MA in International Education
This paper presents the rationale for and design of a curricular framework for Putney Student Travel’s community service programs. The design is situated as a four-week service-learning program for high school students based in the Dominican Republic. With the exception of region-specific content, the curricular model will be transferable to any of Putney Student Travel’s 13 service-learning programs. Best practices in experiential education indicate that critical reflective thought is the key to harnessing the transformative capacity of international service-learning programs (Bringle, 2010; Whitney & Clayton, 2010). Following Kolb’s (2008) model for experiential learning and Baxter Magolda’s (1999) Model of Epistemological Reflection, the curriculum presented in this paper is designed to facilitate continuous reflective processing throughout the program. The curriculum was developed to support the specific needs of emerging adult learners from pre-departure through the reentry process, and links directly with measurable program and participant outcomes. This program can be implemented in Summer 2017, and the intent is that the curriculum and outline for a community service leader handbook will provide inspiration for enhanced community service specific leader trainings and resources in the future.
Curriculum and Instruction | International and Comparative Education
Hagos, Zufan, "International Service-Learning and Experiential Education: Reframing a Putney Student Travel Service-Learning Program in the Dominican Republic" (2016). Capstone Collection. 2929.