The 7th

International
Symposium on
Service-Learning
(ISSL)
Service-Learning as a Response to Global
Transitions in Higher Education: Opportunities for
Transforming Higher Education and Advancing
Social Impact

Organized and hosted by: Co-hosted by: Symposium Location:

Community Knowledge Initiative, Stellenbosch University, Stellenbosch, Institute for Lifecourse and Society
National University of Ireland, South Africa National University of Ireland,
Galway, Ireland & University of Indianapolis, Galway, Ireland
Indianapolis, Indiana, USA June 14 - 16, 2017
Heading
Cover Artwork
Painting “Untitled” by Evie Hone, (1894-1955). It is a
Modernist / Cubist painting. The medium is gouache
Body
on board and it measures 31 x 41cm. Hone’s looser,
more expressive brushwork is more about tonal
relationships.

About Evie Hone

Cubist painter and stained glass artist. Born in Dublin,
she was one of the earliest abstract painters in the
history of Irish art. Friend of fellow artist Mainie Jellett.
Related to artists Nathaniel Hone and Nathaniel Hone
the Younger. Among her most important works is the
East Window for the Chapel at Eton. Studied under
Walter Sickert and in Paris before returning home
to become influential in the modernist movement
in Ireland. Part of the NUI Galway Collection and
presented by the Friends of the National Collections of
Ireland as a bequest by Anne Stafford-King-Harman.
Photograph by Jim Vaughan and our thanks to the
NUI Galway Art’s Office for permission and access to
use for ISSL.

Copyright © 2017 by the Planning Committee, the

7th International Symposium Service-Learning. All
rights reserved. No portion of this monograph may
be reproduced in any form or by any means without
permission of the Planning Committee, ISSL 2017.

With thanks to our ISSL Sponsors NUI Galway

Fáilte Ireland Web Access Code
Europe Engage Erasmus+ Username: 9876001t
Community Knowledge Initiative
Password: htbps4729
Symposium Co-Chairs
Lorraine McIlrath, National University of Ireland, Twitter
Galway, Ireland
#ISSL2017
Jacob du Plessis, Stellenbosch University,
Stellenbosch, South Africa
Marianna Foulkrod, University of Indianapolis,
Indianapolis, USA
ISSL Ireland Organisation Team
Carmel King, CKI Administrative Assistant
Áine Gallagher, CKI Development Manager
Lorraine Tansey, ALIVE Volunteer Coordinator
Patricia Walsh, NUI Galway Conference Office
Annette Hassett, SCCUL Enterprises
Cormac Stauton, Staunton Media
Lorraine McIlrath, NUI Galway
Design and Print
Neasa White, Allen Creative
iSupply Galway

II
Contents

Welcome Letters
Welcome by Co-Chairs 02
Welcome by Co-Founder of ISSL 03
President of the University of Indianapolis 04
President of the University of Stellenbosch 05

Symposium Theme 06
About the National University of Ireland, Galway 07
About the Community Knowledge Initiative 08
The ISSL Programme – At a Glance 09
Preconference Workshops 10
Plenary Session Keynote Panels 16
i. Plenary Session 1: Europe Engage Keynote Panel 17
ii. Plenary Session 2: Carnegie Community Engagement Keynote Panel 19
iii. Plenary Session 3: Wheeling Jesuit University Keynote Panel 20
iv. Plenary Session 4: Reflective Discussion
Presentation Formats 21

Research Papers 22
Workshops 50
Posters 55
Story Telling 65
Roundtable 87

Additional Activities
Book Launch – A New Social Contract – No Flag 93
Bright Club 94
Love Your Mug – Maguire’s Mugs 96
Saol Café 98

Appendices
Guidelines for Moderators 100
List of Delegates 102
List of Institutions 104

Programme 105

1
Welcome by
Co-Chairs

Dear ISSL Participants and Colleagues, social enterprise café to exist on a higher education
campus in Ireland and we hope you will enjoy their
We welcome you the West of Ireland and healthy locally sourced produce and friendly award
the campus of the National University winning service.
of Ireland Galway that hosts The 7th We would like to also thank everyone who make
this event possible including our sponsors Erasmus+
International Symposium on Service-
Europe Engage and Fáilte Ireland, NUI Galway
Learning (ISSL) in partnership with Conference Office, CKI and ILAS teams, peer reviewers,
Stellenbosch University, Stellenbosch, colleagues at our three universities and, of course, you
South Africa & University of Indianapolis, the attendees and presenters. Thank you for travelling
near and far to be here with us.
Indianapolis, Indiana, USA. It is our honour
to host the 7th ISSL and we endeavour to Should you require any additional service or support
while you are at NUI Galway please look out for our
ensure that the Symposium will be both a European Student Service Learning team and the
good learning and social event for you all. Symposium Staff team who are there to ensure you
have as productive and social a time as its possible.
Yours sincerely,
We are delighted to welcome participants from over
50 institutions from the continents of Europe, North
America, Africa and Asia to discuss the purpose
of service learning as a pedagogical approach as
we look toward both transforming and advancing
social impact in our local, regional and international
communities. We have had the pleasure to read and
accept wide and diverse proposals that centre on
many research dimensions of service learning and we
feel that the Symposium will offer a space to explore,
debate, critique and advance the role of universities in
society through service learning.
We are particularly delighted to host this conference
in the newest research institute at NUI Galway,
namely the Institute for Lifecourse and Society.
ILAS Institute for Lifecourse and Society (ILAS) is a
newly designated research institute for the applied
social sciences at NUI Galway. The Institute supports
applied research that informs policy development
and practice to make a positive difference to people’s
lives. ILAS brings together existing work in relation
to targeted populations, such as older persons, Co-Chairs, Lorraine McIlrath, NUI Galway, Jacob du
children and families, and persons with disabilities Plessis, University of Stellenbosch and Marianna
into one domain of research, teaching, and policy and Foulkrod, University of Indianapolis
community engagement. The core function of the
Institute is the pursuit of interdisciplinary research in
the social sciences by creatively integrating the rich
and diverse intellectual resources from within the
University and beyond. At the heart of ILAS is SAOL
Café which is an partnership between NUI Galway &
SCCUL Enterprises to develop a community based
social enterprise café working with Employability
Galway and other disability support services, to give
employment to people traditionally marginalised from
employment opportunities, thereby creating a social
inclusion model. The Café is the first community-based

2
Message from
Dr Antoinette Smith-Tolken,
Co-Founder of ISSL
The International Symposium on Service- a place to share and celebrate achievements and an
opportunity to publish their work. Scholars across the
Learning branded as ISSL, has become world have become part of the ISSL movement who
a movement since its inception in 2005. enthusiastically start to prepare for the event soon
From there it has moved from strength after the previous one. Every year new scholars from
to strength in proliferation the service- new countries join the symposium and subsequently
it leads to a larger diversity of learning opportunities
learning (SL) pedagogy across the four for participants. It is therefore with great anticipation
continents of Africa, Northern America, that I believe that his year’s ISSL will be a resounding
Asia and Europe. success. Ireland in summer provides a perfect
destination for international visitors. What is better
than coupling learning with enjoyment of Irish music,
whisky and food. May this ISSL be a remember-for-life
This year, the symposium co-sponsored by
experience for all the participants and especially those
Stellenbosch University (SU) and the University of
traveling from far and near to share once again in the
Indianapolis (UINDY) for the seventh time and co-
magic of the ISSL 2017.
hosted by SU and the National University of Ireland
(Galway) in Galway, Ireland. It also marks the last time
for me of being part of this wonderful part of my
life before I retire. The theme of this year cannot be
more relevant for higher education. Across the world,
transformation and greater engagement is central to
higher education dialogue in the face of globalisation
and the information explosion of technology. While
higher education itself is constantly deconstructed
and scrutinised for its relevance, service-learning Dr Antoinette Smith-Tolken
also needs to question its relevance in the changing Co-Founder ISSL and Director of Social Impact
landscape of higher education. Division for Social Impact
Stellenbosch University – Universiteit Stellenbosch
Together with Phylis Lan Lin, an icon in SL, I was
privileged to be the co-founders of this prestigious
event that started with a humble ideas of two scholars
from different worlds in 2003. Knowing that SL has
the potential to change higher education across the
world, we embarked on this journey to build strong
relationships between our respective institutions
unaware of the incredible road it would lead us to. The
ISSL has been a first entry to the movement of SL across
the world, a strengthening of the work of practitioners,

3
Message from President
Robert L. Manuel re: International
Symposium on Service Learning
Welcome to the 7th annual International
Symposium on Service Learning, a
partnership between the University of
Indianapolis, the Stellenbosch University
and the National University of Ireland-
Galway. Thank you to our hosts this year,
the Community Knowledge Initiative at
the Institute for Lifecourse & Society at
National University.
Participants in this annual symposium celebrate
the power of service learning and its importance
to strengthening culture, campus and community.
Through discussion, workshops and presentations,
we embrace this greater purpose across the globe as
educators and community leaders. Service learning
encompasses much more than providing on-site
educational experiences or featuring community
leaders in the classroom. It represents a true
partnership to not only educate students but also instil
in them the mindset and thoughtfulness necessary to
enhance their community—no matter where their life
takes them. The inspiration ignited today will help us to
translate these experiences to the next generation of
influencers and community leaders. This responsibility
is beholden to us all as we discover ways to foster the
passion and energy of higher education into a vehicle
of change for the betterment of our communities.
The theme of this symposium is “Service Learning as
a Response to Global Transitions in Higher Education:
Opportunities for Transforming Higher Education
on Advancing Social Impact.” When we talk about
transformation, the higher education experience is
designed to shape and influence people in significant
ways. Whether it is guiding one’s career path or helping
to further research in a particular field, the university
experience provides memories that last a lifetime, for
both the student and teacher. It’s about discovery and
adventure, trial and error and growth and maturation.
By embedding service-learning experiences into this
educational journey, it builds character and creates
empathy for the power and importance of diversity
and impact across our communities.
At the University of Indianapolis, we live the motto of
“Education for Service” each and every day through
partnerships with the greater Indianapolis area and the
state of Indiana, which has supported the University for
more than 115 years. The University has continuously
embraced our surrounding neighbourhoods and the
diversity of industry and culture across our city. Our
4 
new Health Pavilion provides treatment and support
to local patients in a learning environment established
in partnership with Community Health Partners, a
major health and hospital provider in the area. Our
music and arts programs help to anchor a thriving arts
community. Our science, business and engineering
programs partner with industry leaders to research
and understand important issues in the field and fill
important gaps in the workforce needs of the state.
Beyond that, our University sponsors dozens of annual
service-learning trips across the globe, helping to
extend the influence of our driven students and faculty
to communities both far and near. This discovery of
new cultures and foreign issues contributes to an
unparalleled and transformative experience, providing
an important thread in the fabric of how people define
their role in society and in their own communities. The
power of service learning—especially during such an
influential time in one’s life—cannot be overstated.
These experiences fuel dreams and inspire passions,
helping people to see the difference one person can
make through service learning and philanthropy.
As you network and interact with educators and
community partners at this event, I encourage you
to share ideas and inspire one another. Think of ways
to raise awareness and interest in the many service-
learning projects you support. Help define what you
do and the impact you have to others who may
be searching for similar opportunities to make a
difference in their communities. As service-learning
leaders, we understand the value of enhancing
education through real-life experiences that support
leadership and volunteerism. The unmistakable pride
and honour students and faculty take away from these
experiences are life changing. The appreciation of our
communities, whether in our hometowns or across
continents, is felt and remembered forever. Be proud
of your role and the difference you can make to inspire
others to pursue a life of service and philanthropy.
Sincerely,
Dr. Robert L. Manuel
President, University of Indianapolis
Message from Wim de Villiers,
Rector and Vice-Chancellor SU
Stellenbosch South Africa
Since the last ISSL meeting in Indianapolis
in 2015, there have been significant
developments in how Stellenbosch
University (SU) approaches service-
learning. It used to take place within the
framework of “community interaction”,
but that has now been broadened to
“social impact”.
As we embrace engaged learning and teaching as part
of engaged scholarship, we value the service-learning
as transformative pedagogy which has taught us
reflective practice and intellectual growth through
reciprocal relationships with our partners.
In November 2016, we reached a milestone at SU
when the University Senate adopted a Social Impact
Strategic Plan. To ensure practical implementation,
a Social Impact Committee of Senate has been
established, and strategic management indicators for
social impact are being developed.

This ensures alignment with our strategic objective as I share these developments in the expectation of
a University to make a positive difference in the world. also learning from similar experiences at universities
However, we acknowledge that this is a reciprocal worldwide. May this Symposium strengthen the
process. As the University has a transformative effect global service-learning movement, and long may the
on broader society, so society contributes to the collaboration between our universities last – for the
continuous transformation of the core being of the benefit of the people we serve.
University.
Social impact and transformation are the focus of Wim de Villiers,
a top management responsibility centre to ensure Rector and Vice-Chancellor SU Stellenbosch South
that these aspects are prioritized throughout the Africa
University. Crucially, this is based on the understanding
that they are cross-cutting in nature. Social impact &
transformation do not represent a third core function
of the University, but instead are fully integrated in the
main functions of learning & teaching, and research &
innovation.
I was therefore with delight that I took note of
the inclusion of transformation and social impact
as themes of the 7th International Symposium on
Service-Learning (ISSL) at the National University of
Ireland, Galway. This resonates with what SU sees as
an important part of its mission.
As one of Africa’s leading higher education institutions,
SU considers its responsibility to the country and
continent as key to its corporate citizenship. Social
impact is ingrained in the culture of the University,
where service to society is a core goal and social
justice a deep commitment.
When it comes to transformation, our approach is
systemic, not reductionist. Transformation not only
has to do with our inclusivity concerning aspects
such as race, gender, disabilities, sexual orientation
and religious beliefs, but also with renewal of the
curriculum and the way we approach research and
teaching.
Service-learning has been part of our university’s
learning and teaching strategy for twelve years, and
together with other experiential and activity-based
pedagogies has played an important role to prepare
our students for the world of work and to develop
them as critical citizens who are change agents and
future leaders.

5
Symposium Theme 2017

Transformation has become a central

discussion theme in the higher education
landscape worldwide. Forecasts are
that higher education institutions might
The 7th
become virtual entities that compete
for survival that will render face-to-face international
interaction of the lecture hall redundant.
symposium
Out of classroom learning spaces might become
more important as students will learn in their own
communities. Service learning is a transformative
aims to:
pedagogy that emphasize out of classroom
experiences as a learning space, the community as a 1 E
 xplore the nuances of
textbook and where theory become practice. transformation in higher
The purpose of the 7th International Symposium education across the world.
on Service-Learning is to focus on transformation
in higher education and the role that service
learning plays. The focus will be on experiences of 2 E
 nhance the systemic
transformation across the globe and how service
transformative social impact
learning transforms students to critical citizens,
faculty to engaged scholars and communities into of service learning in society.
living knowledge incubators. These focal points will be
threaded throughout a variety of presentation types
and formats to allow for meaningful dialogue among 3 Illuminate and enhance
academics, community partners, students, and other service learning as an
professionals.
innovative transformative
pedagogy for social change.

4 Strengthen networking
between different institutions
of higher education and
community partners on a
global scale.

5 Proliferate participation in
service-learning practice in
higher education by providing
a community of practice
through this conference.

6
About the
National University of Ireland, Galway
The National University of Ireland,
Galway was established in 1845 and is
the oldest and largest university in the
west of Ireland. Today, NUI Galway has
over 17,000 students, 2,000 international
students from 92 countries and 2,400
staff members.
The University comprises five colleges:
• College of Arts, Social Sciences, and Celtic Studies
• College of Business, Public Policy and Law
• College of Engineering and Informatics
• College of Medicine, Nursing and Health Sciences
• College of Science
Our History
From Queen’s College to National University of Ireland,
the University’s past is intertwined with the history of
Galway and Ireland.
Early Beginnings
The Quadrangle first opened its doors to 68 students
on 30th October 1849 and the University, then known
as Queen’s College was born. The University was one
of three Queen’s Colleges, the others located in Cork
and Belfast.
The Quadrangle building, built in local limestone in a
Tudor Gothic architectural style, is modelled on Christ
Church at the University of Oxford. The ‘Quad’ still
stands proudly at the heart of the University today as
a testament to its past. It is now used primarily for
administrative purposes and houses the offices of the
President and the Vice-Presidents.
In the first academic year, 1849 -1850, the University
began with three faculties, Arts, Medicine and Law but
there were also schools of Agriculture and Engineering.
Female students later joined the student body and in
1906 Alice Perry graduated from the college, believed
to be the first female engineering graduate in the
world to receive a first class honours degree in civil
engineering
There are many historical buildings on campus, such as
the James Mitchell Museum, established in 1952. This
geological museum contains high quality collections
sampling a significant diversity of the planet’s geology,
with a fine display of fossils, minerals and rocks.
7
About the Community Knowledge Initiative
The National University of Ireland, Galway
launched a major project in 2001, entitled
the Community Knowledge Initiative,
which set out to underpin and realise a
civic mission as part of its core activities.
The CKI was funded by the Atlantic
Philanthropies and core funded by
NUI Galway in 2007.
The Community Knowledge Initiative’s (CKI) activities
were viewed as ‘integral to the University’s strategic
mission and involved a fundamental examination
of the role of the University in the social fabric’ and
were subsequently reflected as a core priority by
NUI Galway’s Academic and Strategic Plans. The CKI
aims to promote greater civic engagement through
core academic activities, namely teaching, research
and service at the levels of students, staff, courses,
programmes and the institution as a whole.
The Community Knowledge Initiative supports and
promotes the ethos of civic engagement among
students, staff and the wider community. We define
civic engagement as:
A mutually beneficial knowledge-based collaboration
between the higher education institution, its staff and
students, with the wider community, through a range
of activities including:
• Service Learning / Community Based Learning
• Community-Engaged Research
• Volunteering
• Community / Economic regeneration
• Capacity-building
• Outreach programmes
• Community-campus partnerships
• Access / Widening Participation
The CKI works in four specific areas to achieve its
mission. These areas include; EPIC, ALIVE, Service
Learning and the Youth Academy.
EPIC: Engaging People in Communities
EPIC is a new development in CKI and builds on the
success of CKI’s partnership with community since
its inception in 2001. The role of EPIC is to facilitate
Community-Engaged Research and Knowledge
Exchange between NUI Galway and the wider
community. EPIC acts as a point of contact for
community, voluntary and statutory organisations
who would like to access research and other
collaborative opportunities with the university. It is
also a key contact point for staff and students within
the university who want information about research
and public engagement opportunities with the wider
community. EPIC aims to enhance the relationship
8
between NUI Galway and the wider society through
sharing knowledge, supporting collaborative models
of research, strengthening links between teaching and
research and building capacity within communities.
ALIVE Student Volunteering
The goal of the CKI is to enable NUI Galway to become
a role model in promoting the development of civic
and leadership skills in students. To this end a student
volunteering programme entitled ALIVE (A Learning
Initiative and the Volunteering Experience), was
established by the CKI to harness, acknowledge and
support the contribution that NUI Galway students
make by volunteering. Established in September
2003, over 1200 students have been recognised to
date for their volunteering commitment within a
variety of pathways including community and non-
governmental organisations, through participation
within societies and clubs, and mentoring first year
students through the Student Connect Programme to
mention a few examples.
Service Learning
The CKI seeks to establish NUI Galway as a pioneering
institution in the implementation of service learning
programmes across all faculties.
Service Learning seeks to reinvigorate the civic
mission of higher education and instil in students a
sense of social responsibility and civic awareness. It is
a pedagogical tool that encourages students to learn
and explore issues vital to society inside and outside
the classroom. Students learn from engaging with
communities by active participation.
Youth Academy
Since April 2012, almost 3000 primary school students
from across Galway City and County have received
certificates of participation on completion of a range
of different courses with the Youth Academy at NUI
Galway.
The Youth Academy is a collaboration between
Ms. Mary Dempsey (College of Engineering
and Informatics), Dr. Caroline Heary (School of
Psychology), Ms. Lorraine Mc Ilrath (Community
Knowledge Initiative) and Dr. Colm O’Reilly (Irish
Centre for Talented Youth, Dublin City University). It
is delivered thanks to funding received through the
Bright Ideas Innovation Fund by the Vice President for
Innovation and Performance at NUI Galway. The Youth
Academy works with high ability 4th and 5th class
primary school children in Galway City and County
to support their learning and academic development.
A number of different courses are on offer to these
students at NUI Galway on a Saturday morning for a
seven week period.
The ISSL Programme at a Glance
DAY 1: WEDNESDAY 14 JUNE 2017
PRE-CONFERENCE WORKSHOPS AND OTHER KEY EVENTS
09:30-10:30 REGISTRATION FOR PRE-CONFERENCE WORKSHOPS ILAS LOBBY
10:00-11:00 Workshop 1 G006 Workshop 2 G007 Workshop 3 G008
10:00-13:00 Workshop 5 G006 Workshop 6 G007
12:00-16:00 Love Your Mug Workshop - creative and fun collaboration with a community partner Café Saol
13:00-14:00 LUNCH ILAS LOBBY
14:00-15:00 Book Launch: A New Social Contract - No Flag No Frontier G009

REGISTRATION, WELCOMING AND OPENING

13:30-16:00 REGISTRATION FOR SYMPOSIUM ILAS LOBBY
16:00-16:20 Welcoming (Lorraine McIlrath) and opening (Jim Browne)
16:20-16:45 ISSL past, present and future (Antoinette Smith-Tolken)
PLENARY SESSION 1 ILAS Auditorium
16:45-17:00 Introducing the European keynote panel (Lorraine McIlrath)
17:00-18:00 Europe Engage keynote panel
18:00-18:30 Greetings from co-host universities: SU (Jacob du Plessis) and UIndy (Marianna Foulkrod)
18:30-19:30 DRINKS RECEPTION AND POSTER EXHIBITION:
OPPORTUNITY FOR DELEGATES TO MEET AND GREET ILAS LOBBY

DAY 2: THURSDAY 15 JUNE 2017

PLENARY SESSION 2 ILAS Auditorium
09:00-09:10 Introduction to Carnegie keynote panel (Antoinette Smith-Tolken)
09:10-10:10 Carnegie Community Engagement keynote panel
09:00-16:00 Poster Display (E) ILAS lobby
10:10-10:30 REFRESHMENTS ILAS LOBBY
CONCURRENT SESSION I
G2015 G006 G007 G008 G009
10:30-13:10 Research papers Research papers Research papers Research papers Workshops 1-2 & Roundtable 1
13:15-14:00 LUNCH ILAS LOBBY
CONCURRENT SESSION II
G2015 G006 G007 G008 G009
14:00-15:30 Research papers Research papers Storytelling Storytelling Roundtable 2
15:30-15:40 REFRESHMENTS ILAS LOBBY
CONCURRENT SESSION III
G2015 G006 G007 G008 G009
15:45-16:45 Storytelling Storytelling Storytelling Workshop 3 Workshop 4
18:30-20:30 SOCIAL EVENING BBQ SULT BAR ON NUI MAIN CAMPUS
21:00-23:00 OPTIONAL SOCIAL EVENT BRIGHT CLUB COMEDY NIGHT AT THE ROISIN DUBH BAR IN GALWAY CITY CENTRE

DAY 3: FRIDAY 16 JUNE 2017

PLENARY SESSION 3 ILAS Auditorium
09:00-09:10 Introduction to Wheeling Jesuit keynote panel (Jacob du Plessis)
09:10-10:10 Wheeling Jesuit University keynote panel
09:00-10:30 Poster Display (E) ILAS lobby
10:10-10:30 REFRESHMENTS ILAS LOBBY
CONCURRENT SESSION IV
G006 G007 G008 G009
10:30-12:00 Storytelling Storytelling Roundtable Poster Symposia
PLENARY SESSION 4 ILAS Auditorium
12:00-12:50 Reflective discussion and acknowledgements and announcement of next symposium (Marianna Foulkrod)
Discussion of publication of symposium book.
13:00-14:00 LUNCH – ILAS LOBBY
PRECONFERENCE
WORKSHOPS

10
Preconference
Workshop 1

Room G006
Time: Wednesday 14th June 10-11am
Title: Inter-professional Education in International Service
Learning

Presenters/Facilitators: Carrie Abraham, Wheeling Benefits to the community or global partner due to
Jesuit University; Rhonda Haley, Wheeling Jesuit the diversity of skills present in an IPE mission team
University; Kristine Grubler, Wheeling Jesuit University; will be discussed. The services that can be provided
Mark Drnach, Wheeling Jesuit University; David by such a team can impact a broader population of
Mosman, Wheeling Jesuit University; and Amanda community members to a greater depth. The team
Wade, Wheeling Jesuit University has the capability to provide more diverse training
for those who continue to provide services to those
Abstract: Inter Professional Education (IPE) is a citizens in need after the team has gone to promote a
common phrase in higher education today with more sustainable relationship and advance the social
many accrediting bodies requiring that programs impact of the experience.
assure student exposure to it. In Physical Therapy, for
example, the Commission on Accreditation in Physical This session will provide the learner with examples of
Therapy Education (CAPTE) has 6 specific criteria how a small, private university is addressing this need
listed in the comprehensive curriculum plan requiring within its educational program including International
inter-professional collaboration, with others indirectly Service Learning (ISL) courses.
suggesting it. It can be a challenge for program chairs
and faculty to create learning experiences during which
students have the opportunity to engage in a multi-
disciplinary fashion with other professionals, meeting
the required didactic and curricular expectations. IPE
in a service learning environment allows the students
to widen their lens in an experiential way in real time.
Service learning experiences allow students to be
exposed to a problem, brainstorm multiple solutions
to that problem, identify what they already know
about the problem and then seek out resources
available to them to solve it. An IPE service learning
team provides the student with human resources
with a variety of skills sets to access and use when
addressing the problem that they are attempting to
solve. It allows them to utilize a resource real time,
experience a change (or not) and perform reflection in
real time (or reflection in action) in order to determine
if their decision was the best. This supports the
development of metacognition, which is a key goal
in educating future healthcare workers to be critical
thinkers.

11
Preconference
Workshop 2

Room G007
Time: Wednesday 14th June 10-11am
Title: The significance of context when designing strategies to
support community engaged learning

Presenters/Facilitators: Josephine Boland, Independent sensitivity to local context. While many individual
Education and Engagement; Giang Dang, Director, institutions have developed their own strategies,
Action in the City, Vietnam; Kate Morris, Campus Campus Engage has also played an important national
Engage; Dang Quang Minh, Project Officer for Action role in Ireland in developing and disseminating models
for the City Hoi An; Nhat Tuan Nguyen, Hanoi University of good practice.
Vietnam; Thi Tranh Hương Tran, Hoa Sen University;
Based on the experience of sharing and adapting
Ho Chi Minh City; Bernie Quillinan, University of
models and practices, the facilitators of this workshop
Limerick, Edel Randles, Institute of Technology, Tralee.
will provide participants with the opportunity to:
Abstract: Embedding the practice of community
- consider the issues to be addressed in preparing
engaged learning or research within different socio-
students for engaging with community partners
political and cultural environments involves sensitivity
to the significance of context and an understanding - consider the significance of context with examples
of local enabling and constraining conditions. from Vietnam and Ireland
Internationally, the process of developing service
learning has often been spearheaded by committed - identify appropriate elements of an effective
faculty and students from within higher education student orientation process, including how best
institutions, working with local community partners, to involve community partners
with institutional commitment to community - share insights into the most effective means of
engagement gained on the strength of successful and ensuring sustainable community engagement
sustainable initiatives. In contrast to a process driven
by agents of higher education, Vietnam provides an Facilitators for this interactive workshop, from
alternative model. A small but impactful NGO, Action both Ireland and Vietnam, have had experience of
in the City, has taken a lead in an initiative which seeks developing strategies for different contexts and
to enhance university-community partnerships, with stages in the process of the institutionalisation of
community engaged learning as a key strategy, with service learning.
support from Irish Aid. A long-standing relationship
between Vietnam and Ireland has been strengthened
by collaboration and sharing between key agents in
community engagement in both countries.
As faculty in Vietnam embarked on the process of
converting informal but impactful service learning
‘projects’ into academic credit bearing modules,
student orientation was identified as an aspect
requiring attention. Developing effective processes for
best preparing students to work with community also
remains an area of ongoing development in Ireland,
where this process has involved demonstrating a

12
Preconference
Workshop 3

Room: G008
Time: Wednesday 14th June 10-11am
Title: Learning how to enhance the use of any language in a service-
learning environment, a practical approach that works.

Presenters/Facilitators: Luis Arevalo, Dixie State

University and Allen Marangoni, Wheeling Jesuit
University
Abstract: Workshop Goal: To demonstrate how
to apply proficiency-oriented methodologies to
enhance language acquisition and service delivery
in a service-learning environment. The experience
can be applicable to most modern languages and to
service-learning environments that allow meaningful
interactions among speakers.
Learning outcomes - Participants will be able to:
Integrate patients, local and visiting physicians,
interpreters/instructors, and the social environment
into a functional learning community. Secondly,
participants will; Identify active learning situations
that will give an opportunity to practice meaningfully
the acquisition of a second language for professional
purposes; Construct and evaluate tools that may be
useful for recall while interacting in the SL environment;
Understand the use of online tools for evaluation and
practice.

