Transcript International Service-Learning: Principles and Effects

Eniabitobi Kuyinu MMFT
Doctoral Student in Counselor Education and Supervision
Mercer University, Atlanta GA
[email protected]
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International service-learning combines
aspects of conventional study abroad
with aspects of conventional servicelearning, offering an exceptional degree
of integration into a target culture and
an intensive experience of community
service. (Tonkin & Quiroga, p.131, 2004)
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To enhance students’ ability to develop cross-cultural,
global, and diversity awareness and skills.
To encourage critically reflection.
To enable student build a deeper awareness of self,
others and the world at large; thereby enabling the
formation of an informed and engaged citizenry
(Berry & Chisholm, 1999; Brown & Roodin, 2001;
Crabtree, 2008; Sherraden et al., 2013; Stemberger et
al., 2005).
To enhance the development of leaders whose
primary concern is for the welfare of others and for
the common good.
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To facilitate the development of more
complex and personal understandings of
issues of social justice and poverty from a
global perspective(Crabtree, 2008; Tonkin &
Quiroga, 2004).
ISL expands the horizons of the students involved. Crosscultural appreciation and skills are best learned by a
combination of classroom study and direct encounter
with the people of another culture.
ISL helps student realize that problems are global in
character, and their solutions require a more complex
type of processing. It also helps balance the concept of
“brain drain” experienced by rural communities.
ISL involves faculty expertise and enhances the
institution’s ability to draw strong students interested in
global issues.
ISL is a part of a powerful Pedagogy speaking to the core
of needed educational reform.
In order to be effective in the students’ personal and
intellectual development, service-learning should be
both sustained and people-centred.
 Learning should be rigorous, appropriate to
academic level of students, and offers wide range of
points of view, theories and ideas.
 There should be a clear connection between
academic studies and the service.
 Students would have structured opportunities for
reflection.
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Crabtree, 2008 discussed several proposed models
to explain the process of cross-cultural adjustment,
including:
 the U-Curve model (Lysgaard, 1955),
 W-curve model (Gullahorn&Gullahorn,1983),
which is an extension of the U-Curve model both
of which are stage models.
 the process-oriented stress-adaptation-growth
model (Kim, 1995, 2005). Which is more recent.
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All these models include stages or phases of
psychological disruption, gradual adjustment
and adaptation over time, questioning
oneself and one’s own culture, and resultant
attitude and behavior changes.
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Good questions to ask
 What is the long-term impact of international servicelearning on the communities where we plan to work, the
surrounding communities, and in the countries of
engagement?
 What type of intergroup and interpersonal dynamics
may unfold during the project related to both project
execution and to intercultural contact?
 How can this work contribute to broader, deeper, and
more lasting consequences for all participants?
(Crabtree, 2013)
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Well defined learning objectives
Well defined desired outcomes
Identified outcome measures
Group members to possess a minimum level
of proficiency in the local language prior to an
ISL trip.
Involve host agency in planning the ISLP.
faculty members could physically visit the
host community before travelling with
students.
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Determine in advance supplies needed by host
community.
Match International service learning sites with
the developmental level of the students.
Finally, there should be a next trip, academic
programs need to sign up for the long.
The longer and more in-depth the service learning
experience, the greater impact it will have on all
participants involved. (Budny & Gradoville, 2011).
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Teaching
Health care
Community Development
 Group or Individual Study Service
 Group study, Group service: In this pattern students
engage in the same set of studies and perform the
same type of service
 Group Study, Individual Service: Here students are
engaged in the same set of studies but are
performing different type of service
 Individual Study, Group Service: Students may be
engaged in the same service project but are using the
experience to study different subjects
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Individual Study, Individual Service: Here
the student and teacher decide the learning
goals and methods and the student performs
the related service in an agency chosen by
the college or, more frequently, selected by
the student.
Concurrent Study, Service: The student
attends regularly scheduled classes several
days a week and performs the service at
some time during the same weeks.
Sequenced Learning, Service: The most frequent
variation is a period of preparation followed by a
period of service. Less frequently, the service is
followed by a period of reflection.
 Alternating Learning and Service: most frequently
a period of preparation followed by a period of
service and concluding with a period of reflection on
what has been learned and accomplished. In the
final period, the academic work related to the
service papers, presentations, and examinations is
concluded.
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The multidiscipline village: Students participate
during the preparation period in defining and
planning the project to be carried out. After the
preparation, which occurs both on campus and in
the field, the students and faculty move to the
village to carry out the work in collaboration with
the villagers. In the last stage, students pre-pare a
written report, evaluating the progress to date and
making recommendations for the next team to take
up the project.
 Thoughts?
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This will include
 Pre-trip orientation to include encounters with news
accounts, films, and basic information about the
country to be visited (geography, healthcare system,
health beliefs/practices), the immigration and customs
process, living facilities, cultural definitions, food
preparation methods.
 Participants also should read and discuss articles
related to international service-learning.
 reflections on spirituality, morality, and social justice
 personal health and safety training
• Team-building exercises, case studies, and other
experiential learning over the course of the semester
prior to immersion. Readings and exercises might
explore group dynamics and models for
collaboration and decision- making.
• Information about the specific participantsuniversity, students, faculty members—should be
shared in advance with the host agency and vice
versa.
