Complete Summit Schedule

The 4th International Service-Learning Summit

October 23-25, 2016

Hilton Garden Inn, 410 S. 3rd Street, Manhattan, KS

Travel DirectionsAccommodations, and Registration

Plenary Speakers

Complete Summit Schedule

Hosted by the Staley School of Leadership Studies at Kansas State University


Complete Summit Schedule

Sunday, October 23

Registration: 2 PM – 8 PM

4:00 PM Welcome

Big Basin / Kaw Nation 

Mayor Usha Reddi, City of Manhattan, Kansas

Dr. Marcelo Sabates, Associate Vice Provost of International Programs, Kansas State University

Dr. Mary Tolar, Director, Staley School of Leadership Studies, Kansas State University

4:30 PM Keynote: Community-Driven Development: What must we hear from the Global South?

Dr. R. Balasubramaniam (Balu), Vivekananda Institute for Leadership Development

6:00 PM Dinner

7:30 PM Reception

8:30 PM End

Monday, October 24

Registration: 8 AM – Noon

Big Basin / Kaw Nation 

8:00 AM Breakfast

Overview of the Day starts at 8:30am

9:00 AM Conference Sessions

McDowell:

Co-Creation and Co-Facilitation of Immersive Global Learning Experiences.

Shailendra Prasad, MD, MPH, Associate Professor, Department of Family Medicine and Community Health, University of Minnesota

Tricia Todd, MPH, Assistant Director Health Careers Center, University of Minnesota

We present a co-created global immersive learning experience that has evolved with effective participation from a US institution, a local partner organization and the students who have participated in the program. We will present the tenets of such a partnership, the iterative way in which the course has evolved, and the pedagogy driven by the constituent partners.

Effective Practices in Host Communities

Eric Popkin, Associate Professor, Department of Sociology, Colorado College

The presentation considers analysis of student global learning assessment data and the subsequent changes to program design tied to the Colorado College, Development and Social Change in the Global South: Theory into Practice Program. This co-facilitated, hybrid program (with Foundation for Sustainable Development) combines classroom, workshop, and structured experiential learning through 9 week internship assignments with development NGOs in India. The data suggested that students had difficulty situating their NGO experience into the broader political/economic context and envisioning social change possibilities. This finding led to collaborative analysis of this challenge and innovative program design including new roles for partner NGOs.

Tuttle:

Mi Casa es Tu Casa: A Framework for Reciprocal Public Benefit

Gonzalo Duarte, Executive Director, Compañeros, Inc.,

Through an extensive literature review of 145 sources, the examination of 21 existing standards templates, 14 key informant interviews, and website content analysis, this research presentation will challenge the predominant habits of cooperative mutual private benefit. As an alternative, it outlines a vision of behavioral collaboration called reciprocal public benefit that is based on six identified standards of practice, each underlined with a theory of change and presented in a user-friendly framework.

Alcove:

Authentic Partnerships: Lessons from Community Partners on Effective Practice, Action Research and Collaboration

Meredith Casper, DukeEngage

Kathy Sikes, DukeEngage

Kristin Wright, DukeEngage

Thomas Phillips, DukeEngage

DukeEngage is a summer civic engagement program focused on immersive undergraduate service identified in partnership with local communities. Community-driven service requires a level of authentic partnership that acknowledges the community as a collaborator in program operations, research, and teaching. This presentation will outline our strategies for deepening partnerships by recognizing community partners as co-planners, co-researchers and co-educators. We will share themes and outcomes of a recent community partner conference, results of a three-year action research project on effective practice, and a new effort emphasizing partners as co-educators in our program.