13
Preconference
Workshop 4
Room: G006
Time: Time: Wednesday 14th June 11-1pm
Title: Strengthening a Community Anchor through Interdisciplinary
Service-Learning: Inspiring Faculty, Students & Community
Presenters/Facilitators: Marianna K. Foulkrod,
University of Indianapolis; Jeff Bryant, University of
Indianapolis; Michelle Meer, University of Indianapolis;
Lisa Borrero, University of Indianapolis; Rhonda
Wolverton, University of Indianapolis; Elizabeth Moore,
University of Indianapolis; Lynn Shaw, University of
Indianapolis; Jodie Ferise, University of Indianapolis;
Derrin Slack, University of Indianapolis
Abstract: Higher Education is being challenged
to examine ground-breaking approaches that
engage students in the local community through
multidisciplinary, collaborative applied learning and
service-learning experiences. One of the most important
areas of conversation has been interdisciplinary
collaborations amongst diverse academic units and
ways that higher education can assess student learning
outcomes for such courses. The 2015-16 UIndy service-
learning cohort was designed to engage faculty from
diverse academic areas and community partners
in innovative, multidisciplinary service-learning
projects that involve UIndy faculty and students in
true educational and intellectual experiences, helping
the partners to discover the underutilized wealth of
university resources available through such initiatives.
This project showcases an innovative approach to
enhancing collaborations among diverse academic
units through interdisciplinary or multidisciplinary
service-learning. This workshop is intended to explore
the process through which faculty from two academic
areas have collaborated with non for profits and
designed courses that engaged the students together
through service-learning. This approach focuses
directly on expanding service-learning capacities in
the communities, strengthening thus sustainability
and partnerships. Through these interdisciplinary
and multidisciplinary approaches, service-learning
expands into a true reciprocal initiative that impacts
14
larger audiences in the community in sustainable
ways. Promoting meaningful collaboration, this
cohort is currently in the second year of coordination
and implementation of projects designed by four
teams of faculty and nonprofit community to
enrich and leverage the strengths of students,
faculty, and community members through positive
community action. Through these interdisciplinary
and multidisciplinary approaches, service-learning
expands into a true reciprocal initiative that impacts
larger audiences in the community in sustainable
ways. The workshop aims to be a resource for best
practices in transformational service-learning that
advances social impact and ways that those results
are assessed. While students met their learning goals
of critical thinking, creativity, social responsibility,
and performance there was an intentionality in
building co-led teaching for the faculty as well as
diversifying the learning objectives (Social Work and
Social Sciences) to serve four local communities more
effectively (Burmese Refugee groups relocating in the
USA, local YMCAs, Shepherd Community Center and
Laurelwood – a housing community for people of low
income). The workshop will also focus on reciprocity
of community collaborations, and the pre and post
surveys/lessons learned. We will attempt to address
some trending topics as to why it is imperative that
we bring disciplines together through service-learning
co-taught courses and how that student learning
assessment can be applied and analysed. Lastly we
will complete a faculty/staff exercise where individuals
will have the opportunity to put on paper their vision
for their own academic areas when it comes to
collaborations and interdisciplinarity.
Preconference
Workshop 5

Room: G007
Time: Wednesday 14th June 11-1pm
Title: Implementing and Managing Large-Scale Compulsory
Curricular Community Engagement, the Partnerships required to
make it work and Measurement of the Impact of Engaged Initiatives

Presenters/Facilitators: Gernia Van Niekerk, University

of Pretoria, South Africa
Abstract: Universities all over the world are
incorporating community engagement within
academic programs.

• Culture
• Approach
• Model interpretive/naturalistic. One can only see
as far as their understanding/believe goes
• Diversity of Academic fields
• Diversity of models for implementation
• Population demographics – utilizing diversity

Firstly a brief overview will be given of the

underpinning philosophy for community engagement
embedded into the curriculum and a curriculum
development model (Macro level, Meso level and Micro
level). Achieving curriculum outcomes and achieving
graduate attributes. CE is a pragmatic process that
consists of different phases. Risks and challenges
involved with large-scale CE when embedded into
the curriculum will be addressed. Thirdly during this
session an approach will be introduced that forms
part of the service-learning process. In this approach
community participation is vital to effective impact
assessments, as it enables us to identify and target
what is most important and provides a certain depth
to the broad framework for impact

15
KEYNOTE
PANELS

16
Plenary Session 1
Keynote Panel
Room: ILAS Auditorium
Time: Wednesday 14th June 5-6pm
Title: Europe Engage – Creating a Culture of Civic Engagement and
Service Learning in Europe – Academic and Student Panel
Presenters: Pilar Aramburuzabala, Universidad
Autónoma de Madrid, Spain, Henrietta Grönlund,
University of Helsinki, Finland, Lorraine McIlrath,
National University of Ireland, Galway, Ireland.,
Héctor Opazo, Universidad Autónoma de Madrid,
Spain – Universidad Católica Silva Henríquez, Chile &
Wolfgang Stark, Universität Duisburg-Essen
Abstract: Europe Engage is a project which brings
together twelve European universities to further
develop service learning and civic engagement
within higher education. This three year project
began in September 2014, receiving a funding
grant of €345,000 from EU Erasmus Plus KA2. The
overarching objective of Europe Engage is to embed
the concept of the civic university through the growth
and development of service learning initiatives within
the participating universities. Through these actions,
healthy levels of social capital can be maintained and
democracy can continue to develop within a European
context.
Europe Engage began in 2014 and is co-lead by Pilar
Aramburuzabala from the Universdad Autónoma
De Madrid and Lorraine McIlrath from NUI Galway.
Since 2014, the Europe Engage partners have worked
to gather knowledge on existing service learning
practices and the evidence demonstrated within
their universities, regarding their commitment to this
educational approach. Ultimately, Europe Engage aims
to develop a central resource and create a network of
support to share knowledge, evidence and practice to
promote service learning as a pedagogical approach
and develop a culture of service learning within higher
education in Europe.
To date, this project has worked to publish a report
outlining the results from a survey conducted among
the twelve partner universities. This report, ‘EUROPE
ENGAGE – Developing a Culture of Civic Engagement
through Service-Learning within Higher Education
Europe’ documents the nature of the work of these
universities in service learning and civic engagement.
Information regarding the internal policies, strategies,
resources and practices was also gathered to gain an
understanding of the perspective of each institution
regarding civic engagement. The Europe Engage
partners are happy that this report provides a ‘snapshot’
from which the project can establish a baseline and
work towards future targets, plans and growth of
activities. The project team have also developed a
MOOC, which is a free online course, which provides
participants with an introduction to service-learning
pedagogy and methods of integrating a meaningful
community service into the curriculum, as well as the
evaluation. A book is also currently in development,
which will add to the resources available, supporting
educators across Europe in using service learning as a
pedagogical teaching approach.
The project partners represent a breath of universities
in Europe committed to civic engagement and service
learning and include:
1. Autonomous University of Madrid, Spain
(Co-director)
2. National University of Ireland, Galway, Ireland (Co-
director)
3. University of Brighton, United Kingdom
4. University of Duisburg-Essen, Germany
5. Erasmus University of Rotterdam, Netherlands
6. Instituto Superior de Psicología Aplicada, Portugal
7. University of Zagreb, Croatia
8. University of Bologna, Italy
9. Vytautas Magnus University, Lithuania
10. Ghent University, Belgium
11. University of Applied Science-Krems, Austria
12. University of Helsinki, Finland
Biographies
Dr Pilar Aramburuzabala works at the School of
Teacher Training and Education of the Autonomous
University of Madrid as an Associate Professor. She
has been working in service-learning projects with
university students since 2000. On the topic of service-
learning she has lectured, published, coordinated
monographic issues and organized national and
international conferences. Since 2008 she has
oriented her research interests towards the fields of
service-learning and education for social justice, and is
an active member of the research group “Educational
Change for Social Justice” (GICE). Dr Aramburuzabala
is a member of the Board of Directors of the
International Journal of Education for Social Justice
(RIEJS), and guest editor of a monographic issue on
Service-Learning for Social Justice of this journal. She
coordinates the Madrid Network for the Promotion of
Service-Learning. She is also a member of the Board
of Directors of the Spanish Service-Learning Network,
and represents the Higher Education Service-Learning
Network at Talloires Network and the Council of
Rectors of Spanish Universities. Dr. Aramburuzabala
is an advisor to the Municipal Service-Learning Office
of the Madrid City Council. She leads with Lorraine
McIlrath the European project “Europe Engage -
17
Developing a Culture of Civic Engagement through
Service-Learning within Higher Education in Europe”.
Henrietta Grönlund holds the position of University
Lecturer of Urban Theology at the University of
Helsinki. In this position she develops and implements
a new project which aims in finding answers to social
problems of cities through research and teaching.
She also holds the title of Docent in Church and
social studies at University of Helsinki. Grönlund is
Project leader of the research project ‘Urban poverty
today (2016-2019, funded by Jane and Aatos Erkko
foundation), and of the Finnish sub project of the
international Erasmus+ research project ‘Europe
Engage (2015-2017), which develops service learning
in 12 European universities. She has recently (2016)
worked as Visiting Researcher at Boston University,
Sociology Department. Grönlund has been a member
of numerous international research projects. She has
conducted empirical research on social problems,
volunteering, philanthropy, diaconal work, and
welfare models. She has specialized in the role of
meaning systems and values in relation to these
themes. For example, her internationally awarded
dissertation (2012) focused on values and identity
work in young adults’ volunteering. Grönlund’s current
research interests include the legacy of Lutheranism
in Finns’ moral frameworks of care, and new forms
of civic engagement. In addition to her academic
career, Grönlund has from 2007 until 2016 worked
in the Finnish non-profit sector as Director of Civic
Engagement, Director of Research and Development,
and Education Officer. In these positions she has
developed and directed a range of projects, working
methods, and trainings related to volunteering, peer
support, and research. She has held several positions
of trust and expert memberships in the Evangelical-
Lutheran Church of Finland and in various nonprofit
organizations, and she is a popular lecturer and expert
in these networks as well as media, especially in
relation to her expertise on volunteering, philanthropy
and urban theology.
Lorraine McIlrath coordinates the Community
Knowledge Initiative (CKI) at the National University
of Ireland Galway. She is responsible for developing
and supporting civic engagement activities across the
university, including service learning, community based
research and student volunteering. She has keynoted
on her work around the world, from the USA to Saudi
Arabia to Spain to Australia. Lorraine has published
widely on the broad theme of civic engagement. She
is co-founder of many community based initiatives
including the Youth Academy, university for 10-12 year
olds; Campus Engage, the national higher education
platform for civic engagement within higher education
in Ireland; and Café Saol at NUI Galway.
Héctor Opazo (Universidad Católica Silva Henríquez,
Chile), received his PhD in Education and MA in
Education from the Autonomous University of Madrid
(Spain). He has graduated from the University of
Playa Ancha (Valparaíso, Chile). He was appointed
18
as a Research Professor at Universidad Católica
Silva Henríquez (Chile). Currently he is working as
a project manager in the European project “Europe
Engage - Developing a Culture of Civic Engagement
through Service-Learning Within Higher Education
in Europe”. Dr. Opazo has been working in service-
learning research with university students, professors
and community partners at University Autonomous
of Madrid (Spain) and Universidad Católica Silva
Henríquez (Chile). His research focuses on the
intersections of teacher training and community
service-learning, community based research, ethics,
research methods and school improvement.
Wolfgang Stark, Prof. Dr., is teaching as professor
for Organizational and Community Psychology
and is founder and director of the Organizational
Development Laboratory (www.orglab.org), and
scientific director of the Center for Societal Learning
and Social Responsibility (www.uniaktiv.org), both
based at the University of Duisburg-Essen in Germany.
His research is specializing in community building
and empowerment processes in organizations and
society, and in organizational/societal learning and
organizational culture by linking different disciplines
and topics. In linking the arts and organizational
science, he is keen to establish transdisciplinary
knowledge base for societal innovation. Wolfgang
Stark is founding member and former president of the
European Community Psychology Association and
serves as a regular visiting professor at the “Instituto
Superior Psicologia Aplicada” (www.ispa.pt) in Lisboa
(Portugal). Since 2010 he is also Executive Director of
the Center for Innovation and Sustainable Leadership,
a member of the German-based Steinbeis Foundation
(www.stw.de). His work has received various awards –
among others a “Jimmy and Rosallyn Carter-Campus
Community Partnership Award 2007”, the German
Federal President´s Award as “Selected Landmark
in the Land of Ideas 2008”, Germany´s Social
Entrepreneurship Best Practice Award 2008 and the
Award “Beyond Teaching and Research – Universities
in Society 2011” of the German Science Foundation.
Plenary Session 2
Keynote Panel

Room: ILAS Auditorium

Time: Thursday 15th June 9.10-10.10am
Title: Carnegie Community Engagement Keynote Panel: Perspectives
from Irish Higher Education Institutions on the Carnegie Community
Engagement Assessment Framework in Ireland - A Pilot Project
Based on the Carnegie Community Engagement Framework.

Presenters: Simone Cameron-Coen, Trinity College
Dublin; Mary McDonnell Naughton, Athlone Institute
of Technology; Maria Kelly and Maria Morgan, Royal
College of Surgeons in Ireland; Carina Ginty, Galway
Mayo Institute of Technology; Bernie Quillinan,
University of Limerick; Edel Randles, Tralee Institute of
Technology: and Lorraine McIlrath, NUI Galway.
Abstract: This 60-minute keynote panel will
offer findings from the Irish Pilot of the Carnegie
Classification Framework among 10 institutions
of higher education in Ireland that commenced
in September 2015 and ending in October 2017.
Representatives from participating higher education
institutions will offer perspectives on working within
the Framework within a different culture and context,
and challenges and opportunities will be presented
from a diverse range of Irish institutions. Insights on
students’ curricular engagement with the community
from across the Irish sector will also be shared.
Biographies
Bernie Quillinan is a mental health, general nurse,
and nurse lecturer. She worked in these roles for a
number of years in clinical practice, management
and education, in Ireland and the U.K. In 1998, she
joined the University of Limerick as Course Director
for undergraduate nursing programmes and was
Head of the Nursing and Midwifery Department in the
University of Limerick from 2004-2010. She is a senior
lecturer and Civic Engagement Champion, University
of Limerick.
Dr. Maria Morgan is a Senior Lecturer at Royal College
of Surgeons in Ireland. She teaches Pharmacology and
Biochemistry to Medicine and Pharmacy students and
has been active in community engagement activities
throughout her academic career. Maria is Academic
Director of the RCSI REACH programme, a unique
community outreach and access programme. She is
Academic Director of RCSI’s My Health Lecture Series
which provides free talks on health topics for the
general public.
Maria Kelly is Project Manager for the REACH
Programme, Royal College of Surgeons in Ireland
Edel Randles lectures in the School of Health &
Social Sciences at the Institute of Technology Tralee
in Community Leadership & Sports Development.
She is Civic Engagement Strand Leader in the ITT’s
UNESCO Chair in Inclusive PE, Physical Activity &
Sport. Her research interests include: inclusive golf,
autism & physical activity, human flourishing through
civic engagement and is junior club coordinator at her
local golf club.
Dr. Mary McDonnell Naughton is Chair of Pillar
Seven Socio-Economic Engagement and External
Stakeholder Partnerships as part of Athlone Institute
of Technology Strategic Plan 2014-2018 with a Global
Focus and Regional Impact. She is also a member
of the team who led on the Carnegie Community
Engagement Assessment Framework Ireland.
Simone has been in the role of Civic Engagement
Officer, Trinity College Dublin, the University of Dublin
since 2014. She has contributed to the book The Civic
University, The Policy and Leadership Challenges
(2016). She participated in the Carnegie Community
Engagement Assessment Framework Ireland - A
Pilot Project Based on the Carnegie Community
Engagement Framework.
Carina Ginty works in Galway-Mayo Institute of
Technology and has led numerous education projects
in teaching and learning development, student
leadership, community engagement, recognition of
prior learning and technology enhanced learning. In
2014, she co-founded the national special interest
group Student Led Learning. She is an executive
member of the Educational Developers Network in
Ireland and the Learning Innovation Network. In 2015-
2016, Carina led the Carnegie Framework Institute
Review for GMIT over five campuses.
Lorraine McIlrath coordinates the Community
Knowledge Initiative (CKI) at the National University
of Ireland Galway. She is responsible for developing
and supporting civic engagement activities across
the university, including service learning, community
based research and student volunteering. She has
keynoted on her work around the world, from the
USA to Saudi Arabia to Spain to Australia. Lorraine
has published widely on the broad theme of civic
engagement.

19
Plenary Session 3
Keynote Panel
Room: ILAS Auditorium
Time: Friday 16th June 9.10-10.10
Title: The Synergistic Effects of Service-Learning and Research
Presenters: Allen Marangoni, Wheeling Jesuit
University; Mark Drnach, Wheeling Jesuit University;
Craig Ruby, Wheeling Jesuit University; Carrie
Abraham, Wheeling Jesuit University; Krissy Grubler,
Wheeling Jesuit University; Rhonda Haley, Wheeling
Jesuit University; David Edwards, Wheeling Jesuit
University; and Alison Kreger, Wheeling Jesuit
University
Abstract: How can the role of scholarship in a
university setting be one that provides an opportunity
for active participation, brings benefits to communities
that are served, and brings practitioners together with
needy populations? We may have found an answer
by providing departmental participation in local,
regional and international service learning. Service is
one of the foundations of our University and scholarly
activity of the faculty is a requirement of both the
University and our Physical Therapy accreditation
board. Our Doctor of Physical Therapy program
actively participates in service learning on an ongoing
basis. Internationally we provide service learning in
places such as Haiti, Mexico and Peru. Locally and
regionally we provide services to many places in West
Virginia on a weekly basis. Over the past 15 years
our department has developed what we believe to be
an efficient and effective way to blend the mission of
the University with the requirements of research via
a dynamic process founded in our service learning
opportunities. Our faculty has been able to link
research with all our service learning environments.
Resulting from our match-up of service with research,
our faculty and students have produced more
approximately six publications of book chapters and
journal articles, multiple peer reviewed presentations,
many workshops to our international and regional
communities of interest and several student research
projects. Our service learning has the added benefit
of helping students to better understand diversity,
provides a process of discovery by way of ongoing
research projects and provides an environment that
promotes the public good. Our story demonstrates
that it is possible for research to have a vital presence,
a promotion of citizenry, a contribution to human
knowledge, an approach that produces tangible
benefits to our department as well and our community
partners and the personal rewards that only service
can provide
20
Biographies
All of the authors are full time faculty members at
Wheeling Jesuit University, Wheeling, West Virginia:
Caterina (Carrie) M. Abraham, PT, DPT, MPH, Clinical
Associate Professor of Physical Therapy, BS, West
Virginia University, BS, Wheeling Jesuit College, MPH,
West Virginia University, DPT, Temple University
Mark V. Drnach, PT, DPT, MBA, PCS, Clinical Professor
of Physical Therapy, BA, University of Pittsburgh,
MBA., West Virginia University, DPT, Temple University
Kristine Grubler, PT, DPT, Clinical Associate Professor
of Physical Therapy/Director of Clinical Education, BS,
Wheeling Jesuit College, BS, West Virginia University,
DPT, Shenandoah University
Rhonda Haley, PT, DPT, GCS, ATC, Clinical Assistant
Professor of Physical, Therapy/Director of Clinical
Education, BS, West Virginia University, BS, Wheeling
Jesuit College, DPT, Shenandoah University
Alison A. Kreger, PT, DPT, PCS, CKTP, Clinical
Associate Professor of Physical Therapy, BA, Wheeling
Jesuit University, MSPT, Wheeling Jesuit University,
DPT, Wheeling Jesuit University
Allen Marangoni, PT, EdD, MMSc, RRT, Professor of
Physical Therapy, BS, Wheeling College, BS, Wheeling
Jesuit College, BS, West Virginia University, MMS,
Emory University
EdD, Nova Southeastern University
Craig Ruby, MPT, DEd, Department Chair, Associate
Professor of Physical Therapy & Director of Physical
Therapy Program, BS, University of Pittsburgh, MPT,
Slippery Rock University, DEd, Indiana University of
Pennsylvania
David Edwards, PT,DPT,OCS, Assistant Professor of
Physical Therapy, BS, Respiratory Therapy Wheeling
Jesuit University, DPT, Physical Therapy Wheeling
Jesuit University
Presentation Formats

Submissions were accepted for scholarly Poster Symposia

presentations in a variety of formats. In this format, presenters are offered a 10-minute
presentation on their poster during a dedicated
All submissions had to demonstrate a session in addition to the poster being displayed
connection to the symposium theme. throughout the conference. In addition to meeting
Presentations that relate to global the requirements of posters above, the format offers
participants’ research on the topic or demonstrate the
transitions in higher education, the
gain of a practice.
transformation of higher education and
the advancement of social impact through
service-learning were encouraged. Storytelling
This is a medium through which best practice can be
shared of service-learning as a teaching and learning
Research papers approach. These ‘stories’ will be clustered in 15 minute
This form of presentation is theoretically grounded in inputs by participants and a general discussion on new
published theory or by introducing new theoretical insights on practice. The presentation should consist
insights. The presentation may also introduce a of a context, outlining the practice, and demonstrating
framework, model or theory that was developed the gain of using this practice to the audience.
through the research. The summary should include
a research question or topic, the rationale for the
research, the methodology, preliminary findings (if Roundtables
not published research) and the expected outcomes In this form of presentation submissions with the same
for service-learning. For this format 30 minutes are theme will be clustered in 10 minute inputs around a
allocated per paper, including discussion time. table where everyone shares their perspectives on
best practice of the topic. The presentation should
consist of a context, outlining the practice, and
Workshops demonstrating the gain of using this practice to the
In a workshop, presenters display a research topic audience. A facilitator will convene the discussion
(or practice) through which best practices or new where reciprocal learning can take place.
knowledge were developed. This form of presentation
aims to build the audience’s capacity on the diverse
areas of service-learning through ample discussion
and interactive activities. It could also take the form of
an institution presenting the progress they have made
in practicing service-learning on an institutional level,
highlighting how they enhance citizenship of students
and staff. The proposal for this format should include
all planned presentations and activities. The learning
outcomes for participants must be clearly articulated.
Workshops are typically 60 minutes in duration,
except for pre-conference workshops which might
range from 2 to 3 hours.

Posters
This medium may be used to demonstrate best
practice, a new model or framework. It could also
convey a specific way of doing and teaching service-
learning through which others can learn. This medium
is also conducive to outlining quantitative research or
can be used to market learning opportunities at their
institution for delegates post the symposium.

21
RESEARCH
PAPERS

22
I-A (i-iii) Institutional Transformation

I-A (i)
Room: G2015
Time: Thursday 15th June 10:30-11am
Title: Proving Positive and Unique Student Outcomes via
Service-Learning

Presenter: Rebecca A. Gilliland Deemer, University of
Indianapolis (Ulndy), USA.
Abstract: Often in service-learning programs, the
community’s and community partner’s benefits are
extensively touted, often showing improvements,
outcomes, and goodwill for and toward those
beneficiaries within the community. It is even used
as a public relations tool for many universities. Many
times, researchers and even the course instructors
themselves do not isolate the reciprocal beneficiary—
students—in an attempt to understand the enhanced
added value to the students’ education that is
provided via these service-learning endeavours. Even
in Godrey, Illes and Berry’s (2005) work on student
development in service-learning, much of the data is
centred around the civic virtues gained, rather than
purely academic outcomes and knowledge gain. Yario
and Ye (2012) looked at several constructs of student
growth, but most were outcomes that also involved
the community partner and/or civic impact — again,
not isolating academic development. Although those
things are also meaningful, the value directly gained by
the students — to positively impact their educational
goals — needs further explored and illustrated as
Furco (2002) did. Studying the statistical growth
and improvements within the given subject-area of
the students involved in a service-learning course,
and sharing such results, will help foster support of
service-learning engagement from administration
and academic decision-makers. Such support is
necessary for the further growth of the field and the
acceptance into standard and preferred academic
practice, worldwide. The researcher will share a survey
that was implemented (with results) which uses pre-
project and post-project data over a three year period
in a collegiate student-run public relations agency.
Substantial student growth, unique to being engaged
in the service-learning course, will be illustrated. More
specifically, students’ self-reported increases in the
ability to do several functions within a client/public
relations practitioner relationship when compared to
typical improvements seen in a traditional classroom
setting, will be explained. Several constructs will be
compared —from gains made in writing press releases
to meeting with a client. The results will be discussed,
with implications made about the use of such data
for garnering administrative support within academic
institutions. The paper will use Systems Theory as a
guide in promoting this necessary form of evaluation.
Biography: Dr. Rebecca Gilliland Deemer, APR, is
the Distinguished Professor of Service Learning and
a tenured Associate Professor in the Department
of Communication at the University of Indianapolis
(UIndy). Rebecca holds a doctorate in higher education
with a double cognate in communication studies and
public relations, and an M.A. in communication studies.
In addition, Rebecca is also a Fulbright Specialist,
having spent time mentoring faculty, visiting public
relations firms, and teaching at AUT in New Zealand.

23
I-A (i-iii) Institutional Transformation
I-A (ii)
Room: G2015
Time: Thursday 15th June 11-11.30am
Title: Transitions and Crises in Higher Education in South Africa
and the potential of service-learning as transformative pedagogy
to mitigate systemic change in HE Institutions: a sociological
perspective.
Presenter: Jacob MJ du Plessis, University of
Stellenbosch, South Africa
Abstract: Research question: How can an exit module
for an undergraduate degree be structured to mitigate
systemic transformative change in a HE Institution?
Rationale: HE Institutions world-wide and in South
Africa experience a complex set of (often similar)
transitions that require systemic transformation
and change for Universities to be relevant in a 21st
century changing world. The author is interested in
sociological transitions related to transitional themes
in the HE sector and as mirrored in debates and
conversations by educators as well as in the public
domain. Student voices are often excluded in these
debates or remain in the margins and they are often
victimised in the process. The research therefore
aimed deliberately to engage students through
coursework, directed readings and reflective writing
with these ‘transformation’ issues, and in the South
African context also on different meanings related
to the theme of “decolonising the curriculum”. How
transformation and decolonisation are viewed are
often lacking a theoretical basis and understanding
varies greatly (Nyamyoh, 2016; Waghid, 2016). The
paper therefore aimed to critically engage current
discourses, by engaging students through curricular
activities in co-constructing ideas and meanings
relevant for further discourse analyses and the
development of emergent theory.
Methodology: Critical literature review through
content and thematic analysis of current themes and
debates in the HE world-wide and in South Africa. This
was followed by an intentional participatory action
research strategy with 3rd year sociology students
(N=100) in community sociology producing reflective
written content which is qualitatively and thematically
analysed.
Preliminary findings: Data is analysed at present,
although preliminary findings indicate that a deliberate
I-A (iii) Discussion
24
engagement through coursework, discussion and
reflective writing significantly advanced students’
understanding of HE transformation issues, contributed
to fostering engaged and critical citizenship and also
mindfulness.
Outcomes for S-L: The potential of S-L as a
transformative pedagogy through a careful structuring
of curricular activities and especially critical reflection,
is illustrated.
References: Nyamyoh A. 2016. Prologue: Cecil
John Rhodes: The makwerekwere with a missionary
zeal. (In The State of the Nation: South Africa
2016: Who is in Charge? Mandates, accountability
and contestations in South Africa. Cape Town:
HRSC press.) http://www.hsrcpress.ac.za/product.
php?productid=2340&cat=0&page=1&featured
Waghid Y. 2016. Transformation as an act of denudation:
A response to Petro du Preez, Shan Simmonds and
Anne Verhoef. Transformation in Higher Education
1(1), a3. http://dx.doi.org/10.4102/the.v1i1.3
Biography: Jacob du Plessis is a lecturer in the
Department of Sociology and Social Anthropology
at Stellenbosch University (SU) in South Africa.
He specialises in the sociology of development,
education, and health. His research interests are
focused on community based collaborative research,
community engagement, and health promotion
and activism. His latest academic project focuses
on technology enhanced learning for 21st century
career skills and life-long learning. He has presented
papers at international conferences in Africa, the USA,
Europe, South America, and China. Jacob has been
involved with the ISSL since its inception in 2005. His
latest publication focused on the Affective-Cognitive
model of reflection for assessment in S-L (2016). Jacob
received various awards as recognition for teaching
excellence and community engagement.
I-B (i, ii, iii) Transforming Students

I-B (i)
Room: G006
Time: Thursday 15th June 10.30-11am
Title: Evaluating the effectiveness of Service Learning as a
pedagogical tool: A critical review of the literature.

Presenter: Ruth McMenamin, NUI Galway Conclusions: SL is a complex educational approach

involving communities, students and institutions. It
Abstract: Introduction: Healthcare systems, whether is different from other forms of experiential learning
local or global, depend on healthcare professionals to because it explicitly aims to establish reciprocity
be socially responsive and willing to act as ‘enlightened between all partners and increase students’ social
change agents’ in diverse contexts and communities. responsiveness. While SL experiences appear highly
Educators have explored a variety of innovative valued by educators and students the effectiveness
pedagogies to teach the social aspects of health. of SL remains unclear. The idiosyncratic nature of
Service Learning (SL) has been suggested as an SL experiences makes it difficult to identify definite
experiential and transformative educational approach learning outcomes that can be generalised. Impact
which is increasingly being used by Healthcare studies based on the interpretative paradigm, aligned
Educators Worldwide. The effectiveness of SL as an with the principles of social accountability and
educational intervention has not been established. This including all stakeholder perspectives are necessary.
paper reports on the 1) impacts of SL for healthcare Findings will be of interest to all those invested in
students focusing on social accountability outcomes transforming students to become critical citizens.
and 2) provides guidance on priority areas for future
research.
Methods: Seven electronic databases were searched
up to 2012 and included all articles on SL for pre-
professional healthcare students. Hand searching
was also conducted. Data was extracted relating to
research aims, population and sample size, design
and data collection method(s), key findings, type
of measure(s) used and the nature of the impact
reported.
Results: The initial search identified 1485 papers.
1423 papers were excluded for failing to meet the
inclusion criteria. Screening the bibliographies of the
remaining 62 papers identified a further 15 relevant
papers. Following quality appraisal the set of 77 was
reduced to 53 eligible papers for detailed analysis.
These papers were reviewed across six recognised
domains of potential SL effects: (i) personal and
interpersonal development; (ii) understanding and
applying knowledge; (iii) engagement, curiosity and
reflective practice; (iv) critical thinking; (v) perspective
transformation and (vi) citizenship.

