International Service Learning – Best Practices Matthew Rudisi

Appleby CollegeOakville, ON, Canada

My Perspective

• American School of Kuwait – Service work

• Master’s of Education – Global Educational Policy Studies• Thesis Project – ISL

• Appleby College • Faculty PD Service – Patacancha, PERU• Student International Service Project -

BOLIVIA• Student International Service Project -

BELIZE• Upcoming: Student International

Service Project - ECUADOR

What is International Service Learning?

http://www.youtube.com/watch?v=c2qSKcR3evY

Educational Benefits

• ISL can help students to develop 21st century skills including global citizenship, civic engagement, critical reflection etc.

• Exposure to intercultural experiences – fosters compassion, empathy, open-minded attitudes

• Encourages development of skills in team work and collaboration

• Provides opportunities for leadership development

• Can develop project specific goals (e.g. construction, agricultural techniques etc.)

Inherent Challenges

• ISL comes with some inherent challenges that need to be addressed

• Quite often simple knowledge and awareness of these negatives help to mitigate them

From the Research…• “International service projects usually

have goals that are distinctly global in nature. They usually offer an excellent degree of exposure and integration into other cultures” (Tonkin & Quiroga, 2004).

• “ISL programs help students to acquire a deeper understanding of their world and reassure their commitment to service” (Monard-Weissman, 2003)

• “combining service learning with study abroad is a powerful pedagogical innovation for increasing students' intercultural competence, language skills, and experiential understanding of complex global problems” (Kiely & Neilson, 2003)

From the Research…• “participation in service-learning

has a direct impact on civic engagement and the continued development of cultural competencies” (Miller and Gonzalez, 2009).

• “ISL projects that have a particular focus on social justice tend to create a transformative experience in the lives of students” (Kiely, 2004).

• Transformative experiences often alter participants’ attitudes & outlook of life, and therefore create feelings of isolation and alienation in their daily interactions back home

From the Research…• “international service projects burst

with potential and stumble with the weight of contradictions left unattended” (Grusky, 2000).

• “early evaluations of adventure programs relied more on statements of faith than anything else” (Hattie, 1997).

• “Reflective pieces are the key to creating a meaningful experience for students. Without these reflective aspects ISL projects can simply recreate cultural misunderstandings and perpetuate stereotypes” (Grusky, 2000).

• This leads to Reverse Culture Shock (Allison, 2011) that negates the positive effects of ISL

From the Research…

• Some other issues that need to be considered, which are largely absent from the literature and research

• Financial cost – limits the participation to certain socio-economic groups

• Gender – male vs. female participation

5 issues that need attention

1. Interaction with Local Communities

2. Curriculum Connections3. Critical Reflection4. Restrictive Elements and

Biases5. Transformative Changes,

Assimilation and Re-Immersion

5 Keys to a Successful Project

1. Interaction with Local Communities

2. Curriculum Connections3. Critical Reflection4. Restrictive Elements and

Biases5. Transformative Changes,

Assimilation and Re-Immersion

Interaction with the Local Community

The Challenge • Disconnect between the local

community and the ISL participants

Possible Solutions• Increased pre-trip communication • Needs analysis• Anyi – Andean reciprocal

relationship• Strengthen the pre-trip

curriculum’s focus on local culture• Increase continuity over time

Curriculum Connections

The Challenge • Projects often fail to make clear

curriculum connections before, during and after the trip

Possible Solutions• Solve logistical issues in one way or

another• Creation of specific on-trip curricular

links• Set the foundation of connections

during pre-trip meetings • Creation of new programs or

initiatives

Critical ReflectionThe Challenge • Benefits of ISL are greatly reduced

when critical reflection is sacrificed

Possible Solutions• Critical reflection should take place

daily in evening debrief sessions• Post trip meetings help students

process what they have experienced

• Surveys / newsletters sustain engagement

• Social media can act as an asynchronous venue for solidarity and reflection

Restrictive Elements and Biases

The Challenge • ISL is expensive (hence geared

towards certain socio-economic groups), restrictive and may include gender biases

Possible Solutions• Subsidies or financial assistance

would help• Use technology to connect globally,

but perform service locally• Location choice is important• Active encouragement towards the

participation of both genders may be necessary

Transformative Changes, Assimilation and Re-ImmersionThe Challenge • Due to perspective changes, some

students have trouble assimilating into home culture or sustaining changes in their lives

Possible Solutions• Critical reflection and support are

necessary• Solidarity with other participants and

sustained engagement through communication

• Creation of a globally aware student population reduces feelings of alienation

Appleby College• What Appleby is doing to plan and

implement the most successful trips possible:

• Faculty development• Pre-project curriculum / meetings• Post project curriculum meetings• Project partners• Pre-project risk assessments• Pre-project threat analysis• Integrating Classroom Connections

Appleby College• What Appleby is doing to plan and

implement the most successful trips possible:

Faculty Development and Training

• Wilderness First Aid Medical Qualifications

• Extensive training on procedures, protocols and scenarios

• Faculty Professional Development program (summer)

Appleby College• What Appleby is doing to plan and

implement the most successful trips possible:

Curriculum (Pre/During/Post)

• Multiple pre-trip curriculum meetings

• On-trip curriculum and debriefs • Post trip meetings / reflection /

communicative pieces

Appleby College• What Appleby is doing to plan and

implement the most successful trips possible:

Project Partnerships

• Selection of appropriate and experienced project partners.

• Creation of extended relationships with partners to foster relationships in communities

• ProWorld, Habitat for Humanity, Canada World Youth, Projects Abroad, CASE

Appleby College• What Appleby is doing to plan and

implement the most successful trips possible:

Risks and Threats

• Pre-project scouting trips for risk analysis

• Detailed documentation related to risk analysis and management• Communicated and discussed with

students, parents, leaders in advance

Risk Analysis

Hazard

Likelihood and Consequence

Risk Management / Incident Management

Example Hazards:

• Accommodations• Fire• Food• Water• Health• Injury• Kidnapping• Transportation

Appleby College• What Appleby is doing to plan and

implement the most successful trips possible:

Integrating Classroom Connections(e.g. Co-op credit)

Best ISL

Practices

Managing Transformat

ive Changes

Reducing Restrictive Elements

Increasing Critical

Reflection Creating Curriculum Connection

s

Fine-Tuning Local

Interactions

Thank you / QuestionsContact Information:

Matt Rudisimrudisi@appleby.on.caTwitter: @matt_rudisi