The educator identifies or creates a community-based learning experience that enhances student learning about a globally significant issue. The educator designs and facilitates the community learning experience to maximize students’ global engagement and guides students through a reflective debrief of the experience.
Community-based learning experiences (CBLEs) help students learn from and with the local and/or global community by connecting the curriculum to community contexts, concepts, and issues that are more familiar, accessible, and relevant to them.
CBLEs can include the following:
CBLEs communicate to students the value of community and the importance of their role within that community (both locally and globally). Inviting community members into the classroom and/or using the community as a classroom helps students understand and appreciate the value of their learning and work in the context of the real world. Providing students opportunities to interact with community partners gives them a sense of what it means to be active, engaged citizens, who are able to participate in and contribute positively to their local community and to the global society.
As students develop the core concepts, skills, values, attitudes, and behaviors of global competence, they gain a greater understanding of and appreciation for how each individual affects and is affected by the problems and issues that face our global society. As a result, students become more concerned, passionate, and motivated to become globally engaged and make a difference. Global engagement, in turn, fosters the development of openness, humility, self-awareness, empathy, adaptability, collaboration, problem-solving, reflection, and so on. In other words, greater global competence. Global engagement is key to the development of global competence, because rather than simply preparing students to become global citizens in the distant future, it gives them the opportunity to think and act as global citizens today (See the Resources section for more information).
*For more on using case studies, see the “Case Studies for Analyzing Multiple Perspectives” micro-credential in the Global Competence: Perspectives and Empathy stack.
**Note: Global experts can be brought into the classroom using video-conferencing and other technologies. See the “Communication for Global Action Using Technology” micro-credential in the Global Competence: Action and Engagement stack.
***For information on Knowledge to Action projects, see the “Knowledge to Action Projects” micro-credential in the Global Competence: Action and Engagement stack.
Community-based learning experiences exemplify several best-practice strategies. They are experiential, holistic, authentic, constructivist, reflective, and collaborative (Zemelman, Daniels, and Hyde, 2005). They provide real-world applications for learning, which motivates and engages students (Marzano and Pickering, 2011). CBLEs inspire and motivate students by using personal, firsthand experiences and familiar, accessible examples to make the curriculum more personally meaningful and relevant (Blank, Melaville, and Shah, 2003).
Community-based learning helps students build a sense of connection to their communities while also developing academic knowledge and skills to understand and take action on the issues they encounter in the real world (Melaville, Berg, and Bank, 2006). Research shows that students are more likely to retain and transfer knowledge when given opportunities to apply what they are learning to real-world issues and assess their performance in ways that suit their personal learning styles (Urdan and Klein, 1998).
Global competence refers to the knowledge, skills, and dispositions individuals need to be successful in today's interconnected world and to be fully engaged in and act on issues of global significance. The Global Competence Task Force defined globally competent individuals as "those who use their knowledge and skills to investigate the world beyond their immediate environment, recognize their own and others' perspectives, communicate their ideas effectively with diverse audiences, and translate their ideas into appropriate actions" (see link below).
Example Global Competence Frameworks
Community Learning and Partnership Resources
The items in this following section detail what must be submitted for evaluation. To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Yes” for Part 2.
(500-word limit total):
Please submit a video or audio recording of students participating in the reflective debrief at the end of the community learning experience (maximum length: three minutes) OR written reflections from three to five different students that demonstrate how the community learning experience helped them engage globally (maximum length: three pages).
(750-word limit total):
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