CIE

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Spring 2015, Issue 2

Service-Learning, D.R.

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PARADIGMS OF DEVELOPMENT

Welcome to the CIEE Service-Learning Program in Santiago de los Caballeros, Dominican

Republic! In this program the students develop the analytical tools to engage in partici-

patory service, and the skills to process and reflect upon their experiences and actions.

As we are three months in to the program, the students have honed their skills as Ser-

vice-Learning students and are critically engaged in the learning and practice of develop-

ment.

In this second newsletter, students were asked to reflect on paradigms of development.

Using excursions to the rural town of Río Limpio, their community internships, and

coursework, students delve into the complexities of development. Read on to find out

what students learned about economic, human, grass-roots, and international develop-

ment!

3

contents

Human Development in a Developing Country

-Tanae Copeland, Wofford College

The Bond of Service-Learning and Development

Amanda Holme, Kenyon College

Confessions of an American Do-Gooder Clara O’Rourke, Clark University

Human Development: Progression, Not Perfection

Dionne Mackenzie, Georgia Institute of Technology

The Rural Stay: A Day in the Campo

4

10

12

14

Ecotourism in the Dominican Republic

6

8

4

As an International Studies Major with a fo-

cus on Development in Latin America, I began my

journey with CIEE’s Service Learning program in

Santiago, Dominican Republic, very eager to learn

more about development. And in just two months, I

have already gained so much insight. From class to

my internship with a local non-profit organization,

to CIEE excursions, I have opportunities to learn

each day. As a student at PUCMM university, I am

enrolled in two courses that inform my thoughts on

development:

“Community

Partnership”

taught and de-

veloped through

CIEE and

“Poverty and

Development”

through

PUCMM. In

“Community

Partnership” we

read and discuss

the ideas and

study theories that direct many current grassroots

development projects, such as asset-based communi-

ty development. That is the idea that development

projects can be more successful if they take ad-

vantage of the resources in a community, instead of

trying to compensate for what the community lacks.

Additionally, “Poverty and Development” provides

opportunities to learn more about the current situa-

tion and projects related to human and economic de-

velopment with a focus on the Dominican Republic.

As a stu-

dent in

this

course,

we read

the cur-

rent publi-

cations

and re-

search

relating to

the state

of devel-

opment in

AMANDA HOLME

International Studies, Kenyon College

The Bond of Service-Learning and Development

5

the Dominican Republic and the greater region of

Latin America.

While I continue to benefit from the course-

work related to development, the hands-on experi-

ence that I am gaining with CIEE is really invaluable

to the learning process. I am currently interning at

Acción Callejera, an NGO that supports children and

youth living and working on the streets through

health, education, and sports initiatives. My work

with the organization involves volunteering at an ex-

tracurricular academic program in various communi-

ties. While the initiative seeks to support the aca-

demic and personal growth of children at the com-

munity level, the program receives funds from an

international support arm of USAID. In this way, I

have observed not only how grassroots development

can effectively promote the livelihood of individuals,

but also that large governmental agencies can have a

positive impact on development, despite the criticism

that many organizations have received lately. Addi-

tionally, the CIEE excursion to the rural community

of Río Limpio provided me with more insight into

grassroots development. The excursion to Río Lim-

pio presented an example of sustainable develop-

ment implemented by foreigners but being sustained

through local communities. Río Limpio is home to

an organic agricultural school started by a former

Peace Corps volunteer, Mark Feedman. The school

provides technical education to students so that they

gain the skills to be successful organic farmers and/

or continue to university, a testament to the possibil-

ity of successful foreign-driven development. I look

forward to seeing how CIEE continues to partner

with Río Limpio.

Ultimately, Service-Learning and successful

community development go hand in hand. In the

case of Río Limpio, it was necessary that Mark

Feedman participated in a process of Service-

Learning before implementing the development pro-

ject of an agricultural school. Not only did he gain

the knowledge of organic agriculture through ser-

vice, but he also gained knowledge of the state of the

community through his service with the Peace

Corps.

“In this way, I have observed not only how

grassroots development can effectively

promote the livelihood of individuals, but

also that large governmental agencies can

have a positive impact on development,

despite the criticism that many organiza-

tions have received lately.”

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Tanae Copeland

Wofford College

Spanish Major

I have been in the Dominican Republic for

two and a half months and have experienced

many things on a daily basis that deal with numer-

ous areas of development. During my time here, I

have taken on a diverse array of roles: as an in-

tern for the La Fundación Cuidado Infantil Domini-

cano (FCID) (Dominican Child Care Foundation),

tourist of the country, and international student. I

have had the opportunity to gain knowledge of

how development works within a developing

country. Human development is the type of deve-

lopment that has caught much of my attention

during my time in the Dominican Republic. I defi-

ne human development as finding new ways to

help improve the actual lives and well-being of

the people within a community, focusing on so-

cial issues at an individual level.

