（亞洲大學 廖淑娟）
Abstract: The purpose of this longitudinal study was to document how the integration of academic curriculum and community development happened. Three aspects of students, the university and faculty, and the community were investigated. The findings suggested that community-campus partnerships were beneficial for three parties.
（摘要：這篇長時間研究的目的是要記錄課程和社區發展整合的過程，從學生、社區、教師三個面向來看。研究發現大學社區夥伴關係對三方面都有利。）
Introduction（前言）
In response to the Outstanding Teaching Plan 2006 in Asia University of Taiwan, the Department of Social Work proposed a plan called “Community Underprivileged Families Caring Plan” to echo the university’s devotion to community services. This plan eventually became a course with 30 students and five faculty members working with three local community organizations who serve underprivileged families with different projects.
（為了回應2006年亞洲大學卓越教學計畫，社工系開了一門課：「社區弱勢家庭關懷工作」，致力於社區服務。這門課有30個學生修課，由5位教師一起做教學服務，3個社區組織與大學成為夥伴關係。）
The three-credit course design includes one hour classroom lecture and two-hours of community-based learning. Students, faculty members and community work together through the whole semester. The program has been continuously supported by the university based on the concepts of community-campus partnerships and scholarship.
（3學分的課程設計包括1小時在教室上課，兩個小時在社區學習。學生、教師和社區整個學期在一起工作，這門課是基於大學社區夥伴關係和學術研究的概念，學校非常支持，目前已經持續了三個學期。）
Purpose of the study（研究目的）
This paper is to document what I have participated in this course work. I have been continuously involved in teaching for three semesters since Fall 2006. The integration of curriculum and community development became an agency to link academic resources to communities in a reciprocally beneficial manner. Students and faculty engaged the community fully in the process of problem definition, need assessment, problem analysis and action taking. I experienced students’ significant learning through their participation in campus and community activities. I investigated the significance of students and community members learning from each other in the community context.
（這篇文章紀錄我在這門課的參與，我從94學年度第二學期就開始參與這門課的教學。結合課程和社區發展已經成為一個力量，在雙方互利的情況下，將學術和社區資源連結起來。學生和教師完全投入社區，一起參與整個過程，包括定義問題、需求評估、問題分析和採取行動。我看到學生從參與大學和社區的活動中有意義的學習，我想要深入探索在社區中，學生和社區居民如何互相學習。）
Significance of the study（研究重要性）
Faculty members have a three-fold duty to teach, conduct research and facilitate social services. One of the best ways for academic faculty members fulfilling the mission is to integrate curriculum with social service and strengthen the relationships between theories, research, and practices. Students and faculty were involved in community-based learning by serving communities. In so doing, knowledge production through community-based participatory research would be different from that of through academia only. Students and community members could also become knowledge producers.
（大學教師有三個任務：教學、研究和服務，將課程和社會服務結合，不但可以達成上述目標，更可以強化理論、實務和研究。學生和老師同時參與社區並且服務社區，如此一來，以社區為主的參與式研究所創造出來的知識，一定不同於那些只在大學製造的知識，學生和社區居民也可以成為知識創造者。）
Literature review（文獻回顧）
Literature about community and campus partnerships in integrating curriculum has been broadly discussed. Forrest (2004) examined the effectiveness of a social work course that integrates class and fieldwork to influence students' development in end-of-life care practice. Students were able to synthesize the course materials and identify their social and personal roles; volunteers feel useful, becoming a teacher in their relationships with students; and agencies are encouraged by the college’s willingness to be creative. The results showed that all participants got significant benefits from this program. Deans (1998) created community/university partnerships through which college writing is paired with community action. He proposed a typology for community-based writing pedagogies, and invited participants to write for, about and with the community. Belliard Alban (2002) argued that integrating service with scholarship helped students’ praxis and drives faculty community engagement work that led to a shared responsive and partnership community-campus vision. Green (2004) investigated that service-learning pedagogy could help bridge academic affairs and student affairs areas and achieve institutions’ mission relative to teaching, research, and public service. Crowe (2003) conducted service-learning assessment research and claimed that integrating classroom and community learning enhanced students’ classroom learning by serving with nonprofit organizations. The university-nonprofit organization alliance worked together and developed curriculum. Shaffett (2002) conducted a study on community organization staff perceptions about the importance of selected practices in building effective community-university service and learning partnerships. The results showed seven primary concerning factors—university institutional context, community organization context, preparation/training, community partner roles, faculty partner roles, relationship/communication, and evaluation/outcomes. Curry and Cunningham (2000) argued that co-learning as constructing knowledge in the community. It is one way to equalize power relationships and to deny socially constructed privilege or the privileging of one knowledge over another. Liao (2004) showed the service learning experiences with the concepts of learning by doing, which led them to better understand themselves and their social roles.
