Parallel Session I - Room 5

Research Paper

Session Chair: Cynthia Yuen, United Board for Christian Higher Education in Asia

Comparing Local Student and Organizer Feedback from a Singapore-Philippines Service-Learning Program: A Jesuit Pedagogical Perspective [6408] 
Enrikko Sibayan, Francesca Anne Ramos, Aran Samson and Sabrina Paner-Montiel
Ateneo de Manila University

Abstract

International service-learning (ISL) is a cross-national organized service activity that addresses identified community needs, learns from direct and cross-cultural dialogue, and reflects on experiences. However, few studies have looked at ISL programs and the role of the host institution’s stakeholders, specifically local student participants and organizers. Acknowledging the researchers’ institution’s Jesuit pedagogy and the possible divergence in perspective between students and organizers, the study performed a comparative analysis using the Jesuit Service-Learning Framework (JSLF) on data from a student survey and an organizer focus group discussion conducted after a Singapore Polytechnic-Ateneo de Manila University ISL program. Overall, the strongest Jesuit elements in the program were social justice, solidarity, and service. Students mentioned many positive aspects such as community empowerment but highlighted their limited translator roles. Meanwhile, organizers perceived
a lack of direct impact, time, and an “imbalanced” cura personalis. There was some academic rigor in analyzing social issues using design thinking, while formal reflection was found lacking in the program. The organizers also involved themselves in solidarity and service with the communities. Our study shows the value of utilizing the JSLF in improving ISL programs by assessing the holistic experiences of students and organizers while accounting for differences in perspectives.

Keywords: International Service-Learning, Host Institution, Program Evaluation, Comparative Analysis, Jesuit Pedagogy

Thematic Area(s): 2. Faculty/Educator/Practitioner-Scholar Engagement and Professional Development & 6. Student Outcomes, Assessment, and Measurement

Examining the Reflection Entries of Undergraduate Social Innovation Projects [9984]
Chien Ching Lee, Intan Azura Mokhtar and Dan Wei Ming Chia
Singapore Institute of Technology

Abstract

Social innovation projects are core strategic priorities in many universities. The impacts of these projects are often measured from the perspective of the community rather than that of the undergraduates. This paper presents findings on students’ reflections on their process of developing user-centric solutions in a 12-week pass/fail three credit Social Innovation Project common module. The students worked in interdisciplinary groups to complete their projects and had access to resource persons as guides. The students submitted five reflection pieces at the end of the trimester, focusing on their expectations of the module, the ideation, creation, consolidation and review phases of their project. The reflections were analysed using word frequencies, keyword quote count, sentiment analysis and thematic analysis. The findings showed that a learner-centred transformative learning process does throw students in the deep end in the initial phases but forces students to own their projects. Students who engaged the target organizations or beneficiaries benefitted more than those who conducted secondary research. These students learned empathy and a systemic perspective to social issues. Overall, 82.23% of the students had positive or neutral sentiments regarding their learning experience from the social innovation project.

Keywords: Design Thinking, Social Innovation, Reflection, Sustainable Development Education, Undergraduate

Thematic Area(s): 2. Faculty/Educator/Practitioner-Scholar Engagement and Professional Development & 8. Service-Learning Cases: Institutional Model