International Service-Learning: The Need For Cultural Preparation

1. International Service-Learning:The Need For Cultural Preparation Amanda Sturgill, Elon University Phillip Motley, Elon University AnandaMitra, Wake Forest University Kim Dryden, Wake Forest University Kristin Moretto, University of North Carolina—Greensboro

2. Cross-cultural Competence Recognition of when cultural norms affect behavior Effective interaction with people from other cultural perspectives Changing behaviors when necessary for successful interaction

3. Cross-cultural Competence Cross-cultural competence is important for: Working successfully with others Resolving conflicts Learning to deal with ambiguity

4. Cross-cultural Competence Students may devalue cross-cultural competence: Because they haven’t had to do it before Because they think of culture as being products like art and music instead of as interactions Because they don’t have the time to gain understanding

5. Summer Term Undergraduate Course Communication, Culture and India Optional service-learning experience 6-week summer session 8 undergrad students 1 documentary film grad student 2 faculty

6. Preparing for Culture Pre-travel meetings Pre-travel readings Pre-travel contact with culture Onsite contextualization of experience Onsite constant contact via the ‘ashram’ model

7. Preparing for the Environment Pre-travel medical and environmental discussion Onsite exposure to various types of environment Onsite monitoring of environmental effects Rapid response to environmental effects

8. Exposure Management Constant contextualization of experiences Being present to answer questions Rapid response to student needs Demonstrating environment-specific best practices Teaching the generalizability of experiences

9. Student Perspective

10. Longitudinal Assessment Documenting the changes over time Constant communication to assess the effect of exposure Capturing changes caused by exposure Explanation of the logic of immersion and exposure Generalizability of student experiences Developing strategies for contextualization

11. January Term Graduate Course Interactive Project for the Public Good Masters in Interactive Media Two projects in Costa Rica Groups of 7-9 students 1 faculty member 1 staff member

12. Interventions

13. Pre-course Preparation On campus cultural events Guest speakers Costa Rican Natives Latin American Historian Latin American Native Required readings

14. Pre-course Preparation The Interview 4AJ33N

15. Pre-course Preparation The Photo Essay

17. This is a picture of a sign for a local restaurant. These restaurants are an example of cultural preservation for Latin Americans in Burlington.

19. Though it’s literal translation is “Flower Shop,” Tienda Flores is an ethnic grocery store in Graham, NC. It is just down the street from my house.

21. That pork and rice looks delicious. They also have great chips and salsa! I was surprised they let us into the kitchen to take pictures.

23. Inside the store we find out the owner has lived in Burlington for 20 years and is from El Salvador.

25. Jalapeños, tomatoes and avocados are native to Central and South America and are a staple in the diet of the people who live there. The El Centro menu included these three ingredients in many of their dishes. They also told me that most of their produce comes from local growers, which I thought was a great way to support their community.

27. Large advertisements for Jarritos, a popular Mexican soda, lines the back wall of the Guzman’s Market parking lot.

29. A newspaper box in Spanish for the Burlington community. This community is strong and far reaching, meaning there are publications specifically tailored for them.

30. Reflection Opportunities The value of reflection: Used to unpack unique cultural experiences Helps students move towards competence Allows faculty to see patterns of student motivation and action

31. Community Partner Perspectives

32. Victor Hernandez Boruca Costa Rica

33. What do you want students to learn? Victor: We want them to know our traditions...When they learn to understand us, it motivates respect.

34. How do student visits benefit you? Victor: They leave trash all over the community. They don't believe in our legends and they tell us we are lying to them. They say we are crazy. They complain about our lifestyle.

35. How do student visits benefit you? Victor: Sometimes students come and do projects for our community. They paint, they do instructional murals in the school.

36. How can professors help? Victor: Preparing students to understand our way of life. What the houses are like. What we cook. What we eat. How our families work together.

37. Nancy Aitken Proyecto Campanario Costa Rica

38. What do you want students to learn? Nancy: The students know they’re going to get to study ecology and the rain forest but it’s also a whole change of lifestyle, a hidden curriculum.

39. What things do the interactive media students learn? Nancy: They’re working on a website for a real life organization, and not a simulation. They have to learn how people live in these out of the way places.

40. How do student visits benefit you? Nancy: A website is our window to the world. That brings in more student groups and gives out information to the world as to what is down here in the rainforest.

41. What challenges do you have with the students? Nancy: There are often two or three students who just aren’t ready for this kind of program. Their mind is not with the program. Their attitudes end up affecting the entire group.

42. How can professors help? Nancy: More discussions on cultural sensitivity. What’s it like with Costa Ricans. What’s going to happen when they visit the Indians.

43. Discussion Does cultural preparation make service-learning more effective? Does the impact of preparation vary based on the strangeness of the environment? What are the cultural thresholds that students need to cross to be effective at the service site?