Session III: International Service Learning (ISL)

Service Learning Definitions  “Definitions vary considerably… - Skinner and Chapman (1999)  More than 147 definitions - Kendall (1990) Some grouped in SL philosophy SL pedagogy of education  Some purely nominal

Theoretical framework: EL SL Definitions 1.It is an experience or that it is experiential [theory] with the aim of 2.a social justice goal; 3.can be educative if it can be 4.understood [reflection] while trying to establish that social balance. Dewey’s philosophy establishes certain characteristics for SL:

ISL Definition International service learning takes place when students’ academic learning occurs in a foreign context reflecting around a carefully organized experience that aims to meet a specific community need or needs. The key component is that learning occurs through reflecting on the whole course experience that might involve comparisons, problems, confrontations, critical analysis, interactions, etc. In this context experiential learning is action oriented in that it involves interaction with the host community, requires reflecting upon different contexts and community’s dynamics deriving meaningful learning from the entire experience. - Pagano, 2005

Goals of ISL  To enhance the academic content of the course through interaction with the host community  To develop intercultural Knowledge  To learn to be intercultural proficient  To learn specific issues in the host culture  To develop critical thinking skills through reflection pedagogy  To fully interact with the host community  To develop group goals that build community  To aim to reach the “reciprocity” concept  Other

Types of ISL Programs  Faculty Led  Partnership Direct Enrollment Hybrid  Travel Embedded

ISL Models: Academics Discipline Based Problem Based or Seminar Capstone Course SL Internship? SL Research?

Key Elements of ISL Host Community/ Host Country Curriculum Service Learning Center International Programs/ Study Abroad Office Provider Student Faculty

ISL Element’s Analyses Curriculum Course Learning Goals Knowledge of subject matter Problem Solving Skills Intercultural Knowledge Intercultural Proficiency ReciprocityGroup goals Pedagogy Teaching Materials Host community context

Main Element: Worksite/Volunteer  Worksite needs to be tied into every part of the curriculum

ISL: Mike Woolf  FIE Foundation for International Education

ISL Pedagogy: Reflection  Reflection: The act of reflecting or the state of being reflected. Something, such as light, radiant heat, sound, or an image, that is reflected. Mental concentration; careful consideration. A thought or an opinion resulting from such consideration

Reflection-Refraction  Reflection in Education Dewey: Vehicle to think about our experiences  Critical Thinking: the mental process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion

Refraction  Refraction: The turning or bending of any wave, such as a light or sound wave, when it passes from one medium into another of different optical density.  De-fantasize fate!

Refraction Process REFRACTION CRITICAL THINKING REFLECTION

Levels of Thought Analysis in II and ISL: Towards Refraction REFLECTIONCRITICAL THINKINGREFRACTION Starts a dialogueWeights viewpointsAlternative solutions RecollectionRevisesclarifies PassivePassive/aggressiveActive AcceptsQuestionsDefines Old materialsPast and present materialsNew material Individual perspectiveAlternative perspectivesIntegrates all perspectives ReviewsScrutinizesSelects MonoculturalMulticulturalIntercultural IndividualMakes connections with othersEngages with others and scholarship SearchFirst step in providing evidenceUnmasks paradigms * Uncovers situations

Refraction context Pedagogical Strategies Curriculum

Refraction  Assessment and Evaluation Knowledge Subject Matter Context  Skills Ability to look at alternative perspective Ability to interact with the host culture Attitudes Willingness to seek out international or intercultural opportunities Accepts cultural differences and tolerates cultural ambiguity

Refraction: Teamwork  What types of assignments?  What features do assignments need?  What logistics need to take place?  Other

ISL and II Refraction Examples  Essay  Multiple choice  Journal  Portfolios  Presentations  Research Papers  Role-plays  Related Story Telling  Video Diary  Learning Logs  Re-entry activity*

ISL and II Refraction Examples

ISL: Environmental Issues After: “I drew the river with different colors. I drew the Tapajos river with brown to show its true color and then the Amazon in blue. The Tapajos River is a tributary of the Amazon. I mixed both colors where they get together. People here depend heavily on the river for anything they do. I never knew parts of the river are so polluted and it is creating so many problems for so many communities. We need to take this into consideration and start prosecuting the responsible for so much pollution. It does not seem that much is done about that…”

Writing Time