25
I-B (i, ii, iii) Transforming Students

I-B (ii)
Room: G006
Time: 11-11.30am
Title: Service-Learning in Music

Presenters: Pamela Elizabeh Kierman, Stellenbosch
University, Felicia Lesch, Stellenbosch University, and
Lauren Du Plooy, Stellenbosch University, South Africa.
Abstract: The Performing Arts, particularly music,
can be an insular experience during tertiary studies.
Specialisations such as Solo or Chamber Performance
require many hours spent perfecting one’s art
in the practice room and in ensemble rehearsal.
Orchestral Practice, mandatory for all performance
majors (orchestral instruments), includes a rigorous
ensemble rehearsal schedule on weekday evenings
in preparation for performances. Composition and
Musicology specialisations demand hours of research
in computer laboratories or at designated computer
stations where music notation software is installed.
Students thus have a limited degree of interaction
outside of music departments, apart from the
mandatory BA subject for which all Degree students
are required to enrol. The only specialisations that
involve significant interaction with communities
outside of the Music Department are Music Education
or Choral Conducting. A Service-Learning module was
introduced to the Music Department, Stellenbosch
University, in 2009. Students are required to participate
in departmental Community Music Programmes, and
to interact with other Community Music organisations
in order to establish theoretical knowledge, generate
new knowledge and to create understanding of the
specific context of music practice and knowledge in
the current-day South Africa. This paper will attempt
to track the Service-Learning (Music) journey over
the years, tracing the course from its early beginnings
to its current day status. Course content, staff and
student perceptions, community partnerships and
social impact over the years will be considered in this
research paper, which will conclude with brief case
studies of two significant community partnerships.
Community Organisations will be examined from
within the case studies whilst extracts from reflective
journals will provide a lens through which the
experiences of students can be viewed. Music has
the potential to cross many boundaries and to play
a central role in social transformation yet it remains
elitist in many parts of South Africa where so-called
outreach and development programmes are instituted
to ensure funding for arts organisations. Service-
Learning teaches students that music has a purpose
beyond the relative ego-centricity that can often
populate the performance world and endeavours to
develop positive graduate attributes in those entering
the current-day music world in South Africa.
Biographies
Pamela Kierman is the convener of Brass studies and
Service-Learning and conductor of the symphonic
wind ensemble at the Music Department, Stellenbosch
University. She is deputy-president of the South
African Horn Society and has been a music educator
at school and tertiary level for the past 33 years. Her
research interest is Community Music, an area in which
she has worked extensively. She is currently pursuing
a PhD under Prof Stephanus Muller at Stellenbosch
University.
Felicia Lesch lectures music history and theory and
conducts the jazz band at the Music Department,
Stellenbosch University. As head of the Unit for
Community Music, she coordinates the Certificate
Programmes in Music Literacy. She has taught music
extensively at school and tertiary level and heads
up the Ronnie Samaai Music Education Project
in Kuilsriver. She is a board member of the Cape
Philharmonic Orchestra and is currently pursuing PhD
studies with Prof Stephanus Muller at Stellenbosch
University.
Lauren du Plooy is currently a Master’s student at
Stellenbosch University with her research focus
being Community Music. She is also a music educator
at a primary school and part-time junior lecturer
at Stellenbosch University Music Department and
Curriculum Studies in the Education Department. She
has presented research at the International Society
of Music Education Conference, Glasgow 2016; South
African Society for Research in Music, 2016; and Music
and Well-being Conference, Potchefstroom 2013.

26
I-B (i, ii, iii) Transforming Students

I-B (iii)
Room: G006
Time: Thursday 15th June 11.30-12pm
Title: From Law Clinics and Repair Cafés to Critical Citizens

Presenter: Rachel O’Toole, Georgia State University In the context of service-learning, these models, as
College of Law demonstrated by this research, can become vital
vehicles through which community engagement and
Abstract: In exploring service-learning in higher community responsibility can be fostered, student
education at a time of workplace constant change, learning advanced and the needs of the community
this research reviewed literature on the gap between facilitated.
legal education and the demands of the practice of
law, and compared these findings with the ethos of Biography.
the emerging community based non-profit Repair
Café. The literature review included the MacCrate, Rachel is admitted to practice law in Ireland, California
the Carnegie Foundation and the CLEA Best and Georgia. She graduated with B.A, LL.B. and
Practices Reports as well as their fallout. This research Barrister-at-Law Degrees in Ireland and an LL.M
investigated law clinics as offered at Georgia State summa cum laude in Environmental and Land Use Law
University College of Law as one means of bridging at GSU, Georgia. Rachel was awarded a scholarship for
the gap between law student and practice ready advocacy in 2011 and a Fellowship in 2015. Rachel is
graduate. author of Chapter 20 in Guide to FATCA Compliance.
Prior to her practice of law, Rachel taught adult and
From a comparative perspective, the research explored community education in Galway.
the Repair Café model as a potential skill building
results oriented tool capable of integration in higher
level curricula and as a potential beneficial model
for service learning, using community enterprises
for illustrative purposes. The research question that
emerged was: How law clinic or Repair Café models
can help nurture students in becoming critical citizens
through meaningful community service?
This theme was developed through a literature review
of research and reports. The findings of the review
were analysed in the context of currently operating law
clinics through interviews and further study critiquing
the extent to which law clinics meet the gap between
study and practice as a lawyer. This analysis showed
that while the law clinic model exposed students to
interacting with clients and broadened their skill base
it is both costly and labour intensive. The analysis of
the Repair Café model was explored in the context
of meeting community service objectives inclusive of
interdisciplinary critical thinking, practical application
of academia, sense of achievement and leadership
training. Both models were compared for outcome
and efficacy.
This analysis concluded that both models can be
tailored to facilitate and enhance service -learning
while enabling students to understand how to
take ownership of their actions or inactions, the
consequences, and how to become critical citizens.

27
I-C (i, ii, iii) Conceptual Frameworks

I-C (i)
Room: G007
Time: Thursday 15th June 10.30-11am
Title: Collaborative activity systems as laboratories of change
within service-learning.

Presenter: Hanlie Dippenaar, Cape Peninsula University
of Technology, South Africa
This paper discusses collaboration between various
activity systems inherent in the planning and
implementation of two service-learning projects.
The study aims to answer the question whether the
identification and analysis of complex activity systems
inherent in service-learning initiatives (Hmelo-Silver &
Chernobilsky: 2004:256) can enhance collaboration
between all parties, and whether this might improve
the successful implementation of community
interactions (Daniels, 2010:10). The overall purpose of
both projects in the study is to develop the cultural
competence and English proficiency skills of all
participants in the identified activity systems. The
projects involve intermediate phase learners (grade
4-7) from four poorly resourced primary schools
in a rural town, a local children’s home and English
pre-service teachers. This paper describes the
development of these projects and illustrates how
the different activity systems integrate to enhance
learning. This collaborative service-learning model
explains the dialectical nature of the inherent activity
systems and produces insights on processes of
expansive learning and transformation of activities.
An analysis of actions and interactions inherent in the
projects indicates that all the participants (students,
lecturer, learners, teachers, parents) interact in
complex, integrated activity systems of actions, tools,
members, rules, and community, within a collaborative
framework of human activity and learning (Dilani,
Gedera & Williams, 2016:9) as conceptualized in
Engeström’s Cultural Historical Activity Theory
(CHAT) (Engeström, 2015:55). Although it was
anticipated that the pre-service teachers would act
as active agents of change, findings indicate that
the integrated nature of these interactions has an
immediate effect on all participants involved. The
participating school communities become sites for
interventions (tools) and praxis, which extend beyond
the institution and are developing into interactive
communities of practice and praxis. The learners as
well as the pre-service teachers become ‘agents’ in
their own development (Engeström, 2015:57). These
sites become laboratories of change where learning
takes place in an expansive ‘environment that involves
others’ (Virkkunen, 2013: 68). As Virkunnen (2013)
points out, a change laboratory brings a problematic
situation in the practitioners’ activity to their attention
through the mirror of their practice. The study
opens up new perspectives on collaboration and
communities of practice within service-learning.
References:
Daniels, H. 2010. Activity theory in practice: promoting
learning across boundaries and agencies. London:
Routledge.
De Gouveia Vilela, R.D., Marco Antonio Pereira Querol,
M. A. P. & Lopes, M.G.R. 2012. The Change Laboratory
as a tool for collaborative transforming work activities:
an interview with Jaakko Virkkunen.Sao Paulo,
University of Sao Paulo.
Dilani S. P. Gedera, D.S.P & Williams, P.J. 2016. Activity
theory in Education – Research and Practice.Boston:
Sense Publishers.
Engeström, Y. (2015). Learning by Expanding. An
Activity-Theoretical Approach to Developmental
Research. Cambridge. Cambridge University Press.
Hmelo-Silver, C.E. & Chernobilsky, E. 2004.
Understanding collaborative activity systems: the
relation of tools and discourse in mediating learning.
Proceedings of the 6th international conference on
Learning Sciences (ICLS), Santa Monica, California.
Virkkunen & Newnham (2013). The Change Laboratory.
A tool for Collaborative Development of Work and
Education. Rotterdam: Sense Publishers.
Biography
Hanlie Dippenaar is a senior lecturer in the Faculty
of Education of the Cape Peninsula University of
Technology, Wellington, where she lectures English
and Curriculum studies. She has been working in the
field of Education and Language Teaching for the
past 30 years and holds a PhD from the Northwest
University in language teaching. Her research interests
are in Community Engagement, Academic Service-
learning, Language teaching and Computer-assisted
Language Support in Higher Education.

28
I-C (i, ii, iii) Conceptual Frameworks

I-C (ii)
Room: G007
Time: Thursday 15th June 11-11.30am
Title: Enhancing the use of the Spanish language in a service-
learning environment

Presenters: Allen Marangoni, Wheeling Jesuit Biographies

University and Luis Arevalo, St George, Utah
Dr. Allen Marangoni, is a Professor of Physical Therapy
Abstract: This paper examines the impact of at Wheeling Jesuit University in Wheeling West Virginia
proficiency-oriented teaching methodologies on the where he has taught for the past 30 years. During his
acquisition and application of linguistic functions in a career as an educator, he has participated in service
service-learning environment. This study rests on the learning on the local, and international where and has
distinction between language learning and acquisition worked with his students seeing patients in Mexico
(Krasher 1981, 1982); idea that has reached fruition in and Peru. His formal education includes degrees from
the recent emphasis placed on language performance Wheeling Jesuit University, Emory University, West
(Tedick 2002, Horwitz 2008), and the implementation Virginia University and Nova Southeastern University.
in the United States of the standards for language
acquisition developed by the American Council Dr. Luis Arévalo obtained his Ph.D. in Latin American
on Teaching of Foreign Languages (ACTFL). This Literature and Cultural studies from the University
study followed a group of English speaking physical of North Carolina at Chapel Hill. During his career as
therapists providing services to Spanish speaking educator, he has participated or led service-learning
patients in Peru. Participants received 5 hours of trips to Mexico, Peru, Chile, Argentina, and Guatemala.
instruction focusing on command forms, body parts, His research interests encompass Latin American
verb conjugation, sentence structure, and basic short stories, cultural identities, and proficiency-
courtesy rules. At the service locations, students had oriented and student-centered methodologies applied
visual material and a language instructor/interpreter to service learning environments.
to reinforce, immediate and meaningfully, previously
covered material. Data collected at the end of this
study suggests that student-centered and proficiency-
oriented methodologies act as enhancers to students’
internalization and application of language content
when language users are presented with an immediate
scenario in which to enact learned content. Further
analysis of the experience indicates that extending
instruction into the workplace creates a community
of interests among patients, therapists and instructors
around patient’s healing and to communicate directly
with patients.

29
I-C (i, ii, iii) Conceptual Frameworks
I-C (iii)
Room: G007
Time: Thursday 15th June 11.30-12pm
Title: A pattern language for service learning
Presenter: Wolfgang Stark, University of Duisburg-
Essen, Germany
Abstract: A creative and experience-based pattern
card deck for service learning and campus community
partnership that is useful for evaluation and innovation
will be presented. Based on the idea of design patterns
and a pattern language (Alexander 1977 et al), we will
identify, describe, validate and innovate patterns and
pattern families for campus-community-partnership
processes.
Based on a 10 year-experience in service-learning
and transdisciplinary campus-community partnership
processes for social innovation, we will discuss and
experience a research concept designed to develop
competence models for experiential learning. The
aim is to develop a competence model as a pattern
language for experiential learning and research based
upon competencies developed for students, teachers,
and community actors. Successful Design Patterns
for Service Learning Activities are based both on
research results and on tacit (implicit) knowing
in practice. This is an approach based on a pattern
language concept (Alexan der, Ishikawa and Silverman
1977) used in many disciplines (like architecture, urban
planning, software and organizational development)
to detect practical wisdom (tacit knowing) crucial for
good quality. Tacit knowing based on personal and
collective experience is rarely documented. Rather it is
distributed by chance in a non-systematic way based
on oral history. Design Patterns for Service Learning
are written in a specific form (challenge –forces –
proposed solution) and can appear in long and short
versions. Some of the design patterns for service
learning are relevant for the quality of service learning
activities in HEI.
30
The approach can enhance a culture of campus-
community partnership and to develop a new identity
of science and research based on societal responsibility.
Based on the idea of design patterns and the pattern
language developed by Christopher Alexander (1977),
our research results in a pattern card deck to identify,
describe, measure and validate patterns and pattern
families developed in experiential learning based
on campus –community partnership processes.
Participants of the workshop will experience hands-
on participatory research and practice and a tool for
evaluation and innovation to develop useful social
competencies based on experiential learning.
Biography
Professor Wolfgang Stark is teaching as professor
for Organizational and Community Psychology
and is founder and director of the Organizational
Development Laboratory (www.orglab.org), and
scientific director of the Center for Societal Learning
and Social Responsibility (www.uniaktiv.org), both
based at the University of Duisburg-Essen in Germany.
He serves as a distinguished visiting professor at the
Strascheg Center for Entrepreneurship in Munich and
at the Institutto Superior Psicologia Aplicada in Lisboa
/Portugal. He is also member of the Europe Engage
project funded under ERASMUS+ by the European
Union.
I-D (I, ii, iii) Collaborative Research

I-D (i)
Room: G008
Time: Thursday 15th June 10.30-11am
Title: Designing and Implementing a Community-based Participatory
Research Module as a means to achieve Higher Education-Community
Engagement Objectives, for Sustainable and Impactful results.

Presenters: Catherine O’Mahony, University College,
Kenneth Burns, University College Cork, and Ruth
Hally, University College
Abstract: Educational staff at a higher education
institution in Ireland, and part of the EnRRICH
(Enhancing Responsible Research and Innovation
through Curricula in Higher Education - a Horizon2020
project) consortium, designed a new community-
based participatory research module (CBPR) for
PhD students as one means by which to accomplish
community engagement objectives. Policies of note,
which have underlined the importance of CBPR in higher
education teaching and learning, are, for example, the
Hunt report (2011), the European Commission’s RRI
strategy, and the Campus Engage Charter for Civic
and Community Engagement (Campus Engage 2014).
Community-based participatory research is defined
by Israel et al. (1998) as a partnership based approach
to research that engages community members as co-
researchers, together with students and academics, in
all aspects of the research process.
Implementing the module and co-constructing the
module’s ongoing development with enrolled PhD
students and community participants, generated
a plethora of arising successes and challenges.
Scaffolding the module to ensure that students are
equipped with relevant theory to understand the
principles and nuances of CBPR is perhaps the only
element of control that staff had throughout the
CBPR process. A key learning that emerged from
implementing the university’s first CBPR module is
to, in some ways, forego outcomes in favor of the
process. In addition to realizing the university’s and
the EnRRICH project’s community engagement
objectives, the module challenged PhD students’
constructs of research, and provided a valuable
opportunity for community groups to co-generate
research questions aligned to pressing societal
challenges they encounter.
Students experienced first-hand that sincere inclusion
of diverse community groups and individuals
throughout the research’s duration can result in
considerably more qualified and rigorous research
questions, and research design. Additionally, the
module emphasized the undesirableness of ‘drive-
by’ or ‘helicopter’ research regularly practiced
‘on’ communities in higher education contexts.
More widely, for the staff teaching on the module
and concerned with HE community engagement
development, the module showcased an effective and
enjoyable means by which to accomplish sustainable
higher education-community engagement. This paper
will outline the learnings referred to above, in addition
to exploring several key implications for the module’s
various stakeholder participants.
Biographies
Catherine O’Mahony is manager of the Centre for
the Integration of Research, Teaching and Learning,
University College Cork and a founding member of
the university’s community-based research initiative,
CARL (Community Academic Research Links).
Kenneth Burns is the deputy director of the Master
of Social Work programme at University College Cork
and a founding member of the university’s community-
based research initiative, CARL (Community Academic
Research Links).
Ruth Hally is the University College Cork coordinator
for EnRRICH, a Horizon 2020 study on enhancing
Responsible Research and Innovation through higher
education curricula.

31
I-D (i, ii, iii) Collaborative Research

I-D (ii)
Room: G008
Time: Thursday 15th June 11-11.30am
Title: Using work integrated learning to promote
cutting-edge attributes in design and studio art studies

Presenter: Ojo, Olutunmise Adesola, Central University Biography

of Technology, South Africa
Ojo, Olutunmise Adesola is a seasoned practicing
Abstract: This paper examines the impact of Work Graphic Design Lecturer with over 20 years of
Integrated Learning (WIL) as a teaching and learning industry experience as well as over ten year of
delivery tool for students in a multidisciplinary art and higher education teaching experience. His ongoing
design higher education environment. Additionally, research engagement lie across the field of graphic
this paper reports the reflection strategies adopted design education and design entrepreneur. He has
throughout the process, co-learning nature of the supervised, co-supervised and examined graduate
learning activities, the evaluation process as well as and post graduate students. He has presented papers
the impact this experience had on student-learning in conferences and also published in peer reviewed
outcomes. Participants in this study are the second accredited journals.
year group of university students in the department
of design and studio art. The programme consists of
multidisciplinary entities including communication
design, digital imaging, precious metal fabrication,
textile and styling, and visual practice. The total number
of participants in this multidisciplinary-based WIL
project is thirty-six. The participants were divided into
seven groups. Each group consists of members with
varied but complimentary art and design experience.
The students were mixed in order to inspire cross-
and trans-disciplinary creative elements to problem
solving. Furthermore, participants used feedback
from consultations with different subject specialists
to explore their learning experiences. The participants
also used action/practice led research framework to
navigate their ways. The reflections during and after
this project by the participants revealed some positive
outcomes of WIL learning such as an appreciation
for positive and skill-based transformation. The study
found that the active nature of the project resulted in
an inimitable learning experience.

32
I-D (i, ii, iii) Collaborative Research
I-D (iii)
Room: G008
Time: Thursday 15th June 11.30-12pm
Title: Promoting Healthy Ageing: A Collaboration to
understand the experience of Older Adults using Photovoice
Presenter: Áine Gallagher, NUI Galway and Margaret
Hodgins, NUI Galway
Abstract: A collaborative Masters in Health Promotion
research study, using Photovoice, to understand
what makes Social Participation meaningful for Older
Adults (OA).
Rationale / Background: Promoting healthy ageing
is a key priority in today’s world as the population of
OA continues to rise internationally (SNIPH, 2007).
Results from the Irish longitudinal study on Ageing
(TILDA, 2014) have shown that quality of life (QOL) is
in decline and that meaningful engagement in social
participation can maintain QOL for OA. Despite a
number of specifically developed clinical approaches,
the voice of OA remains silent, and there is a need
for increased qualitative studies to understand the
perspective of OA in relation to factors known to
protect health (Menichetti et al., 2015).
Methodology: This collaborative, qualitative research
study used Photovoice with eight participants aged
over 65 and took place between May and August
2016. Participants took photographs to capture what
they valued most about their social participation
and discussed these within four group sessions. The
qualitative data collected during discussions were
recorded and analysed. My undergraduate experience
in Service Learning in 2009 and subsequent
professional experience as an occupational therapist
facilitated the conceptualisation of this research.
Preliminary Findings: This group of OA demonstrated
heterogeneity regarding why they valued social
participation. Reasons included; having autonomy or
a sense of purpose, personal identity and experience,
benefiting others or maintaining physical health. A
number of factors promoted social engagement,
including; having resilience, personal awareness, a
positive attitude and coping with change. The peer
supported environment enabled the participants to
develop critical awareness in why they valued and
what they wanted to maintain in relation to their social
participation. I as a researcher gained insights into the
ecological context of OA and their social participation.
These findings suggest that this collaborative research
method may provide an alternative approach to health
education.
Outcomes for Service Learning: This collaborative
research enabled a bi-directional learning process.
Participants gained an enhanced awareness in relation
to their social participation. The researcher gained
insight into the complex meaning of health education
and in implementing a holistic approach to health
service provision.
References
Menichetti, J., Cipresso, P., Bussolin, D. & Graffigna, G.
(2015). Engaging older people in healthy lifestyles: a
systematic review. Ageing and Society, 1-25.
Swedish National Institute of Public Health. (2007).
Healthy Ageing: A Challenge for Europe. Sweden:
Swedish National Institute of Public Health.
The Irish Longitudinal Study on Ageing. (2014).
The Over 50s in a Changing Ireland, Economic
Circumstances, Health and Well Being. (Results from
Wave 2). Dublin: The Irish Longitudinal Study on
Ageing.
Biographies
Áine Gallagher currently works in the Community
Knowledge Initiative in the National University of
Ireland, Galway. She is a qualified Occupational
Therapist (OT) and has an MA in Health Promotion
from NUI Galway. She has 5 years experience working
in community health and community development.
This research was inspired by her work with older
people in community health services, where she felt a
more diverse and holistic approach to health service
provision, may enhance the quality of services.
Dr. Margaret Hodgins is Head of the School of
Health Sciences at NUI Galway. She is a member of
the Discipline of Health Promotion and a principal
investigator with the Health Promotion Research
Centre. Her areas of research include; Healthy Ageing,
Workplace Health Promotion and Promoting Health in
the Irish Travelling Community. She has published a
number of peer reviewed articles and book chapters
in relation to these topics since 1998.
33
I-A (iv, v) Social Impact
I-A (iv)
Room: G015
Time: Thursday 15th June 12.10-13.10
Title: Stakeholders perceptions of a widening access
to medicine school outreach initiative

Presenters: Ruairi Connolly, National University of civic engagement and social mobility coupled with
of Ireland, Galway and Maureen E Kelly, National a literature review will help devise the topic guide for
University of Ireland, Galway this aspect of the study. Data collection and analysis
are planned for Spring 2017, pending ethical approval.
Abstract: Medical doctors currently tend to come
from a narrow spectrum of our society [1]. There Results: It is anticipated that by analysing the thoughts
are also widespread mismatches between the socio- and opinions of people involved in the ambassador
economic demographics of medical students and the workshop that important information will be gathered
population at large [2]. Our world is social constructed to further understanding of stakeholders perceptions
and people often perceive limitations to what they of this school outreach initiative.
can achieve [3]. This process may be at the root of
under-representation of certain groups of people not
entering the applicant pool to study medicine [4]. An
Biographies
enhanced understanding of the benefits of widening
the make-up of the medical workforce to better mirror Dr. Ruairi Connolly (MB, Bch, BAO, MRCPI, PG Dip
that of the general public is gaining recognition [5]. Med ED) is a clinical lecturer in medicine with a
The School of Medicine at NUIG identified under- specialist interest in cardiology for the school of
representation of students from the Irish language- medicine at the National University of Ireland, Galway.
speaking region (An Ghaeltacht). An ambassador He has completed a postgraduate diploma in clinical
workshop was devised employing principles of civic education and is currently enrolled in the masters in
engagement and service learning partnerships [6]. clinical education at NUIG. He has been involved with
The workshop, titled Clár Ambasadóireachta Scoil school outreach initiatives in serving disadvantaged
an Leighis (Medical School Ambassador Workshop) communities since he was a medical student.
dovetails with the universities mission to be a bi-
Dr. Maureen Kelly (PhD, M Med ED, FRCGP, MICGP,
lingual centre of higher education [7]. Gaeltacht
DCH, Dobs, MB, BCh, BAO) is an experienced medical
schools that are designated DEIS (Delivering Equality
education researcher and clinical teacher. She has a a
of Opportunity in Schools) status are invited to
leadership role as Civic Engagement Representative
participate [8]. DEIS is a strategy developed by the
for the College of Medicine, Nursing and Health
Department of Education that focuses on addressing
Sciences, NUI Galway and chairs the College
the educational needs of children and young people
committee for Civic Engagement. She also leads the
from disadvantaged communities. The ambassador
Mature Entry route to Medicine- a widening access
workshop has been well received and workshops
Medical School initiative.
have been conducted in a number of primary and
secondary schools since 2011. No formal analysis
has yet been conducted into stakeholders attitudes
towards the workshop or the expected benefits.
Methods: This study methodology is mixed methods.
The quantitative arm will involve collating school
students views of the ambassador workshop via an
anonymous questionnaire. The qualitative arm will
utilise semi-structured interviews to collate data from
the remaining stakeholder groups. The social theories

