Developing Partnerships/Creating a Shared Vision in Your Community

Students and instructor gathered around a computer in a chemistry lab
Archeology dig with several studies working different parts of the site.
A student in another country with a baby elephant. Elephant has trunk draped over student's neck.
Two students using a large tube to draw water from an artificial test pool.
Instructor and several students measuring diameter of small tree in the forest.
Student holding bird with several other students looking on. Instructor showing student how to band leg.
Instructor and two students wearing protective gear and looking at paperwork in a lab.
Grad student holding large species of cockroach native to South America.
Students sitting outside in a circle, one with drum.
Four students sitting outside Armstrong Center at a cafe table discussing a group project.
Botany class outside, gathered around a tree and doing an identification exercise.
Group of students sitting outside painting pottery bowls.

How do you go about developing a partnership and creating a shared vision in your community?
Consider reflecting on these prompts and questions.

  • Determine learning goals for your course.
  • How can your students contribute to a community need?
  • How do learning goals include interaction with a particular internal or external partner?
  • Has the partner articulated their need and how do they imagine involving students?
  • What is the ideal outcome for the partnership?
  • What role(s) will the students play when they interact with the partners (and vice versa)?
  • What are the benefits for the students and for the partner?
  • What is your timeline for the students' interaction / contribution?
  • What is your partner's timeline for the students' interaction / contribution?
  • Are formal approvals needed for this partnership?
  • Is a background check required for students to participate (i.e., working with children)?
  • How will you document student interaction / contribution?
  • What documentation would benefit your partner?
  • Is there a particular person who will archive or promote the partnership?
  • How will students reflect about their experiences in the community?
  • How will you provide feedback on student reflections at multiple checkpoints?
  • Is there a culminating assignment for students to report about their experiences to their peers?
  • How can the students express gratitude to the community partner?
  • What structures are in place to support the partnership?
  • Will the partnership be sustainable? How?
  • How will you communicate clear assessment guidelines and assess students for their work in the community?
  • How are partners a part of the assessment of students?
  • How will you communicate clear guidelines for assessment of students to the partner?
  • Is assessment of students simple and time efficient for the partner?