1. Cover Sheet Global Learning Grant: Targeted Area Grant Student Learning Outcomes Intended: • Develop globally competent knowledge • Cultivate intercultural competencies • Foster globally competent citizenship Title of project: Enhancing International Service Learning in Education: Piloting Community Engagement Strategies in Indonesia Name of primary proposer: Department, phone number, and email address: Names and departments of other proposers (if any): N/A Qualifications of the proposer(s) to carry out the project successfully: The proposer is leading a study abroad program to Indonesia this summer, and has been visiting Indonesia for more than 12 years, during which time he has developed relationships with Sanata Dharma University and two K-­‐12 schools in the city of Yogyakarta, widely known as the educational and cultural center of the country. In addition, this past year, the proposer has been a participant in the Global Service Learning Development Group, a Faculty and Academic Development-­‐sponsored program at Appalachian State, designed to foster teaching and research in the field of International Service Learning (ISL). He attended the 2013 International Service Learning Summit at Northwestern University and presented a workshop session at the 2014 NC Campus Compact Pathways to Achieving Civic Engagement (PACE) Conference in Wilmington, together with Appalachian State University colleagues, entitled, International Service Learning Through Disciplinary Lens. Amount requested: $4,097 Any other grant support received for the project or previous QEP grants received: • Travel funds from the QEP to attend the 2013 International Service Learning Summit at Northwestern University, $1,179. • Travel funds from the Department of Leadership and Educational Studies (LES) to present a workshop session related to International Service Learning at the 2014 NC Campus Compact Pathways to Achieving Civic Engagement (PACE) Conference in Wilmington, $377. 2. Summary of the Project
The aim of this project is to address student-learning outcomes related to Appalachian State’s
QEP, to develop globally competent knowledge, cultivate intercultural competencies, and foster
globally competent citizenship. This project will focus on students in the College of Education,
utilizing the pedagogy of International Service Learning (ISL) to prepare graduates to become
active global citizens. A pilot project in the spring and summer 2014 will help develop and
strengthen partnerships in the city of Yogyakarta, Indonesia. This project will expand an existing
study abroad program to Indonesia this summer with deeper language and cross-cultural skills
development, and provide richer community engagement activities, together with Sanata Dharma
University and K-12 partner schools in the city of Yogyakarta.
In preparing current and future school leaders for North Carolina, the Reich College of
Education (RCOE) must continue to internationalize its curriculum, providing opportunities for
students to better understand the world’s cultural traditions, appreciate differences, and
communicate and collaborate across cultures. One way to provide Education students these
opportunities is through short-term faculty-led Appalachian Overseas Education Programs
(AOEP). However, the College of Education offers very few of these study abroad programs
each year. In fact, this summer, there is only one RCOE study abroad available to students – an
AOEP I am leading to visit schools in Indonesia.
Indonesia is a vital economic and cultural region of the world for the U.S. to be engaged. It is
growing to become one of our most important partners, one of the largest economies in the world
– expected to overtake developed economies like Germany and the United Kingdom by the year
2030. Indonesia is, like the U.S., a highly diverse country, with hundreds of ethnic groups and
languages, and is home to the largest Muslim population in the world. However, there is very
little knowledge and awareness of the country, and very few study abroad programs to Indonesia
are offered in this country.
During the time since my Indonesia AOEP proposal was developed and submitted for
review, I have been participating in the Global Service Learning Development Group, a Faculty
and Academic Development-sponsored program designed to foster teaching and research in the
field of ISL. I also had the opportunity, though funding from the QEP, to participate in the ISL
Summit at Northwestern University in October 2013, where I had the chance to meet and discuss
issues related to global service learning and community engagement with leaders in the field.
International Service Learning has many benefits. Richard Kiely, a speaker at the ISL
Summit and Director of Engaged Learning and Research at Cornell University, notes that ISL
programs have the potential to facilitate and increase students’ intercultural competence,
language skills, appreciation of differences, tolerance of ambiguity, and understanding of
complex global problems related to one’s academic program of study. However, as also noted by
leaders at the Summit, ISL programs are difficult to design and plan, as faculty are often working
with partners on the other side of the world, in a second language, who may hold different beliefs
related to organization and scheduling than we do in this country. In Indonesia, for example,
project design can take considerable time, as developing strong personal relationships first is
necessary before project details can be discussed. Moreover, email and other means of computermediated communication are not effective ways to develop partnerships, as face-to-face
communication is the only effective way of building trust in a relationship. Therefore, an
important consideration in implementing ISL with partners in Indonesia is the development of
strong face-to-face relationships in the communities where we will bring our students.
