One World: Inclusion and Transformation in Global Service-Learning
The 6th GSL Summit, Clemson University, November 3 – 5, 2019
Sunday Afternoon, November 3rd
1 – 4 pm, Pre-Summit Workshops at The Madren Conference Center
Seminar Room 1: Community-based Global Learning 101: Pedagogy and Partnerships
Balu Balasubramaniam (Founder SVYM & GRAAM, Mysuru, India), Jessica Friedrichs (Associate Professor, Carlow University), Richard Kiely (Senior Fellow, Cornell University). View a full description and register now.
Seminar Room 2: Establishing Global Partnerships and Preparing Health Professional Students as Global Citizens – Hosted by the Clemson University School of Nursing
Dr. Lynda Wilson, Professor Emerita (The University of Alabama at Birmingham, School of Nursing). Registration closed.
4 – 6 pm, Summit Registration at the Madren Conference Center
Sunday, 5pm, 6th GSL Summit Begins, Madren Conference Center
5:00 – 6:00 pm, Happy Hour and Welcoming Reception at Madren Center Grand Hallway
6:00 – 7:00 pm, Opening Dinner at Madren Center Ballroom
7:00 – 8:30 pm Plenary: “Asset-based Local Engagement and Inclusive Community-Building”
Laura Barbas-Rhoden, Ph.D., Professor of Spanish, Department of Modern Languages, Literatures, and Cultures, Wofford College, Founder of Alianza Hispana of Spartanburg*
Araceli Hernández-Laroche, Ph.D., Associate Professor of Modern Languages & Assistant Chair, Languages, Literature & Composition, University of South Carolina Upstate, Facilitator of Alianza Hispana Spartanburg
Natalia Valenzuela Swanson, Program Director – Healthy Eating | Active Living, Mary Black Foundation, Alianza Hispana Spartanburg Steering Group Member
Sandra López ’21, Wofford College
Monday, November 4th – Madren Center
7:30 – 9:00 am – Breakfast, Networking, and Poster Session at Madren Center Hallway (Click here for the full list of 22 posters and nearly fifty presenters)
9:00 – 10:15 am – Concurrent Sessions 1-7
Connecting with the Globalsl Community – A Welcome for Newcomers, Andria Wisler, Center for Social Concerns, Georgetown University, Auditorium
Please join Andria Wisler and other Globalsl Network representatives and long-term participants in this overview and welcome session designed for individuals joining the GSL Summit for the first time.
Challenges of Community Partners in hosting Service- learning practice: a local perspective, Vinay Kariappa, Center for Centre for Social Action, Christ (Deemed to be University), Bengaluru, India, Seminar 1
Service-learning is an emerging pedagogy amongst higher educational institutions in India and more particularly in the city of Bengaluru. The concept of service-learning is in pre-nascent phase and needs supreme advocacy for the concerned stakeholders in the city of Bengaluru to understand, accept and practice service-learning. The whole process of introducing service-learning from the planning and orientation stage can be accelerated by the academic institutions willing to introduce service-learning into the curriculum. It´s important to consider the community partner/ practitioners point of view in deliberating and executing service-learning at the community level, therefore the role of community partner and their challenges in anchoring service-learning practice becomes critical. Community partners often face challenges with conceptual clarity on service-learning, its framework, objectives, learning outcomes and supervision. It’s an attempt to shed light on certain challengers and few opportunities for community partners to engage in service-learning in its pre-nascent phase.
YAAAS! Supporting transformative global learning at home through strategic program design and creative pedagogies that engage teachers and refugee youth, Kate Collins, Towson University, Seminar 2
Youth Artists and Allies taking Action in Society (YAAAS!) is a dynamic graduate service-learning course at Towson University that utilizes a strategic program design in order to foster a culturally- and linguistically-responsive, non-hierarchical learning space between working teachers pursuing a graduate degree and high school-age refugee youth adapting to life Baltimore and our city schools. After a project overview, this session will examine the intentional programmatic design choices that allowed us to work against typical student-teacher hierarchies which played a significant role in fostering authentic connections and providing expansive global learning for enrolled graduate students. Furthermore, this session will examine some of the transformational dialogue and collaborative arts strategies that supported English acquisition and social adjustment for our refugee youth partners. Research drawn directly from participants will speak to the effectiveness of these practices. Time will also be allotted to examine the transferability of these strategies and program design choices.
