scholarly journals A Student Review of an International Service Learning Program in Peru: Successes and Lessons Learned

2020 ◽  
Author(s):  
Brett Tempest ◽  
Miguel Pando ◽  
Sandra Dika ◽  
Michael Hoff
Keyword(s):  
Service Learning ◽  
Lessons Learned ◽  
Learning Program ◽  
International Service Learning ◽  
International Service

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 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

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.

scholarly journals Communicating Ethical Engagement Abroad: A Content Analysis of Service-Learning Study Abroad Third-Party Provider Websites

2021 ◽  
Vol 33 (2) ◽  
pp. 17-34
Author(s):  
Hannah Vann Nabi ◽  
Pam Estes Brewer
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Public Information ◽  
Third Party ◽  
Learning Study ◽  
Learning Program ◽  
Ethical Guidelines ◽  
International Service Learning ◽  
International Service ◽  
Service Learning Projects

This article shares the results of a study that analyzed the website content of eight third-party providers that offer service-learning study abroad programs to college students. The study looked specifically at the information about service-learning projects and how host communities, community partners, and target populations are portrayed or represented within that content. Data are analyzed through the lens of two ethical guidelines for international service-learning defined by The Forum on Education Abroad: prioritization of human dignity and community autonomy; and recognizing the risk of paternalism, exploitation, and neocolonial behavior. The findings of this study serve to provide baseline data about the public information shared by international service-learning program providers about service projects and partners as well as insights into how organizations that produce web content about service-learning partnerships can design information that meets ethical standards related to upholding dignity, respecting autonomy, and challenging paternalism.

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.

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