Working with FCID has given me a prime

example of what human development is really all

about. FCID is a Christian, non-profit organization

that works with children with disabilities in order to

help them live with their disabilities to the best of

their abilities. Sadly, many of the students who are

a part of the program do not attend school. It is

not because they do not want to attend school. It

is mainly because the schools do not have the

resources required in order to educate some chil-

dren with disabilities. Being an international stu-

dent, I make a lot of comparisons between the

school systems of the United States and the Do-

minican Republic. Here, it is not required for every

child to go to school because many families can-

not afford to send their children to school. The or-

ganization advocates for these children in hopes

INTERNATIONAL DEVELOPMENT

Human Development in a Developing Country

7

that the education system will change to be more

inclusive and all that students will have a better

opportunity to attend school. For example, within

the recent five years, students with disabilities or

“special needs children,” as the United States calls

them, have been able to attend school because

of the new law that states all persons should be

included in all aspects of life, including education,

and that for each special-needs child, the school

will receive a certain amount of federal money

(Ley 42-00).

In the United States, education is heavily

valued, and there are laws and statutes that re-

quire children to achieve a certain amount of ed-

ucation. It is believed by many that the more edu-

cation an individual obtains, the smarter and

more prepared for the “real world” the individual

will be.

Another ex-

perience from my

time here in the Do-

minican Republic

that helps me better

understand human

development from a

service learning per-

spective is the week

that I spent in Rio

Limpio. The school,

CREAR, was devel-

oped by a former Peace Corps member, Markos

Feedman, for the children of the community to

obtain an education for free and learn about sus-

tainable-organic agriculture also. Sustainable pro-

jects like CREAR serve as a great example of what

human development truly is. The school is de-

signed to educate its students about sustainable

agriculture and ways to help preserve the land

and, in return, preserve life. The school and its val-

ues teach the students the importance of sustain-

ability which, in return, enables them to live a sus-

tainable life and sustain the community of Río Lim-

pio. I believe that is what service-learning is all

about.

As an internation-

al service-

learning student, I

am taught the

importance of

sustainability and

how one must

collaborate with

the people of the

community on a

project that can

continue to bene-

fit the community

for the years to come. It’s an exchange of ideas

and talents. I strongly believe that once the sus-

tainability of a community project is reached, hu-

man development is accomplished as well.

“As an international service-learning student, I

am taught the importance of sustainability

and how one must collaborate with the people

of the community on a project that can contin-

ue to benefit the community for years to

come,. It’s an exchange of ideas and talents.”

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THE ServiceTHE Service--Learning CoursesLearning Courses

Advanced Spanish Students are immersed in Spanish throughout every aspect of their experience!

Their Spanish course is the “glue” of all the classes, designed to be conversation-

focused to complement the community aspect of the program.

Social Research Methods

This course introduces students to methods social scientists use in their research.

Students conduct participatory community-based social research under the guid-

ance of a research committee comprised of university professors, the Academic

Director, and NGO site supervisor. At the end of the semester, the results of the

research are presented to important constituents in the communities and partner

organizations.

Independent Research and Capstone Project

This course is a compilation of the semester’s work divided into two parts: the writ-

ten component of the student’s field research and a tangible Capstone project. Stu-

dents learn to demonstrate and apply what they have learned throughout the pro-

gram and to collaborate with the organization in which their service was performed.

Poverty and Development: D.R. Case Study This experiential learning course uses the Dominican Republic as a lens to explore

issues of human, economic, social, and political development with a focus on is-

sues of sustainability. Students are provided with a better understanding of theo-

ries of poverty and underdevelopment in both national and international contexts.

Community Partnership: Theory and Engagement This course offers an introduction to different schools of thought regarding leader-

ship in community empowerment and sustainable development. The practical por-

tion of the course provides students with the opportunity to work with a community-

based organization or NGO in an already existing program or project related to am

individual student’s academic interests.

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EcoEco--tourism in the Dominican republictourism in the Dominican republic

Los Haitides National Park

Los Haitises National Park is located on the

southern coast of the bay of Samaná in the

Dominican Republic, and is one of the most

spectacular natural treasures on the island. Home

to numerous species of wildlife, sprawling

mangroves, and caved with preserved Taíno (the

native population of the island) art, the students

had the opportunity to savor the natural beauty of

the park. A guided tour by a Samaná native

allowed the students to hear from a community

leader how tourism, international aid, and

environmental sustainability are all interconnected

in Los Haitises.

