Eniabitobi Kuyinu MMFTDoctoral Student in Counselor Education and SupervisionMercer University, Atlanta GAh_watch@yahoo.com

International service-learning combines aspects of conventional study abroad with aspects of conventional service-learning, offering an exceptional degree of integration into a target culture and an intensive experience of community service. (Tonkin & Quiroga, p.131, 2004)

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.

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. Cross-cultural 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.

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.

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.

Good questions to ask What is the long-term impact of international

service- learning 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)

Well defined learning objectivesWell 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.

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 learningexperience, the greater impact it will have on allparticipants involved. (Budny & Gradoville, 2011).

TeachingHealth careCommunity 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

 

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.

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?

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 participants- university, 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.

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).

Personal JournalsDirected WritingsAgency PresentationsEthical Case StudiesExperiential Research Paper

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

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)

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.

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)

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/

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/civicengagement/servicelearning/faculty/tools.asp#StudentLearningOutcomes

Re-entry can result in psychological risks such as the feeling of rootlessness and disaffection with one’s own culture, and long-term 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

Reisch 2011, highlighted some ethical issues with ISL:

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).

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 forinternational 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.

Charting a Hero’s Journey, by Linda A. Chisholm

http://www.compact.org/

Berry, H. A., & Chisholm, L. A. (1999). Service-Learning in Higher Education Around

the World. New York: International Partnership for Service-Learning. Brown, L. H., & Roodin, P. A. (2001). Service learning in gerontology: An out-

of- classroom experience. Educational Gerontology, 27, 89-103. Budny, D., & Gradoville, R. T. (2011). International service learning design

projects: Educating tomorrow’s engineers, serving the global community, and helping to meet ABET Criterion. International Journal for service Learning in Engineering, 6(2), 98-117.

Crabtree, R. D. (2008). Theoretical foundations for international service learning. Michigan Journal of Community Service Learning, 15(1), 18–36.

Crabtree, R. D. (2013). The intended and unintended consequences of international service learning. Journal of Higher Education Outreach and

Engagement, 17(2) 43-65. Cruz, N. I., & Giles, D. E. (2000). Where’s the community in service-learning

research? Michigan Journal of Community Service Learning, 7, 28-34 Eyler, J. (2002). Reflection: Linking service and learning linking students and

communities. Journal of Social Issues, 58(3), 517-534.

Gracia, N. A., & Longo, N. V. (2013). Going Global: Reframing Service-Learning in an Interconnected World. Journal of Higher Education Outreach and Engagement,17(2), 111-135.

Gullahorn, J. T.,& Gullahorn, J. E. (1983).An extension of the U-curve hypothesis. Journal of Social Issues, 14, 33-47.

Kiely, R. (2004). A chameleon with a complex: Searching for transformationin international service-learning. Michigan Journal of Community Service Learning, 10(2), 5–20.

Kim, Y. Y. (1995).Cross-cultural adaptation: An integrative theory. In R. L. Wiseman (Ed.), Intercultural Communication Theory (pp. 170-193). Thousand Oaks, CA: Sage.

Kim, Y. Y. (2005).Adapting to a new culture: An integrative communication theory. In W. B. Gudykunst (Ed.), Theorizing about intercultural communication (pp. 375-400). Thousand Oaks, CA: Sage.

Lysgaard, S. (1955). Adjustment in a foreign society: Norwegian Fullbright grantees visiting the United States. International Social Sciences Bulletin, 7, 45-51.

Reisch, R. A. (2011). International service learning programs: Ethical Issues and recommendations. Developing World Bioethics, 11(2), 93-98

Sherraden, M., Lough, B. J, & Bopp, A. (2013). Students serving abroad: A framework for inquiry. Journal of Higher Education Outreach and Engagement, 17(2), 7-41

Shinnamon A, Gelmon S, Holland B. Methods and Strategies for Student Assessment. Methods and Strategies for Assessing Service-Learning in the Health Professions. San Francisco: Community-Campus Partnerships for Health; 1999.

Stemberger, L. G., Ford, K. A., & Hale, D. C. (2005). International service-learning: Integrating academics and active learning in the world. Journal of Public Affairs, 8, 75-96.

Tonkin, H., & Quiroga, D. (2004). A qualitative approach to the assessment of international service-learning. The Interdisciplinary Journal of Study Abroad,10,131-149

Wilcox, J., & Taylor-Thompson, K. (2012). Lived experiences of nursing students engaged in an international service learning project. Online Journal of Cultural Competence in Nursing and Healthcare, 2(3), 1-10.

Williams, T., & McKenna, E. (2002). Negotiating subject positions in a service-learning context: Toward a feminist critique of experiential learning. In A. A. Macdonald & S. Sánchez-Casal (Eds.). Twenty-first-century feminist classrooms: Pedagogies of identity and difference (135-154). New York: Palgrave-Macmillan.