The Global Engagement Survey: Assessing cultural humility, global citizenship, and critical reflection, Nora Pillard Reynolds, Globalsl Network & Haverford College/ Benjamin J. Lough, University of Illinois at Urbana-Champaign/ Cynthia Toms, Westmont College/ Jessica Evert, Child Family Health International, Meeting Room 1
The Global Engagement Survey (GES) is a multi-institutional assessment tool that employs quantitative and qualitative methods to better understand relationships among program variables and student learning, specifically in respect to global learning goals identified by the Association of American Colleges and Universities (AAC&U, 2014). The GES is composed of seven scales to assess three dimensions: intercultural competence, civic engagement, and critical reflection.
Race, Power, and the Politics of Accommodation in Global Service-Learning: Exploring the Tension between Student-Centered and Mission-Centered Program Models, José León Vargas, Solidaridad Internacional Kanda (SiKanda)/ Darling Kaniras, Yamaram Jintia Tayu Jee/ Nyanatee Bailey, University of Michigan/ Latika Young, Florida State University/ Andy McGadney, Colby College, Meeting Room 2
This discursive session uses a participatory, scenario-driven approach to grapple with challenging questions about the key relationships that underpin GSL. Using the concept of accommodation to better understand relationships between students and hosts, we explore how power dynamics associated with race and nationality permeate common program models despite intentional efforts to disrupt paternalism. We consider distinctions between student-centered and mission-centered approaches to GSL, and we highlight examples of how student-centered approaches can inadvertently contribute to what Mitchell (2012) has identified as a pedagogy of whiteness that reinforces historically embedded inequalities. Ultimately, we seek to generate programmatic and pedagogical strategies for mitigating this hazard. Our panelists and facilitators represent one indigenous community-based organization in Ecuador, one community-based organization in Mexico, and four university-based programs in the United States, but our broader questions and argument address a wide range of contexts in which service-learning can inadvertently reify the hierarchies it seeks to disrupt.
Challenging, Decolonizing, and Reimagining Assessment for Global Community-based Learning, Sarah Stanlick, Worcester Polytechnic Institute/ Whitney Szmodis, Lehigh University, Meeting Room 3
Assessment and impact: the most tumultuous, feared, and misunderstood concepts in global community-based learning. This session will examine frameworks for more generative, authentic assessment, building off of work done in both global citizenship education and in the realm of democratically- engaged assessment. In the session, we will also co-create plans of action to empower stakeholders to challenge structures of power and privilege, question assumptions held in traditional or enforced assessment, and imagine assessment as a force for liberatory, empowered engagement. Guided by values of full participation, co-creation, generativity, rigor, practicability, and resilience (values ascribed by the Imagining America APPS research group) the facilitators will guide participants through an evaluation of what it means to “assess”, questioning the concept of “impact”, analysis of their own projects/programs, and the creation of an intentional plan for next steps in assessing their work.
Unique Partnerships in Global Education: Building Ethical, Long-Term Relationships and Global Competency through Service-Learning Projects, Hillary Koller and Bryan Schultz, University of Pittsburgh/ Bibi Al-Ebrahim, Amizade, Meeting Room 4
This case study highlights the partnership between the University of Pittsburgh College of Business Administration and Amizade, which embodies a shared approach to developing global competency, meaningful community partnerships, and implementation of student projects through community-based global service learning. Beyond a semester-long academic course, the College of Business Administration has a 10-year commitment to Amizade and the communities served, necessitating year-round support from faculty, staff, and past global service-learning participants. The College of Business Administration works year-round in close partnership with Amizade and community partners on the development and implementation of business solutions designed to directly benefit the community partners. As maintaining ethical partnerships are of primary importance, the College of Business Administration and Amizade continually solicit community input on projects and goals beyond the context of the semester-long service-learning course. The case study presentation is a platform for discussion and sharing of best practices.
