COBEC Conference February 8, 2008 International Service Learning Jay Ashman Meg Ashman Department of Community Development and Applied Economics, University of Vermont Visiting Faculty, Galen University

St. Lucia Micro-hydro Project

What is Service-Learning? “A form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development.” » Jacoby, 1996

Service and Learning Typology Sygmon, 1994 Service-LEARNING Learning goals primary Service outcomes secondary SERVICE-learning Service outcomes primary Learning goals secondary service learning Service and learning goals completely separate SERVICE-LEARNING Service and learning goals of equal weight Each enhances other for all participants

Experiential Learning Continuum SERVICE-LEARNING FIELD EDUCATIONCOMMUNITY SERVICE INTERNSHIPVOLUNTEERISM Who is BENEFITTING? What is the main FOCUS? Provider Learning Recipient Service Adapted from Furco, 1996

Volunteerism Primary emphasis on service provided Primary beneficiary is service recipient “Inherently altruistic”

Community Service Primary focus on service provided May involve more structure than volunteerism As service becomes integrated with formal course work, moves closer to center of continuum

Internships Student the primary beneficiary Focus on student learning – Goal is to acquire skills and knowledge

Field Education Service activities related to but not fully integrated into academics Focus on maximizing student learning

Service Learning Service addresses a need and follows processes that are mutually agreed upon by partner agency and instructor Equal benefit to community partner and students – “reciprocity” Equal focus on service and learning

Examples: What might each look like? Volunteering for Belize Botanic Gardens Interning at Belize Botanic Gardens Service learning with Belize Botanic Gardens

Service Learning Courses Must have academic context that ensures – Service enhances learning – Learning enhances service Actively guide and support students in critical reflection regarding integration of service and academic course content

Benefits of Service Learning for the Student Applies concepts from the classroom to service Provides platforms to analyze and discuss civic values Increases analytical skills Develops meaningful involvement with the local community

Domestic Example of S-L Course: “Strategic Writing for Public Communication” Objective: Students apply principles of strategic writing by partnering with a community-based org. to address a need in the community through written materials

4 Building Blocks: PARE (Preparation, Action, Reflection, Evaluation) 1. Preparation: Identify organization Develop relationship with partner Prepare service-learning teaching assistant Introduce students to service-learning Have students “research” the organization

2. Action (by students): Meet with partner organization Develop Partnership Agreement – Who will do what by when, and how? – How often will students and partner meet – How will students and partner communicate? Perform the “service” (with input from instructor) Note: Service-learning T.A. makes sure students and partner are communicating well and on task Present “product” to partner

3. Reflection (structured critical analysis throughout semester): Connect the experience to the coursework Provide opportunity for students to share project progress and concerns on ongoing basis Facilitate exchange of relevant information between students, instructor and community Provide safe space to grapple with emotions that arise from service experience

4. Evaluation, by: Students Partner S-L teaching assistant Instructor

How is International Service Learning Different? The intercultural component! Prepare students for intercultural experience before leaving home institution Process the intercultural experience during service-learning course in host country

Preparing Students for and Processing the Intercultural Experience Meetings (pre-departure; in host country) Group exercises Readings Individual written reflections Feedback on reflections

Pre-Departure Reflections Personal identity and culture: – How do you think your personal traits or aspects of your cultural identity will shape your experience living and studying in abroad? Differences and similarities between U.S. and Belize: – How do you anticipate handling differences? – How might you use similarities to best advantage in new relationships with Belizeans—inside/outside the university? – How might you need to modify some usual behaviors? “Chance favors the prepared mind”: – Describe the goals you have regarding your experience in Belize--what do you want to get out of it? – What are the benchmarks for each of your goals? – What might you need to do to achieve them?

In-Country Reflections: Example “Green Banana” article by Donald Batchelder (learning and discovery related to self-awareness and cultural awareness) – Before coming to Belize, what was the center of your world? What made it the center? – What have been some “learning moments” you’ve had so far in Belize? – In what ways have you had a glimpse into the center of the world of our host culture? What have you discovered about that center?

Fostering Interaction between UVM and Galen students Service project during orientation weekend Extra-curricular activities Volunteering Service-learning course – Enrolled Galen students – Appointed two Galen students as service- learning TA’s – Brought TA’s on field trip

2007 Projects

Environmental Education St. Barnabas

Energy Conservation Tumul K’in Education Center

AIDS Media Study Cornerstone Foundation

Our Curriculum in Belize 17 credits Course in sustainable development (3 credits) – Principles of Sustainable Development – Sustainable Development: An Indigenous Perspective Three elective courses (3 credits each) – e.g., Social Issues in a Developing Country – Environmental Problems Applications of Sustainable Development (4 credits) – Service-learning course Maximizing Your Belize Experience (1 credit)

Applications of Sustainable Development 2008 service learning course What we’ve done to date Concepts of service learning Cultural issues related to international service learning e.g., Ver Beek, International Service Learning: A Call To Caution Sustainable Development Theory – Chapters from “Taking Stock” Economy Environment Society – Guest lectures from Galen faculty Dr. Julie Mueller Dr. Colin Young Dr. Filiberto Penados

Teams read and presented to class – 2007 project reports – UN Millenium Development Goals Discussed potential projects and partners Tentatively selected seven potential projects and partners

What’s next? Literature reviews Project proposals Partnership agreements Projects Practice presentations Written reports Presentations to partners and other stakeholders Evaluations by students and partners

Galen Faculty Participation This Year Consultations with Jay concerning community needs, potential projects, potential partners Guest lectures Possible supervision of projects

Lessons We’ve Learned Learn about the country, the people and the community you will be working in Plan for a multi-year commitment--build trust Apply principles of sustainability to the projects themselves – Will work “live on” in the community--“plant a seed”? – Is there the potential for the next group of students to continue? Choose partners carefully; work hard at building relationships – Educational institution (e.g, Galen University) Focus on sustainable development Interest in collaboration – Community partner (e.g., Belize Botanical Garden)

Select the right students Prepare them thoroughly – pre-departure and in-country Be realistic about goals Have a clear partnership agreement Expect the unexpected – be willing to make mid-course corrections Build in reflection – group discussion and individual writing Evaluate what worked well (and not so well) and learn from that

Is It Worth the Effort? “You betcha!” 2007 UVM students felt service learning was the highlight of their Belize experience Curriculum developed by environmental education group being used widely in Cayo region – Asked to develop curriculum for other levels of primary school