scholarly journals Enhancing Civic Engagement Through International Service-learning to Impact Village Community

2018 ◽  
Vol 59 ◽  
pp. 01027
Author(s):  
Siana Halim ◽  
Juliana Anggono
Keyword(s):  
Service Learning ◽  
Foreign Students ◽  
Community Outreach ◽  
Outreach Program ◽  
Christian University ◽  
Overseas Students ◽  
International Service Learning ◽  
International Service ◽  
The Impact ◽  
The Village

Every year during semester break in July to August, Petra Christian University holds an international service-learning which is popularly known as Community Outreach Program (COP). This program has been conducted for 20 yr since 1996 in which more than 15 university partners from 10 different countries have participated in COP. In this research the impact of COP on the community served through a survey done on 140 residents of twelve villages in Mojokerto regency, East Java province in Indonesia is studied. Cultural exchange between the villagers and the students was also measured, particularly with the overseas participants. Additionally, the economic impact and the villagers’ wish for a better service that the coming COP can provide, is also investigated. The results indicate that the villagers were satisfied with the programs, either physical or non-physical programs implemented in the village during COP. The presence of the overseas students in their villages made them learn cultural, language, and religion diversities. Even though, languages were the barrier for them to communicate with the foreign students, but they treated those students as if they were their own children. The villagers hope that this program will be continued.

scholarly journals Diversity, Unity, and Global Citizenship Education: A Case Study in Community Outreach Program in Indonesia

2018 ◽  
Vol 59 ◽  
pp. 01015
Author(s):  
Juliana Anggono ◽  
Resmana Lim ◽  
Frans Limbong ◽  
Herry Christian Palit ◽  
Poedi Soenarjo Wartono
Keyword(s):  
Service Learning ◽  
Social Life ◽  
Community Outreach ◽  
Outreach Program ◽  
Learning Program ◽  
Diversity Awareness ◽  
International Service Learning ◽  
International Service ◽  
Positive Effects ◽  
The University

Community Outreach Program is an established international service-learning program which has been around for 22 yr. The program offers an inter-discipline activity set in an international atmosphere to connect the academic theories with the actual social life and problems in the less developed rural community in East Java Province, Indonesia. There have been students from 16 university partners from 10 different countries ever participating in the program. Studies from the observations and opinions by the university partners claimed that COP has had an impactful outcomes in students‟ learning in the areas of diversity awareness, citizenship, and values development. The first study in 2009 on students‟ expectations in participating in COP reported that the students were aware that joining COP would expose them in diversity through working along with international friends and the community in the village. In this current study, 90 reflection books of COP 2015 Asian participants from Japan, Hong Kong, South Korea, and Indonesia were further studied to test and evaluate how COP as a service-learning program has provided an education setting to educate caring and responsible citizens, who were open to other cultures, and respectful of differences. Students' responses affirmed the positive effects of COP on the acceptance of diversity and sense of civic responsibility.

scholarly journals The impact of international service-learning trips on medical student concerns

2016 ◽  
Vol 82 (3) ◽  
pp. 357
Author(s):  
Siddique Khatri ◽  
Manpal Gill ◽  
Guillaume Farah ◽  
Chih Chuang
Keyword(s):  
Medical Student ◽  
Service Learning ◽  
International Service Learning ◽  
International Service ◽  
The Impact

The Impact of Service Learning on Associate Degree Nursing Students' Cultural Competence

2020 ◽  
Vol 26 (3) ◽  
pp. e77-e81
Author(s):  
Eileen Marie Rodriguez
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Health Care Disparities ◽  
Learning Experience ◽  
Care Facility ◽  
International Service Learning ◽  
International Service ◽  
Adn Students ◽  
Student Version ◽  
The Impact

Associate's Degree in Nursing (ADN) programs rarely offer international service learning experiences. A project involving an ADN program in a southwestern U.S. border city and a care facility in a nearby city in Mexico was initiated to address cultural competence. The purpose of this study was to assess the impact of an international service learning experience on ADN students' cultural competence as measured by pre- and post-scores on the student version of the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV). Twenty third-semester ADN students participated in a 1-day cross-border international experience. Descriptive statistics provided summaries about the participants and their IAPCC-SV scores. Results indicated a positive effect between participating in an international service learning experience and increased levels of cultural competence. Increasing ADN students' cultural competence through international service learning may help reduce health care disparities among different cultures, promote care that enhances communication between nurses and patients, and build upon therapeutic relationships. International service learning provides ADN students the opportunity to incorporate classroom learning into their care of populations living within diverse communities.