With an increased understanding of ISL, I am interested in enhancing international service
learning in the field of Education, through piloting community engagement strategies in
Indonesia this year, in order to develop stronger partnerships with existing organizations and
schools in the city of Yogyakarta, and to develop a model of ISL for educational studies. First of
all, I would like to provide a deeper collaborative partnership between Appalachian State
students and partner teachers in Indonesian schools. Secondly, I would like to provide greater
language acquisition capabilities, to strengthen students’ abilities to communicate with peers
using the Indonesia language; and thirdly, I aim to provide enhanced understanding of the local
culture through cross-cultural activities developed together with our partner university.
The intended student learning outcomes – Providing ISL programs for Appalachian State
Education students, together with partner schools in Indonesia, will address the following QEP
student learning outcomes:
Goal 1 – Develop globally competent knowledge:
• Students will gain insight into the political, strategic, cultural, and economic importance
of Indonesia in the 21st century.
• Students will reflect on social, economic, and educational issues that are impacted by the
development of Indonesia's expanding political and economic power in this century.
Goal 2 – Cultivate intercultural competencies:
• Students will study the Indonesian language, both before and during the course
experiences abroad. Vocabulary and phrases related to libraries and educational
institutions will be the focus of the foreign language study, to help prepare students for
using the native language during their partnership experiences.
• Students will have opportunities to communicate and work together with peers
representing diverse cultures, languages, and religions, in a spirit of mutual respect.
Goal 3 – Foster globally competent citizenship:
• Students will collaborate with Indonesian colleagues to compare issues related to ethnic,
class, gender, and religious diversity in the U.S. and Indonesia, and the impact on power,
equity, and self-determination within social and educational systems.
Description of project actions and goals – In preparation for the summer study abroad to
Indonesia – specifically to pilot community engagement strategies and to strengthen ties with
university, public school, and community partners in the city of Yogyakarta – the following
project actions will be implemented:
• Language study – Students will study the Indonesian language before arrival, and
participate in immersive language classes at the Language Institute of our partner
university in Yogyakarta, Sanata Dharma University. The goal is for students to
communicate competently with peers at partner organizations
• Cultural activities – Students will be engaged in activities to increase their level of
awareness pertaining to diversity, ethnic and cultural understanding, and cross-cultural
communication. These sessions will be organized by staff of the Indonesian Language
and Culture Intensive Course of Sanata Dharma University, our partner in Yogyakarta.
• Partnership placements – Instead of merely visiting schools and comparing education in
our two countries, students will be placed in one of our partner K-12 schools, to work
closely for several day with a classroom teacher, technology specialist, or librarian. The
goal is to provide a deeper understanding of education in Indonesia, and the role of
educator. This will further lead to richer relationships with schools and teachers, which
will strengthen the sustainability of this program with future ISL study abroad groups to
this location.
Feasibility of project – I have been visiting Indonesia for more than 12 years, and have
witness the country transform into the world's third largest democracy, and into one of our most
important political and economic partners. In my latest trip to the country in 2013, I met with
faculty and staff at Sanata Dharma University, and with administrators at two public schools in
the city of Yogyakarta. In the year since that visit, I have been a participant in the Global Service
Learning Development Group here at Appalachian State, which has helped shaped my beliefs
about how study abroad experiences can best be designed. My AOEP to Indonesia has eight (8)
students enrolled, and will be traveling overseas this summer. The project activities mentioned in
this proposal, including language study, cultural activities, and partner placements will help
strengthen this program from its current design, help build capacity for future ISL study abroad
to this location, and serve as a model for ISL study abroad programs in Education.
Assessment plan – Each of the project actions will be assessed using both summative and
formative methods. The pre-trip and study abroad immersive language learning and cultural
activities will be assessed with quizzes before arrival, and by staff in the Language Institute of
Sanata Dharma University regarding functional use of language and cross-cultural
communication skills in ISL project activities. Project activities with partner schools in
Yogyakarta will be assessed through students’ critical reflections posted on the reflection blog
for this project, with respect to the intended student outcomes for the project.
Institutional and scholarly contributions of the project – This project will strengthen ties
with both Sanata Dharma University and partner K-12 schools in the city of Yogyakarta. At
present, there are no Appalachian partner institutions in Indonesia. Given the economic, political,
and cultural importance of this country, this project has significant institutional significance.
