The work involved in teaching with community based learning can be both quantitatively and qualitatively different than classroom-based teaching. While good CBL planning models do exist to help educators navigate those differences, they must be adapted to the specificities of teaching in a second language and working with language communities other than English. To illustrate those differences, Ann will present the work flow in the design and implementation of the "Spanish for Business" course she taught during Fall 2013. We will analyze the larger issues involved in this kind of work and discuss guiding documents (checklists, timelines, etc.).

1. 1
• MAKING VISIBLE THE WORK
OF COMMUNITY BASED
LEARNING
2
•CASE STUDY
3
• Ann Abbott, Director of Undergraduate Studies
• University of Illinois, Urbana-Champaign
• @AnnAbbott

2. •Define
learning
objectives

3. •Social Media Marketing
•Consulting
•Teamwork
•Language and Cultures

4. •Establish
community
partnership

5. •Compose email
•Compelling
•Clear

6. •Make
curricular
decisions

7. •Syllabus
•Calendar
•Materials

8. •Prepare
students

9. •Assess
•Provide templates
•Lesson plans

10. •Align
expectations

11. •Professionalism
•Preparation
•Communication

12. •Realign
expectations

13. •Reflect
•Calendar
•Lessons learned

14. •Manage
emotions

15. •Students’
•Mine

17. •Close the
experience

18. •Assess
•Reflect
•Receive feedback

19. •Share

20. •Blog
•Conferences
•Research design