1 International Service Learning in an Information Systems Course Winston Tellis Dolan School of Business Fairfield University.

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International Service Learning in an Information Systems

Course

Winston Tellis

Dolan School of Business

Fairfield University

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IntroductionOutline of courseExplanation of Ignatian PedagogyService Learning (SL)International SL

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Ignatian PedagogyDeveloped by Ignatius of Loyola to train JesuitsPedagogy of teaching and learningWorks within any curriculaLeads learner away from utilitarian leanings,

financial successLeads to develop reasoned attitudes, concern for

greater good rather than personal gainParadigm of experience, reflection, and actionInstructor accompanies learners as they

encounter truth and explore deeper meaning

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Ignatian PedagogyLoop: context, experience, reflection, action,

evaluationContext: instructor learns about the learner’s

environmentExperience: get students to experience material

with mind, heart, and will; bring it aliveReflection: students assimilate facts; consider

relationship to others, and topics; instructor pivotal

Action: proceeds from experience, reflectionEvaluation: assess well-rounded growth

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Experience

Evaluation Reflection

Action

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Ignatian PedagogyLeads to personal growth, concern for others,

value-based judgments, less self-centered individuals

Instructor guides the students’ path through self-discovery

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Service LearningA natural way to implement Ignatian pedagogySee Bringle-Hatcher definition andJesuit university definitionBoth definitions engage the Academy in

vigorous partnership searching for answers to social, civic, economic, moral problems

At Fairfield, we include many of the following in SL courses:

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Understand that service learning is an accepted, rigorous, academic, and discipline-based pedagogy distinct from other traditional and experiential approaches to teaching and learning

Promote service-learning as an effective pedagogy for the enhancement of student learning

Value and promote education with diverse populations through service-learning and international-immersion programs

Foster an atmosphere of open discourse and careful, respectful listening where freedom of thought and expression are valued and protected

Encourage critical thinking about social, economic and political structures locally, nationally and internationally

Promote ethical behavior in instruction, service, assessment, and community-based research

Understand the community as our co-educator and an essential partner for effective and holistic student learning

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Respect the integrity and wisdom of local communities and their abilities to develop solutions that address their needs

Seek input and guidance from our community partners as we strive to support their efforts and self-determination

Work with community partners who promote the dignity of each person, seek sustainable solutions, and protect and preserve natural resources

Engage in work that builds upon the respective assets and resources of Fairfield University and our community partners

Welcome all members of the University who desire to engage with and learn through service with the community

Recognize a special relationship with and responsibility to the Greater Bridgeport Area, as we seek to be a responsible institutional citizen and a caring neighbor

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Design considerations

Select text (contemporary topics)Select service location(s)

Visit locations prior semester, if possibleExamine suitability, safetyCommunicate regularly to confirm arrangementsExplain transportation

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Design of IS 350Select text (contemporary topics)Select International service location

Visit locations prior semester if possibleExamine suitability, safetyDiscuss potential service tasksCommunicate regularly to confirm arrangementsDevelop (jointly) assignment descriptionDevelop Final Report FormatDevelop assignments for students not travelingEstimate cost, apply for passport, immunizations

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Design of IS 350Globalization major theme

China, India culture, economy, outsourcingNicaragua effects of globalization on culture,

economy – emergence of sweatshopsVideos on cultural shift in India, call centers

Service in Managua, NicaraguaDescribe UCADescribe FDLDescribe international projects

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ManaguaUCA Jesuit university partner

Founded in 1960, 5300 studentsInvolved in development of modern NicaraguaNitlapan research organization

Nitlapan founded FDL in 1997MFI now largest in NicaraguaServes poor artisans, vendors, farmersProvides small loans, literacy, business classesInnovative programs, transparent operations

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The Service ProjectsDomestic project 1

Investigate the institution, residents’ demographicsExamine infrastructure at local residential recovery

facilityDetermine hardware, software needsDetermine location for PCsPrepare report

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The Service ProjectsDomestic Service project 2

Investigate IT needs of local health organizationInvestigate demographics of clientele,

organization’s fundingIdentify procedural and operational deficienciesRecommend alternativesPrepare report

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International Service ProjectsInternational project Software Selection for FDLAbsorb the country’s environmentInvestigate history of MFI, clientsInvestigate selection methodologyExamine documents, vendor proposalsRate vendor proposalsSubmit report to FDL

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International Service ProjectsFDL Crafts project with Seattle UniversityEstablish demographics, fundsVisit artisans, view location, resourcesStudy alternatives for packing, shippingPrepare cost report for Seattle-Fairfield projectShare information with US teamSubmit report

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Preparing students for serviceLearn to listen, respect Observe cultural norms, ask about practicesBe prepared for projects to changeInternational requirements (passports, etc)Behavior in another country‘reentry’ session for all

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Reflection

Students learn to find quiet time to thinkWrite thoughts and reactions freely (private)Travelers shared reflection nightly All ask ‘why’ conditions prevailHow will they act to change conditions

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Operational Issues

TransportationStaff at site (s)SafetyCommunication

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Assessment of outcome

Did they learn about the disadvantaged?Did they seek reasons?Are they likely to continue involvement?Did they learn to listen?Did they allow solutions to emerge from local

people (subsidiarity)?

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Student Learning Outcomes from Service-Learning Experiences Include: Deeper understanding of course concepts Exposure to related individual, institutional, and

social issues Increased civic awareness and engagement Increased exposure to and enhanced appreciation for

diversity Awareness of social justice issues Development of relationships in the community Personal growth and broader worldview Re-examination of career objectives (SL Outcomes,

2007)

Lessons Learned …Trips to developing countries important for sense

of globalization Instructor should be experienced in country and

siteStudents should be culturally and topically

preparedLocal transportation is a major issueInclude the cultural and ‘tourist’ side of country

in the students’ exposureSignificant impact on students

Course-based, credit-bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility” (Bringle and Hatcher, 1995)

Jesuit service learning embraces Ignatian pedagogy by the mutual enhancement of learning with service, justice, and related civic engagement activities. Through reflection, students recognize and expand their understanding of the challenges faced by people who are marginalized and oppressed. Respect for reciprocal relationships, through community partnerships, is central to the successful integration of academic learning and experience, and enlarges the worldviews of all involved. As a student’s intellectual and personal awareness develops, there is transformative spiritual and humanistic growth leading to continued action for the benefit of the common good