Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

scholarly journals Doing More With Less: Civic Practices for Longer-Term Impact in Global Service Learning

2017 ◽  
Vol 29 (2) ◽  
pp. 35-50
Author(s):  
Nuria Alonso García ◽  
Nicholas V. Longo
Keyword(s):  
Service Learning ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Global Service Learning ◽  
Local Engagement ◽  
Unique Framework ◽  
International Engagement

This essay explores the potential value of short-term study abroad experiences within the unique framework of a new global service-learning program at Providence College which connects international with local engagement as a way to “do more with less.” Authors first introduce a typology for global service-learning, illustrating how this model fits within current approaches to international service-learning.  They then describe a case study, Voices Across Borders, the global service-learning program which provides opportunities for students to engage with rural Nicaraguan and urban Providence youth through projects that harness the power of storytelling to make connections across borders. Based on the lessons from this effort, the essay offers a set of civic practices that can support the longer-term impact of short-term global service-learning, including i) fostering storytelling across borders; ii) cultivating students as partners; iii) developing reciprocal community partnerships; and iv)creating public work, visual, auditory or performing public artifacts. After describing the challenges for short-term international engagement, the authors conclude that global service-learning initiatives might more appropriately be focused on collaborative learning, rather than service, as a way of thinking more comprehensively about the entire global “ecology of education” which links learning at the international and local levels.

scholarly journals Using Campinha-Bacote's Framework to Examine Cultural Competence from an Interdisciplinary International Service Learning Program

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Elizabeth DeVane Wall-Bassett ◽  
Archana V. Hedge ◽  
Katelyn Craft ◽  
Amber Oberlin
Keyword(s):  
Service Learning ◽  
Cultural Competency ◽  
Cultural Awareness ◽  
Educational Tool ◽  
Learning Program ◽  
International Service Learning ◽  
International Service ◽  
Reflective Journals ◽  
Interdisciplinary Programs ◽  
Nutrition Science

The purpose of this study was to investigate an interdisciplinary international service learning program and its impact on student sense of cultural awareness and competence using the Campinha-Bacote’s (2002) framework of cultural competency model. Seven undergraduate and one graduate student from Human Development and Nutrition Science disciplines participated in the program. Reflections from a synthesis paper post-travel were analyzed using an inductive approach. Six themes emerged from the reflective journals and were applied to Campinha-Bacote’s cultural competency constructs. Participating and learning together while reflecting helped deepen and progress this process for ISL students. Overall, the experience proved to be an effective educational tool for sensitizing students towards cultural competency within interdisciplinary programs.

International Service-Learning in Practice

2018 ◽  
pp. 462-479
Author(s):  
Noel B. Habashy
Keyword(s):  
Service Learning ◽  
Domestic Service ◽  
Power Dynamics ◽  
Learning Program ◽  
Theoretical Frameworks ◽  
Theoretical Concepts ◽  
International Service Learning ◽  
International Service ◽  
Learning Partnerships ◽  
Learning Programs

This chapter explores key theoretical concepts relevant to the planning and implementation of international (and domestic) service-learning programs. This chapter explores the power dynamics of international service-learning through four key theoretical concepts: the politics of power, local knowledge, framing, and problem definition. While these ideas are particularly appropriate for international service-learning program, they are also relevant for domestic service-learning partnerships in nearby communities. In addition to providing theoretical frameworks, this chapter identifies recommendations for practice in order to address each of the four challenges identified. Universities must consider these factors if they wish to develop stronger programs with reciprocal benefits to communities and students. With stronger partnerships, better development will occur for both students and community members.

Development and Evaluation of an International Service Learning Program for Nursing Students

2013 ◽  
pp. n/a-n/a ◽  
Author(s):  
Alicia J. Curtin ◽  
Diane C. Martins ◽  
Donna Schwartz-Barcott ◽  
Lisa DiMaria ◽  
Béliga Milagros Soler Ogando
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Learning Program ◽  
International Service Learning ◽  
International Service

scholarly journals Understanding the Effects of Short-Term International Service–Learning Trips on Medical Students

2012 ◽  
Vol 87 (6) ◽  
pp. 820-828 ◽  
Author(s):  
Nauzley C. Abedini ◽  
Larry D. Gruppen ◽  
Joseph C. Kolars ◽  
Arno K. Kumagai
Keyword(s):  
Medical Students ◽  
Service Learning ◽  
Short Term ◽  
International Service Learning ◽  
International Service

Intercultural citizenship through participation in an international service-learning program: A case study from Taiwan

2017 ◽  
Vol 22 (5) ◽  
pp. 517-531 ◽  
Author(s):  
Chiu-Hui Wu
Keyword(s):  
Service Learning ◽  
Theoretical Basis ◽  
Native English Speakers ◽  
The Philippines ◽  
English Speakers ◽  
Learning Program ◽  
International Service Learning ◽  
International Service ◽  
Comparative Action

Byram’s (2008) intercultural citizenship framework includes the following orientations: cognitive, evaluative, comparative, action, and communicative. Using this framework as a theoretical basis, this study explored the international service-learning (ISL) experiences of four Taiwanese non-native English speakers (NNES) during a two-week trip to a poor community in the Philippines. Data collected from these students’ individual reflections, interviews, and public presentations illustrate their acquisition of the knowledge, skills and attitudes of intercultural citizenship. This study thus demonstrates that ISL allowed students to engage beneficially for themselves and their hosts with other NNES, instead of following the tradition of study abroad in countries where English is spoken natively.

Sign in / Sign up

Export Citation Format

Share Document