10:15 – 10:30 AM – Coffee Break
10:30 – 11:45 am – Plenary Session: On-Campus Organizing and The Great Breadth of Health-Connected Activities: Advancing Ethical Engagement before Students Depart
Nancy E. Glass, PHD, MPH, RN, FAAN, Professor, Associate Director, Johns Hopkins Center for Global Health, Independence Chair in Nursing Education
Jessica Evert, MD, Executive Director, Child Family Health International, and Faculty, Department of Family and Community Medicine, University of California, San Francisco
Virginia Rowthorn, JD, LLM, Executive Director, Center for Global Education Initiatives, University of Maryland Baltimore
Tricia Todd, MPH, Director, Pre-Health Student Resource Center, University of Minnesota
11:45 am – 12:45 pm, Lunch
12:45 – 2:00 pm – Concurrent Sessions 8-13
Planning session: Globalsl Network, Eric Hartman and Nora Pillard Reynolds, Globalsl Network & Haverford College, Auditorium
Drawing on a survey of Globalsl Network Stakeholders, conversations with the network executive committee, and learning from and through Globalsl’s 8-year history, this session will offer an articulation of Globalsl distinctive values and next steps, soliciting feedback, strategizing, dialogue, and action from and among participants. This session is particularly relevant for those interested in co-creating and co-contributing to Globalsl’s mission, vision, and activities moving forward.
Beyond the Pre-Departure Checklist: Best Practices in International Pre-departure and Re-entry for Global Engaged Learning Programs, Kate Placide, Western University, Seminar 1
We are told that some of the most enriching student experiences combine travel and study, where students can open their minds to new perspectives and worldviews (Council of Ontario Universities, 2014), but how do we prepare students for these experiences? It is much more than booking flights, explaining the work and sending packing lists. Join us as we discuss the importance of pre-departure programming that takes into consideration the historical legacies of colonialism, economic forces and challenges the idea of service. Learn how Western University has taken their Alternative Spring Break and molded it into a 4- 6 month program that has students critically examining their role within communities and as global citizens. Participants will have an opportunity to share pre-departure workshops that resonates with students at their school while at the same time learn how Western University students are taking their previously mandatory sessions and expanding into a choice based pre- departure.
It Starts with a Journey: Global Learning As Holistic, Interdisciplinary Curricular & Co-curricular Framework at a Liberal Arts College, Gundolf Graml and Jackson Regine, Agnes Scott College, Seminar 2
This session introduces Agnes Scott College’s model for a comprehensive and interdisciplinary approach to global (service) learning and leadership in the liberal arts. It provides participants with strategic perspectives and a specific toolkit for developing holistic global learning frameworks at their institutions. The presenters will detail how this global learning approach integrates local community-campus partnerships, fosters interdisciplinary collaboration between the humanities, social sciences, and STEM disciplines, and foregrounds an intentional and inclusive approach that provides access to global learning experiences for traditionally under-represented groups. Participants will gain specific insights into the following areas: Connecting global learning with their institutional mission; Incentivizing, developing, and maintaining strong faculty support; Developing strategic partnerships with providers that support ethical work with communities in destinations; Fostering meaningful cross-campus collaboration between academic affairs, student affairs, and diversity & inclusion divisions to increase access to global learning for traditionally underrepresented groups.
Distance Mentorship for Critically-Engaged GSL: Pedagogical Challenges and Opportunities, Marc Anthony Branch, Omprakash/ Ben Gardner, University of Washington Bothell/ Tess Ndoti, Omprakash/ Alex Knott, Omprakash, Meeting Room 1
This session explores pedagogical challenges and opportunities for using distance mentorship to support student’s critical reflection before, during, and after their GSL experiences. Through participatory exploration of actual case studies, we ask how mentors can challenge students’ assumptions while still enabling them to feel supported, validated, and motivated. In other words, we explore how distance mentorship can help students productively reflect upon their positionality without allowing this to become an exercise in self-righteousness or self-flagellation. Distance mentorship, in this context, refers to guidance and support that faculty or peer mentors deliver to students without being in the same physical location. This topic is particularly salient for programs in which students engage in GSL across geographically disparate settings and without direct faculty supervision. In such programs, distance mentorship offers to stimulate dialogue and critical reflection amongst students without diluting the immersive and independent quality of their experiences.
