Pre-Summit Workshop: Global Service-Learning 101

Pre-Summit Workshop: Global Service-Learning 101 | April 14-15, 2018 | Center for Social Concerns, Geddes Hall, University of Notre Dame

Overview

GSL5 Pre-Summit Workshop on Global Service-Learning 101 will introduce participants to global service-learning (GSL) pedagogy with a focus on diverse, cross-cultural contexts through not exclusive to international settings. The pre-Summit workshop introduces current research in GSL student and community outcomes and provides participants the opportunity to design coursework and programs with explicit attention to sharing best practices, tools and resources in community-driven global service-learning.

Individual participants and institutional teams will have the opportunity to workshop global service-learning coursework and programs, engage in deep collaboration, dialogue with and learn from peer colleagues. GSL 101 is uniquely designed to be collaborative, open, and participatory with the format and design of the workshop offering opportunities for in-depth conversation, quality feedback, and network-building.

Topics:

  • SL key principles and components, concepts, elements and research in GSL
  • Principles and best practices in community-driven partnerships
  • GSL institutional models, course and program design
  • Learning outcomes, critical reflection, evaluation and assessment
  • Tools and resources for GSL
  • Health, safety and risk management

Who should attend?

  • Staff, practitioners and researchers from community based organizations who are new to partnering with educational institutions in GSL and community engagement​ and those who want to develop and deepen impact within their partnerships
  • Faculty, staff, administrators and students within secondary school and higher education institutions who have an interest in GSL pedagogy and community engagement
  • Faculty, staff, administrators and students within secondary school and higher education institutions who want to develop and/or deepen GSL courses and programs within their discipline, their own units or across their institutions
  • Teams and individuals interested in the intersection of service-learning, community engagement and international education
  • Teams and individuals currently using service-learning pedagogy in domestic settings interested in globalizing/internationalizing their courses or programs

Agenda (with links to useful resources)

[Click here to view the slides for the GSL101 workshop]

(Session 1) – Key principles & components – Richard Kiely

Readings & resources:

Handouts

Exercise: Possibilities and Risks of Global Service Learning – Nora Pillard Reynolds

(Session 2) – Community-university partnerships – Nora Pillard Reynolds

Readings

What do we know?

How can we pursue ethical community-university partnerships?

(Session 3) – GSL program models – Rachel Tomas Morgan & Rosie McDowell

Readings & resources:

Handouts:

Sunday, April 15th

 

(Session 4) – Assessment & evaluation – Richard Kiely

Reading:

Handouts:

Global Engagement Survey (GES) [Nora Pillard Reynolds] – Considering cultural humility, global citizenship, and critical reflection through global learning at home & abroad

(Session 5) – Critical reflection – Richard Kiely

Reading:

Handouts

(Session 6) – Now what? – Rosie McDowell

Workshop Facilitators

In addition to those highlighted below, additional workshop facilitators include colleagues from the Center for Social Concerns, University of Notre Dame

Richard Kiely

Senior Fellow, Office of Engagement Initiatives, Engaged Cornell—Cornell University

Richard Kiely is a senior fellow for program evaluation and provides support, guidance, resources, coursework and professional development opportunities for faculty, students, and community members who are interested in community-engaged learning and research. He is currently leading an effort to evaluate the impact of Engaged Cornell, a large scale community engagement initiative at Cornell University. As a community engaged scholar and practitioner, he is interested in learning about and contributing to the different ways people work together to have a positive impact on the world and the potential role of community engaged learning and research in higher education in facilitating that process.

In 2002, Richard received his PhD from Cornell University, and in 2005 was recognized nationally as a John Glenn Scholar in Service-Learning for his longitudinal research that led to the development of a transformative service-learning model. From 2002-2006, he was an Assistant Professor in the Department of Lifelong Education, Policy and Administration at the University of Georgia, where he taught courses in community development, qualitative research, (global) service-learning, program planning, and learning theory.  Returning to Cornell in 2006, Richard co-taught a graduate/undergraduate service-learning course in City & Regional Planning as part of the New Orleans Planning Initiative (NOPI).  The participants in this course developed a comprehensive recovery plan, in conjunction with community partners and Ninth Ward residents in New Orleans. Richard also served as the Faculty Director of the Cornell Urban Scholars Program (CUSP) and the Cornell Urban Mentor Initiative (CUMI), two university-wide, interdisciplinary service-learning programs.