34
I-A (iv, v) Social Impact
I-A (v)
Room: G2015
Time: Thursday 15th June 12.10-1.10pm
Title: Ernie Els #Game On Autism Golf Program – a Game Changer for
Understanding Autism
Presenters: Edel Randles, Institute of Technology,
Tralee; Jackie Gallagher, Institute of Technology, Tralee;
Jerrome Suganthy, UNESCO Chair research scholar,
Institute of Technology, Tralee
Abstract: The UNESCO Chair (ITT) established a
collaboration with the Els for Autism Foundation,
Florida, LD Golf Ltd. and Castlegregory Golf Club,
to evaluate the Ernie Els #Game ON Autism ™Golf
programme. This is an original golf inclusion project for
people with autism incorporating therapeutic elements
to address behaviours specific to autism spectrum
disorder. This research is part of an 8 site evaluation and
is the only evaluation outside of the US. In Ireland the
research also examines the impact of the programme
on the family, the student assistants (service learning)
and the coach experience.
The #GameON Autism™Golf Programme utilises
evidence based practices identified by the US National
Professional Development Centre on Autism (Wong, C.
et al., 2013). The programme consists Of group lessons
with specially designed golf instruction incorporating
4 key autism learning concepts: communication skills,
regulatory skills, motor skills and social skills. It is
estimated that more children are diagnosed with ASD
than AIDS, diabetes and cancer combined (Tchaconas
and Adesman, 2013).
This research utilises a mixed methods approach,
embracing Interpretative Phenomenological Analysis
(IPA) as the underpinning research philosophy, which
strives to understand the subjective meaning of the
lived experiences of the participants, their families, PGA
coaches and students engaging in service learning.
Fourteen young people with autism within an age
range of 7 to 18 years participated in the 12-week
intervention. Els for Autism foundation protocol was
used to collect the quantitative data for evaluating
the social/communication, athletic and golf skills, with
pre and post-test evaluations taking place. This was
followed by qualitative interviews with the participants,
their parents, the golf coach, and students, which was
augmented by researcher reflective diary.
This paper focuses on the strong evidence,
demonstrating the transformative impact being part
of this 12 week programme has had on students.
Students included UNESCO MSc. postgraduates,
(part of their educational development programme),
undergraduates taking the service learning elective
Community Leadership Initiative (CLI), which enabled
a ‘train the trainer’ element to emerge through
the initiative. Their lens on golf, autism, golf club
environments and inclusive possibilities has been
widened expansively, generating strong advocates for
therapeutic recreational opportunities for people with
autism.
References American Psychiatric Association (2013).
Diagnostic and Statistical Manual of Mental Disorders
(5th edition). Arlington, VA: American Psychiatric
Publishing.
Sowa, S., & Meulenbroek, R.(2012). The effects of
physical exercise on autism spectrum disorders: A meta
analysis. Research on Autism Spectrum Disorders, 6 (1),
46-67 Stockall, N. (2014). Making a difference: Service
learning in special education. The Journal of Meaning-
Centered Education. Volume 2, Article 2, http://www.
meaningcentered.org/making-a-difference-service-
learning-in-special-education
Tchaconas & Adesman, (2013). Autism spectrum
disorders: a pediatric overview and update.
www.co-pediatrics.com Vo. 25(1). http://www.columbia.
edu/cu/cns/resources/tchaconas.pdf
Wong, C. et al. (2013). Evidence-based practices
for children, youth, and young adults with Autism
Spectrum Disorder. Chapel Hill: The University of North
Carolina, Frank Porter Graham Child Development
Institute, Autism Evidence-Based Practice Review
Group. http://autismpdc.fpg.unc.edu/sites/autismpdc.
fpg.unc.edu/files/2014-EBP - Report.pdf
Yanardag, M., Yilmaz,I., & Aras, A.(2012). Approaches to
the teaching exercise and sports for the children with
autism. Journal of Early Childhood Special Education,
2 (3), 214-230.
Biographies
Edel Randles lectures in the School of Health & Social
Sciences at the Institute of Technology Tralee in
Community Leadership & Sports Development. She is
Civic Engagement Strand Leader in the ITT’s UNESCO
Chair in inclusive PE, Physical Activity, Sport & Fitness.
Her research interests include: inclusive golf, autism
& physical activity, human flourishing through civic
engagement and is junior club coordinator at her local
golf club.
Dr. Jackie Gallagher - Lecturer within the Department
of Health & Leisure Studies at the Institute of
Technology Tralee, lectures in the areas of PE Studies,
Activity Leadership and Research Methods. Completed
a PhD at Leeds Beckett University in 2015 which
focused on the use of Sport Education as a form of
Feminist Pedagogy in PE. Current research interests
are primarily in the areas of gender, disability, physical
education and youth sport.
Jerrome Suganthy is a qualified social worker with
a Masters Degree in Social Work (Development
Management) and also in Sociology. Jerrome is an ITT
UNESCO Chair research scholar, specifically working
on an Evaluation of the Ernie Els #Game On Autism
Golf Programme.
35
I-B (iv, v) Transforming Students
I-B (iv)
Room: G006
Time: Thursday 15th June 12.10-1.10pm
Title: Assessing the Effects of Service Learning on
the Development of Global Citizenship: A Cohort Study.
Presenters: Craig Ruby, Wheeling Jesuit University,
Mark Drnach, Wheeling Jesuit University, Joseph
Hopp, Wheeling Jesuit University, Taylor Davies,
Wheeling Jesuit University and Alexander Bellias,
Wheeling Jesuit University
Abstract: Promoting a global perspective is an
important topic in health care education. The idea is
to produce graduates who are capable of delivering
culturally appropriate services to communities in need,
both locally and globally. Various didactic components
and pedagogies can be utilized to address this topic
but the outcome of producing a graduate who acts
on that education is unclear. The purpose of this
study was to evaluate the effects of service learning
on promoting global citizenship in a class of students
from Wheeling Jesuit University’s Physical Therapy
Program. This doctorate program includes service-
learning courses that expose students to local, regional,
and international experiences. Forty-eight first-year
Doctor of Physical Therapy (DPT) students completed
the Global Behaviours Survey prior to participation in
service learning. Forty-six graduates then completed
the same survey after completion of the DPT program
in an attempt to measure the effects of the service-
learning experiences on the cohort. Chi-squared
analysis revealed a statistically significant difference
in pre and post-test responses for the question Do
you have plan to participate in international trips after
graduation. Prior to participation in service learning,
65% of respondents indicated plans to be involved in
international service experiences while 83% of post-
test respondents indicated plans for international
travel. The cohort experienced a change in attitude
during the two and a half year program regarding
this question. Educating students on the aspects of
global citizenship is the first step in producing a global
perspective. Encouraging them to step out into the
world and be of service to others is the critical step
in the implementation of that education. From this
study, service-learning experiences appear to inspire
students to move beyond the classroom and into the
global community.
36
Biographies
Dr. Craig Ruby is the Director and an Associate
Professor in the Doctor of Physical Therapy program
at Wheeling Jesuit University in Wheeling WV. He
has authored two book chapters, published a peer
reviewed journal article and presented at multiple
conferences on service learning, both nationally and
internationally.
Dr. Mark Drnach is a Clinical Professor of Physical
Therapy at Wheeling Jesuit University in Wheeling
WV and on staff at Children ’s Hospital of Pittsburgh in
Pittsburgh PA, U “A. He is board certified in pediatric
physical therapy and has lectured extensively,
both nationally and internationally, on the topics of
pediatric rehabilitation, disability management and
service learning.
Alex Belliasis a graduate student in the Doctor
of Physical Therapy program at Wheeling Jesuit
University in Wheeling, WV. He is a certified personal
trainer with an interest in orthopaedic physical therapy.
Joseph Hopp is a is a graduate student in the Doctor
of Physical Therapy program at Wheeling Jesuit
University in Wheeling, WV and a graduate from
Bowling Green State University in Bowling Green,
Ohio, with a Bachelor of Science in Exercise Science.
He has performed research in applying Fitts’ Law to
the activity of throwing. His career aspirations are
to work in geriatrics or orthopedics in the field of
physical therapy.
Taylor Davies is a graduate student in the Doctor
of Physical Therapy program at Wheeling Jesuit
University in Wheeling, WV.
I-B (iv, v) Transforming Students
I-B (v)
Room: G006
Time: Thursday 15th June 12.10-1.10pm
Title: Structuring service-learning projects for
business students: A checklist approach
Presenter: Johan Jordaan, North West University
School for Business and Governance, South Africa
Abstract: The setting is an Operations Management
class, where part-time MBA students take part as
syndicate groups in service-learning projects as a
major part of a practice-based approach, covered in
a single semester. The projects, based on a framework
that was designed by myself and executed at a
wide array of community organisations selected by
the study groups, are aimed at helping non-profit
community organisations optimise their operations.
These projects were improved over time and this
paper shares the lessons learnt on how to structure
the project for maximum benefit to all stakeholders.
Research question: Are there structural building
blocks that could be included in the design of a
service-learning project that will leverage the project
for success?
Rationale for the research: A successful service-
learning project has widely been defined in terms
of learning, making a difference in the community
and cultivating a social conscience in students. Over
a number of years I have developed a structure
for community projects that enhance the learning
experience for students and provide a sustainable
benefit to the community organisation, within the
geographical and time constraints endemic to part-
time MBA studies.
Methodology: The research was carried out through
a qualitative approach. A literature study on the
principles and structures of various service-learning
projects yielded a “shopping list” of elements that
need to be included in a project to ensure success,
as defined above. From this list, I compiled three
checklists to guide the students in the design and
execution of their respective projects. The success
of the approach was measured through a series of
student reflection reports and testimonials by all
stakeholders and analysed using content analysis.
Findings: The approach showed a marked
improvement in student learning, student attitude
towards community work and a sustainable
difference made in the operations of the community
organisations involved, when using the checklists as
building blocks for selecting and designing operations
improvement projects. The main constraint that
inhibited measuring the actual value that accrued
to the community organisation was the fact that a
semester is too short to measure sustainable impact
on community organisation, although these successes
were documented too. Recommendations are
presented to overcome the constraints and further
enhance the benefit to all stakeholders.
Expected outcomes for service-learning: This
approach has been tested in a post-graduate business
education environment, but could easily be replicated
in, and adjusted for undergraduate business education
or other academic disciplines.
Biography
Johan Jordaan teaches operations management to
MBAs at the NWU. He has a B.Sc., B.Com. and MBA
degree. He has taught at school level, worked for Sasol,
started his own consulting business and a construction
business with his own roof repair organisation, before
joining the North West University Business School
in 2010. He has led 45 MBA dissertations and has
presented papers at ten international conferences
since the beginning of his career in academia in 2010.
37
I-C (iv, v) Theoretical Frameworks
I-C (iv)
Room: G007
Time: Thursday 15th June 12.10-1.10pm
Title: The softer side of hard sciences: SL as a transformative
pedagogy in teaching Science in South Africa
Presenters: Marianne McKay, Stellenbosch University
and Antoinette Smith-Tolken, Stellenbosch University
Abstract: Transformation in HE in South Africa is
concerned with equality and transition to a democratic
society but also with ideology and internationalisation
(Du Preez, et al, 2016 p2). The concept transformation
is a challenging concept, tends to be loosely defined
and is mired in complexity. Transformation is
often viewed as a problem to be solved and this is
particularly pertinent in a scientific context, where
knowledge production is viewed as a hierarchical
process supported by rigid rules which are not
easily subject to question or change. Recently, calls
for #sciencemustfall have (somewhat notoriously)
highlighted the perceived lack of transformation in
STEM (science, technology, engineering and maths)
subjects, and reliance on ‘colonised’ knowledge. Our
paper attempts to unpack these perceptions of STEM,
and explores how Service Learning as a transformative
pedagogy are applied in a science-based curriculum to
enhance student learning and critical citizenship. We
present data that suggests that discipline-focussed
S-L pedagogy can give science students a broader
perspective, a textured understanding of their role
in their industry, and a sense of being an agent of
change. We also explore the idea of using service-
focussed S-L, rather than discipline-focussed S-L in
our programme in order to produce scientists who
are transformed by their educational experiences, and
are able, in turn, to transform others through their
interactions with society. This exploration led to the
conclusion that ‘hard’ sciences has a softer side which
should not be ignored in learning and teaching.
Reference: Du Preez, P., Simmonds, S. Verhoef, A.
Rethinking and researching transformation in higher
education: A meta-study of South African trends.
Transformation in Higher Education.
38
Biographies
Antoinette Smith-Tolken (PhD) is the Head and Acting
Senior Director in the Division for Social Impact at
Stellenbosch University where she is responsible for
developing policy and programmes at an institutional
level around social impact. Enhancing the scholarship
of engagement of academic staff through training and
support programs combined with selected graduate
teaching responsibilities forms part of these activities.
She plays a leading role in the proliferation of service-
learning and community engagement in South Africa.
Antoinette has presented at conferences in South
Africa, Australia, Europe, the United States and China
over the last 10 years, co-chaired three international
symposiums and a national colloquium. She is one
of the co-founders of the International Symposium:
Service-Learning being offered for the seventh time
in 2017 in Galway, Ireland. Her research record reflects
several national and international publications.
Marianne McKay (PhD) is an oenologist with a deep
interest in training and education issues in science.
She has taught various subjects (from Geography
to Sensory Evaluation) in South Africa and the UK
to a range of students in FE and HE. She is based
in the Department of Viticulture and Oenology at
Stellenbosch University, and divides her time between
teaching, community engagement and wine chemistry,
and has a deep interest in transformation in science
education. She won the Higher Education Learning
and Teaching Association of South Africa (HELTASA)
award for excellence in Teaching and Learning in 2015,
and is a University of Stellenbosch Teaching Fellow.
I-C (iv, v) Theoretical Frameworks

I-C (v)
Room: G007
Time: Thursday 15th June 12.10-1.10pm
Title: Transformative learning through engaged practice –
Educators’ experiences of involvement in an Engaged programme
in Ireland

Presenter: Bernie Quillinan, University of Limerick Biography

Abstract: The Diploma in Community Wellness, Bernie Quillinan is a mental health, general nurse,
Empowerment, Leadership and Life skills (CWell) and nurse lecturer. She worked in these roles for a
is a co-authored programme between University of number of years in clinical practice, management
Limerick and a marginalized suburban community. and education, in Ireland and the U.K. In 1998, she
A qualitative research study was undertaken to joined the University of Limerick as Course Director
explore the experiences of educators, students for undergraduate nursing programmes and was
and stakeholders involved in the programme. The Head of the Nursing and Midwifery Department in the
study involved 41 interviews over a two-year period University of Limerick from 2004-2010. She is a senior
(Jan 2014-Dec 2015). This session will focus on lecturer and Civic Engagement Champion, University
findings pertaining to educators, under thematic of Limerick.
areas of teaching methods, the nature of knowledge
and learning, the facilitation of graduate attribute
development, and perceived mediators of engaged
practice. Institutional cultures that facilitate
transformative learning through engagement will also
be explored.
Planned presentations and activities. Questions which
emerged from the research findings will be presented.
Engagement will begin with a think, pair and share
approach, centred on these questions, to draw on
individual experiences and encourage critical thinking
before moving to a wider group discussion. The aim
of the discussion is to allow participants to explore
whether/how these findings resonate within their
own practices and contexts to stretch the collective
thinking regarding what engaged practice entails and
what this means for the professional development of
educators aiming to enact it. Although the findings
focus on educators, the discussion will have student
outcomes at its core.

39
I-D (iv, v) International Service-Learning
I-D (iv)
Room: G008
Time: Thursday 15th June 12.10-13.10pm
Title: Developing future teachers through collaborative
international service learning
Presenters: Catherine Paolucci, State University of
New York and Helena Wessels, Stellenbosch University
Abstract: Research has shown that many teachers
complete their training without sufficiently
understanding or appreciating the impact of social
and cultural factors in education (Ryan, 2012, Siwatu,
2011). Even in programs where pre-service teachers
have an opportunity to explore these factors, they
may not have the chance to put their learning into
practice (Boyle-Baise & Sleeter, 2000; Siwatu,
2011). International service learning can provide
opportunities for future teachers to gain first-hand
experience with the role of social and cultural factors
in effective teaching and learning. In addition, work
with marginalised and disadvantaged groups can
strengthen their commitment to culturally-responsive
pedagogy (Ryan, 2012; Tatebe, 2013).
This presentation will share research findings from the
International Mathematics Enrichment Project (IMEP)1.
This project engages pre-service teachers from the
United States and South Africa in the collaborative
design and delivery of a mathematics enrichment
program for South African children. It creates a
space for future teachers to engage with important
educational issues, including literacy, language learning
and culturally-responsive teaching. This includes both
how these issues must generally be considered to
create an effective learning environment and how
they must specifically be considered in the context
of mathematics education. IMEP was also designed
to promote rich learning through collaboration across
grade levels, content areas, curricula and cultures.
Research was conducted with this project to
investigate the potential for the IMEP model of
service learning to enhance mathematics teacher
education. Qualitative data collected through a series
of participant reflections and a final questionnaire are
currently being analysed. Preliminary findings show
significant impacts on the future teachers’ confidence
and dispositions related to areas such as collaborative
planning and instruction, working across language
barriers and culturally-responsive teaching. These
initial findings demonstrate a distinct capacity for the
IMEP model to help pre-service teachers integrate
their learning across many aspects of the field and
40
apply it in an environment which allows more freedom
than other classroom-based field experiences.
Thus, outcomes will likely highlight the power of
international service-learning in teacher education,
characterised by rich, multi-dimensional learning and
advanced development of future teachers.
1 Funding provided by South Africa’s Rupert Foundation
References: Boyle-Baise, M. & Sleeter, C. (2000).
Community-based service learning for multicultural
teacher education. The Journal of Educational
Foundations, 14(2), 33-50.
Ryan, A. (2012). Integrating experiential and academic
learning in teacher preparation for development
education. Irish Educational Studies, 31(1), 35-50
Siwatu, K. O. (2011). Preservice teachers’ culturally
responsive teaching self-efficacy forming experiences:
A mixed methods study.
The Journal of Educational Research, 104, 360 –369
Tatebe, J. (2013). Bridging gaps: Service learning in
teacher education. Pastoral Care in Education, 31(3),
240-250.
Biographies
Catherine Paolucci is an Assistant Professor in
the Department of Teaching and Learning and the
Department of Mathematics at the State University
of New York (SUNY) at New Paltz. She is currently
serving as the 2016-2017 American Mathematical
Society Congressional Fellow in Washington, D.C. Her
research and teaching interests include designing
and evaluating programs to enhance mathematics
teacher education with a particular focus on practical
experiences.
Helena Wessels is senior lecturer in mathematics
education within the Research Unit for Mathematics
Education (RUMEUS) in the Faculty of Education at
Stellenbosch University. Her research interests include
mathematics teacher education, mathematics teacher
knowledge, mathematical modelling, and technology-
enriched teaching and learning in higher education.
I-D (iv, v) International Service-Learning

I-D (v)
Room: G008
Time: Thursday 15th June 12.10-1.10pm
Title: Irish educators’ experiences of implementing Service Learning

Presenter: Ruth McMenamin, NUI Galway Conclusions: This study contributes new empirical
evidence about the implementation of SL in an Irish
Abstract: Service Learning (SL) programmes are context. Educators actively and meaningfully engaged
reported to result in mutually beneficial community in the exploration of SL as a pedagogical tool using
learning and engagement with active contribution participatory research methods. The process and
to, positive, social change. However there is a paucity outcomes of this qualitative, participatory, research will
of information on the impacts of SL in geographical be of interest to educators, researchers, communities
locations beyond North America. New approaches in and students and to all those interested in researching
educational policy and practice should be supported and implementing SL nationally and internationally.
by evidence with thorough evaluation prior to
implementation therefore this participatory study
reports on the insider experiences of Irish educators
implementing SL as a pedagogical tool. Biography
Methods: Following the interpretive paradigm the Dr. Ruth McMenamin is a lecturer in Speech and
generation and analysis of qualitative data involved Language Therapy at NUI Galway. Ruth established
a Participatory Learning and Action (PLA) approach. and co-ordinates a service learning conversation
Using purposeful sampling participants included five intervention for people with aphasia in collaboration
SL educators. Acting in the role of co-researchers with the local community. Ruth is committed to civic
participants engaged in the exploration of SL as engagement through the promotion of university-
a pedagogical tool. Educators’ perspectives were community partnerships for academic activities,
captured across (n=2) data co-generation episodes including research, teaching (service learning) and
using co-selected PLA techniques. Research questions service development. Research interests include:
were co-designed with co-researchers and thematic participatory health research approaches; civic
analysis guided the co-analysis of data. engagement in higher education and Service Learning.
Results: The democratic and accessible nature of PLA
methods (Flexible Brainstorm; Card Sort and Direct
Ranking techniques) resulted in the co-creation and
prioritization of ten agreed features of SL. In ranked
order of importance these included: 1) Partnership
2) Student Learning Process; 3) Student learning
outcomes; 4)Values; 5)Challenges for educators; 6)
What is Service Learning?; 7)Reflection; 8)Wider
goals of Service Learning; 9)Relationship; 10)Resource
dependent. Educators agreed. 9 categories with 52
elements in response to the research question “In your
experience what courses/modules are best suited to
Service Learning?” Additionally educators identified
eight impacts of service learning for all stakeholder
groups from their insider perspective including: 1)
Networking; 2) Impacts for academics; 3) Potential
impacts for wider society; 4) Outcomes for students;
5) Impact for community; 6) Benefits for University;
7) School/Discipline Impacts; 8) Influence on higher
education.

41
II-A (i, ii, iii) Social Impact
II-A (i)
Room: G2015
Time: Thursday 15th June 2-2.30pm
Title: Introducing Service Learning To Higher Education System In
Vietnam: Challenges And Opportunities
Presenters: Nguyen Tuan, Vietnam, Dang Minh,
Nguyen Nga, Dao Trang, Tran Tran, Action for the
City, Vietnam.
Abstract: Recently, the lack of university-community
partnership has posed a great challenge for
Vietnamese graduates. They are facing the dual
problem of increasing youth unemployment and a
mismatch between graduates’ skills and employers’
requirements, which are often ascribed to the poor
quality of education (Minister of Education, ICEF,
2014, April). The mismatch reflects the stagnation of
the HEs compared to the development of the social
and labour needs and the weak linkage between the
two.
To close this gap, a consortium of several universities
was established in 2015. This consortium, with
the support from Action for the City (ACCD) a
local Vietnamese non-governmental organization,
aims at identifying methodologies to improve the
effectiveness of education system through the
implementation of service learning into the existing
curriculum. Initially, service learning was introduced as
part of a summer school run by ACCD but since 2016
it has been implemented into the curriculum of a few
partner universities.
This research aims to investigate (1) the impact of
service learning in strengthen the linkage between
HEs and the labour market need (2) the obstacles
that universities met when implementing service
learning in Vietnam. To achieve these aims, this study
empirically investigated the implementation of service
learning in three universities situated in three different
cities in Vietnam, which are both public and private
42
universities with reputation for academic excellence
and good practices of institutional policies. Using a mix
of research instruments, including formal documents
(course curricula and syllabuses); semi-structured
interviews (with course instructors); and surveys
(among students), the study examined (1) the context
of each model; (2) the model of implementation; (3)
the challenges posed during the implementation
process (4) perception of students of new learning
model; and (5) the impacts of service learning for
students. Additionally, it has also pointed out the
significance of cooperation between universities and
their partners in order to find out effective solutions
for the challenges that the higher education system in
Vietnam is now facing.
Biographies
Tuan Nguyen, Tran Nguyen, Trang Dao, Nga
Nguyen are lecturers from four different universities
in four different regions in Vietnam. Their subjects
of lecturing and research interests vary but all are
working with Action for the City, a local Vietnamese
non-government organization in an educational
project which aims to introduce service learning to
Vietnam and raise the civic awareness of students.
Minh Dang is the project manager of Action for the
City. Minh holds a MA degree from NUI Galway. During
his time in Ireland, Minh was introduced to community
engaged learning (CEL) and he then initiated the
implementation of CEL in Vietnam.
II-A (i, ii, iii) Social Impact

II-A (ii)
Room: G2015
Time: Thursday 15th June 2.30-3pm
Title: Including the excluded in community engaged
scholarship and research

Presenter: Ruth McMenamin, NUI Galway
Abstract: Approximately 176,000 people in the UK
and Ireland are diagnosed with stroke annually with
up to one third experiencing aphasia. Stroke survivors
with aphasia experience complex communication
and pyschosocial consequences necessitating
interventions from a range of primary health care
professionals. In keeping with policy imperatives for
service user involvement stroke survivors have been
included in primary care research. However People
with Aphasia (PWA) are frequently excluded because
of their communication disability. Our knowledge
about the healthcare experiences of PWA compared
to the general stroke population remains limited.
This community engaged study included PWA and
other key stakeholders as co-researchers in a multi-
perspectival evaluation of a service learning aphasia
conversation intervention.
Methods: Following the interpretive paradigm the
generation and analysis of qualitative data involved
a Participatory Learning and Action (PLA) approach.
Using purposeful sampling participants [PWA (n=5);
Primary healthcare professionals (n=5); and students
(n=9)] engaged in the multi-perspectival evaluation
of a service learning aphasia intervention. Following
a pilot study, co-researchers’ perspectives were
captured across individual and inter-stakeholder data
co-generation episodes (n=18) using co-selected PLA
techniques. Thematic analysis guided the co-analysis
of data and transferability of findings was explored.
Results: PWA and other key stakeholder groups
were successfully included as co-researchers in
the evaluation of a service learning conversation
intervention using a PLA approach. The democratic
and accessible nature of PLA methods resulted in the
co-creation of agreed evaluation criteria for the service
learning conversation intervention including: 1) Clarity
about the Programme; 2) Shared understanding of
structure; 3) Feedback; 4) Shared evaluation criteria
and 5) Linking with other organisations. Data on PWA’
evaluations of acting as co-researchers indicated
positive transformative changes related to issues of
identity, independence and confidence.
Conclusions: This study provides the first empirical
evidence of the successful use of PLA as a
methodological approach to include PWA, healthcare
professionals and students in qualitative, participatory,
community engaged research. Findings will be
of interest to educators, healthcare professionals,
students, people living with communication disabilities
and to those exploring innovative methodologies to
meaningfully include under represented community
groups in service learning scholarship and research.
Biography
Dr. Ruth McMenamin is a lecturer in Speech and
Language Therapy at NUI Galway. Ruth established
and co-ordinates a service learning conversation
intervention for people with aphasia in collaboration
with the local community. Ruth is committed to civic
engagement through the promotion of university-
community partnerships for academic activities,
including research, teaching (service learning) and
service development. Research interests include:
participatory health research approaches; civic
engagement in higher education and Service Learning.

43
II-A (i, ii, iii) Social Impact
II-A (iii)
Room: G2015
Time: Thursday 15th June 3-3.30pm
Title: Integrating Effective Community-Based Learning
in Academic Disciplines for Student Citizenship

Presenter: Nagwa Megahed, American University and has the capacity and desire to work with others
Cairo, Egypt to achieve the common good. It refers to a person’s
inclination or disposition to be knowledgeable of and
Abstract: Educators argue that community-based
involved in the community, and to have a commitment
learning (CBL), also known as service learning,
to act upon a sense of responsibility as a member
promotes student engagement and develops civic
of that community. 3 ”The customized civic-minded
responsibilities, which in turn improves educational
quantitative survey was conducted with a randomly
outcomes and job opportunities. CBL enhances the
selected sample of 110 senior students. Finally, focus
competencies of problem analysis and problem-
group and individual interviews were conducted with
solving, as it immerses learners within real communities,
a total of 43 faculty members, community partners
rife with social troubles and complications.1 Thus, CBL
and students. The preliminary findings of this research
is regarded as a transformative pedagogy, one that
revealed that effort to enhance service-learning,
creates engaged citizens and “engaged university
both within the academic curriculum, and in student
campuses.” Research has identified potential areas
activities, has been long-standing. Prior to the 2000s,
of growth and development among students who-
a number of faculty members at AUC engaged their
participate in community-based learning courses.
students in community-oriented learning even before
These areas are related to the broad notion of
a program was established. However, none of these
citizenship as students become civic-minded
efforts, and many similar ones, were conceived of as
graduates who are socially responsible. This paper
“service-learning” or “community-based learning.”
is based on a research project that examined the
Yet, while they may have lacked an intentionally-
community-based learning(CBL) experience at the
structured pedagogy, they were intuitively designed
American University in Cairo (AUC). The research
by passionate and pro-active faculty members who
aimed at answering the following questions: a) To
recognized the value of connecting classroom learning
what extent has CBL been effective in fostering its
with community needs. During 1998 - 2006, numerous
intended learning outcomes for students as “civic-
efforts were devoted by the AUC leadership and
minded graduates”? b) How can CBL instruction
faculty to engage students in a variety of curricular,
be customized to fit the cultural and learning goals
co-curricular and extracurricular civic activities and
of selected academic disciplines in order to promote
encourage faculty members to create course syllabi,
AUC- community engagement? and c) What is the
integrating service-learning teaching methods. In
appropriate multidisciplinary pedagogical framework
2006, university-based civic engagement became a
for CBL that would ensure its effectiveness for
primary strategic goal for the AUC’s Gerhart Center.
students, the university and beneficiary communities?
By 2011, the infrastructure of the program was created,
To answer these questions a documentation of CBL including a Grants Program for CBL Faculty Support, a
experience at AUC was undertaken. In addition, faculty handbook, a database of community partners,
a civic-minded graduate assessment quantitative the program website and brochure, and an annual local
survey developed by the Center for Service & symposium on community-based learning, “It Takes
Learning at Indiana University-Purdue University a Village.” From 2008 to 2014, AUC had offered 236
Indianapolis (IUPUI) was adapted. 2 A civic-minded CBL courses, 7,528 students had gained from these
graduate (CMG) is operationally defined by IUPUI courses, and 246 faculty were engaged in teaching
as “a person who has completed a course of study them (SIS & Banner - Report on CBL at AUC).

44
Currently, the research team is conducting
quantitative and qualitative data analysis which will
be finalized prior to the conference. The quantitative
and qualitative findings will show the level of civic-
mindedness among senior students as well as
the insights and recommendations to ensure the
effectiveness of CBL for students, the university and
beneficiary communities.
1 Hamner , J., Wilder, B., and Avery, G. (2002). Community-based
service learning in the engaged university, Nursing Outlook,
Volume 50, Issue 2, March –April 2002, Pages 67–71
2 Official permission was obtained for the institutional use of this
tool at AUC.
3 Civic-minded graduate. Center for Service and Learning. IUPUI,
2015. http://csl.iupui.edu/teaching-research/opportunities/civic-
learning/graduate.shtml

Biography
Nagwa Megahed, Associate Professor of comparative
and international education, the American University
in Cairo. She teaches and conducts research on
education reform (policy and practice) in Egypt,
the Middle East and North Africa region and other
developing countries. Megahed is currently leading a
two-year funded project on community-based learning
and civic engagement at AUC for student citizenship.
She has extensive experience in large-scale grants and
projects related to improving educational quality and
equity in Egypt and internationally. Her professional,
academic and voluntary services and activities focus
on education, religion, gender and social justice. Co-
PIs: Ted Purinton; Pandeli Glavanis; Amani Elshimi;
Jennifer Skaggs; and Mona Amer.

45
II-B (i, ii, iii) Conceptual Frameworks
for Transformation

II-B (i)
Room: G006
Time: Thursday 15th June 2-2.30pm
Title: Music and Service Learning: You only keep what
you have by giving it away

Presenter: Lauren Du Plooy, Stellenbosch University, the classroom, but an opportunity for change that
South Africa can be transformative, for individuals, the group, and
effectively our nation.
Abstract: In the diversity that is South Africa, there
are still clear divides that exist between people based This presentation will focus on the MMS. Two sets
on race, socioeconomic status, and language. To live of qualitative (semi-structured interviews) and
in harmony with others, individuals need to maintain quantitative data (questionnaires) were collected (N=
well-being first, which entails achieving a sense of 95); 1) learner participants of 2016 from the Music
autonomy, relatedness, and competency (ARC). This Mingle Stellenbosch (n= 87); 2) university students
study uses the Basic Psychological Needs theory in the music department at SU (n= 8). Participant
(BPN) within the Self Determination Theory (SDT) demographics varied in relation to background
to show how one musical event, the Music Mingle (ranging from cities to rural areas), language,
Stellenbosch (MMS) which encompasses many more socioeconomic status, gender and race. Thematic
skills than only specialist instrumental/vocal teaching, analysis and Likert scale questionnaires were used for
can bridge divides and can develop awareness of the data analysis. The data will focus on ARC within the
BPN and begin the process of transformation from group experience.
the point of the individual. The current study aimed
to support the processes needed to work towards
achieving the outcomes proposed in the BPN theory
Biography
within the setting of Western Cape, South Africa.
Lauren du Plooy is currently a Master’s student at
Service learning in music at Stellenbosch University
Stellenbosch University and is working on research
(SU) is often practiced with the university student’s
within the field of Community Music. She is also
role being a music tutor to less affluent people
a music educator at a primary school and junior
who may not have had access to music tuition or
lecturer at Stellenbosch University Music Department
the financial resources for lessons. This would then
Certificate Program and Curriculum Studies in the
result in the university student gaining experience in
Education Department. She has presented research
teaching and the learner receiving tuition that he or
at the International Society of Music Education
she otherwise may not have had. The reciprocity in
Conference, Glasgow 2016; South African Society for
this practice is evident. However, at times, due to the
Research in Music, 2016; and Music and Well-being
nature of learning music in the traditional academic
Conference, Potchefstroom 2013.
and ‘classical’ sense, it is a long process and can
lead to loss of interest and drive by both learners
and university students which in turn hinders further
potential learning opportunities. This opportunity is
not just learning musical content or just experiencing

46
II-B (i, ii, iii) Conceptual Frameworks
for Transformation

I-B (ii)
Room: G006
Time: Thursday 15th June 2.30pm-3pm
Title: Building Engineering Curriculum through Service-Learning:
Responding directly to the real needs of communities

Presenters: Jamie Goggins, NUI Galway and in the community as engineers, reinforcing the idea
Magdalena Hajdukiewicz, NUI Galway that their work can respond directly to real needs in
the community.
Abstract: There is a critical need to provide engineering
students with a deeper understanding of the general
concepts and principles of engineering, and to provide
them with the means to meet the challenges of the Biographies
21st Century (Royal Academy of Engineering, 2007;
Jamie Goggins is Senior Lecturer at NUI Galway and
Jamieson & Lohmann, 2009; Sheppard et al, 2009;
a Chartered Engineer with over 15 years of experience
Atman et al, 2010). The Royal Academy of Engineering
in consultancy, construction, expert advisory work
(2007) highlighted the need for university courses
and research on many projects worldwide. He has
to provide more experience in applying theoretical
authored more than 130 international peer-reviewed
understanding to real problems. Service Learning
publications. He has been principal investigator on
provides such an opportunity. This paper presents
over 30 research projects in the past 7 years (total
findings and reflections from 8 years’ experience of
project value: G71.5M). He has won awards for both
facilitating over 230 community-based projects for
his research and teaching activities (greater than 20
second year undergraduate civil engineering students
awards). Jamie is actively involved in the engineering
in Ireland. The projects are based around the student
professional body in Ireland, Engineers Ireland, and
groups developing solutions for real-world problems
together with his students undertakes many outreach
identified by civil society organisations. These projects
activities with the local, national and international
are framed by a research orientation, commitments
communities. Jamie is a member of the Management
to civic engagement, building university-community
Executive Committee of the Centre for Marine &
and city-university partnerships, and partnerships
Renewable Energy in Ireland (MaREI) leading its Novel
with other official agencies. Such framing means that
Materials & Structures research division, is currently
community users can provide real learning problems
the President of the Civil Engineering Research
for students and community partners can benefit
Association of Ireland (CERAI) and Chair for the West
from the results. Evidence collected from the projects
Region of Engineers Ireland, as well as sitting on
shows that, by creating Service Learning, the students’
Council of Engineers Ireland.
energy in learning can have a positive impact on
the community. Their energy and enthusiasm can Magdalena Hajdukiewicz is a senior postdoctoral
be better utilised by setting assignments as real researcher and an adjunct lecturer in the College
community-based projects. The students get a sense of Engineering and Informatics at NUI Galway. She
of pride and satisfaction out of the knowledge that graduated from Wroclaw University of Technology,
their work may be helping communities. The projects Poland with a Master of Civil Engineering and
can increase the students’ sense of ownership of their subsequently from NUI Galway with a PhD on ‘Formal
learning. Learners are more motivated when they can calibration methodology relating to CFD models of
see that their work has an impact on others (Bransford naturally ventilated internal environments’.
et al, 2000 and Goggins, 2012). The projects allow the
students to achieve all of the programme outcomes
specified for an accredited engineering degree
(College of Engineering & Informatics, 2012). This
paper highlights how well the outlined approach fits
with the ideas of engaged scholarship (Boyer, 1996)
and civic professionalism (Sullivan, 2005). Students
recognise the long-term value of engaging with
community partners, understanding their future role

47
II-B (i, ii, iii) Conceptual Frameworks
for Transformation

II-B (iii)
Room: G006
Time: 3-3.30pm
Title: The Effects of International Service Learning on National
Physical Therapy Examination Pass Rates

Presenters: Craig Ruby, Wheeling Jesuit University;
Jacob Jackson, Wheeling Jesuit University; Celine
Pollander, Wheeling Jesuit University; Kimberly
Lupton, Wheeling Jesuit University; and Mackenzie
Pheneger, Wheeling Jesuit University
Abstract: Research Question: Does participation in
service learning affect academic outcomes?
Rationale: Service learning is often included in the
curricula of health professionals to enhance affective
behaviours. Purported benefits of service learning
include improved cultural competence, adaptability,
improved confidence, and improved communication
skills. Research also indicates that there may be a
cognitive impact of service learning with improved
student academic performance in courses where
service learning is utilized. However, it is unclear how
service learning affects long-term academic outcomes.
This study will present evidence that participation in an
international service learning experience is correlated
with improved passage rates on the National Physical
Therapy Examination.
Methodology: Wheeling Jesuit University Doctor of
Physical Therapy (DPT) students participate in service
learning through local, regional, and international
experiences. During the two and a half year program,
all students participate in a local service learning
experience. Students then choose either a regional
service learning experience in Appalachia, or one
of three international rehabilitation mission trips in
Mexico, Peru, or Haiti. Graduates are required to pass
the National Physical Therapy Examination (NPTE) in
order to be granted licensure to practice as a physical
therapist. Data were collected over a five-year period
from the graduating classes of 2011-2015 to compare
the type of service learning experience with first time
passage rates for the NPTE.
Preliminary Findings: Two-hundred and ten data
points were analysed using Chi-squared analysis.
Statistically significant difference was found for
students that participated in international service
learning (ISL) compared with those who participated
in regional experiences. Eighty-nine percent of
students who participated in ISL passed the NPTE
on the first try compared to a seventy-two percent
first time pass rate on the NPTE for those who did not
participate in ISL.
Expected Outcomes: This correlation indicates that
there may be a cognitive impact of the ISL experiences
for the DPT students at Wheeling Jesuit University. It
is also possible that graduates with ISL experiences
have greater confidence and perform better on
the NPTE as a result. Or perhaps stronger students
choose the ISL experiences. All of these are important
to consider for physical therapy curricula.
Biographies
Craig Ruby is the Director and an Associate Professor
of the Doctor of Physical Therapy program at Wheeling
Jesuit University in Wheeling WV. He has authored
two book chapters, published a peer reviewed journal
article and presented at multiple conferences on
service learning nationally and internationally.
Jacob Jackson, Kimberly Lupton, Mackenzie
Pheneger, and Celine Pollander are students in the
Doctor of Physical Therapy Program at Wheeling
Jesuit University.