During his visit to Indonesia in 2010, President Barack Obama commented on the “incomplete
project” of broadening relations between the U.S. and Muslim countries like Indonesia,
expressing the need to expand existing communication and exchange programs. This ISL project
is one step in building trust and understanding between citizens and educators in our two
countries, and would be the only one of its kind in the nation. Moreover, this project has great
potential to contribute to the scholarship of teaching and learning, with respect to International
Service Learning in the field of Education.
Aspects of collaboration and/or interdisciplinarity – The existing AOEP to Indonesia this
summer is unique in that it is currently an interdisciplinary program between the Instructional
Technology and Library Science Programs within the College of Education. I anticipate that an
ISL study abroad in future years could further expand to include additional educational and
social studies programs at Appalachian State and other UNC campuses, where students will work
together to practice school leadership skills, increase intercultural communication, and engage in
creative problem solving with peers in our partner schools in Yogyakarta.
Opportunities for external support – I met recently with a program officer for Global and
Specialists Programs at CIES, regarding the Fulbright Scholar Program to Indonesia. He was
very positive about opportunities for a fellowship to Indonesia, for me to teach or conduct
research in future years. In addition, there are travel grants available from the United StatesIndonesia Society that could be used for Appalachian State faculty or students to participate in
ISL programs in Indonesia in the future.
3. Expected Results of Project
The tangible deliverables of this project include (1) the development and improvement of a
ISL study abroad program offered at Appalachian State in the College of Education, to work
with partners in Yogyakarta, Indonesia, in future years; (2) development of partnerships in the
University of North Carolina System and presentations at regional events, to further develop this
and other ISL programs within the State; and (3) national publications and presentations to share
lessons learned in this pilot project, to inform other colleges of education in the nation on best
practices in the design and development of ISL experiences for teacher education students.
Improving ISL programs at Appalachian State – Related to developing and improving an
ISL study abroad program offered in the Reich College of Education, to work with partners in
Indonesia in future years, the following deliverables are expected between April 21 and July 31,
2014:
• A syllabus for our study abroad course, including descriptions of ISL activities
• A summary of language skills activities undertaken, and evaluation
• A summary of cross-cultural orientation activities undertaken, and evaluation
• A summary and evaluation of summer 2104 ISL partner project activities
Partnerships and presentations in North Carolina – Assessment of student activities
related to the project goals, from the existing study abroad this summer, will be used to inform
partnerships in the University of North Carolina System. Presentations at regional events will
help to further develop this and other ISL programs within the State. Deliverables include:
• For the past few years, I have represented Appalachian State on the UNC Colleges of
Education Committee on Internationalizing Teacher Education. At the end of this project
in July, I will prepare a report on the project activities to inform representatives of other
UNC campuses on results of this pilot ISL study abroad.
• World View, a public service of UNC at Chapel Hill, provides outreach and resources
focused on global education to teachers and schools in the state. World View has asked
me to present a session at their Partners’ Program with Buncombe County Schools in
August, where I will present an overview and evaluation of this ISL project.
• I will submit a regional conference presentation proposal related to this ISL pilot project
for the 2015 NC Campus Compact Pathways to Achieving Civic Engagement (PACE)
Conference.
National publications and presentations – This project will serve as a model for colleges of
teacher education in the nation, to help design and develop ISL experiences for students.
Therefore, I will prepare a publication for a peer-reviewed academic journal, related to the
scholarship of teaching and learning (SOTL) related to this project in the field of ISL. In
addition, there are opportunities for national conference presentations, to share lessons learned in
this pilot project, and inform other colleges of education in the nation on best practices in the
design and development of ISL experiences for teacher education students. Deliverables in this
area will include:
• Submit a conference presentation on ISL in education to a national conference in the field
of Education, such as the 2015 Annual Meeting of the American Educational Research
Association (AERA).
• Submit an article related to SOTL and ISL to a peer-reviewed academic journal, such as
Partnerships: A Journal of Service-Learning and Civic Engagement.
4. Assessment Plan
Each of the project actions will be assessed using both summative and formative methods.
There will be assessments of (1) pre-trip activities related to knowledge about the country,
language study, cultural understanding, and cross-cultural communication; (2) in-country
activities related to immersive language and cultural awareness programs organized by staff of
the Indonesian Language and Culture Intensive Course of Sanata Dharma University; and (3)
project and partner assessment that will be carried out during the community engagement
activities of the in-country study abroad, and followed up with assessment tools and reflections
from students and community partners after the completion of the study abroad travel.