Designing and Assessing a Global Health and Language Curriculum, Kimberly Garner and Joan Clifford, Duke University, Meeting Room 3
In this session, participants will be exposed to design and assessment practices when considering the development of service-learning courses that incorporate the teaching of a non-English world language and global health issues. Based off of a partnership with the county public health department in their work with the local Latinx community, presenters will share examples from the project and tools for comprehensively assessing student learning outcomes. Participants will also learn how to conduct story circles, a democratic storytelling method that can be used in the classroom and the community to promote the inclusion of all voices.
Global is Local: Experiences Developing and Sustaining Mutually Beneficial Local and Regional Partnerships at the Emory University School of Nursing, Lisa Nunez, Elizabeth Downes, Helen Baker and Patricia Moreland, Emory University, Meeting Room 4
In this session participants will discuss four innovative global/local university Service-Learning programs developed at the Lillian Carter Center for Global Health and Social Responsibility (LCC) at the Nell Hodgson Woodruff School of Nursing (NHWSON) at Emory University that focus on social justice through community-based projects with vulnerable populations. Community partnerships developed to address health concerns among migrant farm workers, Native Americans, resettled refugees and undocumented patients will be examined. We will describe innovative models of care to address common health concerns including chronic diseases, substance use disorders, and end-stage renal disease. The achievements and challenges of these programs will be discussed with recommendations. This session will focus sub-theme two, best practices, program models, and ethical approaches for global service-learning and community-campus partnerships.
2:00 – 2:30 pm – Coffee Break
2:30 – 3:45 PM – Concurrent Sessions 14-20
Planning Session: Ethics of Help, Tricia Todd, University of Minnesota, Auditorium
Individuals who are interested in helping to shape a change- agenda for the ethics of help.
Social Innovation or Social Distraction? Ethical Dimensions of Entrepreneurship in GSL Programming, Rebecca Tiessen, University of Ottawa/ Benjamin Lough, University of Illinois at Urbana- Champaign/ Willy Oppenheim, Omprakash/ Aneri Pradhan, ENVenture/ Stella Wanjala, Women in Water and Natural Resources Conservation (WWANC), Seminar 1
Global Service Learning (GSL) programs increasingly include social innovation as a priority for their work. This panel will consider some of the effective and problematic practices central to this trend. Drawing on critical development studies and GSL scholarship, we examine four frames of analysis for social innovation outcomes in GSL: (1) dependency vs development; (2) isolated innovations vs systems change; (3) individualism vs collective partnership; and (4) measuring success vs reflecting on discordance. The panelists will elaborate on these frames with examples from scholarly debates, critical literature and personal experiences facilitating GSL. The combination of participatory activities with audience members and the insights shared by panelists will facilitate new thinking about partnerships using entrepreneurship as a theme. Transformational learning outcomes shared at this panel will enable audience participants to re-imagine global learning and social innovation locally and globally (as well as the inter-relationship between these spaces).
Developing and Maintaining Ethical and Mutually Beneficial International Service-Learning Partnerships: Lessons from the Successes (and Failures!) of the Periclean Scholars program at Elon University, Mathew Gendle, Elon University, Seminar 2
Elon’s Periclean Scholars program leverages the University’s strengths in global education to contribute directly to the institution’s position of national leadership in engaged learning. Following a competitive application process, Periclean Scholars spend their sophomore, junior, and senior years working to complete several academic courses that culminate in a Class-designed service project to promote global social change. Each Class defines their own project by researching the needs of their partner community, humanitarian best-practices, and models of just and sustainable development. This Discursive Session will offer an interactive conversation regarding the characteristics of ethical and equitable international community partnerships, common issues of concern regarding these partnerships, and the deep complexities of developing and maintaining such partnerships in a way that mutually benefits all stakeholders. This Session will provide participants with some of the tools required to effectively conceptualize, create, maintain, and critically evaluate international service learning programs at their home institutions.
