1. Session III: International Service Learning (ISL)

2. Service Learning Definitions  “Definitions vary considerably… - Skinner and Chapman (1999)  More than 147 definitions - Kendall (1990) Some grouped in SL philosophy SL pedagogy of education  Some purely nominal

3. Theoretical framework: EL SL Definitions 1.It is an experience or that it is experiential [theory] with the aim of 2.a social justice goal; 3.can be educative if it can be 4.understood [reflection] while trying to establish that social balance. Dewey’s philosophy establishes certain characteristics for SL:

4. ISL Definition “International service learning is an educational methodology in which students' learning of a subject/s occurs in a foreign context while interacting with the host community and meeting a host country's community need. The learning occurs through reflecting/refracting around the experience which aims to promote understanding of the circumstances underlying the host community’s needs and on some occasions providing alternative solutions to ameliorate that particular community need.” - Pagano, 2006

5. Goals of ISL  To enhance the academic content of the course through interaction with the host community  To develop intercultural Knowledge  To learn to be intercultural proficient  To learn specific issues in the host culture  To develop critical thinking skills through reflection pedagogy  To fully interact with the host community  To develop group goals that build community  To aim to reach the “reciprocity” concept  Other

6. Types of ISL Programs  Faculty Led  Partnership Direct Enrollment Hybrid  Travel Embedded

7. ISL Models: Academics Discipline Based Problem Based or Seminar Capstone Course SL Internship? SL Research?

8. Key Elements of ISL Host Community/ Host Country Curriculum Service Learning Center International Programs/ Study Abroad Office Provider Student Faculty

9. ISL Element’s Analyses Curriculum Course Learning Goals Knowledge of subject matter Problem Solving Skills Intercultural Knowledge Intercultural Proficiency ReciprocityGroup goals Pedagogy Teaching Materials Host community context

10. Main Element: Worksite/Volunteer  Worksite needs to be tied into every part of the curriculum

11. ISL Pedagogy: Reflection  Reflection: The act of reflecting or the state of being reflected. Something, such as light, radiant heat, sound, or an image, that is reflected. Mental concentration; careful consideration. A thought or an opinion resulting from such consideration

12. Reflection-Refraction  Reflection in Education Dewey: Vehicle to think about our experiences  Critical Thinking: the mental process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion

13. Refraction  Refraction: The turning or bending of any wave, such as a light or sound wave, when it passes from one medium into another of different optical density.  De-fantasize fate!

14. Refraction Process REFRACTION CRITICAL THINKING REFLECTION

15. Levels of Thought Analysis in II and ISL: Towards Refraction REFLECTIONCRITICAL THINKINGREFRACTION Starts a dialogueWeights viewpointsAlternative solutions RecollectionRevisesclarifies PassivePassive/aggressiveActive AcceptsQuestionsDefines Old materialsPast and present materialsNew material Individual perspectiveAlternative perspectivesIntegrates all perspectives PersonalConcerns with othersPublic ReviewsScrutinizesSelects MonoculturalMulticulturalIntercultural IndividualMakes connections with othersEngages with others and scholarship SearchFirst step in providing evidenceUnmasks paradigms * Uncovers situations

16. Refraction context Pedagogical Strategies Curriculum

17. Refraction  Assessment and Evaluation Knowledge Subject Matter Context  Skills Ability to look at alternative perspective Ability to interact with the host culture Attitudes Willingness to seek out international or intercultural opportunities Accepts cultural differences and tolerates cultural ambiguity

18. Refraction: Teamwork  What types of assignments?  What features do assignments need?  What logistics need to take place?  Other

19. ISL and II Refraction Examples  Essay  Multiple choice  Journal  Portfolios  Presentations  Community Analysis  Research Papers  Role-plays  Related Story Telling  Video Diary  Learning Logs  Re-entry activity*

20. ISL and II Refraction Examples Steps in the thinking process that leads to learning goals in an experiential learning situation

21. ISL: Environmental Issues Example Reflection/Critical Thinking After: “I drew the river with different colors. I drew the Tapajos river with brown to show its true color and then the Amazon in blue. The Tapajos River is a tributary of the Amazon. I mixed both colors where they get together. People here depend heavily on the river for anything they do. I never knew parts of the river are so polluted and it is creating so many problems for so many communities. We need to take this into consideration and start prosecuting the responsible for so much pollution. It does not seem that much is done about that…”

22. ISL: Environmental Issues Example Critical Thinking/Refraction  “The tapajos river is an effluent of the Amazon river, the second largest river in the world. There is increasing concern about the potential neurotoxic effects of exposure to methylmercury for the 6 million people living in the Amazon, even in regions situated far away from the gold mines (garimpos), considered to be the major source of mercury pollution….

23. Refraction “A list of actions we can take regarding pollution are hard to reach, considering the widespread corruption in the Amazon region. However, fish are contaminated with mercury in the area and kids we have seen so far in the fishing villages are truly sick. The Rotary clubs in the area are trying to help cure the sick but they are not able to fight the source of the problem. They bring physicians who volunteer to work with patients who have river illnesses….”

24. Writing Time