Flint Hills:

Whose Knowledge Counts? ‘Counting’ on Teachers’ Experiential Knowledge in a Community-Based Research Project in Jamaica

Karen Reynolds, Principal, St. Peter Claver Primary School, Kingston, Jamaica

Novella Keith, Professor Emerita of Urban Education, Temple University, Philadelphia, PA

The questions addressed in this presentation emerged in a collaborative community-based research study conducted in Jamaican urban schools. We focus on issues concerning the voice and perspectives of community participants in the analysis, presentation and utilization of research findings. The research team carefully followed the principles of community-based research with regard to the research process itself but did not discuss data analysis and presentation of findings with the school community. This is one of the issues that remain elusive in CBR. Questions include: what is the relative value of practitioners’ experiential knowledge versus “the literature”? How can we collaborate, given limits and pressures in our respective environments?

Kings:

Jesuit Education in a Global Context: Examining Social Justice Partnerships

Amanda Munroe, M.A. Social Justice Curriculum and Pedagogy Coordinator, Center for Social Justice Research, Teaching, and Service, Georgetown University

This presentation forwards the idea that collaboration among Jesuit organizations provides a unique and effective venue for partnerships that promote social justice across borders. It will consider the challenges and ethical pitfalls inherent to missional and religious partnerships, investigating current models among Jesuit-affiliated organizations. Participants are invited to a rigorous dialogue on their pros and cons. Two intentionally “Jesuit” collaborative educational experiences will be examined, both supported through Georgetown University’s Center for Social Justice: The Education and Social Justice Summer Research Fellowship and Magis: Perú, a faculty and staff immersion program in partnership with the Universidad Antonio Ruíz de Montoya.

Konza Prairie:

Constructing Secure Housing in Swaziland

Beth Huffman, Lecturer of Interior Design at Indiana University Purdue University Indianapolis (IUPUI)

This presentation documents the year-long scholastic and experiential journey of a multi-disciplinary, student design team from schematic design through construction administration. The student team worked in tandem with an Architectural Technology professor from IUPUI designing and building a sustainable, structurally sound house in Swaziland, Africa. This experience gave students exposure to the design process from project programming through construction completion, and this presentation will focus on describing and documenting the experiences for the project’s entirety.

10:15 AM Break

10:30 AM Conference Sessions

McDowell:

Institutional Constraints and Possibilities for Making International Service-Learning More Ethical, Affordable, and Impactful

Willy Oppenheim, Omprakash EdGE

Steve Sclar, Omprakash EdGE

Latika Young and Kim Reid, Florida State University

Mike Renes, University of Washington

Cynthia Hunt, Health Inc., India

Richard Anku Effe, Human Community Development Project (HCDP), Ghana

This session presents contrasting examples universities’ efforts to leverage the power of the Internet to build new ISL programs that are more ethical, affordable, and impactful than pre-existing models. Representatives of four universities and three community partners will share their attempts to use a web-based platform (Omprakash EdGE) to foster a) more equitable relationships between students and host organizations and b) more rigorous critical reflection amongst student-participants. Panelists will describe the institutional structures that have shaped their programs, and will encourage audience members to brainstorm and discuss their own opportunities for innovation and program development.

Tuttle:

 

Translating Transformational Learning: Applying ISL Principles to Local Community Engagement

Becky Spritz, Ph.D., Honors Program Director, Professor of Psychology, Roger Williams University

Kerri Warren, Ph. D., Associate Professor of Biology, Program Coordinator for Public Health, Roger Williams University

Autumn Quezada-Grant, Ph. D., Assistant Professor of History, Program Coordinator for Latin American and Latino Studies, Roger Williams University

Paula Prado, Ph. D., Assistant Professor of Journalism, Roger Williams University

Community-driven global service learning (GSL) initiatives, when delivered with care, exemplify the best practices in community engaged learning. What synergy emerges when we use GSL principles to inform service learning at home? Resistance? The proposed panel consists of Roger Williams University faculty members engaged in a combination of GSL and local community engagement initiatives. We seek to present our respective experiences with GSL and discuss the success and limitations of our experiences. Emphasis will be placed on the challenges of translating the FTL model to local community engagement opportunities.

