SLT Strategy Outline

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FSD Service Learning Trips (SLT) Strategy

1. Overview

2. Three Focus Areas to enhance SLT Program3. SLT planning and operations

Summary: The goal for restructuring the current SLT program is to better align program

activities and outcomes with FSD development programs, development approach, and

organizational mission.

Three parts of one strategy are identified to achieve this goal: 1. Restructuring of in-

country program framework to focus primarily on service project and extracurricular

activities secondarily, 2. Constant orientation of trip towards learning and outcome

objectives towards development project work, 3. Adapt and market SLT models forelementary and advanced participants

1. OverviewThe basic principles underlying the FSD SLT program fall within the context with the

FSDs mission: programs that provide service to our community partners while offering

an opportunity for experiential learning to program participants. Unfortunately, the

current execution of the program does not optimally meet either of these intended

organizational goals.

The strategy aims at leveraging the tenets of service learning to the maximum benefit forour community partners and program participants. To guide this strategy, the following

questions are considered.

What is service-learning?

A. Service-learning is a teaching and learning strategy that integrates meaningfulcommunity service with instruction and reflection to enrich the learning

experience, teach civic responsibility, and strengthen communities.

B. Service-learning combines service objectives with learning objectives with theintent 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.

The National Service-Learning Clearinghouse

i. http://www.servicelearning.org/what_is_service-learning/index.php

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What service can SLT program provide to community partners?

Address short-term, high-impact projects, or provide partial yet integral support to

long-term projects, maximizing the efforts of coordinated group work to meet the

needs of its partners not addressed by or complimenting FSDs internship or grantprogram.

With these questions in mind, the three-part strategy with supporting work plan is

proposed.

2. Three Focus Areas to enhance the SLT programA. Restructuring program framework based on the PARE model for Preparation, Action,

Reflection, and Evaluation.

The SLT program will follow the PARE model framework for the pre-departure, in-

county, and repatriation stages, as well as using the PARE model for the discrete projects

within the in-country stage. SLTs will involve fewer programs with longer project

timeframes. SLT programs will focus primarily on service project and extracurricular

activities secondarily.

B. Constant orientation of trip towards learning and outcome objectives towardsdevelopment project work

All elements of participant experience, including the pre-departure discussions, itineraryactivities, in-country discussions, and end of program reflection topics, will be oriented

towards learning objectives identified in the development of the Trip and the critical

analysis of the experiential learning experience.

C. Adapt and market two models of the SLT program:1.) Introduction to Development SLTs - Elementary development student groups

2.) Advanced SLTs - Advanced students and professionals.

Programs would be supported by the same logistical framework during pre-departure

coordination process and in-country program Both models will follow a program lifecycle

based on the PARE model. The models will be differentiated by the types of activities,

depth of project execution, and project assessment adapted to the skill level of the

participants. The differentiated models will also assume distinct expectations for program

execution, outcome, and level of impact for the stakeholders.

Introduction to Development SLT program projects will be characterized by direct

physical support with tangible outcomes. Projects examples might include infrastructure

to support sustainable development programs or intensive community outreach

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campaigns. Projects will be complimented by cultural and extracurricular activities to

round out the learning experience.

Advanced SLT program will focus on programmatic support activities, aiming to offer adeeply integrated experience to advanced participant while providing higher level support

to the hosting organization. Projects will involve capacity-building, skills transfer, and

project evaluation along with regular project execution. Cultural and extracurricular

activities will focus on offering contextual information to support the project.

2. SLT planning and operations Central model and project management tools Ongoing development Pre-departure process In-country experience End of program - reflection and return experience

Central model and project management tools:

The model will for the SLT program will be based in the PARE model of Preparation,

Action, Reflection, Evaluation. We will use a (PARE)2 (PARE squared) model for the

program overall and each discrete project involved.

Pre-departure In-county program Return

ACTIONREFLECTION

PREPARATION

Preparation

Action

Reflection

Evaluation

EVALUATION

For each activity, the RACI Chart determines which stakeholders are to be considered:

Responsible, Accountable, Consulted, or Informed

ActivityR

ResponsibleA

AccountableC

ConsultedI

Informed

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Ongoing development:

Identification of short-term need projects with community partners. Site teams will

continuously identify NGO partner programs and projects that would be benefit from theSLT program support. Along with the other information intakes conducted by the site

team with the partner organization, information regarding group projects would gathered.

