As we prepared for the 2014 International Association for Research on Service-Learning and Community Engagement (IARSLCE) Conference, we were:
— Globalsl.org (@BuildingBetterW) September 25, 2014
Many colleagues have shared those conference presentations for posting here, while others have indicated they will share guest blog posts or further reflections in the months to come. Enjoy the eleven presentations below, and look forward to more on the way.
Learning Journey toward Leadership within an Intercultural Service-Learning Program
Kathryn Burleson, Justin Levy, Julia Lehr, and Trey Jones This case study explores a seven-year collaboration between a liberal arts college and an intercultural community partner. The stakeholder team includes a faculty member, two alumni (currently employees of the community partner), and a current student. The ways in which student leadership transferred to community partner leadership are explored.
Enhancing ISL through Intercultural Capability
Cultural humility and understanding impact student International Service Learning experiences, with most training promoting superficial rather than deep understanding. A holistic country and cultural preparedness strategy incorporating perceptions through the lens of the host country will be presented, with the Hofstede Model highlighted as an enabling
tool for understanding.
Examining the Transformational Service-Learning Process Model: Deepening Our Understanding of Transformational Service-Learning
Trish Gott and Chance Lee
– Guest blog post forthcoming.
Fair Trade Learning, Community Impact, and Expressing the Important Ethics of Good Global Service-Learning
Eric Hartman, Mireille Cronin Mather, Brandon Blache-Cohen, Cynthia Toms, Jessica Evert, and Nora Reynolds
Fair Trade Learning (FTL) provides a set of structured standards to evaluate practices of reciprocity within international service, research, volunteerism, and community development partnerships. FTL and evidence supporting strong global partnerships will be considered en route to dialogue focusing on how to increase public awareness of and commitment to FTL principles.
Intercultural Learning, Global Civic Learning, and Critical Thinking: Outcomes across Institutions and High Impact Programs
Eric Hartman, Nora Reynolds, Cynthia Toms, & Benjamin Lough
There is a dearth of multi-institutional, multi-program understanding of the differences among populations’ responses to the various high impact interventions that aim to cultivate intercultural competence, (global?) civic engagement, and critical thinking. This presentation introduces a multi-institutional, quantitative research project while offering opportunity for feedback, critique, and institutional participation.
Global Service-Learning Pre-Conference
Eric Hartman & Richard Kiely
Haiti Compact Model: A Critical Lens for Alternative Breaks and Community Engagement
Courtney Holder, Shoshanna Sumka, Melody Porter, Jasmina Camo-Biogradlija, and Jessica Viramontes
The Haiti Compact, formed in 2010, engages seven US campuses in effective, responsible, and sustainable service-learning partnerships in and for post-earthquake Haiti. This session will explore the success of the Compact model for critical international service-learning work, as evidenced by rich quantitative and qualitative data from student, staff and community partner stakeholders.
Field-Building in Global Service-Learning: A Review of Current Scholarship Richard Kiely, Jeffrey Howard, and Eric Hartman
Addressing the Problem of Negligent Perpetuation of Neocolonialism through International Service-based Education Programs: An Instrumental Case Study of Partnerships
As American universities and NGO/INGOs engage in service-based partnerships, standards of reciprocity and mutual benefit must avail. The lack of community voice in current academic literature presents a problem of representation, raising concern of an entrenchment of neocolonialism. This instrumental study is an investigation of sustained international partnerships.
International Service-Learning and Participatory Development: Serving as a Catalyst
This exploratory case study of an engineering ISL partnership focused on the community’s perspective of the projects and partnership. The community’s perspective about outcomes illuminates the ways the university partner serves as a catalyst. These findings also support a call for closer connections between ISL and participatory development research.
Engaging, Disorienting, Transforming: Critical Reflection and Global Citizen Identity Development
Abstract: Transformative learning can be characterized as a learning process that, through critical self-reflection and discourse, results in learners shifting their identity, beliefs, and/or actions. The purpose of this study is to assess the role of differing forms of reflection in processing the transformative experience of a global citizenship (GC) course.
– Guest blog post forthcoming.
Reflecting on the Realities of Using a Community-Based Participatory Approach to Research and Programming in Northern Uganda
Meredith Whitley and Alicia Johnson
Presentation of a community-based participatory approach to research and programming in northern Uganda. Topics include: (a) changing nature of the goals, outcomes, and outputs, along with the rationale for these changes; (b) challenges faced and strategies identified for overcoming these challenges; and (c) reflections on the community-based participatory approach.