This article presents a three-stage modified model for community-based learning engagements in Palestine. In order to reduce the collaboration risks, this model focuses on accomplishing the community partnership initiation phase prior to the start of the CBL course. To collect data for this planned intervention, the authors used community needs assessment survey, teacher–community partner daylong focus group, qualitative and quantitative evaluation data on the implementation of this model. The evaluation data was collected from teachers who used the traditional model as well as from those who adopted the modified CBL processes. The results demonstrate that the courses that used the three-stage modified model have shown fewer collaboration challenges, more efficient community partner involvement both on and off campus, better balance between the theory–practice components in the CBL courses, and higher levels of satisfaction with the quality and relevance of the community projects.

Title

The International Journal of Adult, Community and Professional Learning

Publisher

Common Ground Research Networks University of Illinois Research Park

Publisher Country

United States of America

Indexing

Scopus

Impact Factor

0.0

Publication Type

Both (Printed and Online)

Volume

28

Year

2021

Pages

29-40