（從文獻上可以看出，大學社區夥伴關係在結合課程與社區服務已經廣泛被討論，Forrest做結合社工課程和實務工作的研究，研究顯示如此做幫助學生在臨終關懷的發展，學生可以統整課程教材，認定他們的社會和個人角色，機構志工也因此覺得自己有用，因為他們覺得是學生的老師，機構也感謝學校有創意。Deans經由寫作來創造大學社區的夥伴關係，要求學生和社區兩兩一組，文章內容一定要符合三要件之一：關於社區、為社區、和社區一起做。
Belliard Alban
認為結合服務和學術研究，可以幫助學生實踐，推動教師參與社區工作，分享大學社區之願景。Green指出服務學習教學法幫助結合教務工作與學務工作，達成學校教學研究和公共服務的目標。Crowe做服務學習的評估研究，他宣稱學生藉著服務非營利組織，結合教室和社區學習可以提升學生在教室的學習， 學校和非營利組織並一起發展課程。Shaffett研究從社區幹部觀點看如何建立有效的服務學習，研究發現有七個主要因素：大學塲域、社區組織塲域、準備程度、社區角色、教師角色、關係/溝通、結果評估。Curry and Cunningham討論在社區共同學習建構知識的議題，她們認為這是平衡權力關係的作法，不致於讓擁有知識特權的人控制知識。Liao呈現從做中學的服務學習經驗，引導學生更了解他們自己和社會的角色。)
The literature showed that university-community partnerships were beneficial for students’ learning by integrating curriculum with communities and organizations. There is little, if any, research on learning from the community and faculty’s perspectives. My research further investigated how the community and faculty actors learned from participation in the integration of curriculum and community development.
（文獻指出藉著藉由整合課程和社區與機構組織，來建立大學社區的夥伴關係，雙方互蒙其利。但這些研究比較少從社區和教師觀點來看課程，我想進一步來探索社區和教師如何從參與課程與社區發展中學習。）
Methodology（研究方法）
In this study, I conducted qualitative research. Through qualitative research, I would be better able to determine whether participants developed particular benefits of their learning process from integrating curriculum with community development. This study was community-based participatory research
（CBPR）approach, which linked both academic and community resources in a reciprocally beneficial manner. CBPR is a form of research which engages a community fully in the process of problem definition/issue selection, research design, conducting research, and interpreting the results. Instead of creating knowledge for the advancement of a field or for knowledge's sake, CBPR is an iterative process, incorporating research, reflection, and action in a cyclical process (Wikipedia).
（我以質性研究方法來進行這個研究，從質性研究我比較可以了解課程結合社區發展的學習過程，這是以社區為主的參與式研究，在雙方互惠之下，連結大學與社區資源。以社區為主的參與式研究是完全參與社區，在過程中一起定義問題、選擇議題、研究設計、進行研究、和詮釋研究結果。知識的創造不單為知識本身，社區為主的參與式研究重視互動的過程，是不斷地循環整個研究、反思、和行動的過程。）
I chose the Gio-che Community as my research partner context. There are two reasons I chose the Gio-che Community: first, since I have been working with the Gio-che Community Development Association for a period of time, the community development work that they have done was quite impressive. Community development in the Cio-che was ongoing, including community heath care, community education, employment and environmental issues. The dynamics shown within the Community lead me to do further exploration. I valued it as a suitable learning space for students. Secondly, the fact that women were leading this community organization encouraged further exploration. Men in Taiwan, especially in the rural communities, typically dominate leadership positions in community organizations. Women approach leadership roles within organizations differently than men. I was interested in inquiring the leadership capabilities of women in the community.