Integrating Student Leadership in Global Learning through Service Peer Educators, JLP Prince, Samiha Ross and Susana Ramirez- Londoño, Agnes Scott College, Meeting Room 1
At Agnes Scott College, students are more likely to engage in co-curricular programming when their peers are leading and organizing the initiative. With this in mind, the Impact Peer Leader program was created as a way for students to develop skills around project planning, program management, facilitation, and reflection while also increasing the number of global themed social issue education programs and service experiences. Comprised of a team of 10 students and a student director and assistant director, the Impact Peer Leaders were responsible for implementing over 30 campus programs in 2018-2019 academic year. This session will look at the foundations of the Impact Peer Leader program, it´s outcomes on campus for both leaders and participants, and lessons learned as the program begins to recruit students for its 4th year.
Understanding Community: A Course Engaging Students and Local Residents in Oxford, Georgia, Lyn Pace, Oxford College of Emory University, Meeting Room 2
In this session I’ll share about a course I’ve developed called Understanding Community: Oxford Engaging Oxford. The city of Oxford, Georgia is a small town with very few traditional nonprofit agencies, which is where our students spend the majority of their time in volunteer, service learning, and social justice activities. In order to engage Oxford College students with local residents, I developed this course where the central component includes interviews the students complete with the residents. I’ll cover the origin of this course, history of the town-gown relationship, and the main components of the course, which include contemplative practices that foster deep listening; asset based community development; the interview process that engages students and residents and learning from the experience for future work. One feature of this session is that participants will have the opportunity to engage in some of the components of the course itself, including contemplative practices.
Creating Communities of Practice Around Global Learning: Leveraging GES Within and Between Partners, Jim Peterman, Kai Koopman, and Eric Hartman, The University of the South/ Joy Das and Richard Kiely, Cornell University, Meeting Room 3
The Global Engagement Survey (GES) is a multi-institutional assessment tool that was specifically designed to support an emerging community of global service-learning (GSL) practice. This session will use a fishbowl conversation structure to consider how to maximize the impact of the GES within and between institutions/partners. The fishbowl will model and support deliberate interdisciplinary collaboration between diverse programs and partners utilizing the Global Engagement Survey. Participants will consider how the three components of global learning articulated by the GES (cultural humility, critical reflection, and global citizenship), can be effective levers for shaping intra- and inter-institutional reflective communities that validate and critique practices in student learning and community-campus partnerships.
Social Network Analysis in Global Learning, Kaitlin Long, Kansas State University, Meeting Room 4
In this workshop presenters will share the design of an ongoing study that includes a social network analysis through survey of participants in the Kansas State University Civic Leadership Institute for 2016, 2017, and 2018 Mandela Washington Fellows. The Mandela Washington Fellowship is the flagship program of the Young African Leaders Initiative that empowers young people through academic coursework, leadership training, and networking. The survey questionnaire includes questions meant to elicit responses from Fellows on the role of leadership networks developed as a result of one Civic Leadership Institute. The social network analysis is focused on leadership networks (Hoppe & Reinelt, 2010) specific to experiences in Kansas and how networks have developed post-Fellowship. Additionally, survey questions were designed to collect discourse, including narratives of how curricular interventions or learning experiences through participation in the Civic Leadership Institute have resulted in practice through leadership interventions (personal, community, and regional) following the Fellowship. The workshop will be an opportunity to share how the survey was designed and how data is being analyzed, along with preliminary data results. Participants will also engage in a discussion of the purpose of collecting and analyzing data on global social networks, and how this data may illustrate the impact of global relationships.