Pre-trip activities – The pre-trip language learning and cultural activities will be assessed
using quizzes before arrival. Readings and other materials will be provided to students to gain
insight into the political, strategic, cultural, and economic importance of Indonesia, and will be
assessed through reflections on the readings using discussions board activities in AsULearn.
In-country activities – The in-country study abroad immersive language learning and
cultural activities will be assessed by staff in the Language Institute of Sanata Dharma
University, regarding students’ functional use of language and cross-cultural communication
skills in project activities within our partner schools. Project activities with partner schools in
Yogyakarta will be assessed through students’ critical reflections of activities posted on a group
reflection blog for this project, responding to prompts guided by instructors, with respect to the
intended student outcomes for the project.
Project and partner assessment – After the in-country study abroad ISL experiences,
student will be asked to reflect on their project experiences using a critical reflection framework,
including a description of the experience, identifying the significance, and connecting the
experience to further actions – the “what? so what? and now what?” framework. In addition,
students will complete a student assessment of their experience, providing insight into their
growth from the perspective of subject knowledge, intercultural skills, civic engagement, and
professional growth. Lastly, our partner schools in Yogyakarta will also provide feedback on the
experience, and will complete a questionnaire related to challenges and impact of the project on
the local environment.
5. Time Line
Date
Activity
April 2014
April 21
April 28
Award notification
Student blog accounts setup for critical reflections on pre-trip, incountry, and post-trip activities
May 2014
May 5
Begin pre-travel Indonesian language activities
May 19
Begin pre-travel cultural orientation activities
Faculty travel to Yogyakarta, Indonesia, to meet partners and design
community engagement activities in advance of the July faculty-led
study abroad trip
May 23 to 30
June 2014
June 9
Development of student partner project plans
June 16
Assessment of pre-travel language activities
June 23
Assessment of pre-travel cultural orientation activities
Finalize student partner project plans
Evaluation of pre-trip project activities
June 30
July 2014
July 13 to 14
Faculty-led Appalachian Overseas Education Programs (AOEP) to
Indonesia piloting International Service Learning (ISL) experiences
In-country cultural orientation activities
July 14 to 17
In-country immersive language activities
July 15 to 19
In-country partner school project activities
July 20 to 21
Student reflections on in-country activities
July 10 to 22
July 28
Post-trip student reflections on project impact on professional goals
July 31
Evaluation of in-country and post-trip project activities
August to December 2014
Present report of the project to UNC Colleges of Education Committee
on Internationalizing Teacher Education
August 2014
Present an overview and evaluation of this ISL project at the World View
Partners’ Program with Buncombe County Schools
Submit a presentation proposal related to this ISL pilot project for the
September 2014
2015 NC Campus Compact PACE Conference
Submit a conference presentation on ISL in education to a national
October 2014
conference in the field of Education
Submit an article related to SOTL and ISL to a peer-reviewed academic
December 2014
journal
6. Budget
Item
Cost
Quantity
Total
Pre-Trip Student ISL Materials
WordPress site theme for student reflection blogs
$40
1
$40
$4
9
$36
Subtotal:
$76
$60
1
$60
$125
1
$125
$1,700
1
$1,700
$150
1
$150
Hotel near Jakarta Airport (layover)
$50
2
$100
Accommodation in Yogyakarta
$25
4
$100
$5
4
$20
$38
7
$266
Subtotal:
$2,521
Indonesian language book
Pre-trip ISL Planning and Visiting Partners in Yogyakarta
Mileage from Boone to Charlotte Airport
Hotel near Charlotte Airport
Round-trip flight from Charlotte to Jakarta
Round-trip flight from Jakarta to Yogyakarta
Ground transportation in Yogyakarta
Subsistence
Study Abroad Student ISL Activities (pay to Sanata Dharma University in May)
Immersive Indonesian language study (per-student)
$60
8
$480
Indonesian cross-cultural orientation (per-student)
$15
8
$120
Indonesian cultural activities (per-student)
$55
8
$440
$140
1
$140
$40
8
$320
Subtotal:
$1,500
Project Total:
$4,097
Partner school visit orientation/seminar (group)
Partner school visit support – language guides and
transportation (per-student for 4 full-day visits)
7. Supervisor, Chair, and/or Dean Recommendation
I requested a letter of recommendation from my Department Chair, Dr. Terry McClannon, on
April 3, 2014.