（我選擇舊正社區作為我的研究夥伴，選擇舊正有兩個原因：首先，因為我先前已經和舊正社區發展協會共事過，他們的社區工作令我印象深刻，舊正持續發展社區工作，包括社區健康照顧、社區教育、就業與環保議題。社區的動力引導我做進一步的探索，我肯定這是一個適合學生學習的地方。再者，女性擔任協會理事長更是讓我對女性領導議題產生興趣，台灣社區，尤其是鄉村社區，大部分還是由男性擔任社區領袖，我對社區中的女性領導能力因此備感興趣。）
My data came from three primary sources: 1) my field observations, action and reflection, 2) students’ weekly reflection journals, meeting records and term papers for three semesters, and 3) in-depth interviews of the community leader and staff. The process of data analysis started along with data collection. The themes were emerging through reading the texts over and over again, which interacted with my thoughts in the mean time. This led to an intersubjective relationship between the texts and my own thoughts. The whole picture gradually became clear after the appearing fragments found their own places.
（我主要的資料來源有三個部份：1. 我的觀察、行動和反思，2. 學生三個學期來的週誌、會議紀錄、以及期末報告，以及3. 深度訪談社區領袖與幹部。資料分析隨著資料蒐集同步進行，主題在不斷閱讀文本時呈現，與我的思緒做結合，並引導我和文本產生互為主體的關係，整個畫面在各個片段找到自己的位置時呈現出來。）
Findings
I categorized themes into three aspects: students, university and faculty, and the community. I describe the themes that emerged from these three categories.
（我把主題分成三類：學生、大學與教師、社區，我從這三方面來描述主題。）
For students. First, They were able to synthesize the course materials through participation in the community development. They were able to work with community people for collective investigation of community needs and problems, collective analysis and collective action. Communities became learning sites with many learning points for students to discover. Through learning by doing, they better understood the course work, such as casework, group work, family system, interpersonal relationship, program design, community work, community organization and community development. In the community, they served the elderly and became closed to them. In so doing, they better understood the elderly, who might be lonely and need intensive care while also being happy and talkative. Students found that the elderly in the community very much resembled their grandparents.
（學生部分：第一，學生可以透過參與在社區發展工作，來結合課程教材，他們可以和社區居民一起探討社區需求與問題，一起分析、一起採取行動，社區變成學習場域，任由學生發掘學習標的。透過做中學，他們更能了解課程內容，例如個案工作、團體工作、家庭系統、人際關係、方案設計、社區工作、社區組織與社區發展等。在社區他們服務長者，並且和他們密切接觸，這樣一來，他們更了解長者，他們可能寂寞，可能需要人照顧，他們也是快樂、愛講話的人，學生覺得他們很像自己的祖父母。）
Second, they realized there are large gaps between theory and practice. For instance, a well-designed questionnaire with all aspects for the community needs, ability and skills, and perspectives about community development would not work well as they conducted face-to-face contacts with the “real” people. They also found their limitation, especially the language barriers. Rural communities in Taiwan mainly use Taiwanese language. Without speaking Taiwanese, students would not be accepted in rural communities.
（第二：學生發現理論和實務的落差很大，例如，一份設計很好的問卷，呈現了社區認知、社區需求、與居民能力的面向，一旦和人真實接觸時，才發覺有問題。他們也碰到了困難，特別是在語言方面的障礙，台灣鄉下主要是講台語，不講台語不易被居民所接受。）
Third, they became confident by identifying themselves as helpers in the community. Working with the community, they were able to integrate their course materials with the real people’s lives in the community. Their weekly reflection journals and term papers documented knowledge gained through their experiences in attending the activities and the problem-solving process. That led them from knowledge consumers to knowledge producers.
