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8/7/2019 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.
Timeline will be scaled for semester, trimester, and quarter system
F
irstcontactwith
G
roup
Discussion
regarding
cirriculu
m
Applicati
oncompleted by
SGLs A
pplication
s
enttoST
Site teamreviews
applicationand provides
project
proposal C
oursebegins
Student
informationand coursesyllabus
submitted
Site teamdevelops firstiteration of
itinerary
Groupreviews
itineraryand
provides
feedback
Site team finalizes
itinerary
Student group
conduct s finalcourse classedto prepare for
trip S
L T b e g i n s
5% 5% 10% 5% 30% 5% 20% 20%
Initial discussions regardingprogram goals
Initial itinerarydevelopment Feedback
Itinerary finalization Preparati
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.