scholarly journals Co-Constructing Knowledge in Uganda: Host Community Conceptions of Relationships in International Service-Learning

2019 ◽  
Vol 42 (1) ◽  
pp. 22-36 ◽  
Author(s):  
Kari Grain ◽  
Tonny Katumba ◽  
Dennis Kirumira ◽  
Rosemary Nakasiita ◽  
Saudah Nakayenga ◽  
...  
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Critical Discussion ◽  
Host Community ◽  
Community Members ◽  
International Service Learning ◽  
International Service ◽  
University Of British Columbia ◽  
Educational Relationships ◽  
The Impact

Background: The social justice goals of service-learning programs are often contingent upon strong relationships with host community members. Given this common narrative, it is necessary to extend our understanding of relationships in international service-learning (ISL), particularly as they are conceptualized by host community members. Purpose: This study engaged seven Ugandan coresearchers in a participatory project to examine the community impacts of a long-term ISL program facilitated by the University of British Columbia (UBC) and based in Kitengesa, Uganda. Methodology/Approach: Thematic analysis of photovoice data from photos, interviews, and focus groups reveals key impacts that are premised on friendships, educational relationships, and relationships for social change. Findings/Conclusions: The article illustrates a host community conceptualization of ISL that positions relationships not as a precursor to ISL done well, but as the success in itself. Extending from this study is a critical discussion of the nuanced, social justice–oriented tensions that arise in the participatory research and co-analysis process. Implications: Institutions often assess the impact of ISL and other experiential education programs in terms of student learning, but findings suggest that social justice goals may be better achieved through an emphasis on relationships and knowledge as conceptualized by host community members.

scholarly journals The Development of Student's Understanding of Self, Inequality, and Service during a Critical International Service Learning Program in the Dominican Republict

2020 ◽  
Vol 11 (Winter) ◽  
pp. 110-113
Author(s):  
Jeremy Gombin-Sperling
Keyword(s):  
Service Learning ◽  
Social Issues ◽  
Social Identities ◽  
Intergroup Dialogue ◽  
Learning Program ◽  
International Service Learning ◽  
International Service ◽  
Critical Studies ◽  
The Impact ◽  
Insight Into

Since January 2018, my colleague and I have co-led a two-week, three-credit critical international service learning course to Santiago de Los Caballeros, Dominican Republic. Our course is designed to question and complicate students’ relationship to service through the use of intergroup dialogue pedagogy and theory. Intergroup dialogue (IGD) encourages students to understand one another across their social identities (e.g., race, gender, sexuality, ability, nationality, ability, etc.) by engaging in conversations around social issues and power that allow us to unpack our relationship to systems of oppression and inequality (Zúñiga 2003). My proposed research is focused on the 2020 iteration of this program and will look more closely at the impact on student learning to see how, if it all, students' ideas around identity, the nature of inequality, and the purpose of service shift throughout their experience abroad. Through analysis of student reflection journals and multiple interviews with participants, I hope to gain insight into this question. This research will add to the growing field of critical studies of international service learning by assessing whether or not our program and its pedagogy is able to undo oppressive ideologies and/or strengthen existing ideologies built on collective solidarity that our students carry regarding identity, inequality and service.

scholarly journals ISL Programs and Neo-Colonialism: The Response of One Nicaraguan Village

2019 ◽  
Vol 47 (2) ◽  
Author(s):  
Michael O'Sullivan ◽  
Harry Smaller
Keyword(s):  
Service Learning ◽  
Host Community ◽  
Social Meaning ◽  
Community Members ◽  
Place Making ◽  
International Service Learning ◽  
International Service ◽  
The Past ◽  
The Individual ◽  
The Impact

Over the past five years, through interviews and focus groups, the authors have been exploring the impact of international service learning (ISL) programs on host villages and villagers in the south. While most communities express ongoing interest, this paper focuses on one rural Nicaraguan village that decided to end their long-standing involvement in ISL, citing the North’s persistent lack of sensitivity to the interests and needs of their community. Drawing on Basso (1996) and Gruenwald (2003), we explore the concept of place-making - drawing the individual into a collective story and focusing on discovering social meaning in and though the places they inhabit. We argue that the ISL has the potential to challenge and transform both the visitors and the host community members, but for that to happen the host community must exercise agency with respect to defining the behavioural and learning expectations of their visitors.

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