3:45 – 4:00 PM – Break
4:00 – 5:15 PM – Concurrent Sessions 22-26
Partnership First, Pedagogy and Programming Second: Embracing Fair Trade Learning to Partner across Disciplines, Eric Hartman, Haverford College/ Alexandra Wolkoff, Haverford College – Puentes de Salud Partnership/ Ariana Huberman, Haverford College, Auditorium
Fair Trade Learning (FTL) emerged from a community organization partnership with a nongovernmental organization (NGO). It rapidly developed into guidelines used across many higher ed, NGO, and community organization partnerships. Though they are often comparatively wealthy, higher ed institutions struggle to commit financial resources and transparency to partnerships on par with what is imagined in FTL guidelines. Further, community partner co-visioners, co-planners, and co-educators remain somewhat rare in classrooms. This session considers implications of deepening a curricular partnership first because of community organization interests in resource sharing and collaboration, before developing pedagogical and programmatic elements that flow from that commitment, rather than the (more typical) other way around. The case in question involves a Philadelphia-based Latinx-serving Public Health organization partnering with Haverford College through Education, Health Studies, and Spanish programs.
Yap, Micronesia and Queens University of Charlotte: How to Co-Own a Study Abroad Program, Reed Perkins, Queens University of Charlotte, Seminar 2
The Yap Environmental Stewardship (YES) program began in 2001 as a full partnership between Queens University of Charlotte and governmental and non-governmental organizations of Yap, Federated States of Micronesia. Specific initial objectives were left undefined, but have grown organically to center on building a local capacity for geospatial science, technology, and data management. Typically, 12 students and 2 faculty live approximately three weeks in a village setting and work collaboratively with local counterparts on locally determined projects. This is the longest running study abroad trip at Queens. Fundamental to the success of the program are four key elements: Local ownership and determination of work projects, priorities, and data; Long-term commitment by both partners (Yap and Queens University of Charlotte); Semester-long preparation course for participating students; Flexibility and a sense of humor.
Cornell University: A Systematic Approach to Program Design and Evaluation of Students’ Civic, Intercultural, and Critically Reflective Learning, Joy Das and Richard Kiely, Cornell University, Meeting Room 1
How can a culture of evaluation and assessment influence students civic, intercultural, and critically reflective learning? This presentation describes an effort to use a unique system evaluation approach to inform the design of a peer-based cohort program to prepare students to engage in high quality GSL. A key tool for this design was the Systems Evaluation Protocol (SEP), an online platform that guides practitioner’s theory of change through the creation of program logic and pathway models. After using the SEP to develop a logic model for an Engaged Ambassador cohort, we have seen the redesigned programs effects on intra-institutional collaborations to support more robust, inclusive and equitable GSL campus wide. Participants will join a larger conversation of how they can create cultures of evaluation and assessment within their own institutions.
Where Infrastructure Helps and Hurts: Perspectives from a Young Partnership between Virginia Tech and Rwandan NGO, Fondazione Marcegaglia Onlus, Brooke Baugher and Freddy Paige, Virginia Tech, Meeting Room 2
Young partnerships have a lot to offer the international service- learning community. These partnerships give insight into critical decisions that must be made by the partners, such as balancing stakeholder needs, developing project frameworks, and preparing faculty and students for international experiences. At four years old, the Virginia Tech and Rwandan NGO, Fondazionne Marcegaglia Onlus (FMO) partnership, titled the VT-FMO partnership has focused on infrastructure development in a rural, genocide resettlement community in Rwanda. This case investigates program frameworks for small, new programs and explores challenges and opportunities associated with many of the relevant stakeholders involved in the projects from the perspectives of the associated course instructor, the lead NGO partner, and the associated travel faculty member for the trip.
From Doing Reflection to Being Reflective: Activating Student Leadership, Ethical Engagement, and Civic Imagination, Jeffrey Rathlef, Samantha Hauser and Nikol Damato, Slippery Rock University/ Bibi Al-Ebrahim, Amizade, Meeting Room 3
This session will showcase an evolving model from Slippery Rock University’s Global Service-Learning programs that have leveraged the utilization of critical reflection in innovative and non-traditional ways. From re-framing the roles and functions of student leaders as peer educators, the examination of Fair Trade Learning as a basis for ethical community engagement and critical consciousness, to the application of resources through a civic imagination project, SRU’s GS-L programs have leveraged the roles and functions of critical reflection in ways that have assisted the programs in reaching new heights in high impact practice and transformational experiences for students and communities. By re-conceptualizing reflection from program activity to reflection as program strategy, SRU’s Global Service-Learning programs have integrated what otherwise would be disparate program components into a more integrated and cohesive whole that enhances each and reinforces all. Session participants will learn new strategies for leveraging critical reflection in their own programs and benefit from program resources and examples that will be shared by session facilitators.