Alcove:

Host Perspectives of Competency Development: From Data to Dialogue

Noel B. Habashy PhD Student, International Agriculture & Development and Agriculture & Extension Education, Pennsylvania State University

Ramaswami Balasubramaniam Founder & President Swami Vivekananda Youth Movement, Mysuru, India

Jessica Evert, MD, Executive Director, Child Family Health International Faculty, UCSF Department of Family and Community Medicine

The Collaboration for Host Perspectives on Global Health Competencies- a research group from nine countries have completed a study of host community perspectives of desirable student learning and development. The study was based in part on a competency set developed in the Global North to examine congruency, or lack thereof, between perspectives in the Global North and South. The results of this seminal study will be discussed with in-depth reflection and dialogues by a panel of community and academically-based colleagues. The validity of the study, implications of results, and discussion of next steps toward co-creation ideals will be highlighted by this engaging panel.

Flint Hills:

Nourishing Partnerships: Collaboration between the Global FoodBanking Network, Bulgaria Food Bank and Rice University

Anthony Kitchen, Manager of Network Programs,The Global FoodBanking Network

Madalina Akli, Associate Director, Center for Civic Leadership, Rice University

Danika Brown, Director of Curriculum, Center for Civic Leadership, Rice University

Lauren Caldarera, Associate Director, Center for Civic Leadership, Rice University

Bridget Schilling, Group International Service Site Leader, Rice University

Developing new partnerships between universities and community organizations takes times and patience. When those partners are located in other countries developing relationships takes on a variety of forms. Drawing on Rice University’s partnership with the Global FoodBanking Network and the Bulgarian Food Bank, this session will share community partner, student, and university staff perspectives on critical components to developing a meaningful global partnership.

Kings: 

Partnership: Cross Institutional Collaboration and Mutual Learning

Garen Jengan, University Liaison, Long Lamai Community, Malaysia
Dr. Shorna Allred, Cornell University
Dr. Roger Harris, University Malaysia Sarawak
Dr. Tariq Zaman, Universiti Malaysia Sarawak
Amy Kuo Somchanhmavong, Cornell University

This presentation will describe the relationship building process and the importance of specific activities for ensuring a quality partnership between Cornell University’s Global Citizenship and Sustainability Program, University Malaysia Sarawak’s Institute of Social Informatics and Technological Innovations (ISITI), and a rural indigenous community, Long Lamai in the heart of Borneo. The session will focus on the importance of preparatory and pre-engagement activities that take place in order to better and appropriately involve students and other stakeholders to be part of the community based research effort for both Cornell, UNIMAS and Long Lamai. The main goal of the pre-engagement process was to explore the expectations and set roles of multi-stakeholders in the service learning program i.e. individuals (students, instructors, and community representatives/ organizers, community and institutions (Long Lamai, Cornell and UNIMAS). The presentation hopes to contribute to the dialogue on the importance of preparation on partnership beyond the Memorandum of Understanding and community based research protocol.

Konza Prairie:

Examining and Comparing Different Approaches to Setting Up New International Service Group Programs

Heilwig Jones, Director: Kaya Responsible Travel

Sara Robinson, University of Wyoming International Programs

This session will look at the different approaches a faculty member or international office can take to set up a new service-learning group program. We will look in particular at three routes – working with personal contacts, looking for a community partner in a specific location, and working with a program provider. We will examine each of these areas and compare the benefits and challenges of each and the considerations to be taken into account when building a program in each case.

The Vitality of Language and Culture in Service Learning

Peter Ojiambo, University of Kansas

Cécile Accilien, University of Kansas

This panel will discuss the importance of having language and cultural knowledge at the backbone of service and cooperative learning experience for students and community partners. Two faculty members in the African and African-American Studies Department at Kansas University will share how they are working to create materials in Somali, Kiswahili and Haitian Creole languages in order to facilitate domestic and international global learning and partnership. Additionally, the panelists will share their larger goal of offering a language/cultural training course to people interested in doing domestic and international global learning, partnership and service with persons who speak these languages.

