Topics in International Service-learning

Week 1 (Jan 6^th) – Introduction to Course, Students, Topic and Definition of ISL

Objective:

By the end of the session, students will be able to understand how the seminar is structured and marked.  From the keynote speaker, students will gain an interest in and a broad overview the topics and issues in International Service-Learning that will be pursued throughout the term.  Further, through discussions of readings, students will be expected to define service-learning, and understand its distinction from other community engagements.

Bridge:

The terms in the syllabus (marking, assignments, respectful discussion) that are agreed to in this class will be adhered to throughout the rest of the course.

Engaging the Group:

Activities (in order of how they will be carried out):

• Facilitator: Self-introductions, including interest in class and experience in development issues. (20 min).  Explain roles of facilitators.
• Facilitator: Go over the syllabus as a group. (30 min)
• Feature Presentation by Dr. Shafik Dharamsi on ethics, sustainability and intercultural sensitivity, specifically on ISL (45min, 10 min Q&A)
• “Service-Learning: A Balanced Approach” class discussion (20min)
  • Discuss homework: what did each student find unexpected about definition of service-learning? What is one question that you had while reading this article?
  • Break (10 min)
  • “Theoretical Foundations of International Service-Learning” (45min)
    • Each student assigned to one part of the paper and read
    • Each student will then summarize and present his/her part, followed by discussion moderated by facilitator.
    • Start discussion on grading rubric if there is time.

Resources needed:

• 10 copies of the Syllabus with the marking scheme
• Projector (check room)
• 10 copies of “Service-Learning: A Balanced Approach” and “Theoretical Foundations of International Service-Learning.”
• Assign journaling assignment: compare and contrast your definition of service-learning before and after the class.  Has it changed? Can you now identify characteristics of service-learning? (1 page, handed in next week)

Closing/Summary:

• Assign journaling assignment: compare and contrast your definition of service-learning before and after the class.  Has it changed? Can you now identify characteristics of service-learning? (1 page, handed in next week)

Articles:

SL-ABalancedApproach