Beyond the Comfort Zone: Lessons of Intercultural Service

Urraca, Beatriz; Ledoux, Michael W.; Harris, James T.

doi:10.3200/tchs.82.6.281-289

Cited by 13 publications

(10 citation statements)

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“…Assessment of intercultural competency within service learning is often conducted in international service-learning settings (see Camacho, 2004;Kiely, 2004;Merrill and Pusch, 2007;Parker and Dautoff, 2007;Urraca, Ledoux, and Harris, 2009). Although it is identifi ed and assessed as intercultural competence in some domestic service learning settings (see Fitch, 2004Fitch, , 2005Slimbach, 1996), more often research on domestic service learning has referred to such assessment in terms of cultural responsiveness (Brown and Howard, 2005), multicultural learning (Boyle-Baise, 2002;Paoletti, Segal, and Totino, 2007), or diversity (Baldwin, Buchanan, and Rudisill, 2007).…”

Section: Models Of Intercultural Competencementioning

confidence: 99%

Assessing intercultural competence

Deardorff

2011

New Drctns for Instit Rsrch

404

234

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Section: Models Of Intercultural Competencementioning

confidence: 99%

Assessing intercultural competence

Deardorff

2011

New Drctns for Instit Rsrch

404

234

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“…Service learning can help students better understand is sues related to community engagement, in clud ing intercultural awareness (Deardorff & Edwards, 2013) and diversity (Zlotowski, 2007). Furthermore, it can allow students to better understand themselves as learners and as future practitioners in their field of study (Carrington & Selva, 2010), while also increasing their sense of civic responsibility (Urraca, Ledoux, & Harris, 2009). Dewey (1933) is generally credited as being the first scholar to posit that reflection is an important aspect of the learning process, especially when students need to integrate their active experiences into the context of what they are learning.…”

Section: Service Learningmentioning

confidence: 99%

Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

Sturgill

Motley

2014

Teaching & Learning Inquiry

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Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private aBSTraC T reflection is a key component of service learning, but research shows that in order to maximize learning, the reflection must be of high quality. This paper compares the affordances of three different models of written reflection in engendering students' higher-order thought processes. Student reflections were compared across axes of guided versus free response, dialogic versus expressive reflection, and pub lic versus private reflection. results indicate that guided reflection yields more response than free reflection does. Dialogic and guided reflections both yield more integration of knowledge from service learning activities within a larger context. results for pub lic reflection versus private were mixed. ethical considerations for pub lic reflection are also discussed.Key WOrDS reflection, applied learning, experiential learning, service learning, blogsAs instructors work with students to meet course objectives through service learning, intentional reflection about the process is an important way for students to integrate knowledge of theory with experience in practice. In fields where direct service is not a goal of the discipline-for example, in business or communications-engaging students in effective reflection can be a challenge, as it may be more difficult to convince students of the need for it. This is unfortunate because reflection will be an essential part of successfully integrating their knowledge into a professional context.Reflection has been well studied and is key to distinguishing service learning from volunteering. There are many types of reflection, in clud ing group discussion, partner interactions, and other face-to-face opportunities. This paper investigates the affordances of different types of written reflection along three dimensions. We examine the reflections of students enrolled in multiple sections of an international service learning class. Cases are drawn from the same cohort of students, who are doing similar projects, but engaging in different methods of reflection. Their level of criti cal thinking about the service experience is coded and compared.

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“…36 Service-learning enhances a student's sense of responsibility while fulfilling academic objectives. 37 Britt's 38 typology of the value of service-learning in communication puts students in the role of learner, citizen, or activist. Smeltzer and Grzyb 39 describe a course in which reflection was part of a program of critical media analysis.…”

Section: Service-learningmentioning

confidence: 99%

Cultivating a Professional Ethic in Covering Marginalized Populations

Motley

Sturgill

2013

Journalism & Mass Communication Educator

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As communications students learn to tell stories, the curriculum should teach them to cover diverse groups accurately. Scholars have studied coverage of diversity in gender, nationality, ethnicity, and race. One area that has seen less attention is economic diversity, in particular, coverage of the poor. This paper examines how servicelearning might affect students' ideas about poor people and about communicators' responsibility to tell their stories accurately. Students who encountered the poor directly through service-learning changed their attitudes about the poor and the causes of poverty. They also expressed concern about the need for fair and accurate representation of poor people.

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Beyond the Comfort Zone: Lessons of Intercultural Service

Cited by 13 publications

References 1 publication

Assessing intercultural competence

Assessing intercultural competence

Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

Cultivating a Professional Ethic in Covering Marginalized Populations

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