Hacienda Cufa

The Service-Learning students head to the

Province of Puerta Plata to visit Hacienda Cufa, an

organic cacao finca (farm). Family owned and

operated, the finca produces high quality organic

chocolate while educating tourists and locals about

sustainable tourism and agricultural practices. The

guide taught the students how cacao is planted,

harvested, and processed to make a delicious

product! Not only does Cufa produce chocolate,

they are also well known for their “Choco-

Therapy.” Their spa products are all cacao-based

and the Service-Learning girls had a treat-yourself

day complete with facials!

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Dionne McKenzie Georgia Institute of Technology, Biomedical Engineering

Human development has been a primary driving force in

both local and international development since the 1990s.

Our current “Poverty and Development” course reveals the

idea that it is impossible to alleviate poverty without sustain-

able economic growth, and sustainable economic growth is

impossible to attain without equal access to education,

healthcare, and other basic needs. Although we now have

set goals in order to improve these conditions, there is still

no perfect strategy outlining how to achieve these goals.

Throughout my experience here in the Dominican Republic,

I have learned just how sensitive the process of human de-

velopment is to those who do not understand its complexi-

ties, yet how simple and beneficial it is to those who accept

the inevitable uncertainties that arise in this field.

It was not until my CIEE Service-Learning internship

with Centro de Acción Primaria Juan XXIII (Center for Pri-

mary Action Juan XXIII) in the barrio (small, urban communi-

ty) of Cristo Rey that I truly understood everything that my

past professors taught me about the paradox of human de-

velopment. Juan XXIII is a local public hospital that serves

the underprivileged populations

of Zona Sur (South Zone) in

Santiago. Here I work with pro-

motoras (public health case-

workers) in completing fichas

(documents containing public

health information) to gather

information about the health

status of the community. In ad-

dition, I am also carrying out my

individual research project

about the relation between pov-

erty and mental health. Ironical-

ly enough, the most eye-

HUMAN DEVELOPMENT: PROGRESSION,

NOT PERFECTION

11

opening component of my time in Santiago

does not concern the results of my re-

search, nor the tangible project that I am

offering the people of Cristo Rey. So far, the

most critical part of my experience has

been the process of accepting uncertain-

ties, committing to serving, and maintaining

optimism while exercising different ways of

getting to know various types of people—

the process of “learning to serve.”

This paradox has been perplexing

my mind since we met with a Peace Corp

volunteer during our rural stay in Rio Lim-

pio. The majority of our Service-Learning

group was quick to judge and poke holes in

her plan, or lack thereof, for human devel-

opment in her assigned community. Meanwhile, we could all

refer to our own investigations and find several gaps within

our own studies. I think, as Service-Learning students, we

place too much emphasis on what can go wrong in human

development, rather than everything that can go right with

enough effort and commitment.

I believe that development is defined by progression,

not perfection. In my eyes, I see all progress as development,

and as a step closer toward developing a sustainable solution.

Originally, I focused on designing a perfect investigation in

order to implement a project that is perfect for my barrio, but in

reality there exists no single solution that is perfect for every-

one within a population. As foreigners, we enter another coun-

try with our senses ready to identify differences between our

culture and theirs. Strangely enough, it took deep thought and

reflection for me to remember a simple concept that I knew to

be true when I was in my home country. That simple fact is

that every person is different; every individual perceives and

experiences things differently.

I realized that I had been working in my community

thinking of everyone as part of a group, a group that I was not

a part of. I was a foreigner to my community, until I began to

look at everyone as the individuals that they were—in which

case, every individual is a foreigner to another individual. I can

never completely understand another person, whether that

person is U.S. American or Dominican; therefore, I focused

my energy on understanding as much as any person was will-

ing to offer. As I began to open up to my community, individu-

als in my community also began to open up. I was then much

more successful in both personal and interpersonal develop-

ment, as well as my professional responsibilities toward hu-

man development. Although I may not spark a mental health

revolution within Cristo Rey, I am satisfied knowing that my

project will mean progress for the community, which, in my

eyes, is development.

12

For much of my life I dreamed of being a so-

cial actor and of inspiring change though grassroots

movements in “developing countries.” I came to the

Dominican Republic with the desire to learn what I

want to do in my life and what area of development I

really want to focus on. My time in CIEE’s Service-

Learning Program has allowed me to recognize my

strengths and weaknesses, my needs, and how my

identity influences my career and life decisions.

