Part 5: Conclusion
This type of undergraduate research requires good community partners and strong institutional support, but the benefit for students is well worth the investment of time, space, and monies. There are two main lessons that I would take away from this experience. The first lesson is that it is essential that the various partners involved – the students, the faculty, the universities, and the community partners – clarify their expectations early in the process and come to a collective understanding about them. Community-based learning is most valuable when it is neither mere charity (students doing volunteer work) nor an off-campus site for learning (where students merely use the museum, for example, as another resource), but where both parties benefit from a collaborative undertaking – where students learn from community actors and where their learning contributes back to that community. The community partner must thus be involved from the start, in designing the experience, to ensure that the student research is of a kind that will be useful for the community organization. Once students understand the community partner’s expectations, they will be better prepared to make the most of their research. The second lesson is that this specific type of community-based learning is difficult to do in the space of a month. It would work better as a full semester-long course, with the historical content (the classroom part) front-loaded into the course, as a foundation for students for when they go out of the classroom, into the community, to do hands-on work in the museum. More time and more structure might also help the students to work more efficiently towards the final project. Expanding the workshop into a proper course might also address – even if not completely – the imbalances that often exist between students from different institutions, whether domestic or international. Had we made this a semester-long course, the LMU students could have had some of the same preparation that the German students had, so that the workshop part of the course, when students came together as a group to work in the museum, could have been more truly collaborative. While this type of research should never supplant the traditional research paper, it can supplement it.