48
Conceptual Frameworks

II-C (iv)
Room: G007
Time: Thursday 15th June 3-3.30pm
Title: A framework for service-learning assessment in an MBA class

Presenter: Johan Jordaan, North West University Expected outcomes for service-learning: Although
School for Business and Governance, South Africa this framework might not be applicable verbatim in all
service-learning disciplines, it could easily be adjusted
Abstract: Introduction: The setting is an Operations for other areas, and the method employed in the
Management class, where part-time MBA students development of the framework would be valuable in
take part as syndicate groups in service-learning designing made-to-fit assessment structures for other
projects as a major part of a practice-based approach, disciplines.
covered in a single semester. The projects were
improved over time and this paper shares the lessons
learnt on assessment of the success of the project.
Biography
Research question: The question addressed in this
research is how to best assess the learning, attitude Johan Jordaan teaches operations management to
adjustment and value to the community organisation MBAs at the NWU. He has a B.Sc., B.Com. and MBA
that accrues from a service-learning project carried degree. He has taught at school level, worked for Sasol,
out. started his own consulting business and a construction
business with his own roof repair organisation, before
Rationale for the research: Assessing the success of joining the North West University Business School
service-learning projects is an often under-researched in 2010. He has led 45 MBA dissertations and has
area, largely because it is so difficult and time- presented papers at ten international conferences
consuming to accurately gauge the benefits to all since the beginning of his career in academia in 2010.
stakeholders.
Methodology: A literature study of different
assessment methods employed in service-learning
projects was carried out to identify elements common
to successful assessments, especially those applicable
to the specific discipline (business education). From
this list of elements, an assessment framework was
postulated and tested over a period of three years.
Feedback was collected from all stakeholders through
qualitative and quantitative methods.
Findings: Quantitative data was collected from
students using a self-developed questionnaire that
was validated through factor analysis and tested for
reliability using Cronbach’s alpha coefficient. The
quantitative data yielded the following constructs:
Beneficial, Time issues and Practical issues. The results
were triangulated with qualitative data a framework
was postulated. This framework was adjusted to be
able to export this framework to other subject are
as in the MBA curriculum, and also to other service-
learning disciplines.

49
CONFERENCE
WORKSHOPS

50
I-E Workshop 1

Room: G009
Time: Thursday 15th June 10.30-11.30am
Title: Engaging the engagers - strategies for recruiting lecturers
to build community-based research/learning/responsible research
and innovation into teaching and learning, to transform Higher
Education

Presenters: Catherine Bates, Dublin Institute of Biographies

Technology, Sinead McCann, Dublin Institute of
Technology and Jozefien De Marrée, Vrije Universiteit Catherine Bates and Sinead McCann coordinate
Brussel. community-based research (CBR) and learning
(CBL) in Dublin Institute of Technology, and Jozefien
Abstract: This interactive workshop will explore De Marrée coordinates CBR in Vrije Universiteit
how best to contact and recruit lecturers to run Brussel. We have collaborated on two large funded
Community-Based Research (CBR)/Learning (CBL)/ European projects promoting CBR, the PERARES
Responsible Research and Innovation (RRI) projects project and the Horizon 2020 EnRRICH project.
with their students, to support the transformation Jozefien is coordinator of EnRRICH, which focuses
of Higher Education by increasing the engagement on Enhancing Responsible Research and Innovation
of students and staff. It will start with short case in Curricula in Higher Education. Between us we have
studies from Dublin Institute of Technology and Vrije 20 years’ experience of coordinating CBR in HE, with
Universiteit Brussel about initiatives undertaken or backgrounds in Science Communication, Art & Design,
planned to recruit new lecturers (15 mins). There will and Sociology, and work experience as academics and
then be 15 minutes of discussion among participants, administrative staff in HE, and as staff in community
who will be asked to share any specific initiatives they organisations.
ran that succeeded in recruiting lecturers to this work
and/or challenges they’ve experienced in trying to do
this (encouraging debate amongst participants) – in
small groups. We will have a short (10 mins) input
on research into what motivates academics in doing
this work (including time for participants to give their
ideas and experiences), to encourage participants to
think about how best to pitch this way of working to
potential academic staff partners. We will finish with
a brainstorm and produce individual action plans (20
mins) – what could work for each of us in recruiting
academic staff to get involved in this work?
This will be a very interactive workshop focused on
an issue that is central to the work of anyone in a
coordinating role for engaged research or engaged
teaching and learning. We will have a balance between
input from us, opportunities for participants to share
their experiences, and brainstorming exercises which
will allow participants to identify specific tasks they
want to undertake after the conference is over to
recruit more lecturers in their institutions to run CBL/
CBR/RRI projects with their students. Participants will
leave with lots of ideas and a specific action plan for
themselves that should energise and motivate them
to try new ways to engage with additional academic
staff.

51
I-E Workshop 2

Room: G009
Time: Thursday 15th June 12.10-1.10pm
Title: The Facing Project: Its Evolution, Its Impact, |
& Its Ability to Connect Campuses with their Communities.

Presenters: Adam Kuban, Ball State University, J.R.
Jamison, Indiana Campus Compact, Ryan Flanery, Ball
State University & Kelli Huth, Ball State University
Abstract: The Facing Project is a nonprofit
organization that connects people through stories
to strengthen communities. Every community has its
unique challenges, and The Facing Project provides
opportunities to create partnerships between
campuses and communities in order to tackle
these challenges. This story-telling initiative allows
interdisciplinary engagement that is more intimate
than other community-based experiences because
each Facing Project iteration asks students to carry
the weight of their neighbor’s story and stand with
them, side by side, to create community change. In
this workshop, faculty, students, community partners
and university staff will introduce The Facing Project,
which aims to address various issues that individuals
face in a community, often topics that are considered
socially taboo, controversial, or misunderstood such
as depression, poverty, and sex trafficking. The
course instructor, community partners and university
staff will speak to the challenges and triumphs that
occurred with Facing Addiction as an example. The
discussion will include the campus and community-
centric deliverables that students generated from
the project-based learning environment as well as
intended learning outcomes and evaluative measures.
An undergraduate student will share his experience
with and perceived value of this Project. The intended
outcome of this workshop is for participants to be
equipped with the tools needed to lead a Facing
Project in their own community. Attendees will receive
a list of pertinent scholarly resources as well as copies
of the periodical, the primary deliverable from Facing
Addiction. This workshop will highlight attempts
to publish these forms of creative scholarship,
emphasizing how The Facing Project, as form of
community engagement, can successfully align with
an institution’s mission statement and promotion and
tenure protocols. Workshop participants will have the
opportunity to explore possible topics and processes
for implementing The Facing Project in their own
communities. Outlining the process behind any Facing
Project will allow others to consider how to participate
at their own university by considering the following:
What issue(s) do citizens face in your community?
Who might be a community partner? How would
students contribute? Where could you promote/
publicize your Project? How could you amplify your
Project’s impact?
Biographies
Adam Kuban is an assistant professor in the
Department of Journalism at Ball State University.
Kuban first contributed to The Facing Project as a
writer in April 2014. Since then, Facing Addiction is
the third project that he has directed. In his six years
as a faculty member, Kuban has led eight service-
learning, community-centric programs, and several of
these have been interdisciplinary endeavors. He has
earned community and University awards for his work.
J.R. Jamison is the current Executive Director for
Indiana Campus Compact and the co-founder of The
Facing Project. Jamison has spent nearly two decades
connecting higher education and nonprofits through
meaningful community-engagement partnerships to
strengthen their impact and better orchestrate their
narrative as one. His work has been adopted by more
than 40 colleges and universities across the globe,
and he has written over $4 million of grants to support
such engagement efforts.
Ryan Flanery is an undergraduate in the Department
of Journalism at Ball State University. Flanery first
contributed to The Facing Project as a video producer
for Facing Cancer in East Central Indiana. From that
experience, he became a member of the Board of
Directors for that project’s community partner: Cancer
Services of East Central Indiana – Little Red Door.
Flanery reprised his video producer role for Facing
Addiction — but he also contributed as a writer.
Kelli Huth is the Director of Immersive Learning at
Ball State University. Prior to this role, Huth was the
Director of Building Better Communities Fellows, a
program connecting Indiana businesses and nonprofits
with Ball State University resources. She has over 11
years of experience with community-development
programs involving institutions of higher education.

52
I-E Workshop 3

Room: G009
Time: Thursday 15th June 3.45-4.45pm
Title: What’s in a name? Conceptual confusion and community based
learning

Presenter: Rhonda Wynne, University College Dublin Biography

Abstract: This workshop is based on the experience Rhonda Wynne (EdD) is based at University College
of trying to introduce community based learning Dublin (UCD), in a new unit UCD in the Community.
(CBL) within a large research-intensive institution. She is working to implement community based
Discussions with academics and practitioners revealed learning. Previously, Rhonda worked in adult education
a degree of confusion about the language and models developing the annual lifelong learning programme in
in place nationally and internationally. Is it a project, a conjunction with UCD colleagues and with a range of
placement, a volunteering activity, or an event? Could museums and galleries. She also taught study skills on
it be all at the same time?! the Access to Higher Education programme. Rhonda
The workshop will commence with a brainstorming completed her doctoral thesis on the civic role of
task to untangle some of the terminology currently in universities.
use and consider what terms would be most helpful
to avoid linguistic confusion. We will consider whether
it is possible to adopt a consistent and coherent
terminology or if a degree of flexibility is required to
allow for institutional context.
We will then consider some of the models emerging
across Irish higher education, with a spectrum of
engagement from short-term projects to embedded
research. A structured activity/discussion will provide
an opportunity to consider the subtleties and nuances
of some of the emerging models. A pilot project
introducing a module requiring student volunteers
to reflect on the learning from their community
participation will be outlined.
The workshops aims to use the themes of language
and models to tease out some of the challenges facing
practitioners at the early stage of implementation.

53
I-E Workshop 4

Room: G2015
Time: Thursday 15th June 3.34-4.45pm
Title: Silos must fall: Re-featuring innovative and inclusive
scholarship of engagement

Presenters: Ielse Seale, University of the Free State Biographies

and Karen Venter, University of the Free State
Ielse Seale is the external coordinator of community
Abstract: It seems that the use of traditional engagement at the School of Nursing (SoN), University
pedagogies and its associated fragmentation does of the Free State. She is responsible for the post-basic
not hold the answer to address global challenges. diploma offered for nurse educators at the SoN. She
In search for solutions to the learning challenges uniquely designed the diploma based on the service
of the 21ste century, universities are prompted to learning approach where theory is implemented in
create innovative strategies. The focus on teaching various relevant community settings and established
has shifted to find collaborative ways of learning in partnerships. Her responsibilities include engaged
the community. Such practice could make way for scholarship. Ielse has published and presented various
social inclusion. To pursue true engaged scholarship, scholarly papers on Service learning and Action
a participatory paradigm proves to be a favourable Research.
choice for effective collaboration.
Karen Venter is the head of Service Learning at the
The purpose of this workshop is to demonstrate an University of the Free State. She is responsible to
additional benefit of the Nominal Group Technique advance the scholarship of engagement through the
(NGT), as an innovative learning strategy as a result of integration of teaching and learning, research and
meta-reflection. community engagement. She provides support for
The workshop will comprise of two phases. The service learning at institutional level. She establishes
first phase will briefly showcase an initiative where relationships with external partners in service learning
a Train-the-Trainer project took place, in a rural and other forms of community engagement. Karen
collaborative and inter-professional service learning has published and presented various papers at
study. Post-graduate nurse educator students, conferences in South Africa and abroad.
trained community health workers (CHW) to prepare
them for facilitation of “groups” of inter-professional
health science students, who learn in the community.
The nominal group technique (NGT) was used as a
strategy to determine the learning needs of the CHW.
However, their body language at the onset of the
nominal group made the researchers aware of hidden
uncertainties. Therefore an opportunity for reflection
after the nominal group was provided to the CHWs.
The analysis of these reflections resulted in a meta-
reflection that improved our professional practice. The
affective-socio-cognitive model of learning guided the
reflection process. The second phase of the workshop
will involve participants in a meta-reflection on data
from the study. While interacting in a nominal group,
participating scholars will be able to discover the
power of meta-reflection for themselves.
Service learning scholars who use Participatory Action
Learning Action Research (PALAR) as an innovative
learning paradigm, nurture the value of inclusive
learning and research for transformative social impact.

54
POSTER
PRESENTATIONS

55
Poster Presentations

P1
Title: Students Perceptions of Service Learning Experience at
Wheeling Jesuit University

Presenters: David Edwards, Wheeling Jesuit

University, Mark Drnach, Wheeling Jesuit University,
Amanda Keil, Wheeling Jesuit University and Sara
Truxton, Wheeling Jesuit University.
Abstract: Service learning at Wheeling Jesuit
University (WJU) promotes professional development
by providing students with experiential learning
opportunities at the local, regional, and international
levels. The purpose of this qualitative study was to
investigate the impact of service-learning on graduate
students in physical therapy at WJU. This study
included 47 participants, all of whom are WJU Doctor
of Physical Therapy students. Each student was asked
to fill out a survey after they completed the didactic
portion of their education, which included their
participation in various service learning experiences.
The survey consisted of 8 questions about the student’s
perceptions of their service-learning experience
and what the students felt they had gained through
participating in the experience. The responses were
grouped by question and a thematic analysis was
completed. The most common overall themes identified
include the following: improved communication,
improved cultural awareness, improved adaptability,
and increased exposure to pediatric experiences. The
results suggest that student’s feel that they become
more efficient at communication with patients and
gained cultural awareness from their service-learning
experience. The results also suggest that the students
feel that the experience improved their adaptability in
clinical practice and gave them experience in the field
of pediatric physical therapy. For those students who
participated in international service learning, improved
communication, cultural awareness, adaptability, and
teamwork were common themes.

56
Poster Presentations

P2
Title: An Analysis of Community Partner Goals in International
Service Learning

Presenters: Mark Drnach, Wheeling Jesuit University, The top three themes of the international community
Kristine Grubler, Wheeling Jesuit University, Carrie partners were to provide: treatment (30%), validation
Abraham, Wheeling Jesuit University and Alison of current professional practice (17%), and medical
Kreger, Wheeling Jesuit University. consultation or evaluation (14%) to their patients or
residents. Overall 57% of the Community Partners’
Abstract: Service-learning, as a means of education, goals for the US program were to provide some level
has been extensively researched and has shown to of patient service, 34% were to teach or validate
have a positive correlation to the growth of students current practice, and 9% were to provide manual
by encouraging volunteerism and sharing knowledge labour. Knowledge of a community partner’s goals
internationally, for the betterment of oneself and the for service-learning will make the preparation more
community partners that host them (Bandy, 2016). efficient and beneficial for both the visiting institution
Although these strengths have been promoted to and the community partner.
facilitate the growth of this pedagogy, there is a
significant deficit in the research on community References
partners of service-learning. Bandy J. (2016). What is Service Learning or
Community Engagement? Vanderbilt University
The purpose of this retrospective study was to identify Center for Teaching. https://cft.vanderbilt.edu/
common themes of the international community guides-sub-pages/teaching-through-community-
partners of a service-learning program for graduate engagement/. Accessed June 9, 2016
students in the health care profession of physical
therapy.
This study examined the Memorandum of
Understandings (MOUs) of 14 international community
partners from 2010 to 2016. The community partners
are in seven cities in the Yucatan Peninsula of Mexico.
Eight (57%) have a non-government affiliation, and
six (43%) are government sponsored. The settings
included four religious shelters for the elderly and
people with disabilities (28%), four educational
programs for children with disabilities (28%), and six
out-patient rehabilitation centres (43%). The goals of
the Community Partners were extracted from their
MOUs and transcribed into an Excel document. A
common theme of each of the 70 goals was identified
and grouped into the following thematic groups:
helping to create or teach interventions, medical
consultation or evaluation, treatment of patients,
providing manual labour, providing staff training,
addressing specialised therapy needs, validation
of current professional practice; and helping with
assistive devices.

57
Poster Presentations

P3
Title: Themes that Influence Student Goals for International Service
Learning

Presenters: Kristine M. Grubler, Wheeling Jesuit Results: Among student goal entries, seven themes
University and Andrew M. Jones, Student Physical were identified: evaluation skills (42%/21), interventions
Therapist, Wheeling Jesuit University (22%/11), pediatric interventions (12%/6), pediatric
evaluation skills (12%/6), communication (8%/4),
Abstract: International service learning (ISL), a clinical reasoning (2%/1), and cultural competency
teaching strategy that integrates international service (2%/1).
with structured learning activity, shows great promise
in higher learning institutions. ISL programs have Conclusion: This research determined themes of
been shown to improve APTA’s Physical Therapy Core student goals during ISL experiences and categorized
Values, critical thinking skills, and cultural competency the data for future research. The themes of student
in participating students. The recency of ISL has goals include interventions, evaluation skills,
led academic programs to conduct research about pediatric interventions, pediatric evaluation skills,
participants’ experiences in order to improve ISL communication, clinical reasoning, and cultural
programs. Previous research has only looked at the competency, respectively. According to the data
effectiveness of meeting goals, preset by faculty, for collected in this study, individually selected student
students and has not looked at goals that the student goals are mainly focused on improving evaluation
themselves want to achieve. This study was designed skills.
to identify and categorize themes among student
goals chosen during international service learning
experiences, in order for future ISL research to be
conducted.
Subjects: 43 students enrolled in a private university’s
problem based learning Doctor of Physical Therapy
program who participated in an international service
learning experience from 2009 to 2016.
Methods: After obtaining IRB approval, collected
student goal entries were transcribed into a digital
spreadsheet. Twenty percent of each cohort’s data
was analysed for themes by two researchers using
Alan Bryman’s 4 Stages of Qualitative Analysis. This
data was compared using SPSS to perform a Cohen’s
kappa (k) for inter-rater reliability. The primary
researcher analysed the remaining data using the
previous method. Nvivo 11 was used to organize and
chart the data.

58
Poster Presentations

P4
Title: The impact of participating in a community engagement project
on students’ receptivity towards and anxiety about working with
individuals with intellectual disabilities

Presenters: Jennifer L. VanSickle, University of working with persons with ID at two points, before
Indianapolis, Mindy H. Mayol, University of Indianapolis, and after interacting with persons with ID. Analysis
Michael J. Diacin, University of Indianapolis, Heidi via a paired samples t-test revealed statistically
Hancher-Rauch, University of Indianapolis and Lee significant differences in both receptivity (post test:
Everett, University of Indianapolis. M=4.69,SD=.423; pre-test: M=4.22,SD=.503; t(107)=
6.99, p﹤.001) and in anxiety (post test: M=4.37,SD=.512;
Abstract: Negative societal attitudes are a barrier faced pre-test scores: M=3.71,SD=.700; t(107)=11.93, p﹤.000).
by persons with intellectual disabilities (ID). However,
some researchers have found that increased exposure This study demonstrates the positive impact
to persons with ID can lead to more positive attitudes community engagement activities can have
(Conaster, Naugle, Tillman, & Stopka, 2009; Diacin & on attitudes toward persons with ID. Increased
VanSickle, 2014; Li & Wu, 2012; Ouellette-Kuntz, Burge, interactions with or exposure to persons with ID can
Brown, & Arsenault, 2010). Others report that neither increase receptivity to and lessen anxiety about future
personal contact nor exposure leads to more positive interactions with the ID population, thus potentially
views of persons with ID (Klooster, Dannenberg, Taal, increasing the likelihood of positive interactions in the
Burger, & Rasker, 2009; Siperstein, Parker, Bardon, & future.
Widaman, 2007). Well-designed college community
engagement activities are one mechanism many
educators have used to assist students in developing
“a rich understanding of, sensitivity to, and a respect
for human diversity” by having students interact with
persons who are unlike themselves (Bringle, Studer,
Wilson, Clayton, & Steinberg, 2011, p. 152). Yet, little
is found in the literature addressing the potential
impact of community engagement with ID persons on
the affective responses of non-disabled individuals.
Therefore, the purpose of this research was to
investigate students’ receptivity toward and anxiety
about working with individuals with ID before and
after a community engagement event.
The participants for this study were undergraduate
students (n=107) who participated in a community
event involving interactions with individuals with ID.
Participants completed a modified version of the
Inclusion Survey (Soodak, Podell, & Lehman, 1998),
which measures receptivity toward/anxiety about

59
Poster Presentations

P5
Title: Integrated curriculum design for service learning in primary
school teacher education: a case study in childhood education at
the University of Johannesburg

Presenters: Nadine Petersen; University of with each of the specific courses are related to their
Johannesburg; Sarah Gravett, University of key purpose and outlines. The service learning and
Johannesburg; G Petker, University of Johannesburg; community engagement activities and projects have
Francois Naudé, University of Johannesburg; Sarita been deliberately designed to build on each other
Ramsaroop, University of Johannesburg; Parvathy with students offering service in a school attached
Naidoo, University of Johannesburg; David Nkosi, to the Faculty before moving their activities into the
University of Johannesburg; Lara Ragpot, University wider Soweto community. We will also show how the
of Johannesburg; and Elizabeth Henning, University incremental inclusion of service learning and other
of Johannesburg; forms of community engagement over a four year
period and the varied nature of the service-learning
Abstract: This poster presentation will report on a projects within the programme extends students
model that infuses service learning and other forms learning from practice, provides opportunities for
of community engagement into two four-year pre- them to see others as ‘experts’ who have something
service teacher education programmes for the primary to contribute to their education, and maximizes the
school. The value of service learning for student potential civic and academic outcomes for students.
learning has long been the subject of investigations
in the field of teacher education internationally. In
South Africa, although a number of teacher education
programmes include service learning, the research
on its efficacy is still in its infancy (Bender & Jordaan,
2007; Osman & Castle, 2006).
We argue for an integrated curriculum design utilising
specifically the teaching (laboratory) school (Funda
UJabule) of the faculty not just for clinical experience
or work integrated learning, but also to optimise the
affordances of learning for students in terms of the
relationship of the teacher education programme to
the teaching school and its location within Soweto.
The service learning and community engagement
activities were designed to inform and draw on
students’ practical learning in a school environment
and their situational learning and addresses the
notions of integrated and applied knowledge in South
Africa’s Teacher Education Framework (DoE, 2011). We
will outline the various service learning initiatives and
illustrate how the activities and projects associated

60
Poster Presentations

P6
Title: Project Greater Than Me

Presenters: Denise Ferrell, University of Indianapolis;

Peter Vakunta, University of Indianapolis; and Derrin
Slack, University of Indianapolis
Abstract: Project Greater Than Me is a
multidimensional community engagement project
anchored on the cardinal objective of empowering
underprivileged youths in the Indianapolis community.
An offshoot of the University of Indianapolis Service
Learning Cohort, the project is designed to engage
educational units with community partners to provide
real world experiences for students, faculty and the
community. The Department of Global Languages
and Cross-Cultural Studies and School of Nursing
units strategically partnered with the local non-profit
agency, ProAct, to get inner city youths involved
in service learning activities that promote good
citizenship, civic responsibility, as well as cultural
and intellectual awareness. Partnering with
both academic units provided role-players with a
multidisciplinary approach to the quest for solutions
to real world problems that threatens the well being
of our marginalized 21st century youngsters. ProAct’s
mission is to engage youths in public service that
educates and inspires those whom they serve. The
University of Indianapolis strives to educate
for service and aligns itself with ProAct’s mission
of service engagement in the community. Our
partnership strengthens the relationship between
the university and a community agency while
anchoring a cohesive service-learning program in the
Indianapolis community. Our short-term goal is to
achieve academic outcomes for the university (Health
Literacy and Foreign Language Acquisition) and
organizational outcomes for the community agency.
Our long-term goal is to create global avenues for
train-the-trainer partnerships with higher education
institutions and communities in Africa.

61
Poster Presentations

P7
Title: The double benefits of University final year educational
science outreach projects

Presenters: Muriel Grenon, National University
of Ireland, Galway; & Claire Concannon, National
University of Ireland, Galway
Abstract: The Cell EXPLORERS programme (www.
cellexplorers.com) is an educational outreach
programme based in NUI Galway that engages with
civil society on STEM topics. The programme aims
to strengthen ties between the university’s science
community and the local community by facilitating
meaningful interactions between university scientists
and local school children and families, and by
communicating the research work performed in the
university.
As part of the Cell EXPLORERS working model,
third level education students can complete science
outreach final year projects as part of their curricula.
These projects are currently in their 4th year and
more than 40 students from final year Biochemistry,
Microbiology and Zoology have undertaken this
research project.
Students are tasked with developing educational or
outreach activities of benefit to civic society. The
students are guided through the project by a series
of interactive self-reflective workshops and seminars.
These cover key concepts and methods in the fields
of science outreach and science education, and aim
to equip the students with skills to develop effective
outreach resources. All resources created are then
piloted within the community and the students are
asked to reflect on their evaluations and revise their
resources appropriately.
These projects have involved partnerships with
schools, educational entities, science festivals and
research centres. The societal impact of these
projects has been diverse, and has ranged from; the
dissemination of information on the research work
of the university to the general public, providing
role models of real people involved in science by
bringing them into classrooms, providing resources to
primary and secondary school teachers, and allowing
undergraduate science students to develop science
communication skills.
Here we will present an overview of the module
structure as well as how it benefited both the students
and the partners involved. The preliminary findings of
the evaluation of the project module suggest that this
type of project could be extended to a wider public
of final year students. We propose the creation of a
science communication/public engagement project
module linked to service learning to extend the model
to the School of Natural Sciences and the College of
Science at NUI Galway.

62
Poster Presentations

P8
Title: Dietetic students train hearing impaired students: Experiences
and perceptions of both groups

Presenters: Maritha Marais, Stellenbosch University;
and Yolande Smit, Stellenbosch University
Abstract: Background The National Institute for
the Deaf (NID) that caters for the specific needs of
students with hearing loss, is situated in the small
town, Worcester, where the Faculty of Medicine and
Health Science (FMHS) of Stellenbosch University (SU)
established a Rural Clinical School (RCS). The rationale
of the RCS is to promote community-orientated
education and training through engagement of FMHS
students via a multitude of learning activities in under-
served areas. Final year dietetic students from the
FMHS complete a six-week rotation at the RCS which
creates a platform to translate theoretical knowledge
into practical skills, through appropriate responses to
the health needs of the community. The partnership
established between the NID and the FMHS allows
dietetic students the opportunity to provide input in
the NID’s curriculum for professional cookery module.
Objective: To investigate experiences, perceptions,
and attitudes of both groups of students following a
descriptive, phenomenological approach.
Methods: SU students (n=23) reflected on experiences
before-and-after providing training to NID students.
Two focus groups (FGs) were conducted with final
year NID students (n=19) post training to explore their
experiences related to the training. An interpreter
facilitated discussion topics using South African
Sign Language (SASL). Voice recordings were
transcribed manually and thematic content analysis
was performed.
Results: NID students described feelings of
uncertainty and the fear of the unknown prior to the
training. These feelings turned to excitement and
curiosity as the presentations continued. They were
positive about the learning experience and described
it as “wonderful” and “interesting”. SU students
described it as challenging, but valuable, in gaining
insight into living with deafness. The experience
impacted positively on their professional and personal
development. Students were appreciative and grateful
for the opportunity to engage with and learn from
each other. Suggestions were made to improve future
training sessions based on identified barriers, such as
overcoming communication challenges and clarifying
reciprocal misperceptions. Perceptions changed when
similarities between student groups were realized.
Conclusion: The overwhelmingly positive experience
from both groups is a strong motivation to continue
with this initiative. SU students recognised the
importance of health promotion to disabled persons.