I have been working with Acción Callejera, a

non-profit organization that assists children who work

and live on the streets or in marginalized communi-

ties. As an intern, I have been working with the new

grassroots initiative to create youth groups to animate

young people to become social change agents in their

communities. I have greatly enjoyed my internship,

but also realized the challenges of being a foreigner

when trying to promote social change in a foreign lan-

guage and culture. After six months in the country, I

have learned a lot about the culture, language, geogra-

phy, and government in the Dominican Republic, but

still lack a great deal of knowledge in all aspects,

which limits my role as an intern or social in some

aspects.

Through our rural stay in Río Limpio, my in-

ternship with Acción Callejera, my coursework, and

time exploring the country, I have gained a new per-

spective on what it means to be a U.S. citizen in an-

other country. One realization that struck me is that,

next to money and weapons, the largest North Ameri-

can export is U.S. idealists. Although many people in

the U.S. have good intentions when engaging in inter-

national service work, I think the lack of cultural un-

Clara O’Rourke

Clark University

International Development & Social Change and Spanish

Confessions of an American Do-Gooder

13

derstanding presents challenges that impede sustain-

able development. Ingrained in U.S. culture is the

idea that we can help others and be the heroes on an

international stage. The reality is that much of

the international aid that the U.S. takes part in,

from food-aid and development projects to cloth-

ing donations, destabilizes economies around the

world. Moreover, many foreign aid workers do

not have a true understanding of the implications

their presence has in other countries. This is not

to say that all people who engage in international

aid are altruists, it’s that U.S. citizens have been

raised to believe we have the tremendous power

to save the world. The reality is that it takes a

great amount of time and research to gain the in-

tercultural understanding and mutual respect neces-

sary in order to begin any type of grassroots devel-

opment.

Through CIEE’s program, we have seen ex-

amples of extremely productive and successful pro-

jects inspired by U.S. volunteers, as well as a host of

unsustainable and under-researched projects that do

not resonate with the communities’ needs. The suc-

cessful projects I have seen have shown me that sus-

tainable development incorporates environmental

and economic sustainability, while educating all in-

volved in the process to carry out. This concept is

not an easy process. Although I have gained a more

critical lens on international development through a

heightened awareness of self and the reputation of

my country, I believe I have gained a more accurate

sense of reality. I am still a proponent of grassroots

development; however I believe grassroots work

must come from within a community and that taking

part in that process takes a great deal of time and

integration.

I now see that my romantic dream of being

an agent of social change in a foreign country is

slightly selfish, as my skill set is much more relevant

and useful in a domestic setting. Because of my

love of organization and structure, I have the ability

to make a greater impact working domestically and

making an effort to change the system that benefits

our country and exploits the rest. I also hope to en-

courage others interested in contributing to interna-

tional or domestic aid programs to do their research.

It is crucial that those who have good intentions and

the desire to help others understand their actions and

the impact their actions have on a large scale.

“My love of organization and structure I have

the ability to have a greater impact working

domestically and make an effort to change the

system that benefits our country and exploits

the rest.”

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A Day in Río Limpio

MORNING

7:00 AM: The students arise for a Dominican-style breakfast prepared

by the wonderful doña Margo. Fresh fruit, bread, eggs, and organic

coffee fuel the students for a full day of agricultural learning!

8:30 AM: After a filling breakfast, the students and staff arrive at

CREAR, where they are given an orientation to the day’s work. Today

we will be learning how to make organic compost and fertilizer to

then be used in the garden.

10:00 AM: Time to start work! The students jump right into making

organic compost, which consists of dried plant material and manure

from the farm’s sustainably raised pigs. Such an impactful lesson,

learning how all the resources a garden needs to thrive come from

the area where they are planted.

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AFTERNOON

12:30 PM: Time to break for lunch! Never have you tasted such fresh

and flavorful vegetables as those that come from the gardens of Río

Limpio! Today we are served sautéed eggplant, rice, beans, and a deli-

cious salad of cabbage, avocado, and lettuce.

3:00 PM: The students take off for an afternoon of painting with the

students of CREAR. The CIEE Service Learning students, along with

those of CREAR, work together to design environmentally informative

designs to decorate trash bins. At the end of the project , the students

will place the bins all over the community and educate the surround-

ing business and community members about waste management.

7:30 PM: After a long day of working in the campo the students un-

wind with the community of Río Limpio. Tonight's activities are a bon-

fire, skits, and S’More making!

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For more information, contact:

CIEE Advisor: Susan Pollis, spollis@ciee.org

Center Director: Lynne Guitar, lguitar@ciee.org

Academic Director: Mercedes Muñóz, mmunoz@ciee.org

Resident Coordinator: Ryan Bowen, rbowen@ciee.org

Program Assistant: Dorka Tejada, dtejada@ ciee.org

Program Alumni Intern: Anne Safar, slinterndr1@gmail.com

Visit CIEE Service-Learning to learn more!

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