international service learning – best practices
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International Service Learning – Best Practices. Matthew Rudisi Appleby College Oakville, ON, Canada. My Perspective. American School of Kuwait – Service work Master’s of Education – Global Educational Policy Studies Thesis Project – ISL Appleby College - PowerPoint PPT PresentationTRANSCRIPT
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International Service Learning – Best Practices Matthew Rudisi
Appleby CollegeOakville, ON, Canada
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My Perspective• American School of Kuwait –
Service work • Master’s of Education – Global
Educational Policy Studies• Thesis Project – ISL
• Appleby College • Faculty PD Service – Patacancha, PERU• Student International Service Project -
BOLIVIA• Student International Service Project -
BELIZE• Upcoming: Student International
Service Project - ECUADOR
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What is International Service Learning?
http://www.youtube.com/watch?v=c2qSKcR3evY
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Educational Benefits• ISL can help students to develop 21st
century skills including global citizenship, civic engagement, critical reflection etc.
• Exposure to intercultural experiences – fosters compassion, empathy, open-minded attitudes
• Encourages development of skills in team work and collaboration
• Provides opportunities for leadership development
• Can develop project specific goals (e.g. construction, agricultural techniques etc.)
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Inherent Challenges• ISL comes with some inherent
challenges that need to be addressed
• Quite often simple knowledge and awareness of these negatives help to mitigate them
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From the Research…• “International service projects usually
have goals that are distinctly global in nature. They usually offer an excellent degree of exposure and integration into other cultures” (Tonkin & Quiroga, 2004).
• “ISL programs help students to acquire a deeper understanding of their world and reassure their commitment to service” (Monard-Weissman, 2003)
• “combining service learning with study abroad is a powerful pedagogical innovation for increasing students' intercultural competence, language skills, and experiential understanding of complex global problems” (Kiely & Neilson, 2003)
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From the Research…• “participation in service-learning has
a direct impact on civic engagement and the continued development of cultural competencies” (Miller and Gonzalez, 2009).
• “ISL projects that have a particular focus on social justice tend to create a transformative experience in the lives of students” (Kiely, 2004).
• Transformative experiences often alter participants’ attitudes & outlook of life, and therefore create feelings of isolation and alienation in their daily interactions back home
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From the Research…• “international service projects burst
with potential and stumble with the weight of contradictions left unattended” (Grusky, 2000).
• “early evaluations of adventure programs relied more on statements of faith than anything else” (Hattie, 1997).
• “Reflective pieces are the key to creating a meaningful experience for students. Without these reflective aspects ISL projects can simply recreate cultural misunderstandings and perpetuate stereotypes” (Grusky, 2000).
• This leads to Reverse Culture Shock (Allison, 2011) that negates the positive effects of ISL
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From the Research…• Some other issues that need to be
considered, which are largely absent from the literature and research
• Financial cost – limits the participation to certain socio-economic groups
• Gender – male vs. female participation
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5 issues that need attention
1. Interaction with Local Communities
2. Curriculum Connections3. Critical Reflection4. Restrictive Elements and
Biases5. Transformative Changes,
Assimilation and Re-Immersion
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5 Keys to a Successful Project
1. Interaction with Local Communities
2. Curriculum Connections3. Critical Reflection4. Restrictive Elements and
Biases5. Transformative Changes,
Assimilation and Re-Immersion
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Interaction with the Local Community The Challenge • Disconnect between the local
community and the ISL participants
Possible Solutions• Increased pre-trip communication • Needs analysis• Anyi – Andean reciprocal
relationship• Strengthen the pre-trip
curriculum’s focus on local culture• Increase continuity over time
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Curriculum ConnectionsThe Challenge • Projects often fail to make clear
curriculum connections before, during and after the trip
Possible Solutions• Solve logistical issues in one way or
another• Creation of specific on-trip curricular
links• Set the foundation of connections
during pre-trip meetings • Creation of new programs or
initiatives
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Critical ReflectionThe Challenge • Benefits of ISL are greatly reduced
when critical reflection is sacrificed
Possible Solutions• Critical reflection should take place
daily in evening debrief sessions• Post trip meetings help students
process what they have experienced
• Surveys / newsletters sustain engagement
• Social media can act as an asynchronous venue for solidarity and reflection
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Restrictive Elements and BiasesThe Challenge • ISL is expensive (hence geared
towards certain socio-economic groups), restrictive and may include gender biases
Possible Solutions• Subsidies or financial assistance
would help• Use technology to connect globally,
but perform service locally• Location choice is important• Active encouragement towards the
participation of both genders may be necessary
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Transformative Changes, Assimilation and Re-ImmersionThe Challenge • Due to perspective changes, some
students have trouble assimilating into home culture or sustaining changes in their lives
Possible Solutions• Critical reflection and support are
necessary• Solidarity with other participants and
sustained engagement through communication
• Creation of a globally aware student population reduces feelings of alienation
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Appleby College• What Appleby is doing to plan and
implement the most successful trips possible:
• Faculty development• Pre-project curriculum / meetings• Post project curriculum meetings• Project partners• Pre-project risk assessments• Pre-project threat analysis• Integrating Classroom Connections
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Appleby College• What Appleby is doing to plan and
implement the most successful trips possible:
Faculty Development and Training
• Wilderness First Aid Medical Qualifications
• Extensive training on procedures, protocols and scenarios
• Faculty Professional Development program (summer)
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Appleby College• What Appleby is doing to plan and
implement the most successful trips possible:
Curriculum (Pre/During/Post)
• Multiple pre-trip curriculum meetings
• On-trip curriculum and debriefs • Post trip meetings / reflection /
communicative pieces
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Appleby College• What Appleby is doing to plan and implement
the most successful trips possible:
Project Partnerships
• Selection of appropriate and experienced project partners.
• Creation of extended relationships with partners to foster relationships in communities
• ProWorld, Habitat for Humanity, Canada World Youth, Projects Abroad, CASE
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Appleby College• What Appleby is doing to plan and
implement the most successful trips possible:
Risks and Threats
• Pre-project scouting trips for risk analysis
• Detailed documentation related to risk analysis and management• Communicated and discussed with
students, parents, leaders in advance
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Risk Analysis
Hazard
Likelihood and Consequence
Risk Management / Incident Management
Example Hazards:
• Accommodations• Fire• Food• Water• Health• Injury• Kidnapping• Transportation
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Appleby College• What Appleby is doing to plan and
implement the most successful trips possible:
Integrating Classroom Connections(e.g. Co-op credit)
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Best ISL
Practices
Managing Transforma
tive Changes
Reducing Restrictive Elements
Increasing Critical
Reflection Creating Curriculum Connection
s
Fine-Tuning Local
Interactions