（第三，學生自信地成為助人者，他們和社區工作時，也能結合課程與社區內的真人互動，週誌和期末作業記錄他們在社區所學，包括參加活動和解決問題的過程，使他們不只是知識的消費者，同時也是知識的創造者。）
For the community people:
The community-campus partnerships were mutually beneficial. People enjoyed students bringing dreams, ideas, enthusiasm and skills to their community. Students came to the community with what they have learned in the classroom; and they wrote grant proposals by working with the community people. The curriculum systematically took ongoing community development with which the life-oriented styles of the community were affected. Consequently, community volunteers who worked with students had to learn the students’ methods.
（對於社區居民而言，大學社區的夥伴關係是互相有利的，居民喜歡學生帶夢想、新點子、熱情與技術來社區，學生帶來在上課學到的東西，他們和社區一起寫計畫申請補助，課程使得正在進行之社區發展工作系統化，使社區原有的生活型態受到影響，結果，與學生一起工作的社區志工必須學習學生的工作方法。）
Students were creative and energetic, which brought out the potential resources within the community. In so doing, community development was able to expand more community services for the residents. The long-term integrating curriculum with community development created sustainable community work. As community people created space for students’ learning, in the meantime, they motivated more participation from more community residents.
（學生有創意、有精力，帶出社區潛在的資源，社區發展的面向因此更寬廣，更擴大服務居民。長期的結合課程與社區發展創造永續的社區工作。在社區居民為學生創造學習空間的同時，也激勵更多的居民來參與社區。）
Time was a constraint because of the limitation of students’ class hours. Two fixed hours each week in the community required adjusting life schedule for students as possible. Respect was mutual in order to get things done. Inspiration was also mutual driving achievement of each other.
（時間是個問題，一星期固定二小時的社區學習需要居民盡可能為學生調整時間，為了把事情做好，互相尊重是必要的，也因此彼此激勵達成各自的目標。）
For the university and faculty:
The scholarship that the university and faculty concerned has been revealed in this research. The university’s mission of teaching, research and services was fulfilled through the partnerships. Service learning pedagogy became a useful teaching instruction. Faculty practiced theories in the field and adjusted teaching methods based on the field assessment. Faculty perceived that knowledge production happened not only in the classroom, but also in the community contexts. Faculty perceived that learning from both lived experiences and interacting with what they have learned before and what the textbooks write about.
（對於大學與教師而言，學術研究是關心所在，經由夥伴關係，達成大學的教學研究服務之遠景，服務學習教學法成為有用的教學方法。教師在社區實踐理論，依據田野評估來調整教學方式，教師也覺察到知識的創造不只在教室，也可以在社區，從生活經驗和與人的互動的學習和叢書上學習的同等重要。）
Faculty served as a facilitator, a communicator, a drum-beater and an enabler. Faculty has committed to the community development for a better life by joining community people together to raise community consciousness and then enhance the ability of participation in public affairs and public policy which affected their lives.
（教師的角色是一個促進者、溝通者、敲邊鼓打氣者、和使能者，教師投入社區發展，與社區一起工作，提升社區意識和能力來參與公共事務，和參與影響他們生活的公共政策。）
The concepts of action/reflection and learning by doing were practiced during the curriculum was ongoing. Experiential learning brought students to real world and share experiences with those who lived in the community. In so doing, students know better selves, and then learn more about the society.
（在課程中進行了行動反思與從做中學的概念，經驗學習帶學生到真實世界分享人們的經驗，因此，學生更了解自己，然後更了解社會。）
The characteristics of female leadership shown in community development were impressive, including persistence, assertiveness, positive thinking, down-to-earth attitudes, pragmatism, responsibility, a rejection of power and titles, and a strong sense of social justice. In so doing, more residents were willing to attend the community activities and further became volunteers to serve the people who needed special care. As the curriculum integration initiative was successful, as the research was in process, more curriculum integration from university was ongoing.