 Use of guest speakers, videos or a local cultural
immersion program to help prepare student.
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Reflection is increasingly identified as the critical
component of effective service-learning (Eyler, 2002).
Have student focus on:
 their first impressions, dynamics on the work site, observations of
community life, connections to prior readings.(Crabtree, 2013).
• It allows students to think about the implications of their
personal experiences, and encouraged a deeper level of
contemplation about the experience as a whole. (Wilcox &
Taylor-Thompson, 2012).
• Also include some opportunities for community members
to reflect with the students. (Crabtree, 2013).
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Personal Journals
Directed Writings
Agency Presentations
Ethical Case Studies
Experiential Research Paper
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Pre-service
 Use class sessions and readings to orient students to
history, culture, language of host site
 Ask site partner to provide background information
 Have students read/hear reports from previous
students
In-service
 Seek information from students on a consistent basis
 Provide feedback and guidance as appropriate
 Confer with site supervisor periodically
Post-service
 Gather final assessment from site supervisor and
students
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Establishing Effective Relationships
Know your objectives. Before contact, build a solid base.
Be able to articulate your goals, your service objectives and your
learning expectations.
Know your students. What types, their range of interests, their
limitations, their talents.
Know your resources.
Know agencies and their programs. Understand their structure,
their mission, and their activities at least well enough to ask
informed questions.
Make a strong effort to involve others in approaching agencies
and to use them in an on-going way for program
implementation.(National Service Clearing House, 2008)
What experiences has your agency had working
with students?
 Why are you interested in this partnership?
 What do you think is the most important reason for
involving students in service-learning?
 What is one thing you hope students would learn
about the community or society?
 What are the major challenges to providing services
to community?
(National Service Clearing house, 2008)
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Identify Potential Partners
 Schools, Youth Service Organizations, Nonprofit
Organizations, Businesses
Identify Needs Which are of Mutual Concern
 Do a needs assessment of the community with students
and agency representatives.
Determine Individuals Who Will Serve as Primary Liaisons in
the Planning and Implementation Process
 Assign student coordinators.
 Visit agencies ahead of time.
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Negotiate and agree upon desired outcomes for all
participants.
Negotiate and agree upon expectations for all
participants.
Determine best method for on-going community
and evaluation.
Periodically, redesign relationships based on
changing needs and circumstances.
(National Service Clearing house, 2008)
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http://www.crossculturalsolutions.org/
http://www.ipsl.org/
http://www.greenbeltmovement.org/
http://www.songhai.org/en/
http://www.wholisticoutreachonline.org/
http://theeducatorng.org/
http://www.sheayeleen.org/
http://prohealthinternational.info/
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Funding sources include:
 private foundations and trusts like the Ford
Foundation and British Petroleum
 Personal Fund Raising
 Civic Organization Support
 Scholarships
 University Development Office
One specific service learning outcome measure that
has been recommended is the End of Program Service
Learning Survey developed by Shinnamon et al., 1999
to assess students, faculty and community partners.
 These measures should be analyzed, with
modifications for future trips made, as appropriate.
(Reisch, 2011)
 Good resources for outcome measures can be found at:
 http://www.towson.edu/studentaffairs/civicengageme
nt/servicelearning/faculty/tools.asp#StudentLearning
Outcomes
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Re-entry can result in psychological risks such as the feeling of
rootlessness and disaffection with one’s own culture, and longterm effects on cultural identity and psychological equilibrium.
 Interventions
 Encourage team to unite to engage in local community
service
 Encourage members to use the school counseling services to
help re-integration
 Create campus and community speaking opportunities
about ISLP
 Encourage follow-up research and conference presentations
on ISL experience
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Reisch 2011, highlighted some ethical issues with ISL:
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It is unethical for programs to use the community where
services are provided as simply a vector for student
education. the academic institution need to make sure
the relationship is mutually beneficial.
There is a need to collaborate with local provider of care
and not make them look inefficient.
ethical issues exist regarding the continuity of care
provided after the ISLP group departs.
Students and faculty must be aware of different
perspectives on informed consent in different cultures.
students often have difficulty translating their
transformations into action in the different settings to
which they return. (Gracia & Longo, 2013)
 ISL and other experiential educational encounters can
reinforce prejudices (Williams & McKenna, 2002).
Related concerns are that experiential learning focuses
largely on individual student’s transformation rather
than on social transformation.
 students and university often benefit more than the
communities where service takes place (Cruz & Giles,
2000).
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As a result, Kiely (2004) suggests a series of
strategies for faculty “to help students turn
their emerging global consciousness . . . into
meaningful action” (p. 17). These include
asking students to develop a contract
specifying actions they hope to take when
they come back home. (Gracia & Longo,
2013)
To summarize, these are the recommendations for
international service learning activities:
 Require pre-trip knowledge of cultural, historical and social
issues,
 Recipient community identifies its own needs,
 Define clear objectives and use established outcomes
measures,
 Require at least minimum proficiency in the local language,
 Manageable group size,
 Faculty supervision during the provision of care,
 Allow limited tourism activities,
 Establish clear standards for student behaviour,
 Emphasis on sustainability and continuity of program.
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Charting a Hero’s Journey, by Linda A.
Chisholm
http://www.compact.org/
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