His research focuses primarily on global service-learning and institutional models that foster sustainable campus-community partnerships, faculty development in community engagement, community-based research, as well as the learning processes and outcomes that occur in community-engaged courses and community-based research programs.

Richard continues to be an active scholar in the area of service-learning and community engagement in higher education and regularly conducts seminars and workshops for students, staff and faculty on course design, experiential learning, service-learning, community-based participatory action research, assessment and program evaluation. He recently served as co-editor of the Michigan Journal of Community Service Learning for two special sections on global service-learning and is currently working on a co-authored book Building a Better World: The Pedagogy and Practice of Global Service-Learning.  

Nora Pillard Reynolds

Editor of globalsl & Fellow for Ethical Global Learning – Haverford College

Dr. Nora Pillard Reynolds approaches this work from her experiences as a non-profit practitioner, educator, and researcher. She serves as Editor of globalsl, a multi-institutional hub supporting ethical global learning and community campus partnerships, hosted at Haverford College. In this role, she leads the Global Engagement Survey, which examines the outcomes of high impact programming, such as engaged learning and study abroad, on global learning competencies, as articulated by the Association of American Colleges and Universities.

Following her graduation from Villanova University in 2002, Nora co-founded Water for Waslala, an NGO that worked for access to water and sanitation in rural Nicaragua. On April 1, 2016, Water for Waslala was acquired by WaterAid. During the startup phases of Water for Waslala, she also earned her MA in International Development at La Univerisidad Complutense de Madrid in 2004. From 2004-2006, Nora worked as a 1st grade teacher at Potter-Thomas Bilingual School in North Philadelphia through Teach for America while completing her MS in Elementary Education at St. Joseph’s University. She returned to Villanova as the Assistant Director of the Center for Undergraduate Research & Fellowships before leaving to pursue her PhD at Temple University.

In her research, Nora utilizes participatory methods to explore multiple perspectives in civic engagement and community campus partnerships. Her dissertation, Is international service-learning win-win? A case study of an engineering partnership, utilized participatory methods to explore community perspectives in Waslala, Nicaragua about the ten+ year partnership with Villanova University’s College of Engineering. For her dissertation, she earned the 2016 IARSLCE Recognition of Exemplary Contribution through Research on Service Learning and Civic Engagement. Her research findings have been published in the Michigan Journal of Community Service Learning (2014), the recent volume International Service Learning: Engaging Host Communities (2015), and the forthcoming Handbook of Family, School, Community Partnerships in Education (2018).

Rachel Tomas Morgan

Associate Director for International Engagement, Center for Social Concerns—University of Notre Dame

Rachel Tomas Morgan is associate director and director of international engagement at the Center for Social Concerns. Tomas Morgan designed, implemented, and directs the International Summer Service Learning Program (ISSLP) which she established for the Center in 1998. As assistant professor of the practice and concurrent faculty in the Department of Theology, Tomas Morgan oversees the international engagement area of the Center which includes the ISSLP, works with other Center colleagues on community based learning abroad and international seminars, works with faculty across the University interested in developing courses that include an international experiential or community based learning component and consults on international related initiatives across the University.

Tomas Morgan teaches global issues and the courses required for the ISSLP. Her teaching and research interests include global citizenship, civic and political engagement, cultural competency, global learning and engagement, the intersection of development and international education, ethics and best practice in engaged teaching and learning abroad, and theories, practice and assessment of international service learning. She writes, provides workshops and presents on such topics. Her most recent publications include co-authored chapters with Paul V. Kollman, c.s.c. titled “International Service Learning in Faith Based Contexts” in Crossing Boundaries: Tension and Transformation in International Service-Learning (2014) and “Liberal Education and Service-Learning as a High Impact Practice” in Putting the Local in Global Education (2015).

Rachel received her M.A. in the area of systematic theology with interests in liberation and feminist theologies from the University of Notre Dame and her Bachelor’s degree in religious studies and psychology from Saint Mary’s College. She has previously worked in the fields of international development and natural disaster assistance, secondary education and religious studies, and faith-based social outreach. She serves on the steering committee for globalsl Summits and the board of the Near North West Side Neighborhood Organization of South Bend.

 

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