63
Poster Presentations

P9
Title: Transforming the Undergraduate Learning Environment
through Service-Learning and Digital Badging

Presenter: Claire Sullivan, University of Maine environmental stewardship events. During Level 2, they
become active members of relevant organizations and
Abstract: The Engaged Black Bear (EBB) initiative work on engaged projects. A student reaching Level
at University of Maine seeks to transform the 3 submits evidence demonstrating leadership and
undergraduate learning environment by promoting ongoing commitment to environmental stewardship
service-learning and active citizenship through an causes. Students use critical reflection to understand
innovative digital badging program. EBB badges the association between curricular learning and
create a verifiable record of experiences within a learning that occurs through their engaged activities
system of learning pathways that are aligned with outside of the classroom. This framework is not
the Association of American Colleges & Universities confined to a semester format. It aims to build a
(AAC&U) learning outcomes. Evidence-based foundation for active citizenship that extends beyond
information is embedded into the badge image, graduation. While many colleges and universities have
hard-coding that data to determine its value, experimented with limited badging programs, we
authenticity, and source. According to the AAC&U, believe this approach could serve as a transformative
“Fostering students’ abilities to integrate learning-- service-learning model that can be implemented at
across courses, over time and between campus and other universities.
community life--is one of the most important goals
and challenges of higher education.” Digital badging
may be a way to bring seemingly disparate learning
opportunities together for greater social impact,
within and across campuses. EBB seeks to create an
interconnected badging ecosystem that helps to: (1)
build a pipeline to higher education through service-
learning and youth engagement (e.g., 4-H) and (2)
create learning pathways that guide students in
becoming leaders and advocates for social change.
Service-learning faculty were selected due to their
commitment to community engaged pedagogy and
scholarship. Each learning pathway consists of three
levels of badging opportunities, bringing a student
from participant to leader. For example, students in
Environmental Stewardship service-learning courses
register and earn a Level 1 badge after participating in

64
Heading

Body

Storytelling

65
Storytelling II-C (i, ii, iii)
Transforming Students

II-C (i)
Room: G007
Time: Thursday 15th June 2-2.15pm
Title: Can Service Learning Enhance Social Responsibility in Students
in Health Professions?

Presenters: Anne Mejia-Downs, Julie Gahimer, Biographies

University of Indianapolis
Anne Mejia-Downs is an Associate Professor in the
Abstract: The American Physical Therapy Association Krannert School of Physical Therapy at the University
(APTA) published a consensus document to describe of Indianapolis. Her doctoral degree is in Health
professionalism of physical therapists through Promotion and Wellness. Anne Mejia-Downs teaches
the identification of core values. These include: cardiopulmonary physical therapy, health promotion
accountability, altruism, compassion and caring, and service learning and has presented nationally on
excellence, integrity, professional duty, and social these topics. She has published in the peer reviewed
responsibility. The APTA defines social responsibility literature as well as textbook chapters. She practices
as the “promotion of a mutual trust between the clinically in an acute care setting.
profession and the larger public that necessitates
responding to societal needs for health and wellness.” Julie Gahimer is a Professor in the College of Health
Of these core values, social responsibility is the most Science at the University of Indianapolis. Her doctoral
difficult to impart and measure. Practicing physical degree is in College/ School Health Education. Julie
therapists have recognized the need to enhance Gahimer teaches in the areas of service learning,
social responsibility. The purpose of this workshop interprofessionalism, instructional design, and health
is to describe how a service learning experience can promotion. She received the Teacher of the Year award
impact the complex construct of social responsibility in 2012. She has presented at many international, and
for students in programs of Health Professions. national professional meetings. She has authored
One of the service learning course objectives is the multiple publications in service learning.
enhancement of social responsibility. As part of a
required service learning experience, students first
participate in a Poverty Simulation. They are challenged
to think critically about how society addresses the
needs of this low resourced population. Students
complete 30 hours of service learning working
directly with individuals who are “different” from
themselves. After the experience, students submit a
reflection, considering the following questions related
to social responsibility: How does this experience
relate to broader social / political issues that are
important within society? How does this issue relate
to the core value of social responsibility for physical
therapists? Reflection is the key to connecting the
service experience to the learning objectives for the
course. A grading rubric is used to evaluate the level
of understanding demonstrated by student’s written
reflections. Social responsibility is a key component of
the written reflection. Finally, students share the most
important lessons learned in an oral presentation.
They share how they promoted health and wellness
in the community and how they can serve as an
advocate. Reviewing the course through the lens of
social responsibility has allowed for changes in the
mechanics of the course to further enhance social
responsibility.

66
Storytelling II-C (i, ii, iii)
Transforming Students

II-C (ii)
Room: G007
Time: Thursday 15th June 2.15-2.10pm
Title: Students’ use of oral histories to promote public
participation in wetland conservation

Presenters: Marie Mahon, National University of Biographies

Ireland, Galway & Maura Farrell, National University of
Ireland, Galway Marie Mahon is a lecturer in human geography at
NUI Galway. She has published on the nature of civic
Abstract: This storytelling presentation outlines engagement and governance, place-based identity,
the experiences of students using oral histories as a and meanings and representations of rurality in
method of promoting knowledge transfer as part of fringe locations. Her teaching focuses on local and
wider strategies to promote wetland conservation and rural development. She co-ordinates a module on
rehabilitation. This service learning project involved the MA in Rural Sustainability – ‘Service Learning
a recent collaboration with postgraduate students for Rural Sustainability’ - which links students to
and staff of the MA in Rural Sustainability, and the local communities and groups in delivery of relevant
Community Wetlands Forum (CWF), a grouping of projects in a collaborative arrangement.
over 20 wetlands groups from the Midland counties
in Ireland. The Forum was set up in 2013 in response Maura Farrell is a lecturer in rural geography at NUI
to concerns about ongoing management of wetlands Galway. She has published on rural return migration,
following the EU Peatlands Directive which now and on farmer-adviser relationships in circumstances
prohibits turf cutting in many wetland locations. The of rural restructuring and change. Her teaching
CWF endeavours to undertake wetland development focuses on rural development and agricultural change.
as a community development venture. The challenge Maura is a contributor to the module on the MA in
is in finding ways to engage the community with the Rural Sustainability – ‘Service Learning for Rural
conservation process, and to generate alternative Sustainability’.
perspectives on the use of wetlands as a new kind
of local resource (to that of traditional turf-cutting)
which can return benefits to the communities and
localities concerned. This presentation discusses the
process of devising and implementing this service
learning project; the ways in which collecting oral
histories from community members have contributed
to a process of public participation; the ways in which
the SL process heightened the students’ appreciation
of different forms of knowledge that in a collaborative
context result in more sustainable and legitimised
forms of public engagement on natural resource
conservation.

67
Storytelling II-C (i, ii, iii)
Transforming Students

II-C (iii)
Room: G007
Time: Thursday 15th June 2.30-2.45pm
Title: Exploring the potential links between research-enhanced
learning and service learning

Presenter: Dermot Burns, National University of Biography

Ireland, Galway
Dermot Burns lectures and teaches in the discipline of
Abstract: Connecting research, teaching, and learning English at NUI, Galway. He has convened the bespoke
is a provocative topic of international interest. The ‘Literacy and Learning in the Community’ programme
aim of this storytelling presentation is to explore the for visiting US students for nine years and is currently
possibilities suggested by research-enhanced teaching in the process of devising further service learning
and learning theories in relation to a specific service- opportunities for students of the university who
learning programme which is offered at NUI, Galway. are studying in the Discipline of English and, more
It is proposed that the international undergraduate broadly, in the College of Arts, Social Sciences, and
students who take this course are likely to gain Celtic Studies.
significant benefit in terms of depth of learning when
they are involved actively in ‘real’ research activities
which liberate them from the constrictions of narrow,
curriculum-based assessment tasks. The service-
learning programme in ‘Literacy and Learning in the
Community’ is currently in its ninth year. It has been
designed to facilitate visiting US students to National
University of Ireland, Galway and it is a popular and
successful programme which offers 5 ECT because of
its challenging and stringent academic content as well
as its requirement that students complete 20 hours
of service in a local homework club. Students write
an essay in examination conditions at the end of the
course. In addition to the essay, they submit a detailed
portfolio of reflective learning which counts for 50%
of the overall grade. Furthermore, students can gain
10% of their overall marks through attendance and
participation.
This presentation will provoke discussion about the
ways in which students may benefit from engaging
in ‘real’ research dissemination activities, which
are linked to the curriculum, to bring such service
learning courses ‘alive’ for them. Thus, the aim of this
presentation is to encourage participants to consider
innovative ways in which research-enhanced learning
opportunities may challenge and excite the interest of
students and strengthen the impact of the learning
experience for themselves, the university, and the
community groups with whom they work.

68
Storytelling II-D (i, ii, iii)
International Service Learning
II-D (i)
Room: G008
Time: Thursday 15th June 2pm-2.15pm
Title: Making internationalisation a reality for occupational
therapy students - a community engagement project
Presenters: Jackie Fox, National University of Ireland
Galway; Sinéad Hynes, National University of Ireland
Galway; Lisa Ekstam, Lund University; Kristina Orban,
Lund University; Agnes Shiel, National University
of Ireland, Galway; & Juliette Truman, University of
Southhampton
Abstract: Occupational therapists support and
enable people to partake in occupations or activities
that are important to them; that they need/want/
are expected to do. Occupational therapists are
increasingly involved in services addressing the
impact that social inequalities can have on peoples’
wellbeing. One way in which occupational therapy
students in NUI Galway learn relevant skills is through
service learning and community engagement. This
presentation reports on an Erasmus-funded project
called, “Making Internationalisation a Reality for
Occupational Therapy Students” (MIROTS) that saw
students participating in international collaboration
and community engagement with a focus on social
injustice.
The MIROTS programme consisted of both a physical
and web-exchange between NUI Galway, University of
Southampton and Lund University, Sweden. During the
physical exchange students from the three universities
collaborated for a week in Lund, Sweden, and worked
in partnership with charitable organisations to develop
and design solutions to real life challenges. The groups
included organisations for people with gambling
addictions, unaccompanied refugee children,
unemployed young people, people with mental health
problems and people who are homeless. Through the
project work students developed an understanding
of the needs of these socially excluded groups and
demonstrated a commitment as health professionals
to addressing their needs.
Students, in partnership with organisations in their
own countries and in Lund, will make a sustainable
contribution to these marginalized groups, so that all
parties benefit from the exchange. These contributions
could include some education for staff, videos raising
awareness of a social exclusion issue, or a plan for
improving the health of the populations. During the
exchange students learned about health-care and
services in Ireland, the UK and Sweden and different
theoretical frameworks used. The web-exchange
allowed for reflection and debate on topics relating
to injustice and occupation. The project offered
students and staff opportunities to share teaching and
research ideas with one another. It also demonstrated
to students how they might go about influencing
the research and global health agendas. This project
is funded by Erasmus and KA2 Cooperation for
Innovation and the Exchange of Good Practices,
Strategic Partnerships for higher education.
Biographies
Jackie Fox is a lecturer in occupational therapy in NUI
Galway. She has a background in clinical practice as
an occupational therapist in community, inpatient and
forensic mental health settings. Her research interest is
in evidence-based occupational therapy interventions
for individuals with mental health conditions. She
teaches topics relating to mental health, occupational
science, and has contributed to modules in community
engagement.
Sinéad Hynes is a lecturer in occupational therapy
in NUI, Galway. Prior to this, she worked as a
postdoctoral research fellow at the University of British
Columbia funded by the National Multiple Sclerosis
Society (US). Her research focuses on rehabilitation
through occupation. She has an interest in cognitive
rehabilitation with people with multiple sclerosis.
Her teaching role in NUI Galway has allowed her to
become involved in service learning and Community
Engagement modules.
Lisa Ekstam is a member of the research group
“Participation, ageing and everyday life” and is from
Lund University in Sweden. Her research focuses on
participation and everyday activities along the aging
process. The research has a clear focus on assessment
and evaluation, including health economics, as well as
implementation of research into practice. The target
group of her research is adults with limitations in
participation and everyday life due to illness, injury, or
age.
Kristina Orban is a member of the HOW research
network (Health, Occupation, and Well-being) and is
from Lund University in Sweden. The HOW research
network focuses on health problems of contemporary
society, e.g. occupational imbalance, and overload,
and develops concepts and tools of relevance for the
dynamic and complex whole of everyday occupation.
The focus is on occupation and its relation to health
and well-being. Exploring the importance of different
everyday occupations, particularly among people
who are affected by disability.
69
Storytelling II-D (i, ii, iii)
International Service Learning

II-D (i) CONTINUED

Agnes Shiel is professor and head of the Occupational

Therapy programme at NUI Galway. She was
responsible for setting up the programme at NUI
Galway and development of the curriculum. Service
learning and community engagement have played a
key role in students’ learning in the OT programme in
NUIG. Her research focuses on acquired brain injury
in adults and acquired disorders of consciousness,
including coma, the vegetative state, and the minimally
conscious state.
Juliette Truman is a lecturer in Occupation Therapy
from Health Sciences at the University of Southampton
in the United Kingdom and is responsible for the
development of practice learning opportunities,
capacity, and the emerging placement agenda in
the OT programme. She has extensive experience
in working with community partners. Within the
current curriculum, she is responsible for a range of
partnership projects which facilitate the learning of
students in a contextual manner. She has been part
of the research team evaluating the effectiveness of
the project.

70
Storytelling II-D (i, ii, iii)
International Service Learning

II-D (ii)
Room: G008
Time: Thursday 15th June 2.15-2.30pm
Title: Institutionalising engaged learning through students’
engagement initiatives and international service-learning at Hoa
Sen University in Vietnam

Presenters: Tran Thi Thanh Huong, Hoa Sen University, Biographies

Ho Chi Minh, Vietnam; and Truong Nguyen Bao Tran,
Hoa Sen University, Ho Chi Minh, Vietnam.
Abstract: The Center for Service-Learning (CSL) at
Hoa Sen University (HSU) was established in March
2015 with the mission of integrating a service-learning
component into the University’s curricula. CSL is
the first centre in Vietnam that was established with
this purpose. In 2016-2017, CSL set the goal for
fostering a service-learning approach through three
main objectives: (1) The Institutionalisation of S-L
into the academic programme by providing grants
to 5 courses to incorporate service-learning; to
adjust 40 academic assignments as service-learning
assignments; and by supporting 20 independent
service-learning initiatives.; (2) Building up service-
learning infrastructure, including a website; a partner
data-base, and various service-learning content
materials; (3) Promoting service-learning through a
communication, marketing and activity-based strategy
FOR HSU faculty and students, which included a
service-learning storytelling contest, community
tours for students, communication and marketing
content such as newsletters, a yearbook, a video;
and also through a workshop and talk shows. The
institutionalisation of service-learning in the context of
a private university in a developing country is a novel
concept for both academics and Vietnamese society.
Most teachers remain sceptical to implement service-
learning and are challenged with the concept, and by
the practice of working with communities. This could
be attributed to unfamiliarity with this pedagogy and
being uncomfortable with thinking out of the norm of
existing and familiar educational strategies.
On the other hand, students seem to be the drivers
for institutionalisation and present with an eagerness
to engage in local and international service-learning
and are inspired to carry out projects independently.
The active role of students is attributed to a sense of
ownership in transforming pedagogy and by being
valued as mature enough to be change agents.
International service-learning also presents an
opportunity for exchanges and learning more about
globalisation.
The student-centred approach to service-learning at
Hao Sen University, serves as model for a movement
to institutionalise and proliferate service-learning and
the values thereof, and not only at this university, but
possibly also at other universities in Vietnam.
Tran Thi Thanh Huong is director of the Center
for Service-Learning (CSL) of Hoa Sen University.
She obtained a master’s degree in International
Development and Social Change from Clark
University, USA and have had more than 15 years
working with local and international NGOs in Vietnam.
Her responsibilities include planning, strategizing,
and supervising the activities related to developing
service-learning as an academic teaching and learning
strategy and method. She collaborates with academic
faculty, departments and community organizations
to foster the service-learning programs or projects
and co-curricular volunteering activities at Hoa Sen
University in Vietnam.
Truong Nguyen Boa Tran is a S-L manager from
the Center for Service-Learning (CSL), International
Relationship Department, Hoa Sen University (8
Nguyen Van Trang, Ben Thanh ward, District 1, HCMC).
She has experience as professional consultant on
training and research in social work and community
development. She was also leader of project
evaluations, need assessment, and have strong
skills on training at some topics like as Education -
information and communication (IEC); Behaviour
change communication; Work group skills; Life
skills for children, TOT, Monitoring and evaluation;
Research method and SPSS. From 2014-2016 she
was vice-director of SDRC and was in charge of the
development of research and training, networking,
fundraising, and organisational strategy.

71
Storytelling II-D (i, ii, iii)
International Service Learning
II-D (iii)
Room: G008
Time: Thursday 15th June 2.30-2.45pm
Title: How art taught us to know and see each other - the Boone-
Kabul project
Presenter: Lillian Nave Goudas, Appalachian State
University, Boone, NC, USA.
Abstract: Art is a transformational entity that builds
bridges across cultures. In this study, the in-depth
discussion of artistic works by Afghan and American
students working together to reduce cultural
stereotyping and poor media image-making created
a shared understanding and a deep connection as
humans that transcended national, political, religious
and cultural boundaries. Students in Afghanistan
know Americans from two main sources-our military
presence and our exported media. Students in
America know very little about the average Afghani
student or citizen, but rather hear of Afghanistan in
terms military efforts and sensational news stories.
This Service-Learning research program between
Appalachian State University in Boone, NC, and
Kabul Education University in Kabul, Afghanistan, was
directly tied to the academic objectives of my First-
Year Seminar course in which we study the power and
effectiveness of visual images in various religions and
cultures.
ASU and KEU students discussed various works of
art dealing with topics such as leadership, women
and education, heroism, and homeland/patriotism.
Students then answered questions related to the
works of art and share their responses with each
other in a continuous dialogue. Both ASU and KEU
students took a scaled and brief narrative survey on
their perceptions about culture, art and literature
2.45-3.30pm
Discussion time II-D (i)-(iii) 
72
before and after the project. Students are given
many opportunities to reflect on the discussions
throughout the length of the project to discuss how
their partnerships may have altered or modified their
perceptions.
Students could determine how perceptions are shaped
about other cultures, analyse how these perceptions
change and examine how art is multivalent and is
particularly able to carry many nuanced messages that
allow for in-depth discussion. Students also improved
their cognitive skills in demonstrated complexity
of understanding and could explain how art can be
used to influence civic discourse. In addition, the
project helped students develop a sense of personal
efficacy, reduce their stereotypes, and increase their
sense of social responsibility and citizenship skills and
better understand their commitment to the global
community and their agency in it.
Biography
Lillian Nave Goudas is a Senior Lecturer at Appalachian
State University in Boone, North Carolina. She
teaches interdisciplinary courses on the intersection
of art, religion, and politics, and leads students on
art historical study abroad trips to Belgium and the
Netherlands. Lillian also directs AppSTAR, a program
integrating Universal Design for Learning principles
into the curriculum and currently serves as a Faculty
Fellow for the Center for Academic Excellence.
Storytelling III-A Institutional Transformation

III- A (i)
Room: G006
Time: Thursday 15th June 3.45-4pm
Title: Transforming Service-Learning through technology

Presenter: Tim Stewart, Belmont University Biography

Abstract: Belmont University has been committed to Tim Stewart is Director, Service-Learning at Belmont
service-learning as an institution for more than 15 years. University, Nashville TN, USA. He has 25 years’
During that time, faculties from nearly every discipline experience in civic engagement and service-learning
have engaged in service-learning activities with their in higher education. Ten years were as Student YMCA
students and the community. As with many aspects Director for the YMCA of Middle Tennessee working at
of academia, the challenges have been to keep up with both Vanderbilt and Belmont Universities. He serves
who is doing what and with whom, and to measure on several non-profit boards and has consulted with
the impact of the work being done. In addition, non-profits and universities throughout the country.
students, faculty, and community organizations were He holds a BA in Communications from Vanderbilt
all seeking ways to better connect the resources and University and a MA in International Communications
opportunities of the university with the resources from American University in Washington, D.C.
and opportunities of the community. Two and a half
years ago, the university began using a volunteer
engagement and management software platform to
facilitate connecting the campus to the community.
The first year, two faculty members, including Bernard
Turner, Director of Belmont’s Social Entrepreneurship
program, began exploring how the software could
be used to facilitate their students’ engagement with
the community. Bernard Turner and Tim Stewart
shared some of the things they’d learned during the
experience at the 6th International Symposium on
Service-Learning in Indianapolis in 1995. The second
year, once we had a more complete understanding
of the software and how it worked, we rolled it out
campus wide and have steadily increased the number
of students, classes, faculty, and community partners
using the platform to better connect our campus to
the community. This storytelling presentation will
give an update on the progress that has been made
in engaging and tracking students in service-learning
during the past two years sharing lessons learned that
will hopefully help others with engaging and managing
volunteers, especially as it relates to technology and
service-learning.

73
Storytelling III-A Institutional Transformation

III-A (ii)
Room: G006
Time: Thursday 15th June 4-4.15pm
Title: Designing coordination and collaboration mechanisms to
foster Social Impact at Stellenbosch University

Presenter: Joanne Williams, Stellenbosch University, & learning, research, professional & support);
South Africa students; and partners (civil society, government, and
business). The platform will serve as an information,
Abstract: This storytelling session sets out how access, operationalisation, feedback, reporting, and
the Division for Social Impact (DSI) at Stellenbosch monitoring and evaluation mechanism. The second
University (SU) has designed mechanisms to approach of the DSI is to facilitate Communities of
facilitation the coordination and collaboration of social Practice (COP) to bring people together around
impact initiatives, which include service-learning as development themes and for the staff of DSI to
institutional scholarly focus. A key strategy of SU is to broker relationships between stakeholders. The third
serve South Africa and the continent by contributing approach of the DSI is to have faculty representatives
to its knowledge base, showing relevance, serving for each faculty to support the faculties and develop
various stakeholders, and contributing to the insights into the social impact opportunities which
realisation of global development goals. The DSI has exists in the faculties to surface these via the platform
identified a challenge with the lack of coordination and the COP space.
of activities and a need to facilitate inter- and
transdisciplinary collaboration to foster holistic social
impact. To address this challenge, it has designed
a three-fold approach. Firstly, it has developed a Biography
socio-technical solution in the form of Social Impact
Joanne Williams is a Management Information Officer
Platform which allows technology, operations, and
in the Division for Social Impact at Stellenbosch
people to interact. These inter-related components
University. Joanne has been working in the Community
work together towards a unified goal. The platform
Engagement field for the past 9 years focusing on
brings stakeholders together; allows for opportunities
knowledge management, documenting engagement
to be surfaced and the matching of stakeholders to
initiatives, communities of practice, reporting and
opportunities to take place; and the voice and active
monitoring & evaluation aspects. She is passionate
role of the partner is facilitated. The platform will
about knowledge transfer.
allow staff to document their social impact activities;
partners to express their needs and opportunities;
and as a result, align SU’s expertise and interests with
the needs and collaboration opportunities expressed
by civil society, government, and business. The
platform serves various stakeholders: staff (teaching

74
Storytelling III-A Institutional Transformation

III-A (iii)
Room: G006
Time: Thursday 15th June 4.15-4.30pm
Title: An Online Service Learning Framework for Transformative
Learning

Presenter: Claire Sullivan, University of Maine
Abstract: About 5.8 million students were enrolled
in at least one online course in fall 2014, an increase
of 3.9 per cent from the previous fall (Babson Survey
Research Group, 2014). As increasing numbers of
students take advantage of online courses, it is
imperative that instructors do not abandon their
service-learning efforts when teaching online.
Techniques can be developed that aid instructors in
merging innovative online learning practices with the
multiple benefits of service learning pedagogy.
This Fall, I taught an online service-learning course
on health campaigns. Students chose to focus on
a health issue of importance to them and worked
with community partners to develop a project plan
and deliverables. In developing the framework for
this course, I used the “theory to practice” model. I
wished to help students to understand the difficulties
of changing unhealthy habits on a personal level as
they worked to create positive health changes in the
community. To accomplish this goal, I asked students
take on a “Health Behavior Change Challenge.”
Students chose an unhealthy behavior that they had
a difficult time changing (e.g., eating healthier foods;
quitting smoking). They then completed a pre-survey
that was based on multiple health change models and
theories. Throughout the semester, they were asked
to reflect on their motivation to change and to reach
the goals they established. At the end of the semester
they completed a post-survey and critical reflection
paper, reviewing their progress, and discussing the
complexity of creating change. Students also had the
option of earning a digital badge with further evidence
of engagement. As they reflected on their personal
difficulties within their challenge and within their
service-learning experience, they were learning about
the impact of campaigns on important health issues
in the U.S and around the world. I believe this model
of personalized recognition of challenges can provide
a deepened, transformative learning environment for
students as they begin to engage with the community
through service-learning opportunities. By studying
the outcome of these efforts, as applied online,
institutions can help to ensure the ongoing relevance
of service-learning in the 21st century.
Biography
Claire Sullivan is an Associate Professor of
Communication and the Coordinator of Community
Engagement at the University of Maine. Sullivan led
UMaine’s efforts in receiving the Carnegie Foundation’s
Community Engagement Classification in 2015. She
received Maine Campus Compact’s Donald Harward
Award for Excellence in Teaching Service-learning. She
also developed the original vision behind the Engaged
Black Bear digital badging initiative and received a
Davis Educational Foundation grant to implement the
project.

4.30-4.45pm
Discussion time III-A (i)-(iii) 

75
Storytelling III-B (i, ii, iii) Conceptual
Frameworks

II-B (i)
Room: G007
Time: Thursday 15th June 3.45-4pm
Title: Building students’ civic and moral responsibility and assessing
outcomes through S-L

Presenter: Lori Moog, Raritan Valley Community
College, Branchburg, New Jersey
Abstract: With increasing demands for accountability
in higher education, learning important course
development and assessment strategies can positively
impact the quality of service-learning programs that
build students’ civic and moral responsibilities to their
communities. Assessment serves a useful purpose as
a mechanism to tell the story of what one has learned
from service-learning and articulating the learning for
others. Assessment also can serve as an improvement
strategy to identify strengths and areas for
improvement that provide evidence to support future
course and program development. This session will
describe the work completed through a three-year
multistate grant project among six community colleges
supported by the NY-based Teagle Foundation as
an example of an easily replicated best practice of
assessing student learning outcomes for service-
learning offered at two-year and four-year colleges
and universities. Essay questions and a scoring rubric
to assess students’ service-learning outcomes based
on five variables and findings will be shared. Examples
of high-quality, sustainable service learning projects
in various disciplines will be provided. Handouts
of the questions, rubric, courses and projects will
be provided. Proven assessment tools include the
following. A Big Question that students answer in their
essays: “How do we build our commitment to civic
and moral responsibility for diverse, equitable, healthy
and sustainable communities?” Six prompt questions
addressed in end-of-semester essays. A grading
rubric that provides a systemic means by which faculty
can align learning outcomes, instructional activities,
learning competencies and course assignments. The
session will provide assessment tools that can be
adapted to unique institutional contexts and used to
gauge the proficiency of courses related to service-
learning and civic engagement work. It will support
college teachers who strive to promote significant
learning and who need strategies for evaluating and
reporting results. At the institution to be discussed
in this session, a culture of inquiry and evidence has
been developed to demonstrate with hard data that
the processes designed and implemented are effective
and contribute to student learning and course
development from service-learning experiences.
Objectives of this storytelling presentation include:
Describing a proven approach to course-based,
teacher-driven classroom assessment that integrates
teaching, active learning, and assessment into a unified
process; sharing of tools and measures for assessing
service learning outcomes to increase effectiveness
and support student learning for greater societal
impacts; and discussing the impact of assessment on
teaching, learning and course development.
Biography
Lori Moog is the Raritan Valley Community College
Director of Service Learning and Community Outreach
for the past 20 years. She developed a nationally
recognized Service Learning program, professional
development workshops for K-College faculty and
administrators nationwide, three multistate grant
projects and a service-learning State Compact with
20 colleges and universities. She serves on the
National Advisory Panel for the Carnegie Foundation’s
Community Engagement Classification, received
numerous awards for her service-learning work and
published articles on service-learning.