Don’t Just Do Something, Stand There: The Psychological Challenges and Shifts in Agency that Underlie Ethical and Empowering Service-Learning and Community Engagement, Jessica Evert, Child Family Health International, Meeting Room 4
There is often a clash between our instincts and the positionality required to achieve ethical, empowering, asset-based service-learning and community engagement. In health/human services for example, the customary agency of health professionals, human services providers, and others in “helping professions” is challenged when in settings outside our frame of reference, particularly contexts where there is relative poverty, resource scarcity, and a perception of great “need.” This session will explore the tensions between our actions and agency when we are in our professional homes versus the positionality in realms outside it. How do we shift our mindsets? Our behaviors? Our roles? Our institutions expectations of us? Our host/partners institutions perceptions of us? Colleague, client, and patients’ understanding of who we are and why we are present? …And why is it so important to do so.
5:15- 10:00 PM Dinner (independently in town)
Tuesday, November 5th
7:00 – 8:15 AM – Summit Registration
7:15 – 8:15 AM – Breakfast at Madren Center Grand Hallway
8:15 – 9:30 AM – Concurrent Sessions 27-32
Building Our Capacity for Relational Program Planning in GSL: Lessons from an Institution – Community Partner Action Research Project, Mary Price, IUPUI Center for Service and Learning/ Sara Makki Alamdari and Carmen Luca Sugawara, IU School of Social Work, Jeffrey Steele and Odette Aguirre, IU School of Dentistry/ Stephanie Leslie, IUPUI Office of International Affairs, Auditorium
The research on service learning notes the under use of program planning theory as an instrument to improve outcomes in Service Learning, not only for students but for our aspirational goals in host communities. Program planning, particularly, when focused on relationships, power and positionality, can further the ethical integrity of SL/GSL programs. In this session, our community-academic working group will discuss an ongoing action research project that brings together multiple NGO partners, student, faculty and higher education staff to examine their relational practices across four case examples and adapting three tools to support our learning and practice: Sandmann et al [2009] Service Learning Program Planning Model [SLPPM], Bringle et al’s (2010) Transformational Relationship Evaluation Scale (TRES) and our working group´s principles for ethical global community engagement [adapted from Lasker (2016). We will introduce our processes, findings and lessons learned. In session, participants will have time to examine their own program planning processes and discuss challenges. Case examples and tools will be shared to support co-learning among the broader GSL community.
The Partnership is Flawed. Now What?, Eric Hartman, Haverford College/ Sarah Stanlick, Worcester Polytechnic Institute/ Jessica Friedrichs, Carlow University/ Brandon Blache- Cohen, Amizade Global Service-Learning, Seminar Room 1
Following partnership best practice principles is essential. Yet understanding right action in the context of existing relationships, commitments, and newly emerging best practice standards can be difficult. Individuals from five different institutional contexts, considering five different specific domestic and international locations of concern, will share how their institutions worked through challenges presented by working near vulnerable children, navigating community values conflicts, and respecting indigenous ways of being. Participants will have ample opportunity to engage with participants and present their own critical concerns.