11:45 AM Break / Move to Lunch

12:00 PM

Big Basin / Kaw Nation – Lunch

12:30  PM Keynote 2: The Quest for Standards – Clear-eyed Environmental Analysis

Florence Martin, Director, Better Volunteering, Better Care Network

Noelle Sullivan, Assistant Professor, Northwestern University

2:30 PM: Case Studies 

McDowell: 

Case Study: Changing the Way Change Happens

Shengxiao Yu, Director of Partnerships, GlobeMed

GlobeMed is an education and leadership development organization aimed at encouraging students to think critically about global health and social justice. There are 56 chapters in the GlobeMed network and each chapter is partnered with one grassroots NGO led by local leaders. This case study uses the partnership between GlobeMed at University of Virginia and Build Your Future Today Center in Cambodia to illustrate collaborative global solidarity-building. All areas of GlobeMed’s work is guided by the aim of putting decision-making powers in the hands of the community by understanding privilege in order to reduce barriers and amplify voices.

Tuttle:

Case Study: Growing a Responsible Grassroots Global Service Partnership

Dr. Michael R. Rackett, Assistant Professor, VCU ASPiRE

Ms. Delfena Mitchell, Sandhill Community Coordinator

Since 2014, Virginia Commonwealth University’s ASPiRE living-learning program has been developing a grassroots community engagement partnership in Sandhill Village, Belize, C.A. in accordance with ASPiRE’s mission to increase students’ capacity for creating positive social change and addressing critical social issues, as well as with Fair Trade Learning principles. For two weeks each July, students and community members host a summer camp for children, facilitate intercultural exchange, and engage in local service projects. This case study is designed to foster idea-generation for how small, co-curricular, global service experiences can adhere to best practices, measure impacts, and leverage available technologies.

Alcove:

Establishing effective impact partnerships from a distance

Kelly Kowatch, University of Michigan School of Information, Associate Director of Engaged Learning

The University of Michigan School of Information partners multi-disciplinary student teams with organizations in international settings to work on an information challenge with positive social impact.  This case study presents the successes and challenges of establishing and maintaining an educational and impactful relationship from a distance, for both remote and on-site student engagement.  Participants will learn about and share knowledge and perspective of working with organizations in settings where the functional priorities of the students and staff can be misaligned, which can lend to significant reciprocal learning outcomes or disappointing project failure.

Flint Hills:

Case Study: Preparing the Ground: Foundation for Sustainable Development’s Approach to Fostering Collaboration and Mutual Learning Between Students and Grassroots Community Partners in Jinja, Uganda

Margaret Nassozi Amanyire, Program Director, FSD Jinja, Uganda

Lisa Kuhn, Executive Director, Foundation for Sustainable Development (FSD)

This case study takes an in-depth look at FSD’s approach to both preparing and supporting students and community partners for successful collaboration on projects that matter to the community. Particular attention will be paid to how FSD builds the capacity of host organizations to effectively deploy and supervise interns, the matching of students with host organizations and families, and the project co-development process that is central to FSD’s model.

4:00 PM Break and Ice Cream Bar

4:30 PM Conference Sessions

McDowell:

Moving from Framework to Practice: Fair Trade Learning in Action

Brandon Blache-Cohen, Executive Director, Amizade

Melanie Hildebrandt, PhD, Associate Professor of Sociology, Indiana University of Pennsylvania

Gayatri Sethi, PhD, Global Learning Specialist, Agnes Scott College

Becky Spritz, PhD, Professor of Psychology and Director of the University Honors College, Roger Williams University

Fair Trade Learning (FTL) was first imagined to combat unsavory and commodified international service-learning programs. Since then, the concept has grown into a framework that promotes reciprocity, transparency, and community voice in global engagement programming. Despite growing interest, few discuss how the framework translates into practice, or how we can build on the literature to improve institutional adoption and course planning. This session introduces three professors who use the framework to improve ethical considerations in their global service-learning courses and on their campuses. Participants will then brainstorm how they might use the framework for their own planning process.

