Expanding the Dimensions of Best Practice in CBL

Abstract

Four community-based learning projects that differ across time to completion, discipline, and team are examples used in developing a framework of possible project models in which universities can engage with community partners. The case study method contextualizes this framework and produces suggestions for "best practice" when project goals change over time, and new partnerships develop, as project needs and priorities change. Authors discuss the political nature of working with various stakeholders and offer suggestions for successful project completion based on student, faculty, and community partner perspectives. The authors seek to expand the scope of what constitutes best practice in CBL.