Sustaining Global Partnerships in Times of Crisis, Erin Sabato, Quinnipiac University/ Oscar Aragon and Eira Argenal, Alianza Americana, Seminar Room 2
How do institutions maintain international community-based partnerships when students and faculty from one organization can no longer travel to the other? This is a question that has many different implications and challenges. This presentation will discuss how two institutions are currently navigating the challenge of sustaining a strong partnership during a socio-political crisis in one of the countries. Alianza Americana (AA) and Quinnipiac University (QU) have facilitated community-engaged global learning programs for nearly 15 years. After violence broke out in Nicaragua in April 2018, QU and AA have had to reevaluate the nature and dynamics of their partnership and are putting the concepts of reciprocity, sustainability, and solidarity to the test. Directors from both organizations will provide an overview of AA and QU’s partnership, briefly describe the current socio-political crisis in Nicaragua, discuss the timeline of continued inter-institutional collaboration, as well as long-term programming plans which include multiple community stakeholders.
Advancing Global & Community-Based Work through Improved Assignment Design, Bridget Trogden and Taimi Olsen, Clemson University, Meeting Room 2
University classrooms and anchor institutions do much engaged learning through partnerships with communities. However, before we can move students into engaged work, we have to carefully examine our curricula and pedagogy – especially in foundational coursework. Does it advance global awareness and social inclusion? Does it avoid stereotype bias? Does it include relevant issues and topics for diverse learners? Does it align with institutional global, intercultural, or civic learning goals? In this discussion session, we will engage summit participants in activities and discussion around these critical questions, examine some case studies and assignment examples, and collectively brainstorm barriers and opportunities for improvement.
The Missing Voice: Hearing Community Members’ Perspectives of Global Service Learning, Noel Habashy, Pennsylvania State University/ Nora Pillard Reynolds, Globalsl & Haverford College, Meeting Room 3
Global Service Learning is often billed as an opportunity for international collaboration with benefits for all parties: students and local community members. But do local communities actually benefit from these programs? Unfortunately, individuals interacting with visiting students often have little ability to have their voices heard in conversations about the value of such programs. This session will share researcher examining the perspectives of community members who interact with students participating in GSL programs: one in Costa Rica, one in Burkina Faso, and one in Nicaragua. Session participants will engage in discussions surrounding the topics of community perspectives, recognizing the challenges to understanding these perspectives, and developing plans and practices to incorporate this voice into the development, implementation, and evaluation of GSL programs. When universities and community members work to listen to one another, together they will be able to better pursue reciprocal benefits for both students and communities.
How to get beyond the One-and-Done in GSL: A Framework for Scaling Impact Through Transforming Mindsets, Matthew Fortier and Franchesca Rybar, Georgetown University, Meeting Room 4
Some of the most critical questions that we grapple with in this field involve impact and scale. The Beeck Center for Social Impact + Innovation at Georgetown University, through its GU Impacts Fellowship Program and its broader student engagement portfolio, has been focused on these questions over the last few years. For example: What does scale look like? Is it about scaling numbers or can we think about scale differently, in terms of shifting mindsets?; What is the right balance between serving and learning? How can we prioritize our students learning while also embracing the best practices of community based and fair-trade learning?; How can we develop sustainable community partnerships? This session will examine how the Beeck Center has answered these questions through developing the LEAP framework, providing a model for how we can create long-term, sustainable impact with both our students and community partners.
9:30 – 9:45 AM – Coffee Break
9:45 – 11:00 AM – Plenary: The Praxis of Engineering: Theory and Value Driven Practice
Caroline Baillie, PhD, Professor of Praxis, Integrated Engineering, University of San Diego, Co-founder of the Engineering, Social Justice, and Peace network and Co-director of the not for profit ‘Waste for Life’.
Debbie Stein, Kumeyaay Language Program Coordinator and STEAM (Science, Technology, Engineering, Art and Math) teacher at the Viejas Indian Reservation, home to the Viejas Kumeyaay Nation in the southern Laguna Mountains of San Diego County.
11:00 – 11:15 AM – Break
11:15 AM – 12:15 PM – Summit Insights, Next Steps, and Closing
Co-Facilitators: Sarah Stanlick, Worcester Polytechnic Institute/ Rebecca Tiessen, University of Ottawa/ Andria Wisler, Georgetown University/ Richard Kiely, Cornell University
Globalsl executive committee members will co-lead a closing session focusing on key challenges, insights, and research and applied questions that emerged through the gathering.