（女性領導特質呈現在社區發展中令人印象深刻，包括對事堅持、有決心、正面思考、腳踏實地的態度、務實、有責任感、不愛名利、和很強的正義感。因此，吸引更多的居民來參加社區活動，繼而成為志工，來服務他人，由於初期課程成功結合社區發展，更多的課程結合也即將進行。）
Discussion and conclusion
University students in Taiwan are a special group who are confined in the campus and self-isolated from the communities at which they locate. The university, which I serve, is a newly-established one that is dedicated to build the relationship with communities. I have continuingly drawn my students to communities and made there as learning sites. This longitudinal study of curriculum and community development showed that students worked with the community and sustained its development. In the meantime, the curriculum was developed spontaneously (Crowe, 2003). The partnership provided students the opportunities to work for and with the community (Deans, 1998). As I intentionally looked at community services as part of scholarship, I attended every community meeting and discussed with students and community people. Comprehensive involvement enabled me to be able to hear them and see them and for them to give voice to their perspectives. Being a faculty member, I was aware of my privileged status in the community therefore I tried my best to assimilate and share the vision of university with community. I helped students take action and reflection during their work in the community (Belliard Alban, 2002).
（台灣的大學生一向是自成一格，很少和所在的社區互動，我所服務的亞洲大學是一個新成立的學校，很努力和社區建立良好關係，我自己則長久以來一直把學生拉進社區。這個課程和社區發展的長時間研究，呈現出學生和社區一起工作、持續發展社區，同時課程也自然地跟著改進。夥伴關係提供學生和社區共事的機會，在我有意地把社區服務看成研究時，我參加每一次的會議，和學生與居民共同討論。長久的參與使我能夠看見社區、聽見社區、從社區的角度來看事情。做為一個大學教師，我覺察到自己在社區的特權角色，因此，我盡可能將學術願景和社區夥伴分享，我也協助學生在社區學習時進行行動與反思的社區實踐。）
Students are a treasure of the university that does its best to make meaningful learning possible. A community as learning site means that the learning content comes from life (Lindeman, 1961). The experiences they have had in the community helped them better understand their course work in the classroom (Dewey, 1938). As they have the opportunities with the face-to-face contact with people, especially the aged, they empathize and understand better of people whom they will serve in the future.
（學生是學校的財富，學校盡其可能協助學生學習，社區做為學習場域意味著學習內容來自生活。他们在社區的經驗幫助他们了解課本知識，當他们有機會與居民，尤其是長者，面對面接觸時，他们在未來從事人群服務時，更能同理與了解他们。）
That community people accepted students to take their place as a learning site was a great gratitude to me. The Gio-che is a newly created community organization devoted to building residents’ better lives. They received grants from the government to develop their community. The female leader created a very warm and open space for residents to share her power with them (Liao, 2003). The characteristics of female leaders helped sustain long-term community development.
（我很感謝社區提供他们住的地方給學生做為學習的場域，舊正是一個新發展的社區，女性理事長為社區居民創造一個溫馨且開放的空間，和大家分享權力，女性的領導特質讓社區持續發展。）
Implications to adult education（對成人教育的啟示）
Implications of this research study to adult educations are three-fold. First, students made their learning meaningful through the community-based participatory research. They looked at community as their learning site. They worked with community people and got closed to their real lives. Community development became the catalyst for both community and university to work together for a better life. Second, co-learning occurred when students, community members and faculty member learned together in the community with mutual respect for all. The knowledge constructed by students, community members and the faculty member would be equal without privilege of one knowledge over another. Students and community members made knowledge initiatives.
Finally, the theories, research and practice have been strengthened through service learning pedagogy. The scholarship made it possible for integrating theories and practices. Good theories come from good practices. Good practices need good theories. Integrating academic curriculum with community development not only creates community and university partnerships but also enhances scholarship through the study.
（本研究對成人教育的啟示有三方面：第一，學生經由以社區為主的參與式研究讓學生做更有意義的學習，他们把社區看成學習場域，與社區居民一起工作，因此更貼進他们的生活，社區發展因此成為學生與居民的接觸煤劑。第二，當學生、教師與社區居民在社區互相尊重，一起學習時，就會出現共同學習的情境，由三方面建構的知識是同等重要的，不會有任何一方的知識壓過其他人，學生和社區居民一樣可以創造知識。最後，理論、研究和實務經由服務學習教學法而強化，學術研究使理論結合實務成為可能，好的理論來自好的實務，好的實務要有好的理論，結合課程與社區發展，不但創造社區和大學的夥伴關係，同時提升學術研究的品質。）
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