Tuttle:

Short-Term Health Trips; Common Practices and Host Staff Preferences

Judith Lasker, Lehigh University

Michael Rozier, Saint Louis University School of Public Health

Bruce Compton, Senior Director, International Outreach, Catholic Health Association

The growing practice of short-term volunteer programs in global health has been subject to a growing debate over its value. Yet there has been scant attention to the perspectives of people in the host countries. We compare the practices of 334 American trip organizers to the preferences of 55 host country staff in 4 countries. Most trips are 1-2 weeks; host staff prefer at least three. Most organizations do little in selecting and preparing volunteers; hosts prefer volunteers with skills and humility, prepared for language, culture, and the work they will do. Hosts valued the volunteers but identified qualities that would make the most difference.

Alcove:

Building North-South Partnerships through International Experiential Learning Programs: Issues and Opportunities

Rebecca Tiessen, Associate Professor, School of International Development and Global Studies, University of Ottawa

International experiential learning programs (including a suite of options ranging from internships as part of academic studies, study abroad, to field schools) offer immense opportunities for building partnerships between Northern-based universities and Southern-based universities and communities. This paper documents some of the issues and challenges associated with building meaningful partnerships between institutions. Drawing on critical scholarship of international partnerships, particularly the donor/beneficiary literature, points to the often unequal and unsustainable development partnerships that characterize many of these international initiatives (Schech et al, 2015). However, specific cases of carefully considered partnership and participation in international experiential learning programs provide opportunities for shifting the focus away from merely providing rich opportunities for privileged students living in the Global North to enhancing community-based initiatives and improving mutual learning that affects long-term and sustainable development practices.

Transformative Learning Outcomes for Resistant Participants in Required Experiential Learning Activities (Barriers & Strategies)

Eric Lassahn, Director of Community Service-Learning, Willamette University

Required experiential learning within the context of higher education is on the rise. This engaged learning session endeavors to expand current understandings of participant resistance to required experiential learning including root causes, implications, and opportunities to address and alleviate resistance. The debate regarding the merits of required service, service-learning, study abroad, and other experiential learning opportunities will also be examined.

Flint Hills:

 

Closing the Loop: International Service, Global Citizenship and the Development of Local Capacity

Juan Gutierrez, California State University, Monterey Bay, Red Cross of California

This panel is meant as a public conversation on the challenges and potential of an International Service Learning Program involving the partnership between the California State University, the Red Cross of California and the Red Cross in Spain. While working in rural and urban communities in Spain and then back in California, students play a central role in creating conditions for the mutual enrichment of two distinct experiences of the Red Cross in America and Europe. The panel prominently profiles student reports from their experience in Spain and the point of view of community based programs.

Evidence of Learning when Global meets Domestic Engaged Learning.

Karla Díaz, Service Learning Coordinator, Universidad San Francisco de Quito, Ecuador

Cynthia Toms, Director of Global Education, Westmont College.

Eric Hartman, Kansas State University

How can domestic service learning benefit from including a global perspective? The presenters will focus on strategies on how to include global themes in domestic service learning courses. An emphasis on assessment and learning strategies will be included, drawing on lessons learned from multiple program models in the US and Ecuador.

The Global Next Door: Stories of Meaningful Domestic Global Learning

Brandon Kliewer, Kansas State University

Chance Lee, Kansas State University

Global learning is increasingly discussed as an outcome of both international and domestic programs (Alonso García & Longo, 2013; Hartman & Kiely, 2014; Hovland, 2014; Sobania & Braskamp, 2009; Whitehead, 2015). However, even the use of global is often juxtaposed with local further separating the two. Global learning—inclusive of domestic and international programs—could be an important means of preparing globally competent graduates. This session seeks to engage participants in discussion to surface examples and experience with domestic programs that reach global learning outcomes. Through facilitated dialogue, participants will explore the potential and drawbacks of domestic global learning.

