National and International Service Learning Design and Operational Challenges

1. National and International Service LearningDesign and Operational Challenges Winston Tellis Dolan School of Business Fairfield University

2. Introduction • Outline of course • Explanation of Ignatian Pedagogy • Service Learning (SL) • National SL • International SL

3. Ignatian Pedagogy • Developed by Ignatius of Loyola to train Jesuits • Pedagogy of teaching and learning • Works within any curricula • Leads learner away from utilitarian leanings, financial success • Leads to develop reasoned attitudes, concern for greater good rather than personal gain • Paradigm of experience, reflection, and action • Instructor accompanies learners as they encounter truth and explore deeper meaning

4. Ignatian Pedagogy • Loop: context, experience, reflection, action, evaluation • Context: instructor learns about the learner’s environment • Experience: get students to experience material with mind, heart, and will; bring it alive • Reflection: students assimilate facts; consider relationship to others, and topics; instructor pivotal • Action: proceeds from experience, reflection • Evaluation: assess well-rounded growth

5. Experience Evaluation Reflection Action 5

6. Ignatian Pedagogy • Leads to personal growth, concern for others, value-based judgments, less self-centered individuals • Instructor guides the students’ path through self-discovery

7. Service Learning • A natural way to implement Ignatian pedagogy • See Bringle-Hatcher definition and • Jesuit university definition • Both definitions engage the Academy in vigorous partnership searching for answers to social, civic, economic, moral problems • At Fairfield, we include many of the following in SL courses:

8. Understand that service learning is an accepted, rigorous, academic, and discipline-based pedagogy distinct from other traditional and experiential approaches to teaching and learning • Promote service-learning as an effective pedagogy for the enhancement of student learning • Value and promote education with diverse populations through service-learning and international-immersion programs • Foster an atmosphere of open discourse and careful, respectful listening where freedom of thought and expression are valued and protected • Encourage critical thinking about social, economic and political structures locally, nationally and internationally • Promote ethical behavior in instruction, service, assessment, and community-based research • Understand the community as our co-educator and an essential partner for effective and holistic student learning

9. Respect the integrity and wisdom of local communities and their abilities to develop solutions that address their needs • Seek input and guidance from our community partners as we strive to support their efforts and self-determination • Work with community partners who promote the dignity of each person, seek sustainable solutions, and protect and preserve natural resources • Engage in work that builds upon the respective assets and resources of Fairfield University and our community partners • Welcome all members of the University who desire to engage with and learn through service with the community • Recognize a special relationship with and responsibility to the Greater Bridgeport Area, as we seek to be a responsible institutional citizen and a caring neighbor

10. Design considerations • Select text (contemporary topics) • Select service location(s) • Visit locations prior semester • Examine suitability, safety • Prepare site staff for college students • Help prepare suitable assignments for children • Communicate regularly to confirm arrangements • Obtain schedule of planned closings • Arrange transportation • All above through SL Office – community partnerships

11. Design of IS 220 • Class (150 minutes) has two segments • Class discussion from text chapter • Service at local site • Class discussion (“respectful disagreement”) • Students team to present one or two chapters/week • They must summarize material, update it with current applications, generate discussion in class • All students submit summary and questions online prior to class • Instructor ensures civility, all voices heard, participation by all students

12. Design of IS 220 • Technology & The Future (Teich, 2006) • Sample chapter titles (20 pages or less): • How Society Shapes Technology • The Role of Technology in Society • Feminist Perspectives of Technology • Terrorism and the Brittle Technology • Civil Liberties in a Time of Crisis • Hard Cell: A Commentary on the President’s Stem Cell Address • Modern Global Climate Change • Computer Ethics

13. Design of IS 220 • Service • Bridgeport, CT largest, poorest • Diverse population • Sites are local high school, grade school • HS Students prepare for CAPT • Grade school students research HW assignment • College students observe environment, reflect on conditions, students’ subject grasp • Written and oral reflections follow • Students ask “why”, and then determine how they will react

14. Design of IS 350 • Select text (contemporary topics) • Select International service location • Visit locations prior semester if possible • Examine suitability, safety • Prepare site staff for college students • Discuss potential service tasks • Communicate regularly to confirm arrangements • Develop (jointly) assignment description • Develop Final Report Format • Develop assignments for students not traveling • Estimate cost, apply for passport, immunizations

15. Design of IS 350 • Globalization major theme • China, India culture, economy, outsourcing • Nicaragua effects of globalization on culture, economy – emergence of sweatshops • Videos on cultural shift in India, call centers • Service in Managua, Nicaragua • Describe UCA • Describe FDL • Describe projects national and international

16. Managua • UCA Jesuit university partner • Founded in 1960, 5300 students • Involved in development of modern Nicaragua • Nitlapan research organization • Nitlapan founded FDL in 1997 • MFI now largest in Nicaragua • Serves poor artisans, vendors, farmers • Provides small loans, literacy, business classes • Innovative programs, transparent operations

17. The Service Projects • Domestic project 1 • Investigate the institution, residents’ demographics • Examine infrastructure at local residential recovery facility • Determine hardware, software needs • Determine location for PCs • Prepare report

18. The Service Projects • Domestic Service project 2 • Investigate IT needs of local health organization • Investigate demographics of clientele, organization’s funding • Identify procedural and operational deficiencies • Recommend alternatives • Prepare report

19. International Service Projects • International project Software Selection for FDL • Absorb the country’s environment • Investigate history of MFI, clients • Investigate selection methodology • Examine documents, vendor proposals • Rate proposals • Submit report to FDL

20. International Service Projects • FDL Crafts project with Seattle University • Establish demographics, funds • Visit artisans, view location, resources • Study alternatives for packing, shipping • Prepare cost report for Seattle-Fairfield project • Share information with US team • Submit report

21. Preparing students for service • Learn to listen, respect • Observe cultural norms, ask about practices • Be prepared for projects to change • International requirements (passports, etc) • Behavior in another country • ‘reentry’ session for all

22. Reflection • Students learn to find quiet time to think • Write thoughts and reactions freely (private) • Travelers, nightly shared reflection • All ask ‘why’ conditions prevail • How will they act to change conditions

23. Operational Issues • Transportation • Staff at site (s) • Safety • Communication • Student-to-student communication

24. Assessment of outcome • Did they learn about the disadvantaged? • Did they seek reasons? • Are they likely to continue involvement? • Did they learn to listen? • Did they allow solutions to emerge from local people (subsidiarity)?

25. Student Learning Outcomes from Service-Learning Experiences Include: • Deeper understanding of course concepts • Exposure to related individual, institutional, and social issues • Increased civic awareness and engagement • Increased exposure to and enhanced appreciation for diversity • Awareness of social justice issues • Development of relationships in the community • Personal growth and broader worldview • Re-examination of career objectives (SL Outcomes, 2007)

29. Course-based, credit-bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility” (Bringle and Hatcher, 1995)

30. Jesuit service learning embraces Ignatian pedagogy by the mutual enhancement of learning with service, justice, and related civic engagement activities. Through reflection, students recognize and expand their understanding of the challenges faced by people who are marginalized and oppressed. Respect for reciprocal relationships, through community partnerships, is central to the successful integration of academic learning and experience, and enlarges the worldviews of all involved. As a student’s intellectual and personal awareness develops, there is transformative spiritual and humanistic growth leading to continued action for the benefit of the common good