, Choreographing Difference, has been translated into Greek by Nissos Press.

Julia Christensen, “During the RNC, Two Art Projects Amplify the Voices of Ohio’s Citizens”  and “Before Protesting at the Republican National Convention, Learn to Protect Your Phone” — Julia Christensen published two articles that discuss artwork on view in Cleveland throughout the Republican National Convention.

Gina PerezIn defense of Ohio’s sanctuary cities Gina Perez published an op-ed in the Cleveland Plain Dealer about sanctuary cities.

For a list of Community-Based Learning Courses being offered in Academic Year 2018-19, refer to the Course Catalog.

The Faculty Committee on CBL invites you to submit for review any courses you will offer during the 2018-19 academic year that potentially fit the criteria for designation (see below).  You may also use this form to opt out if you were notified that your course has been identified as a candidate for this description.

Community-based learning may take the form of direct service projects or be theoretical or methodological, such as a foundational or introductory course that focuses on the ethics or methods of effective and reciprocal community engagement.

Kindly submit your request to either opt in or opt out of the designation for the Fall 2018 semester no later than Monday, April 16, 2018.

The CBL course designation indicates that the course has a community-engaged component based on the following criteria:

  • The instructor and the community partner/s identify a community need and agree upon mutually beneficial goals that are appropriate for student engagement and learning.
  • The instructor develops course learning goals that provide students with mentorship and skills necessary to succeed in a community-based learning experience.
  • The course structure is based on sound CBL pedagogical practices that include meaningful, reciprocal, and direct student interactions with the community partner/s, and addresses a community need or goal.
  • The instructor develops assessment mechanisms that include written or verbal student reflection, as well as direct feedback from the community partner/s (and served population when appropriate).

Contact Tania Boster , Chair of the General Faculty Committee on CBL, if you have any questions.