76
Storytelling III-B (i, ii, iii) Conceptual
Frameworks
III-B (ii)
Room: G007
Time: Thursday 15th June 4-4.15pm
Title: Institutional measurements of S-L: UIndy’s progress &
challenges
Presenters: Marianna K. Foulkrod University of
Indianapolis; Erin Gahimer, University of Indianapolis;
and Mary Moore, University of Indianapolis
Abstract: Measuring Service-Learning in Higher
Education has proven to be a constant clash of tool
identification that not only supports accuracy in data
collected but also explores the various approaches of
service-learning as a teaching methodology (student
learning outcomes, faculty engaged scholarship,
practical application and applied learning, as well
as multidisciplinary collaboration and cognitive
apprenticeship that allows students to explore and
understand concepts and apply knowledge and theory
into practice). At the University of Indianapolis, we
have used national rubrics (such as the Association of
American Universities & Colleges) to help us identify
and personalize tools that we can use to measure
Service-Learning on our campus in constructive and
collaborative ways. The process is currently supported
by UIndy’s Service-Learning Council, a team of about
20 faculty and staff from diverse curricular and non-
curricular campus units. The project, which begun
a few years ago, was designed around the goal of
creating a composite list of courses which engage
students in the community through service-learning,
applied learning, or other credit-bearing experiences.
In addition to compiling the comprehensive list, we
sought to create a baseline process for capturing
data on the various types of community engagement
work being carried out across campus. In this
process of data collection and organization, a variety
of challenges were faced in the effort to tell the
university’s “community engagement story” through
the utilization of quantitative and qualitative data. The
presentation aims to be an overview of the process
of this project, the challenges faced, the identification
of recommendations for improvement, as well as
dialogue with colleagues regarding best practices
of how to tell the community engagement story of
higher education institutions.
Biographies
Marianna K. Foulkrod is the Director of the Center
for Service-Learning and Community Engagement
at the University of Indianapolis. Since her migration
from Cyprus to the United States, Foulkrod has had
a fascinating and diverse career, and received her
Master’s in Applied Sociology from UIndy. Foulkrod
is a strong advocate for community engagement,
civically and academically and currently co-chairs
ISSL2017. Foulkrod is committed to providing higher
education students with quality education through
service, supporting UIndy’s motto Education for
Service.
Erin Gahimer currently serves as the Programs
Coordinator for Education Abroad at the University
of Dayton focusing on short-term, faculty-led
programming. A UIndy alumni (International Relations),
Gahimer has played a vital role, through her work with
the Center for Service-Learning, in the enhancement
of community engagement programming, including
working with the Office of Accreditation on an
institutional effort to sustain assessment. Gahimer is
passionate about global citizenship, people-to-people
diplomacy, social justice, multiculturalism, and issues
of diversity and inclusion.
Mary Moore received her Ph.D. in sociology from
York University in Toronto, Canada in 1983. Moore is
currently the Associate Vice President of Accreditation
at the University of Indianapolis where she previously
served as Associate Provost and Dean of the College
of Arts and Sciences. She has worked extensively with
the development and accreditation of international
sites. Her areas of responsibility have included
international partnerships, community programs to
promote volunteerism and service-learning along with
institutional research, grants and sponsored programs
and strategic planning.
77
Storytelling III-B (i, ii, iii) Conceptual
Frameworks

III-B (iii)
Room: G007
Time: Thursday 15th June 4.15-4.30pm
Title: Responding to global transitions in HE by embedding S-L
within predominantly-online programs: lessons learned and future
opportunities

Presenter: Shannon McMorrow, Western Michigan for institutional transformation for both the university
University offering the MPH and the collaborating community
organizations will be described. More specifically,
Abstract: Online coursework is continually stereotyped one outcome was after welcoming MPH students
within higher education to lack engagement, quality, to conduct an organizational, cultural competency
and ability to allow students to engage in applied assessment, community partners reported satisfaction
learning activities. However, service-learning and with the experience and intention to improve cultural
application of skills are inherent to public health competency within their organization based on the
teaching and practice. Therefore, when designing and recommendations from the MPH students. Processes,
implementing a predominantly online Master of Public lessons learned, and recommendations from this story
health program, it is imperative to be intentional and will highlight the many opportunities, and potentially
innovative with infusing service-learning into the great impact, of responding to the global transition
program. To dispel the stereotype and build a high- in higher education by embedding service learning
quality program, the author undertook substantial, within predominantly online programs.
intentional effort to embrace service learning as a
foundational component throughout the development
of two predominantly-online Master of Public Health
(MPH) programs at two different institutions. For Biography
one program, service-learning was institutionalized
Shannon McMorrow is an Assistant Professor at
as a major component of the underlying conceptual
Western Michigan University in Grand Rapids,
framework for the overall MPH curriculum and was
Michigan, U.S.A. Her research and teaching prioritize
also embedded within multiple, core courses such as
community-based participatory methods, which she
Cultural Competency for Public Health, Environmental
feels are crucial for successfully teaching public health
Health, Program Planning and Development, and
students and for research to equitably advance the
Public Health Case Studies. For the other program,
health of society. She has engaged in public health
still in its first year, advocacy is being undertaken to
work in Uganda, Belize and the U.S. on diverse issues
influence the inclusion of service-learning within the
including global health, sexual health, obstetric fistula,
curriculum wherever possible. For this Storytelling
diabetes, obesity, health disparities, and refugee
presentation, the author will cover two main areas.
health.
First, she will share the background and progress of the
development of two, distinct predominantly-only MPH
programs and detail the current roles of and future
opportunities for service learning. Then, she will detail
the specific processes utilized to incorporate service-
learning into one, required, MPH Cultural Competency
course. Ways in which the service-learning endeavour
within the cultural competency course planted seeds

16:30-16:45
Discussion time III-B (i)-(iii) 

78
III-C (i, ii) Storytelling Transforming Students

III-C (i)
Time: Thursday 15th June 3.45-4pm
Room G008
Title: A Millennial Story: How a Service Learning Experience Wrecked
My Plans

Presenter: Paige Ferise, Butler University Biography

Abstract: Millennials (those born between 1980 and Paige Ferise is a recent graduate of Butler University
2000) are the largest generation in the country where she studied human communication and peace
(Achieve, 1). I am one of them. There are many things and conflict studies. She intends to pursue a career
that millennials are presumed to be—lazy, entitled, human rights law and social work. She is taking a
and soft are just a few examples—but according to year between undergraduate and law school to work
the 2016 Millennial Impact Report, more than 50% in and serve the community. Paige is passionate
of millennials identify themselves as an activist, or about traveling and has been to four continents.
someone who behaves intentionally to about social She has worked for multiple Indianapolis nonprofit
or political change (Achieve, 14). When I was a junior organizations, most recently Purchased, and anti-
in high school, my heart was broken by a service human trafficking organization where she served as
learning trip to West Africa where I was—for the first the Survivor Support Intern.
time—removed from the comforts of my middle-class,
American life, and I learned how much bigger the
world is. I returned to the same village in my senior
year in high school, but this time I coordinated and
wrote the curriculum for a day camp that we ran
in an underfunded government school. Now, as a
recent college graduate, my entire career path has
been formed around the experiences I had in service
learning. My story is just one, but it shows how critical
service learning is to students. Every decision I made
from my college major, to internships I have had, and
everything that I will do after college is influenced by
service. Through storytelling I intend on expressing
the value that service learning has had on myself as
a millennial, as well as the value I see in continuing to
emphasize service in higher education.
Achieve. (2016). The 2016 Millennial Impact Report.
West Palm Beach.

79
III-C (i, ii) Storytelling Transforming Students
IIIC (ii)
Room: G008
Time: Thursday 15th June 4-4.15pm
Title: Perspectives of a high school student participating in
international S-L rehabilitation mission trips with graduate
students
Presenter: Chloe Ruby, University of Pittsburgh
Abstract: Wheeling Jesuit University Doctor of
Physical Therapy (DPT) students can participate
in one of three international service-learning (ISL)
experiences in Chimbote Peru, Merida Mexico, or Port-
au-Prince Haiti. These eight-day medical mission
trips include multidisciplinary professionals, faculty
members, physical therapists, physical therapy
graduate students and volunteers. The group provides
consultative services to individuals with disabilities in
developing countries that lack formal rehabilitation
programs. Consultation involves education for both
the individuals with disabilities and for the care
providers in those countries. While the role of the
professionals and students on these trips is defined
per their profession, the volunteers assist in many
ways. Volunteers participate by cleaning or repairing
wheelchairs and ambulatory devices, participating
in community service projects, and interacting with
clients and families.
Prior research indicates that DPT students report
improvements in confidence, creativity, cultural
awareness, and communication skills. There is little
research on the perceived impact of the experience
for the volunteers. This presentation will focus on the
perspective of a high school student who volunteered
for three international service-learning experiences
with graduate students of physical therapy in Mexico
and Peru. This volunteer assisted in the exercise
instruction for people with disabilities, helped feed
orphaned children, assisted with translation, and
greeted and conversed with clients and families.
16:15-16:25
Discussion time III-C (i)-(ii)
80
The volunteer will explain how these experiences
affected her by improving her self-confidence,
social skills in professional and social environments,
communication skills, and cultural awareness. The
student seized the ISL opportunity to improve her
knowledge of foreign cultures and practice her use
of a foreign language by socializing with patients
and staff in the clinics. She developed her deductive
skills and learned the necessary conduct required for
working with patients by observing the professionals.
In the presentation, she will compare her perceptions
of the impact of this experience with the experiences
of graduate students and professionals. Although not
a formal member of the ISL experience, this volunteer
relates many of the same benefits as the graduate
students, both from an educational perspective and
from a personal perspective.
Biography
Chloe Ruby is a student at Ringgold High School in
Monongahela Pennsylvania where she is a member
of the National Honor Society. She will attend the
University of Pittsburgh next year and study Biology.
She has travelled on international service learning
trips to Mexico twice and Peru once and plans to
continue traveling to these experiences this year and
in the future.
Storytelling Inter/Multi-Disciplinary IV-A

I-V (i)
Time: Friday 16th June 10.30-10.45am
Room: G006
Title: Interprofessional S-L to meet community and professional
needs

Presenters: Elizabeth S. Moore, University of YMCA provides programs. Presenters will discuss
Indianapolis; Lynn Shaw, University of Indianapolis challenges, successes, and real-world issues that
and Heidi L. Hancher-Rauch, University of Indianapolis emerged from this experience and provide insight
that was gained through their work. They also will
Abstract: Service-learning, combined with discuss the challenges that were encountered in using
interprofessional education, can have a positive e-service-learning technologies to develop a feasible
effect on students’ learning experiences, willingness alternative to face-to-face service learning activities.
to collaborate interprofessionally, and development
of transcultural knowledge. In 2015-2016, faculty
from the University of Indianapolis (Indiana, USA)
in health science, social work, and public health Biographies
collaborated with the Intercollegiate YMCA to form a
Elizabeth S. Moore is an assistant professor in the
service-learning cohort. The goal of this cohort was
College of Health Sciences and the School of Nursing
to design a service-learning project that would build
at the University of Indianapolis where she primarily
a sustainable interprofessional experience to benefit
teaches research methods and applied statistics.
students, the university, and community. The premise
She is a self-described researcher junkie and has
was to incorporate students from diverse academic
been involved in conducting, directing, and teaching
experiences and achieve the experience through
research and statistics for over 20 years. Her research
multiple modes of course delivery. Faculty and
interests are varied and have included topics in
students from undergraduate through doctoral level
paediatrics, obstetrics, neonatology, clinical pharmacy,
programs collaborated to develop and implement the
physical and occupational therapy, and oncology.
venture called Project Outreach, an interprofessional,
longitudinal service learning experience utilizing Lynn Shaw is an assistant professor teaching social
pre-existing undergraduate and graduate courses work at the University of Indianapolis. Licensed in
delivered through various formats, including face- clinical social work and addictions. Lynn works with
to-face, hybrid, and fully online. Students from the students to develop professional competency in micro
three different professional programs and courses and macro social work practices. She teaches field
collaborated with the Intercollegiate YMCA, which education and incorporates service learning projects
serves low-income families living in housing managed in her curriculum. She is also known for her work in
through the Indianapolis Housing Agency, to conduct laughter therapy and is a laughter wellness specialist.
a needs assessment to determine how the YMCA
Heidi L. Hancher-Rauch is an associate professor of
could better serve the housing community. Public
public health at the University of Indianapolis. She has
health faculty and students in one course developed
been in the field of public health for approximately 20
the needs assessment tool, which was utilized by
years, practicing in the areas of community disease
social work faculty and students to collect data on
prevention and worksite health prior to her faculty role.
community needs. Faculty and students in the health
As a faculty member, she teaches courses including
science doctoral program then analysed the data
Health Policy, Program Planning, Theory of Health
and developed a report for the Intercollegiate YMCA.
Behaviour, Assessment and Research and regularly
Following this pilot project, the model will be revised
leads students in community service based practice.
and utilized to conduct similar needs assessments
across other housing sites in which the Intercollegiate

81
Storytelling Inter/Multi-Disciplinary IV-A

IV-A (ii)
Room: G006
Time: Friday 16th June 10.45-11am
Title: Apples and Oranges: Interdisciplinary Service-learning with
divergent subjects. What do you get?

Presenters: Christine Kuramoto, Tetsuo Kuramoto, Biographies

Hamamatsu University School of Medicine, Hamamatsu
city, Shizuoka prefecture, Japan and Tetsuo from Aichi Christine Kuramoto is an associate professor who
University of Education, Kariya city, Aichi prefecture, teaches medical English in Japan. Christine is the
Japan. leader of the Nicaragua Service-learning teams from
Japan each year. She has taken 9 teams of students
Abstract: This international service-learning project from 10 universities in Japan to Nicaragua for this
paired English and other medical skills students in service-learning project. Her S-L presentation at
Japan were learning in a context of being aware of the the Japan Association of Medical English Educators
social need for medical care by underserved people in entitled, “Medical English through International
San Ramon, Nicaragua. One purpose of the trip was Service-Learning” won the Uemura Kenichi award for
to provide a venue for the use of English learned in excellence in 2011.
the classroom by working alongside English speaking
volunteers. In addition, students would have an Tetsuo Kuramoto is professor and Division Dean of
opportunity to use the skills they had acquired in their the graduate school for in-service teachers at Aichi
medical courses. We cooperated with US based NPO, University of Education. He has written a book in
Corner of Love, to provide services to impoverished Japanese on service-learning and implemented
Nicaraguans. We found that although the S-L service-learning in elementary schools in Japan. He
experience paired very different subjects, the students is the research advisor for the Nicaragua service-
gained much from the experience. Students reported learning program, has received a grant in aid for
increased motivation and awareness of language weak this S-L project, and has joined two S-L teams to
points as well as a desire to increase their medical Nicaragua.
knowledge. In addition, students identified barriers
to communication that went beyond language, such
as biases and stereotypes. Students initially felt their
medical knowledge was inadequate when working
in the clinics, but found as they worked at the clinics
they could offer indispensable assistance to the
other team members and Nicaraguans. We would
recommend S-L, even for divergent subjects, to help
students identify links where they didn’t see them
before. Taking the subject matter out of the classroom
and into the world literally expanded their horizons.
Many students actively sought out other international
experiences after the Nicaragua S-L, while others
joined volunteer activities at home in Japan. Among
those, several students volunteered for disaster relief
after the huge earthquake and tsunami struck north-
eastern Japan in March of 2011. It is our hope that the
Nicaragua S-L experience helped in giving them the
confidence to pursue further humanitarian efforts.

82
Storytelling Inter/Multi-Disciplinary IV-A

IV-A (iii)
Room: G006
Time: Thursday 16th June 11-11.15am
Title: Making SENSE: social work, design, and an urban school in need

Presenters: Michelle Meer, University of Indianapolis Biographies

and Rhonda Wolverton. University of Indianapolis,
Indianapolis Michelle Meer is the Director of Field Education for
the Phylis Lan Lin program in Social Work. She teaches
Abstract: Southeast Neighborhood School of courses in social work, service learning and oversees
Excellence (SENSE) is a free public charter school practica for BSW and MSW programs. Michelle brings
serving an underprivileged urban population in practica experience from her past role as MSW Field
Indianapolis, Indiana. Approximately 96% of SENSE Specialist at Indiana University School of Social Work.
families fall below the poverty level and face many She has practiced for over 20 years in human services,
other challenges. This is the story of how through with experience in areas of long-term care, residential
a University of Indianapolis (UIndy) service-learning care, adoption, and management.
cohort diverse disciplines, students and communities
are being brought together to try to “make sense” of Rhonda Wolverton seeks to be a creator of
the impact the social and economic challenges and transformation not just a maker of things. By focusing
even urban revitalization is having on SENSE Charter on human-centred design she empowers individuals
School, their families and thus their students. This is and connects people. Her work examines semiotics of
the story of how the cohort: Kate from SENSE, Michelle language and visual representation as in typographic
a UIndy professor of social work and Julia and Rhonda, installations heralding the work of mothers and using
UIndy professors of Visual Communication Design subversion to warn against texting while driving.
came together for a year of developing what our Interdisciplinary collaborations and service learning
collaboration could be and become and how we could approaches have contributed to her vision of aligning
leverage the strengths from our diverse backgrounds diverse communities for the social good.
and the talents and knowledge of our students in a
common cause. We will share our goals and what we
hope the collaboration would bring to our students in
moulding their education including how working with
students of other majors, even those that may not
commonly work together, is invaluable to their future
careers, the community they are serving and their
future lives as responsible citizens. Ultimately, we will
share the story of the multidisciplinary collaboration
involving the cohort, the SENSE community, three
UIndy Masters of Social Work students and ten 3rd-
year UIndy Visual Communications Majors. We will
talk about the hands-on community engagement as
well as share examples of the student human-centred
design projects that helped give a voice to the often
unheard and helped SENSE start gathering and
sharing the experiences and triumphs of their own
community with each other and to the larger local
community.

11:15-11:30
Discussion time IV-A (i)-(iii)

83
Storytelling Social Impact IV-B (i, ii, iii, iv)

IV-B (i)
Room: G007
Time: Friday 16th June 10.30-10.45am
Title: Dietetic students train hearing impaired students: Experiences
and perceptions of both groups

Presenters: Maritha Marais, Stellenbosch University
and Yolande Smit, Stellenbosch University
Abstract: Background. The National Institute for
the Deaf (NID) that caters for the specific needs of
students with hearing loss, is situated in the small
town, Worcester, where the Faculty of Medicine and
Health Science (FMHS) of Stellenbosch University (SU)
established a Rural Clinical School (RCS). The rationale
of the RCS is to promote community-orientated
education and training through engagement of FMHS
students via a multitude of learning activities in under-
served areas.
Final year dietetic students from the FMHS complete a
six-week rotation at the RCS which creates a platform
to translate theoretical knowledge into practical skills,
through appropriate responses to the health needs of
the community. The partnership established between
the NID and the FMHS allows dietetic students the
opportunity to provide input in the NID’s curriculum
for professional cookery module.
Objective: To investigate experiences, perceptions,
and attitudes of both groups of students following a
descriptive, phenomenological approach.
Methods: SU students (n=23) reflected on experiences
before-and-after providing training to NID students.
Two focus groups (FGs) were conducted with final
year NID students (n=19) post training to explore their
experiences related to the training. An interpreter
facilitated discussion topics using South African
Sign Language (SASL). Voice recordings were
transcribed manually and thematic content analysis
was performed.
Results: NID students described feelings of
uncertainty and the fear of the unknown prior to the
training. These feelings turned to excitement and
curiosity as the presentations continued. They were
positive about the learning experience and described
it as “wonderful” and “interesting”. SU students
described it as challenging, but valuable, in gaining
insight into living with deafness. The experience
impacted positively on their professional and personal
development. Students were appreciative and grateful
for the opportunity to engage with and learn from
each other. Suggestions were made to improve future
training sessions based on identified barriers, such as
overcoming communication challenges and clarifying
reciprocal misperceptions. Perceptions changed when
similarities between student groups were realized.
Conclusion: The overwhelmingly positive experience
from both groups is a strong motivation to continue
with this initiative. SU students recognised the
importance of health promotion to disabled persons.
Biographies:
Maritha Marais is a registered Dietitian and a senior
lecturer at the Division of Human Nutrition at
Stellenbosch University, South Africa. She is actively
involved in undergraduate teaching and research
as well as post-graduate supervision of Master of
Nutrition students. Her fields of interest are all aspects
of Management, Food service Management, Nutrition
of the elderly, Nutrition of mentally and physically
disabled persons, human rights and nutrition, as well
as teaching and learning.
Yolande Smit is a registered dietitian and lecturer at the
Division of Human Nutrition at Stellenbosch University
since 2012. She obtained her BSc Dietetics and Master
of Nutrition degrees from Stellenbosch University.
She coordinates and teaches various undergraduate
modules and is also involved in undergraduate
research and post graduate supervision. Besides
teaching and learning other fields of interest are
Food service management, consumer behaviour and
childhood nutrition.

84
Storytelling Social Impact IV-B (i, ii, iii, iv)

IV-B (ii)
Room: G007
Time: Friday 16th June 11-11.15am
Title: Embedding community engaged learning into the curriculum: A
case study of Hanoi University (Vietnam)

Presenter: Nhat Tuan Nguyen, Hanoi University, the university has partnered with Action for the City, a
Vietnam local NGO in order to create more chances for HANU to
work with community partners and various population
Abstract: Vietnam is regarded as an important country group. After some initial projects, it is recorded that
in Asia for its impressive economic development, the implementation of community engaged learning
young workforce, and important economic links into the learning process has created a new vision of
with the rest of the world. On the other hand, it is education among students, as well as highlighted the
also witnessed that the young workforce in Vietnam importance of cooperation between university, local
might pose a great challenge for the country to seize communities, and NGO.
this chance due to their lack of skills as well as social
awareness. A World Bank survey of employers in
2014 identified gaps in job-related technical skills,
as well as in cognitive skills such as problem solving Biography
and critical thinking, and core skills such as teamwork
Nhat Tuan Nguyen is currently working at the
and communication. It is, therefore, believed
International Education Center of Hanoi University. He
that education and training can be seen a direct
instructs a Personality Training module, also Innovation
antecedent of the current problems. The integration of
and Creativity for undergraduate students; English
community engaged learning (CEL) into the existing
Language Teaching Methodology and Curriculum
curriculum can be seen as a key to boost the quality
and Syllabus Design for post graduates. He is also a
of education and close the gaps between education
social activist and works mainly in the field of capacity
and the societal needs as research has revealed that
building and rights advocacy for youth and LGBT
CEL has brought a wide range of positive outcomes
groups in Vietnam.
to students including helping them better prepare for
careers (Ondaatje, Grey, and Fricker 2000), increasing
their personal efficacy, growth, and self-esteem
(Primavera 1999), and improving communication skills
(Leung, Liu, Wang, and Chen 2006). With the aim to
provide Vietnamese labour market with well-trained
and skilful employees, recently Personality Training
Module was introduced to the existing curricula of
Hanoi University (HANU). It offers training on various
skills including presentation techniques, team building,
negotiation skills, creativity and innovation skills, team
training and communication training. This module
aims to set an effective link between soft skills and the
theoretical knowledge taught in each of HANU degree
programme. To boost the efficiency of this module,

85
Storytelling Social Impact IV-B (i, ii, iii, iv)
IV-B (iii)
Room: G007
Time: Friday 16th June 11-11.15am
Title: This is how we do it: creating S-L experiences to fulfil your
mission
Presenters: Jennifer L. VanSickle, University of
Indianapolis; Amie Wojtyna, University of Indianapolis;
and Lisa Hicks, University of Indianapolis, Indianapolis
Abstract: Service-learning has been recognized as
a highly effective pedagogical tool for enhancing
students’ cultural competency, providing contextual
application for curricular content, and developing
students’ professional skills (Ash & Clayton, 2004, Eyler
& Giles, 1999, Kiely, 2005, and Meyers, 2009). However,
instituting service-learning experiences across a
diverse academic department can be a challenge when
considering the demands of accrediting organizations
while also examining disparate program goals and/or
decreasing resources for such activities. This session
will describe how the Kinesiology Department at the
University of Indianapolis is successfully employing
three different service-learning approaches to fulfil the
department mission “to provide innovative programs
and experiential opportunities which will prepare
students to meet professional and societal needs.”
The presentation will include 3 different approaches
or applications for service-learning: 1) embedding
service-learning projects into existing interdisciplinary
courses, 2) implementing new, discipline-specific
service-learning courses, and 3) launching an
interdisciplinary, international service-learning
course. Examples of each approach will be provided.
Presenters will also share the impact (benefits and
challenges) of the implementation of these service-
learning methods on the department and its students.
Biographies
Jennifer L. VanSickle is an Associate Professor in
the Department of Kinesiology and Coordinator
of the undergraduate Sport Management program
at the University of Indianapolis. She is the lead
author on over 20 articles and abstracts published
in national and state journals and has delivered over
25 presentations at state, national and international
conferences. She has also consulted with Indianapolis
11:15-11:30
Discussion time IV-B (i)-(iv)
86
area sport organizations and has served on planning
committees for major sporting events in the state.
Jennifer’s research interests include community
engagement, volunteer/event management, and
experiential teaching/learning.
Amie Wojtyna is an Assistant Professor in the
Department of Kinesiology Public Health programs at
the University of Indianapolis. Prior to coming to the
University of Indianapolis she concentrated her efforts
in the fields of enteric diseases and antimicrobial
resistance. She has held positions as a surveillance
epidemiologist for both the U.S. Centers for Disease
Control and Prevention in Atlanta, Georgia, and the
Indiana State Department of Health. She also has
extensive outbreak investigation experience. Her
doctoral studies were a mandate by Congress to
investigate the link between using antimicrobials in
food-producing animals and subsequent resistance
in human commensal gut flora. Amie’s research
interests include infectious diseases epidemiology,
antimicrobial resistance, environmental health and
food insecurity, and community engagement through
service-learning.
Lisa Hicks serves as chairperson and professor
for the Department of Kinesiology at University of
Indianapolis. She has initiated several new academic
majors and innovative programs, including several
mutually beneficial community partnerships. Under
her leadership, the department has experienced
significant growth, over 9-fold, with increased
enrolment in existing areas and with the addition
of new programs in public health, exercise science,
and Healthy Diploma™ as well as two new graduate
programs. She is a certified wellness coach and
certified fitness coach. Her area of research includes
factors that influence student attitudes toward
physical activity, factors that influence adolescent
physical activity, strategies that influence positive
teaching strategies and exceptional teachers of
physical activity.
Heading

Body

Roundtables

87
1-E Roundtable 1
Time: Thursday 15 June 2017 11.30-12.00pm
Room: G009
Title: Cultural Integration and Civic Engagement with Resettled
Populations: The Burmese Action Project.

Presenter: Lisa Borrero, University of Indianapolis & Biographies

Jodie Ferise. University of Indianapolis
Lisa Borrero is Assistant Professor of Gerontology at
Abstract: Due to political unrest in their home country the University of Indianapolis, in Indiana, USA. She
of Myanmar (Burma), nearly 14,000 refugees have has a dual appointment in the Center for Aging and
made their home in the Indianapolis, Indiana area Community and the College of Health Sciences where
since the year 2000. This influx of new residents has she teaches Physical Dimensions of Aging, Qualitative
presented a myriad of social, cultural, and practical Research Methods, and Development & Evaluation of
challenges and opportunities for local communities Health Programs, among other courses. Her primary
– particularly in one southern Indianapolis township. research interests include qualitative methods,
In response to these realities, a long-term service- psychosocial health issues pertaining to older women,
learning course has recently been developed to intergenerational learning, adjustment to retirement,
address these issues and to foster meaningful and and service-learning.
sustainable relationships between the local Burmese
community and the University of Indianapolis (UIndy). Jodie Ferise holds a bachelor’s degree in
This project is an ongoing collaborative effort communications from Butler University and a
between faculty at UIndy and the Burmese American doctorate in law from the IU School of Law. She has
Community Institute (BACI) located in Indianapolis’s taught full time at the University of Indianapolis since
Perry Township. This project was designed to provide 2007. She has collaborated with more than 500 of
the opportunity for UIndy students to gain a meaningful her students in a variety of service endeavours, both
global perspective by engaging in a semester-long local and international, and together with her students
course focused on the Burmese culture, issues related founded Precious Words Africa to provide educational
to refugee experiences and human rights, and service resources in financially impoverished areas of Africa.
needs associated with resettlement. Through service-
learning activities centred on health and wellness,
education, and business, students can learn about the
nature of the organization and services provided by
BACI, gain meaningful knowledge about the Burmese
people, and better appreciate diversity and globalism
by offering valuable experiential projects within the
Burmese community. This project also serves to bolster
the value, efficiency and reach of BACI’s existing
service programs. Although the course is newly
developed and represents a pilot effort, it is meant
to serve as a sustainable, interdisciplinary course
offering a powerful examination of the strengths and
vulnerabilities of this population and the inherent
challenges involved in the process of resettling in
an unfamiliar country and culture. It incorporates a
substantial service-learning component, with applied
projects led by faculty from various disciplines, in
which students engage with Burmese community
members and work alongside them to collaboratively
address areas of need in this growing international
community.