Kings:

From Texas to Wales: An Exploratory Study of Preservice Teachers Engaging in International Service Learning

Valerie Hill-Jackson, Texas A&M University

Jennifer LeBlanc, Texas A&M University

Preparing teachers for multicultural K -12 classrooms means teacher preparation courses need to ensure preservice teachers (PSTs) are provided opportunities to critically reflect on the many diverse issues facing current classrooms. International service learning experiences occurring within a multicultural teacher preparation course offer PSTs opportunities for critical reflection. In this study we examine the reflections of PSTs who were enrolled in a multicultural teacher preparation course and participating in an international service learning field trip to Cardiff, Wales. In addition to analyzing the PST’s reflections we analyze the pre-post trip Global Perspective Inventory.

Should the “Third-World” be a Classroom: Investigating Short-Term, International Pre-Service Teacher Practicum Experience.

Stephanie McCutcheon, Kansas State University.

Combining quantitative and qualitative approaches, I work to better understand the implications of a short-term, international pre-service teaching experience for the participants. The study raises important questions regarding the espoused and actual benefits of such programs, and illustrates the importance of program evaluation not only for the benefit of U.S. students, but also regarding intercultural relations.

Konza Prairie:

Transforming the donor and consumer to be an advocate – Experiential Learning program in Vietnam and Indonesia from the Faculty of Social Sciences, The University of Hong Kong

LAM So Lin, Elsa, Lecturer, Experiential Learning Team, Faculty of Social Sciences, The University of Hong Kong, Hong Kong

Dr. Than Thi Ha, Program Director, World Vision International Vietnam, Vietnam

Anggia Sitanggang, Manager, Rainforest Coffee, Indonesia

In this panel, how donors and coffee consumers transform into the respective social issues advocates in the experiential learning program will be discussed and explored. World Vision Vietnam and Rainforest Coffee in Indonesia, two community partners of the experiential learning program, Faculty of Social Sciences, The University of Hong Kong, representing different aspects of development work in South East Asia, will present their programs for international student engagement. Each will present their case and strategy for bringing students into the community, and how this can transform the role of the students from donors or coffee customers to advocates of the development process or fair trade system in a cross-cultural setting.

5:45 PM Reception

6:45 PM Dinner on Own

Tuesday, October 25

8:00 AM

Big Basin / Kaw Nation – Breakfast

Overview of the Day starts at 8:30am

9:00 AM

9:00 AM Bold Vision, Bold Calls, Bold Steps: Moving ISL/GSL to the Next Level, Together

Patti H. Clayton, Independent Consultant; Senior Scholar, Center for Service and Learning, IUPUI & Institute for Community and Economic Engagement, University of North Carolina at Greensboro; Visiting Scholar, Staley School of Leadership Studies, Kansas State University

Mary Price, Director, Faculty Development, Center for Service and Learning, IUPUI

Lori Kniffin, Graduate Assistant, Institute for Economic and Community Engagement, University of North Carolina Greensboro

In the closing session, we will build upon strands of conversation from the Summit, the service-learning and community engagement community more generally, and other leading organizations that work in international/global education to focus our attention on bold forward motion. We will work to articulate a shared vision, issue clear calls to the ISL/GSL movement, and commit to bold steps ourselves. Facilitated by practitioner-scholars Patti Clayton, Lori Kniffin, and Mary Price, this session will ask participants to roll up their sleeves and do some new thinking together.

11:30 AM Closing Remarks and Next Steps

Rachel Tomas Morgan, Associate Director for International Engagement, Center for Social Concerns, University of Notre Dame

12:00 PM Close