One long-term goal is to create catalogs of projects based on this information.

Specific criteria will be set for SLT projects with the intention that SLT projects add

value other FSD projects, such as internship projects and grant projects. Criteria

questions will be aimed at the goals outlined in this proposal, such as Does the scope of

the project span no less than 3-4 days and no more than 8-9 days? Will the project allow

for preparation, reflection, and evaluation components? Does the project include

opportunities for capacity building with community members? Is the project sustainable?Does the project add value to other FSD related projects or ongoing projects of the

partner organization?

Materials to be developed:- Create database of projects potentials and complimentary resources to support

the development of the trip and the group members

- Create resource guide or resource bank for SGLs or FF on general Service Learningcomponents, Service Learning and Development, Service Learning vs.

Development approaches, subject specific materials when possible.

Pre-departure process:

Reorganize and reschedule the pre-departure process in order to capture necessary

information of group members (group application, course curriculum, individual profile)

at critical points in the itinerary development. These actions will lead to the creation of

better informed and consequently more impactful plan of activities for all stakeholders.

Current challenges: Information from Group needs to be provided earlier in the

process to create appropriate itinerary proposal. Too many iterations in the itinerary

development, causing confusion for site team.

Solution: More information gathered on the front end and more time given to initial

itinerary development leading to better accuracy and less back and forth.

A. Interested Student Group Leader (SGL) or faculty facilitator (FF) contacts FSDprior to semester/trimester/quarter.

B. FSD discusses proposed curriculum and objectives for SLT, recruiting guidelines(when applicable), SGL roles and responsibilities.

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C. SGL or FF completes the SLT application based on the objectives of the groupand following the above noted discussion.

D. FSD SFO sends the application to ST for initial review and approval.E. SGL or FF submit courses curriculum within the first week of the course and

during first stage of itinerary development, along with the individual student

personal information

F. Site Team reviews curriculum, SLT application, and student profiles in order toincorporate appropriate activities and learning objectives.

G. Site Team generate Itinerary proposal.H. Group reviews itinerary for approval. Feedback provided.I. Site Team finalizes details of itinerary incorporating feed back as appropriate.J. Suggested preparation actions identified by site team and communicated to

group.

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Materials to be enhanced:Pre-departure materials enhanced to support new strategy

Materials to be developed- Materials to be distributed to group while in country- Lifecycle reference documents to aid in coordination of program, including

timelines for development of itineraries based on univ. quarter, trimester, and

semester timeframes

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Increase and improve communication with Student Group Leader (SGL) or Faculty

Facilitator (FF) during the pre-departure process to ensure the course curriculum and

proposed itinerary are in line with all stakeholders objectives. Use the RACI method tohelp define flow of communication for all parties.

Current challenge: Information sharing is not most effective.

Solution: Use changes to the rescheduling of information exchange.

Continue to improve expectation building materials and scripts for SGLs, FF, and

group members appropriate to roles and responsibilities, intention and outcomes for all

stakeholders, and appropriate impact indicators.

Current challenge: Because group members often learn of the FSD program second

hand, there is lower level understanding of FSDs standards.

Solution: Develop common understanding with SGL or FF to act as the voice of FSD

during the pre-departure process and while in field.

- Utilize written materials discussing expectations as discussion topics- Provide service and deliverables that demonstrate high level of

professionalism in line with expectations.

Materials to be enhanced:SGL SOW, SGL timeline, Participant contract, Powerpoint presentation

Materials to be developed:RACI chart for SGLs, RACI chart for Site Teams

Incorporate learning objectives and points for critical analysis as part of itinerary.

Include reflection topics and evaluation points in itinerary to prepare the group for in-

country experience.

Challenge: Program participants lack the context or experience to understand the

connection of seemingly ordinary activities, such as going to the market, as an

opportunity to meet their learning objectives.

Solution: compliment each activity description with associated learning objective.

Reiterate the learning objectives at the beginning of each in-country activity, providing

supplemental materials as appropriate.

