Post on 08-Apr-2018
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introduction to fsd Service Learning Tripsfor group leaders and program participants
What is Service Learning?
Service-learning combines service objectives with learning objectives
with the intent that the activity change both the recipient and the
provider of the service. This is accomplished by combining service tasks
with structured opportunities that link the task to self-reflection, self-
discovery, and the acquisition and comprehension of values, skills, and knowledge content.'
FSDService Learning Trips (SLT) are based on two important principles:
• To provide short-term, high-impact effort to the on-going development projects.
• To provide student groups with an introduction to grassroots international development and
the opportunity to participate in community-driven solutions.
The information outlined in this guide will introduce the FSD'sSLTPrinciples, Framework, Key
Components, SLT Development Steps and how FSDSLTssupport our approach to international
sustainable development.
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Principles
Provide short-term, high-impact effort to ongoing
development projects.
FSD's approach promotes long-term sustainable development initiatives. Projects
supported by the FSD programs are designed to utilize community resources and
community participants and to limit reliance on outside assistance. Certain projects
require short-term, high-impact effort that cannot be fulfilled limited resources
available to our partner organizations. The FSD SLT program can contribute to this
need: Organizations can take advantages of many hands and many minds to tackle
projects that require the high sweat equity and the enthusiasm brought by student
groups. In this way, the SLTs promote FSD's sustainable approach by catalyzing or
accelerating progress in sustainable development programs.
Provide student groups with an introduction to grass-
roots international development and the opportunity
to participate in community-driven solutions.
By combining coursework and fieldwork, the SLTsallow students to put theory into
practice, gain exposure to development principles and approaches, and improve their
understanding of development project lifecycles. Reflection and evaluation provide a
forum for students to critically analyze information learned in the classroom andassess practical outcomes. Exposure to grassroots community-driven approaches
help to formulate a theory base for students to consider solutions to the challenges
that face communities the world over. Students leave SLTswith a strong introduction
to the skills and tools needed in the international development profession. They also
gain experience firsthand in the development of community- driven projects and
understand a development practice based in self-identifying information gathering
and skills exchange.
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Framework
The SLT program complements coursework and preparation with a practical projectimplemented in partnership with community-based organizations. The in-country
phase involves one to two short-term service projects along with supplementary
lectures, site visits, workshops, and cultural activities to reinforce the learning and
immersion experience. Groups return to collectively reflect on the experience, raise
awareness in their communities, fundraise to continue support for their projects, and
much more.
The overarching framework for the SLT program is the "PAREmodel" for
Preparation, Action, Reflection, and Evaluation
PREPARATION ACTION
Pr,eparatllornl Actllornl IR,efl!ect' lo:11I Evalluatllornl EVAL UATION
REFLECTION
Preparation takes place in the classroom, Action kicks off when the group arrives in-
country, and Reflection and Evaluation begins at the end of the project and continue
through the return of the group.
Following the same concept, students implement the PARE the discrete service
projects. Following these stages for each project enforces attention to and
completion of a full project lifecycle and collaboration with community partners.
Through this process, students gain understanding of best practices in development
project management, implementation, and evaluation and the importance of each
stage of this framework.
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Key Components
Direct Service
Providing direct service to organizations is the focal point of the SLT. One to two
service projects will be executed depending on the length of trip and community
project needs. Examples of service learning projects include:
• Providing technical training to NGOssuch as a computer literacy workshops
• Building new bunk beds for an orphanage or renovating a woman's shelter
• Participating in health outreach campaigns
Service projects are developed to compliment, catalyze, or accelerate development
programs.
Beyond implementing project work, FSD has structured activities by which student
groups may experientially learn about development and culture in a format that best
fits their interests and knowledge base. These activities include any of the following:
Site Visits
In addition to the organizations where groups provide direct service, FSD has
relationships with numerous other NGOjGROjCBOs (non governmental, grassroots
and community based-organizations). Site visits to these organizations offer
students the opportunity to learn how other organizations in the community are
addressing similar or other community needs, promote education on how
development issues are interlinked in target communities, and provide exposure to
other development sectors.
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Learning Activities
Speakers, panels, and workshops are provided by specialists in the fields related to
the groups' interests. These specialists come from local NGOs and universities and
offer an essential perspective for understanding local development issues and the
ways they are being addressed.
Skills training
In preparation for the project, FSD will share best practices for addressing
development projects. Groups will be educated on the theory and practice of
performing needs assessments, on how to conduct community mapping, creating
project workplans, and how to evaluate a projects outcomes. These skills will be put
into practice during the SLT and will be a foundation for developing a skill set for
future development work.
