An Exploration of Gift-Giving and Honoraria Practices to Support Community-Engaged Learning at Postsecondary Institutions
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Overview
Overview
abstract
Experiential learning opportunities often involve guest speakers, collaborative research, placements, and practicums that require contributions from community partners. When recognizing contributions to teaching and learning, it is not enough to simply set a payment amount that can be issued to community partners. Indeed, there are situations where offering monetary compensation may jeopardize a community partner's access to social assistance. There are also institutional barriers that may come into play, as issuing monetary payments often requires government documents (e.g., Social Insurance Numbers) and financial systems (e.g., bank accounts) that not everyone has equitable access to. We must also consider how to offer recognition in culturally sensitive ways, particularly when working with First Nations, Metis, and Inuit individuals.
This presentation will share results from a research project examining how postsecondary institutions might address concerns around compensating community partners who support teaching and learning. Based on feedback from staff, faculty, and community partners, we explore potential resources to address the complex matters of recognition and compensation. While it is not possible to create a single, standardized practice for recognition and compensation, guidelines can help meet the needs of each community partner, while also recognizing the limitations some faculty and staff may face regarding access to funds. Ensuring that community partners are compensated for their time and expertise is vital to developing equitable and reciprocal relationships.