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FSD will collaborate with Student Group leaders (SGLs), Faculty Facilitators (FF), and

Site Teams to develop and fulfill learning objectives for the program. The program

participants will inform FSD of their goals. FSD will strive to meet the learning objectives

of the group in a variety of ways, including the project work but also the extracurricularactivities that make up the itinerary.

The itinerary proposal will be determined by FSD will confirm or modify learning

objectives to best compliment the itinerary. The group will work to adjust in class

learning objectives to meet realistic learning objectives and therefore better prepare them

for the trip.

Materials to be enhanced:Itinerary templates providing Site Teams with the format to incorporate learning

objective into each

In country:

Reduce number of projects and increase the amount of time spent on each project

to ensure appropriate project introduction, preparation, action, reflection and evaluation

incorporated. (PARE approach)

Current structure: projects of one to four days, depending on project and

corresponding project needs. High emphasis on cultural and exposure activities. Thereis the possibility that this leads to sentiment and attitude on the part of the

participant that the trip is an alternative spring break, exactly what we try to

dissuade during pre-departure process.

Solution: Reorient the focus of the trip on the tenets of service learning:

combin(ing) service objectives with learning objectives with the intent that the

activity change both the recipient and the provider of the service link(ing) the

task to self-reflection, self-discovery, and the acquisition and comprehension of

values, skills, and knowledge content.

Logistical framework

2 days for orientation and cultural immersion activities One-to-two primary projects of 5 days minimum in place of varied, shorter projects. Discussions, presentations, site visits, etc build into afternoon schedule or in between

projects. Following project, 1 day at minimum given to project evaluation and

assessment.*

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Site team lead discussions on development skill set building. Example, mini-workshops on work plan development, project monitoring and evaluation,

sustainability considerations when developing program proposals, aid based versus

needs based projects

1-2 days of reflection and critical analysis framed around the learning objectivesoutlined but the pre-departure preparation. Begin to outline end of program report.

* Each project will be built on the PARE model. In addition to adding evaluative

components to SLT projects, projects should include time for capacity building and

observation of project adoption.

Integrate capacity building activities for community members into each project as

possible in order to ensure the longevity or sustainability of the project impact

Current projects do not include time or requirement for capacity building with

community stakeholders. As part of project design, capacity building will be built into

each project.

Begin all activities, including extracurricular activities, with discussion/reminder

of learning objectives. Supplemental materials (eg, print outs, discussion topics,

questionnaires) will be provided as appropriate to reinforce objectives.

As the itinerary was developed, learning objectives were defined. Each activity should

revisit these learning objectives. Each activity should begin with a discussion on whatthe learning objective is and how the students will see it unfold. printouts,

questionnaires, treasure hunt type questions will reinforce the information or to drive

critical analysis of the activity leading the students to discover the relevant

information, compare, and contrast actualization of the topics to what they studied in

theory.

Use existing structures of the internship program to support the SLT. FSD SLT

programs should utilize the infrastructure developed for other programs and Workshop

topics can be adapted from internship workshop. Projects should also add value to

existing projects initiated in the internship and/or grants program

FSD SLTs should focus on development skills exposure and training as does the

Internship program. By adapting FSD standard workshops in development skills

training, FSD can offer an introduction to these. SLT project could also work in

tandem with intern projects as schedules coincide, mid-course of an intern project or

following a past intern project, utilizing the framework already in place. Alternatively,

SLT projects can serve as pilot projects. Other ways in which the SLT program could

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leverage the internship program infrastructure is by using the end of internship report

as a guideline for the SLT end of program report, etc.

End of program - reflection and return experience:

Integrate a time for reflection at the end of trip to discuss program and prepare and

end of program report. Instead of running activities to the end day of the trip, the final

days should be spent reflecting, discussing, and evaluating the experience. See in-country

framework.

Require an end of program report be submitted by all program participants. End of

Internship report would summarize the trip experience, the trip objectives, and the

outcomes, similar to the Internship End of Program report.

The report should encourage participants to evaluate their experience, inform FSD of

personal and external impact of program through the eyes of the participants, and also

act to promote the SLT program for future groups

Promote continued relationship with stakeholders when possible. Depending on

project or university, continued support and/or fundraising for the project should be

arranged.

Connect SLT Program Alum to other Program Alum through Outreachs AlumniConnect.