Group Discussions
Structured time for group discussions allow the group to reflect on their experience
from the coursework and field work. These sessions stimulate the group to consider
the learning topics addressed in the academic setting and learning experience
through direct experience. Group break out sessions are facilitated by the Group
Leaders to add continuity to the coursework.
Cultural Immersion
The foundation of a successful SLT lies in cultural sensitivity and awareness.
Students will receive orientation, stay with host families, and attend local cultural
events to heighten their awareness and appreciation. FSD also hosts local guest
speakers to present on local, social, and political topics, and moderates group
discussions how cultural values can support and/or limit sustainable development.
Materials
SLTs are typically supplemented with selected readings, current event studies, and
development literature that inform students of critical information. FSD can help
prepare the group for its volunteer work abroad with materials on the overall
development landscape and the context of their SLT community.
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SLT Development
Student Group Leaders complete the SLT application to identify their group's
objectives and goals for the program. FSD aligns the educational interests to a
corresponding community project through consultation with the FSD Site Teams and
community partners.
Once the project has been identified, FSD provides the group with the Project
Description and Cultural Guide to their host country. FSD works with the Group
Leaders to recommend how the curriculum for the coursework can be enhanced or
adapted to prepare best prepare the students for the experience and maximize thein
contribution to the project. The student group, FSD staff, and community partners
will collaborate on project design.
To compliment the student classroom work, FSD finalizes the speakers, site visits,
and cultural activities to fulfill the educational outcomes the group wishes to achieve
during the Trip. A full itinerary for the SLT will be developed one month before the
start of the program.
The Group Leaders will work with FSD to ensure that the projects and activities lend
to the learning experience of the participants while meeting community needs and
achieving project outcomes. The Group Leaders will drive discussions that relate the
learning experience to the classroom experience. Reflection sessions amongst thegroup members will promote these conversations.
At the end of the trip, the FSDand the Student Group will discuss ways in which the
group can continue to support the project through advocacy and fundraising once the
group has returned to its home community.
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Roles and responsibilities
The SLT program is a collaboration among community partner organizations, FSD,Student Groups and their Universities. Understanding the responsibilities of each
stakeholder will build the foundation of an equally supportive and mutually beneficial
relationship and promote the goals of sustainable development.
Community partner organizations
• Based on community needs, FSDpartner organizations identify development
projects' needs, goals, and outcomes.
• Working with FSDsite team, partner organizations and student groups
exchange ideas on how to design the project so that resources are most
optimally utilized.
• Partner organization representatives oversee service projects to ensure project
outcomes and their community's best interests are central to the service work.
FSD
• FSDacts as liaison between partner organizations and the Student Group
during project planning and preparation, and provides technical input to project
planning.
• FSDdevelops a program itinerary that incorporates service projects and
complimentary activities to meet the educational outcomes of the group and
the community needs.
• FSD provides logistical support and infrastructure for the Student Group.
Student Groups and University
• Student Groups work with university resources and faculty to determine
educational outcomes and curriculum for course and field work.
• Group Leaders manage the exchange of information with FSDand the partner
organization during the preparation stage.
• Group Leaders are student coordinators, lead group discussions and reflection
sessions, manage the conduct of the group, and organize advocacy efforts upon
return.
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Why FSD Service Learning Trips?
Service Learning Trips are not simply "alternative spring break trips" or "volunteervacations." These types of programs offer benefits to foreign volunteers - such as in
broadening their world perspective and offering a chance to contribute to a cause,
but the long-term advantages are often one-sided. While volunteers approach these
programs with the best intentions, actually the community can be negatively
impacted by their presence and methods.
FSD recognizes how short term, top-down, foreign influence can impose
unconstructive influences on local communities who strive to cultivate long-term
sustainable efforts from within. FSD is committed to working with communities from
the "bottom-up." By working in partner with locally managed, community-based
organizations, FSD listens to the needs expressed by the community and designs its
methods to meet community goals.
Service projects add value to on-going needs of community organizations, expanding
existing programs or piloting new initiatives. Organizations and groups work together
to achieve project outcomes while increasing knowledge, building capacity, and
promoting cross-cultural understanding.
Through FSDSLTs, students gain practical experience in key development skills and
participate in community -driven sustainable development. Our SLTs not only open
student minds and develop skills but result in long lasting benefits to for the people
welcoming FSDinto their communities.
1 http:((www.servicelearning.org/what is service-Iearning/index.php