Term
Spring 2022
Capstone
Capstone Project
Degree Name
MAED: NSEE
Facilitator(s)
Julia Reimer
Content Expert
Kristin Guin-Grosse
Abstract
This paper examines resource availability and allocation within schools and, through its investigation, identifies the greater community system as an underutilized source of talent. To better understand and use the greater community as a resource, this paper will consider the impact on students’ social-emotional growth. More specifically, how does community involvement in the classroom, specifically through the use of community-based learning practices, impact a student’s sense of belonging and inclusion? Community-based learning practices are rooted in authentic learning experiences where students collaborate with community partners to address community needs and objectives. Students, educators, and members of the greater community all benefit from the application of these practices. To assist in this initiative, the accompanying project takes the form of a professional development opportunity that will encourage and enable practicing educators and their administrators in implementing community-based learning practices. As educators are better equipped to identify and utilize community resources in their classroom practices, students can develop their skills as actively engaged members of current and future communities
Project Type
Professional Development
Keywords
Community Building, Curriculum, Staff Development
Recommended Citation
Batchelder, Rebecca, "Fostering Students’ Sense of Belonging and Inclusion Through Community Involvement" (2022). School of Education and Leadership Student Capstone Projects. 802.
https://digitalcommons.hamline.edu/hse_cp/802
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University