88
II-E Roundtable 2
Time: Thursday 15th June 2-3pm
Room: G009
Title: Partnering to Promote Care and Support in Aging Communities
Presenters: Cay Anderson-Hanley, Jamie Bodenlos,
David Cotter, Meika Loe, Leah Rohlfsen, and Carol
Weisse, The New York Six Upstate-Global Collective
(UGC), Hamilton New York, USA.
Abstract: Our presentation will focus on service learning
experiences related to aging, health, and end-of-life
care. Members of The New York Six Upstate-Global
Collective (UGC) on Aging will describe best practices
using a variety of service learning experiences. One
experience we will discuss is a Community Action,
Research, and Education (CARE) program that trains
students to be caregivers in community-run, residential
homes for the dying. While providing direct bedside
care, students complete interactive learning modules
designed to structure, enhance, and expand on the
lessons learned. In addition, they conduct a research
project to address a need identified by the home (i.e.
fall prevention, education on nutrition needs at end of
life etc.). The second experience, part of a sociology
course, places students with older adults at a skilled
nursing facility or involves teaching computer classes
to older adults in a Cyber Seniors program. Students
spend several hours per week in their placements,
connect their experiences to the required material
for class, and present at a community-based learning
festival. The third experience, the Digital Storytelling
Project matches students with an elder learning
partner to compile a life history and create a digital
story. The resulting 3 minute digital stories, narrated
and co-produced by the elders, are screened in the
local movie theatre, and become important keepsakes.
The fourth experience involves using key informant
interviews to assess how clinicians use research to
inform their psychotherapy with adults. Conducting
qualitative research with this population helps students
to understand gaps between clinical science and
practice. The final experience trains students to learn
the techniques and process of neuropsychological
assessment, and then assist in the evaluations of older
adult participants in on-going clinical trials exploring
the cognitive benefits of exercise, and related
neuroscience and health psychology projects. Through
these experiences, students may test the water of
working with older adults, deepen their knowledge
and experience by participating in research, and gain
a better understanding of old age, housing and long
term care, social support networks and caregiving,
interpersonal relationships, health and health care, and
death and dying.
Biographies
Cay Anderson-Hanley is an Associate Professor of
Psychology and Neuroscience at Union College in
New York. She teaches Clinical Neuropsychology
with a service learning component. Her lab conducts
community-based research exploring the cognitive
benefits of exergaming for older adults, funded by the
National Institute of Aging. She was a Fulbright Scholar
at NUIG in 2013, where she collaborated with Professor
Hogan to enrol older adults in their cybercycle study at
St. Francis Day Care.
Jamie Bodenlos is an Associate Professor and
licensed clinical psychologist in the Department of
Psychology at Hobart and William Smith Colleges in
Geneva, New York. With 40 publications in the field
of health psychology, her research focuses on the
biopsychosocial factors related to eating behaviour,
obesity, and health disparities. Her recent work has
focused on mindfulness and ways it relates to health
and health behaviours in college students.
David Cotter is Professor and Chair of Sociology
at Union College, Schenectady, NY. His research
focuses on stratification and inequality, particularly
rural poverty, and work-related gender inequality. His
research has been published in The American Journal
of Sociology, The American Sociological Review,
Social Forces, and Rural Sociology. He has conducted
research on service learning as a pedagogical tool and
helped to develop instructional materials on service
learning for the American Sociological Association.
Meika Loe is Director of Women’s Studies and Professor
of Sociology at Colgate University in New York,
teaches community-based learning courses on aging
that pair area elders with college students to conduct
life history projects. She is the author of Aging Our
Way: Lessons for Living from 85 and Beyond (Oxford
University Press, 2011), co-editor (with Kelly Joyce) of
Technogenarians: Studying Health and Illness Through
an Aging, Science, and Technology Lens (Blackwell,
2010) and author of The Rise of Viagra: How the Little
Blue Pill Changed Sex in America (NYU Press, 2004).
Leah Rohlfsen is Department Chair and Associate
Professor of Sociology at St. Lawrence University,
Canton, NY, teaches courses on medical sociology,
death and dying, research methods and a community-
based learning course on aging. Her research focuses
on disparities in health among older adults and
occupational turf battles in the health care professions.
She was awarded the Susan B. Anthony Aetna Award
for Excellence in Research on Older Women by the
American Public Health Association.
Carol Weisse is Director of Health Professions/
Professor of Psychology at Union College conducts
research with community partners on home-based
palliative care. She developed a Community Action,
Research, and Education Program that places students
in residential hospice homes where they serve as
caregivers while completing a structured curriculum on
best practices in end of life care. She has supervised
educational programs on hospice and palliative care in
the U.S., Canada, England, The Netherlands, Zimbabwe,
and South Africa
89
Roundtable 3

IV-C (i)
Time: Friday 16 June 2017 10.30-10.45am
Room: G008
Title: Implementing SL at a University of Technology

Presenter: Gerrit du Plooy, Vaal University of (at least our institution) however are struggling to
Technology, South Africa establish SL as an integrated part of the institutional
curriculum and are very often “hiding behind” the WIL
Abstract: Traditionally the “newly established” programs, which are compulsory to most of the UoT’s
Universities of Technology” (UoT’s) (previous academic programs.
Technicons) in South Africa were familiar with the
concept of what was the called “in service training”
or “experiential learning”. This was eventually
changed to Work Integrated Learning (WIL). Since Biography:
the inception of the CHESP project, community
Gerrit du Plooy is currently Senior Director for
engagement and service-learning have become an
Community Engagement at the Vaal University
integral part of the higher education system in South
of Technology. He is also responsible for the
Africa. At a national level the Founding Document
implementation of Service Learning and the re-
(2002) of the HEQC includes what was then called
circulation of modules to a SL mode.
“knowledge based community service” along with
teaching and research as one of the three areas
for the accreditation of academic programmes
and the audit of higher education institutions. In
2004, the HEQC included community engagement
and service-learning in its Criteria for Programme
Accreditation (HEQC, 2004) and its Criteria for
Institutional Audits (HEQC, 2004). At an institutional
level, numerous South African universities have:
developed and adopted institution wide policies for
community engagement (including service-learning);
developed strategies for implementing these policies;
established organizational and staffing structures for
implementation; allocated the necessary resources to
facilitate implementation; and developed numerous
accredited academic courses that include the
principles and practice of service-learning. The UoT’s

90
Roundtable 4

IV-C (ii)
Time: Friday 16th June 10.45-11am
Room: G008
Title: Framing sustained engagement: multi-semester design-build
practices in service to learning and others

Presenter: Scott Gerald Shall, Lawrence Technical
University, Southfield MI, USA
Abstract: This tension between the long-term
engagement required to address our planet’s
thorniest problems and the strict timeline established
by university frameworks can place those engaged in
service learning in a difficult position – one that can
cause them to choose between the over-simplification
of the situations engaged by their students or the
obfuscation of the academic frame. In the former
scenario, learning compromises service and the higher
order relevance of the work is lost to the demands
of university; in the latter scenario, service erodes
learning, compromising the necessary clarity offered
by the course structure and, transitively, the integrity
of the degree.
To illustrate this tension and establish grounds for
a productive dialogue, this paper will describe and
analyse a six-semester process in which students
investigated the potential of digital fabrication to
make the design and construction of affordable
housing, more affordable, sustainable, and inclusive—
and more appropriately educational. This process,
which resulted in the construction of multiple homes,
challenged students to engage inherited and created
work with equal dexterity and move easily between
multiple experts, constituents, and communities; and
to synthesize the points raised into a more resolved,
but often not completely resolved, proposition. It
challenged faculty to clearly indicate how the work
would be assessed using academic measures without
excluding those provided by our community partners,
to provide an equal opportunity for students to
demonstrate attainment of learning objectives within
radically different stages of a multi-semester design-
build process, and to ensure the integrity of the
experience in a manner that respects both the service
and learning agenda – all to the transformation of not
only the world around them, but the environment in
which they study.
Biography
Scott Gerald Shall is an Associate Professor and the
Associate Dean of the College of Architecture and
Design at Lawrence Technological University (LTU)
and the founding director of the International Design
Clinic (IDC, www.internationaldesignclinic.org), a
registered non-profit that realizes socially-responsive
creative action with communities in need around the
world. His work in this arena has been disseminated
widely, including publications by the AIA Press and
exhibitions the Venice Architecture Biennale and
MoMA.

Discussion Roundtable 3 and 4 IV-C (I, ii)

11-11.30am

91
Additional
Activities

92
Book Launch
Wednesday 14th June 2017 – ILAS Room G009
2-3pm All welcome!
A New Social Contract – No Flag No Frontier
/ Un Nuevo Contrato Social – Sin Bandera Sin Frontera
Editors: Amelia Burke, Lluna Altarriba, Álex Font, Gabriel Santee
Publisher: Fabricants de de Futur

How can new collaborations arise between citizens
across a world that is divided and obstructed by
exclusions of nationality, borders and prejudices? How
can citizens engage and act, find their voice, support
each other and collaborate to create alternatives?
“A New Social Contract: No Flag No Frontier” is the third
publication of Fabricants de Futur. The collaborators
on this collective book project are aged 11 to 65.
We are artists, writers, philosophers, social workers,
refugees, sociologists, activists, lawyers, scientists,
musicians, historians, volunteers, environmentalists
and teachers. The texts are in Spanish and English,
but the collaborators are from many parts of the
world: Afghanistan, Argentina, Australia, England,
France, Ireland, the Netherlands, Spain, Scotland, and
Pakistan. Ukraine and USA.
Fabricants de Futur (Future Makers) is a non-profit
multi-media platform, based in Figueras, Catalunya,
connecting citizens, activists, artists and creators
drawn from many parts of the world. This platform
enables those who have no voice to talk about
the future, be listened to, share experiences and
knowledge and learn from each other. The Fabricants
de Futur collective originated in the Integral Revolution
that emerged in Catalunya around 2008, seeking a
new ways to create a self-managed public system,
via the generation of social alternatives oriented
towards more humane, inclusive and sustainable local
economies. The collective functions on the principles
of “autogestion”, operating a horizontal structure and
collective self-management, without dependence on
financial or other sponsorship by external bodies.
For an introduction via music, words and images, see
YouTube clip, “what is it like?” (4:40 min) https://www.
youtube.com/watch?v=jlPG_Xq3nJE&feature=youtu.
be
Copies of the book will be available for purchase at
the conference, price G25.

93
Heading

Body

THE VARIETY NIGHT

FOR LATERAL MINDS
Social Event in association with the
7TH INTERNATIONAL SYMPOSIUM
ON SERVICE-LEARNING

Do you love to laugh?

Do you love your
If so, BRIGHT CLUB
work and research? GALWAY may be the
Do you like new
challenges? event for you.

94
WE ARE NOW
Áine Gallagher and Dr Jessamyn Fairfield.
RECRUITING
Heading
SPEAKERS FOR
BRIGHT CLUB GALWAY
Body
ON JUNE 15th
BRIGHT CLUB gives academics
the opportunity to use stand-up
comedy to discuss their work and
aims to enhance public awareness in
relation to academic research. This
presents a great opportunity for the
ISSL delegates to meet a variety of
academics, as well as the general
public, to discuss their work beyond
the walls of the university. This
public event will take place in the
Roisin Dubh Comedy Club in the city
centre of Galway.
Participating at BRIGHT CLUB will include:
• Preparing a 9 minute talk related to
your field of work, using a stand-up
comedy style
• Receiving expert training in how to
use humour to talk about your work
and research
• Engaging in a really fun experience
• Meeting a variety of people from
other disciplines
• Developing new and humorous skills
to talk about your work
Please see the Bright Club
Ireland YouTube Channel for
examples of previous talks
www.youtube.com/channel/
UCRIrbK1cuAmEvnEcq9D262Q
IF YOU ARE INTERESTED
TO LEARN MORE...
Please contact the curator
Áine Gallagher at
aine.a.gallagher@nuigalway.ie
BRIGHT CLUB GALWAY is coordinated by
Áine Gallagher works as Community
Engagement Development Manager with
the Community Knowledge Initiative in
NUI Galway. Áine has a background in
occupational therapy, health promotion,
community engagement and stand-up
comedy.
She has been performing stand-up, since
2011 and is now working on new initiatives
that implement the use of comedy within
teaching and learning in education. With
her dead pan style of humour, Áine has
been described as ‘Queen of the offbeat’
and is a regular performer across the Irish
and UK comedy circuit. Her credits include;
UK Funny Women Comedy Awards 2014,
as well as appearances on Irish television
(TG4). Áine is excited to bring her new show
‘Making Sense’ to the 2017 Edinburgh Fringe
Comedy Festival.
Áine Gallagher - Health Promotion
www.youtube.com/watch?v=Hka80J33O30
Funny Women Interview with
Áine Gallagher www.funnywomen.
com/2014/09/29/funny-women-stage-
award-interview-with-aine-gallagher/
Dr. Jessamyn Fairfield is a lecturer in the
School of Physics at NUI Galway. She
founded Bright Club Ireland and is a
passionate science communicator and
comedian who believes that science is for
everyone.
Jessamyn won the ‘Institute of Physics Early
Career Physics Communicator Award’ in
2013. She coordinates a number of public
events including; Soapbox Science Galway,
an event bringing female researchers to the
public, and March for Science Ireland.
She has performed science-themed comedy
in events across Ireland and the UK, writes
about science for numerous blogs and speaks
regularly on ‘Futureproof’, a science themed
programme on mainstream Irish radio.
Jessamyn Sings Your Thesis
www.youtube.com/watch?v=VZBmrEN2Y1s
95
96
97
 saol
SCCUL ENTERPRISES

soCiAL enterPrise

SAOlsaol
CAFÉ
original

S AOL CAFÉ has become the pride of the and therefore make NUI Galway deliver
ILAS building, offering a welcoming onSCCUL its ENTERPRISES
promise of applied learning and
space for members of the community community impact. This not-for-profit
and University to meet at the heart of this initiative sources all supplies locally, with
community-focused building. This café hiring policies that are socially inclusive.
has evolved from a partnership betweenthis isSothefar the café has provided regular
one we sent to Annette

the University and SCCUL Enterprises. employment and training opportunities

Much pride is held in the fact that it is the for people who are marginalised
first social enterprise café in an institute of from mainstream employment. The
higher education in Ireland. SAOL CAFÉ employment model used by SAOL has
has recently celebrated its first anniversary become influential, with many businesses
and in this time has witnessed a number and organisations now expressing
of significant achievements. In October their interest in implementing a similar
2016, SAOL was awarded the prestigious approach. This is indicative of the great
title as Ireland’s Friendliest Business by need for alternative models to provide real
the Junior Chamber International (JCI), employment opportunities for people that
Ireland. One of the aims of SAOL CAFÉ experience barriers in accessing gainful
is to foster mutual learning and inclusion mainstream employment.

This project began in June 2015, when the

Community Knowledge Initiative and the Centre
for Disability Law and Policy in collaboration
with their community partner EmployAbility
Galway, facilitated the Irish Research Council
funded event ‘Spending Socially - Achieving
Social Value through Public Procurement’.
This public event was borne out of an identified
need to support local enterprises to engage in
the public procurement process, this need was
É
discovered while exploring the possibilities of
setting up a community café in the ILAS building.
Thanks to the efforts and interest of the institutional
and community partners, and all who contributed
to the Spending Socially event on the day, this
unique learning exercise and opportunity to
network was facilitated very effectively. The event
led to a successful bid by SCCUL Enterprises Ltd.
to establish SAOL CAFÉ, located in and adding a
heartbeat to the ILAS building, which prides itself
Staff from SCCUL Enterprises receive the JCI Ireland’s
in engaging with the community to create real
Friendliest Business Award 2016 for SAOL Café
change in social practice.

ILAS research staff with former Minister Brendan Howlin and Former TD Derek Nolan at the Spending Socially event in June 2015

CKI Magazine 2016-2017 www.nuigalway.ie/cki | 5

98
APPENDICES

99
Appendix 1 Guidelines for Moderators
Introduction
The symposium co-chairs and organising committees
from the NUI Galway, SU and UIndy wish to express
their gratitude to everyone who agreed to be a
moderator at the symposium. We acknowledge that
some of you may be experienced moderators, but
the guidelines will ascertain that we have uniformity
in all the sessions and a common understanding
of the operational rationale of the symposium. The
contribution of every moderator to the success of
the symposium by keeping to the guidelines for
moderating sessions is greatly appreciated. The
coordinator for moderators at the symposium is
Marianna Foulkrod. Please feel free to contact her at
any time during the symposium.
Moderators
1. Lisa Borrero (UIndy)
2. Hanlie Dippenaar (CPUT)
3. Jacob du Plessis (SU)
4. Lauren du Plooy (SU)
5. Denise Ferrell (UIndy)
6. Marianne McKay (SU)
7. Marianna Foulkrod (UIndy)
8. Erin Gahimer (UIndy)
9. Julie Gahimer (UIndy)
10. Pamela Kierman (SU)
11. Maritha Marais (SU)
12. Michelle Meer (UIndy)
13. Antoinette Smith-Tolken (SU)
14. Jennifer VanSickle (UIndy)
15. Joanne Williams (SU)
16. Amy Wojtyna (UIndy
Before the session
• Please familiarize yourself with the room in which
you will be moderating in advance of the session.
Please contact the presenters prior to the session
if possible.
• On the time of your session, please be at the venue
as early as possible before the session starts. Please
ensure that the electronic equipment is working
when you arrive at the venue and report any faults
immediately.
• Introduce yourself to the presenters and assist
them to load their files on the desktop of the
computer.
• Discuss the time arrangements with them
especially agree on how you will indicate to them
when their time is running out. We suggest you
warn them when they have 5, 3 and 1 minute left.
• Please be diligent with the time management and
start on time.
100
During the session
• Your role is to introduce the presenter(s) and
the topic and facilitate the discussion later in
the session. Offer some help to the presenters in
distributing materials where applicable.
• We suggest that you give each topic the allocated
time (see formats below) for presentation in the
first hour and 30 minutes for discussion at the
end of all the presentations in the session. It is
imperative that you do not allow any presenter
to use more than their allocated time. When they
have used their allocated time, you assertively
need to ask them to end.
• During discussion time, please set the rules
for discussion to avoid dominant speakers or
‘soapbox’. Please allow questions and comments
orderly, taking caution that speakers from the floor
are concise with both questions and comments
which do not last longer than one minute. Also
restrict presenter answers where necessary. Make
provision to give each presenter at least 2 minutes
at the end of the discussion to respond to the
discussion.
• Thank the presenters and the participant at the
end of the session.
After the session
Please remind presenters to take their memory sticks
when they leave.
Presentation formats
Posters: This medium may be used to demonstrate
best practice, a new model or framework. It could also
convey a specific way of doing and teaching service
learning through which others can learn. This medium
is also conducive to outlining quantitative research or
can be used to market learning opportunities at their
institution for delegates post the symposium. Poster
board dimensions: 2 380mm[h] x 950mm[w]
Poster Symposia: In this format, presenters are
offered a 15-minute presentation on their poster
during a dedicated session in addition to the poster
being displayed throughout the conference. In
addition to meeting the requirements of the posters
above, the format offers participants research on the
topic or demonstrate the gain of a practice. Additional
discussion time will be provided.
Research papers: This form of presentation is
theoretically grounded in published theory or by
introducing new theoretical insights. The presentation
may also introduce a framework, model or theory
that was developed through the research. The
abstract should include a research question or topic,
the rationale for the research, the methodology,
preliminary findings (if not published research) and
the expected outcomes for service learning. For this
format 30 minutes will be given to present, including
discussion time.
Workshops: In this format, presenters display a
research topic (or practice) through which best Our thanks to all of the 7th ISSL
practices or new knowledge were developed. This form Moderators who include:
of presentation aims to build the audience’s capacity
on the diverse areas of service learning through ample
discussion and interactive activities. It could also take Lisa Borrero (UIndy)
the form of an institution presenting the progress
Hanlie Dippenaar (CPUT)
they have made in practicing service learning on an
institutional level, highlighting how they enhance Jacob du Plessis (SU)
citizenship of students and staff. The proposal for this Lauren du Plooy (SU)
format should include all planned presentations and
activities. The learning outcomes for participants must Denise Ferrell (UIndy)
be clearly articulated. Workshops will be 60 minutes Marianne McKay (SU)
(unless differently specified).
Marianna Foulkrod (UIndy)
Roundtables: In this form of presentation submissions
will be 15 minutes (unless differently specified) around Erin Gahimer (UIndy)
a table where (a) participant(s) share(s) perspectives Julie Gahimer (UIndy)
on best practice of the topic. The presentation should
consist of a context, outlining the practice, and Pamela Kierman (SU)
demonstrating the gain of using this practice to the Maritha Marais (SU)
audience. A facilitator will convene the discussion
where reciprocal learning can take place. Additional Michelle Meer (UIndy)
discussion time will be provided. Antoinette Smith-Tolken (SU)
Storytelling sessions: This is a medium through which Jennifer VanSickle (UIndy)
best practice can be shared of service learning as a Joanne Williams (SU)
teaching and learning approach. These ‘stories’ will
be clustered in 15 minute inputs by participants and Amy Wojtyna (UIndy)
a general discussion on new insights on practice. The
presentation should consist of a context, outlining
the practice, and demonstrating the gain of using this
practice to the audience. Additional discussion time
will be provided.

101
Appendix 2 List of Delegates
Dr. Caterina Abraham Wheeling Jesuit University Physical Therapy United States of America cabraham@wju.edu
Ms. Lluna Altarriba No Flag No Frontier Ireland afirmo@aktivix.org
Dr. Cay Anderson-Hanley New York Six Liberal Arts Consortium Union College Department of Psychology United States of America andersoc@union.edu
Dr. Pilar Aramburuzabala Autonomous University of Madrid Didactics and Theory of Education Spain pilar.aramburuzabala@uam.es
Prof. Luis Arevalo Dixie State University Humanities United States of America arevalo@dixie.edu
Dr. Jamie Bodenlos New York Six Liberal Hobart and William Smith Colleges,
Arts Consortium Department of Psychology United States of America bodenlos@hws.edu
Ms. Lisa Borrero University of Indianapolis Center for Aging and Community United States of America borrerol@uindy.edu
Ms. Mary Breen Special Heroes Ireland Special Heroes Ireland Ireland inclusion2educate@gmail.com
Ms. Liz Brentnall The University of Melbourne Faculty of Medicine, Dentistry & Health Sciences Australia eabren@unimelb.edu.au
Mr. Jeff Bryant University of Indianapolis Social Work United States of America jbryant@uindy.edu
Ms. Amelia Burke Fabricants Ireland burkeamelia@yahoo.co.uk
Dr. Dermot Burns NUI Galway English Ireland dermot.burns@nuigalway.ie
Ms. Sarah Carroll NUI Galway Biochemistry Ireland s.carroll15@nuigalway.ie
Dr. Ruari Connolly NUI Galway Medicine Ireland ruairi.connolly@nuigalway.ie
Ms. Saoirse Connolly Special Heroes Ireland Special Heroes Ireland Ireland inclusion2educate@gmail.com
Dr. David Cotter New York Six Liberal Arts Consortium Union College Department of Sociology United States of America cotterd@union.edu
Ms. Gertrude Cotter UCC School of Education Ireland gertrude.cotter@ucc.ie
Mr. Quang Minh Dang Action in the City Vietnam dqminh1984@gmail.com
Ms. Loes de Smet Erasmus University, Rotterdam, Law Netherlands loes.desmet@hotmail.com
The Netherlands
Dr. Jeanette DeDiemar University of Indianapolis Communications & Marketing United States of America dediemarj@uindy.edu
Dr. Hanlie Dippenaar Cape Peninsula University of Technology Education South Africa hdippenaar@me.com
Mr. Tuan Phuong Don Vietnam Vietnam director@csds.vn
Dr. Mark Drnach Wheeling Jesuit University Physical Therapy United States of America drnach@wju.edu
Mr. Jacob du Plessis Stellenbosch University Sociology and Social Anthropology South Africa jmjdp@sun.ac.za
Dr. Gerrit du Plooy Vaal University of Technology Community Engagement South Africa gerritdp@vut.ac.za
Ms. Lauren du Plooy Stellenbosch University Music South Africa lduplooy12@gmail.com
Ms. Jodie Ferise University of Indianapolis Business United States of America ferisej@uindy.edu
Ms. Paige Ferise Butler University USA United States of America pferise@butler.edu
Ms. Denise Ferrell University of Indianapolis School of Nursing United States of America dferrell@uindy.edu
Mr. Ryan Flanery Ball State University Journalism United States of America rmflanery@bsu.edu
Mr. Alex Font Fabricants Ireland
Ms. Marianna Foulkrod University of Indianapolis Shaheen College of Arts & Sciences United States of America mfoulkrod@uindy.edu
Ms. Jackie Fox NUI Galway Occupational Therapy Ireland jackie.fox@nuigalway.ie
Dr. Claudia Fracchiolla NUI Galway Biochemistry Ireland claudia.fracchiolla@nuigalway.ie
Ms. Erin Gahimer University of Indianapolis United States of America erin.gahimer@gmail.com
Ms. Julie Gahimer Univ of Indianapolis Krannert School of Physical Therapy United States of America jgahimer@uindy.edu
Ms. Aine Gallagher NUI Galway CKI Ireland aine.a.gallagher@nuigalway.ie
Dr. Jackie Gallagher Institute of Technology Tralee Health & Leisure Studies Ireland jackie.gallagher@staff.ittralee.ie
Ms. Shauna Garry Institute of Technology Blanchardstown Business Ireland shauna.garry@itb.ie
Ms. Rebecca Gilliland Deemer University of Indianapolis Service Learning United States of America rdeemer@uindy.edu
Dr. Muriel Grenon NUI Galway Biochemistry Ireland muriel.grenon@nuigalway.ie
Ms. Henrietta Grönlund University of Helsinki Faculty of Theology Finland henrietta.gronlund@helsinki.fi
Dr. Kristine Grubler Wheeling Jesuit University Physical Therapy United States of America kgrubler@wju.edu
Ms. Elena Guerrero Autonomous University of Madrid Education Ireland elena.guerrerom@estudiante.uam.es
Dr. Magdalena Hajdukiewicz NUI Galway Civil Engineering Ireland
Ms. Rhonda Haley Wheeling Jesuit University Physical Therapy United States of America rhaleypt@gmail.com
Mr. Aidan Harte NUI Galway Public Advocacy Ireland aodhan-mac-airt@hotmail.com
Ms. Katherine Harvey University of Brighton Physiotherapy United Kingdom katherineharvey16@msn.com
Ms. Lisa Hicks University of Indianapolis Kinesiology United States of America lhicks@uindy.edu
Ms. Kelli Huth Ball State University Office of Immersive Learning United States of America kjhuth@bsu.edu
Dr. Sinead Hynes NUI Galway Occupational Therapy Ireland sinead.hynes@nuigalway.ie
Mr. Jacob Jackson Wheeling Jesuit University Physical Therapy United States of America jjackson870@cardinal.wju.edu
Ms. Paula Jennings Special Heroes Ireland Special Heroes Ireland Ireland inclusion2educate@gmail.com
Mr. Johan Jordaan North West University Business School South Africa jordaan.johan@nwu.ac.za
Potchefstroom South Africa
Ms. Joan Kavanagh Galway City and County Age Friendly Older Persons Council Ireland joanmkavanagh@eircom.net
Dr. Maureen E Kelly NUI Galway General Practice Ireland maureen.kelly@nuigalway.ie
Ms. Lily Kennedy NUI Galway CKI Ireland lilykennedykate@gmail.com
Ms. Su Ming Khoo NUI Galway College of Arts, Social Sciences & Celtic Studies Ireland suming.khoo@nuigalway.ie
Ms. Pamela Kierman Stellenbosch University Music South Africa pkierman@sun.ac.za
Ms. Carmel King NUI Galway CKI Ireland carmel.king@nuigalway.ie
Dr. Adam Kuban Ball State University Journalism United States of America ajkuban@bsu.edu
Ms. Christine Kuramoto Hamamatsu University School of Medicine English Japan christie@hama-med.ac.jp
Dr. Tetsuo Kuramoto Aichi University of Education Graduate School for In-service Teachers Japan kuramoto@aeucc.aichi-edu.ac.jp
Dr. Kam Por Kwan The Hong Kong Polytechnic University Office of Service-Learning China etkpkwan@polyu.edu.hk
Mr. Kevin Laabs University of Duisburg-Essen Education Germany kevin.laabs@uni-due.de
Dr. Meika Loe New York Six Liberal Arts Consortium Colgate University, Department of Sociology United States of America mloe@colgate.edu
Ms. Kimberly Lupton Wheeling Jesuit University Physical Therapy United States of America klupton466@cardinal.wju.edu

102
Ms. Ann Lyons NUI Galway CKI Ireland ann.lyons@nuigalway.ie
Ms. Elke Maehlitz-Galler University of Applied Sciences Economics Germany elke.maehlitz-galler@hs-magdeburg.de
Dr. Marie Mahon NUI Galway Geography Ireland marie.mahon@nuigalway.ie
Ms. Grace Mannion NUI Galway Ireland grace.mannion@nuigalway.ie
Ms. Maritha Marais Stellenbosch University Human Nutrition South Africa mlm@sun.ac.za
Dr. Allen Marangoni Wheeling Jesuit Universithy Physical Therapy United States of America amaran@wju.edu
Dr. Ruth Mc Menamin NUI, Galway Speech and Language Therapy Ireland ruth.mcmenamin@nuigalway.ie
Dr. Sinead McCann Dublin Institute of Technology Access and Civic Engagement Ireland sinead.mccann@dit.ie
Dr. Mary McDonnell Nauthon Athlone Institute of Technology Nursing & Healthcare Ireland mmcdonnellnaughton@ait.ie
Ms. Lorraine McIlrath NUI Galway CKI Ireland lorraine.mcilrath@nuigalway.ie
Ms. MarianneMcKay Stellenbosch University Viticulture and Oenology South Africa marianne@sun.ac.za
Dr. Shannon McMorrow Western Michigan University United States of America shannon.l.mcmorrow@wmich.edu
Ms. Michelle Meer University of Indianapolis Phylis Lan Lin Department of Social Work United States of America meerm@uindy.edu
Ms. Anne Mejia-Downs University of Indianapolis Krannert School of Physical Therapy United States of America adowns@uindy.edu
Ms. Sara Minotti University of Bologna Italy sara.minotti3@studio.unibo.it
Ms. Michelle Mitchell Special Heroes Ireland Special Heroes Ireland Ireland inclusion2educate@gmail.com
Mr. Lori Moog Raritan Valley Community College Service Learning United States of America lori.moog@raritanval.edu
Ms. Elizabeth Moore University of Indianapolis College of Health Sciences United States of America moorees@uindy.edu
Dr. David Mosman Wheeling Jesuit University Physical Therapy United States of America dmosman2@yahoo.com
Ms. Jana Muller Stellenbosch University Ukwanda Centre for Rural Health South Africa janamuller@sun.ac.za
Ms. Patricija Naujanyte Vytautas Magnus University Lithuania patricijanauja@gmail.com
Ms. Lillian Nave Goudas Appalachian State University First Year Seminar/General Education United States of America goudasln@appstate.edu
Mr. Huyen Tran Nguyen Vietnam Vietnam htran1306@gmail.com
Mr. Nhat Tuan Nguyen Hanoi University of Vietnam Vietnam tuanlviv@gmail.com
Mr. Olutunmise Adesola Ojo Central University of Technology Design and Studio Art South Africa oojo@cut.ac.za
Dr. Hector Opazo Universidad Católica Silva Henríquez Europe Engage Chile hopazo@ucsh.cl
Ms. Rachel O’Toole Georgia State University United States of America rnt1908@gmail.com
Dr. Catherine Paolucci State University of New York at New Paltz Teaching and Learning United States of America paoluccic@gmail.com
Mr. Owen Patrick Special Heroes Ireland Special Heroes Ireland Ireland inclusion2educate@gmail.com
Mr. Arnaud Persyn University of Ghent Belgium arnaud.persyn@UGent.be
Prof. Nadine Petersen University of Johannesburg Childhood Education South Africa nadinep@uj.ac.za
Ms. Tran Kieu Trang Phan Vietnam Vietnam kieutrang.phan87@gmail.com
Ms. Mackenzie Pheneger Wheeling Jesuit University Physical Therapy United States of America mpheneger548@cardinal.wju.edu
Ms. Gisel Pinto Teixeira Teachers College, Columbia University International and Transcultural Studies Portugal gp2511@tc.columbia.edu
Ms. Celine Pollander Wheeling Jesuit University Physical Therapy United States of America cpollander476@cardinal.wju.edu
Ms. Riikka Porkola University of Helsinki Theology Finland riikka.porkola@helsinki.fi
Ms. Bernie Quillinan University of Limerick UL Engage Ireland bernie.quillinan@ul.ie
Prof. Lara Ragpot University of Johannesburg Childhood Education South Africa lragpot@uj.ac.za
Dr. Sarita Ramsaroop University of Johannesburg Childhood Education South Africa
Ms. Edel Randles Institute of Technology Tralee Health & Leisure Studies Ireland edel.randles@staff.ittralee.ie
Ms. Silvia Roderus Technische Hochschule Service Teaching and Learning Germany silvia.roderus@th-nuernberg.de
Nürnberg Georg Simon Ohm
Dr. Leah Rohlfsen New York Six Liberal Arts Consortium St. Lawrence University, Sociology Department United States of America lrohlfsen@stlawu.edu
Ms. Chloe Ruby University of Pittsburgh United States of America chloeruby3@gmail.com
Dr. Craig Ruby Wheeling Jesuit University Physical Therapy United States of America cruby@wju.edu
Dr. Claudia Schlager Eberhard Karls Universität Tübingen Studium Professionale | Service Learning | Germany claudia.schlager@uni-tuebingen.de
Ms. Ielse Seale University Freestate Nursing Counsel South Africa mercia.gerber@travelcounsellors.co.za
Ms. Sara Semenski University of Zagreb Information and Communication Sciences Ireland sara.semenski@gmail.com
Mr. Scott Shall Lawrence Technological University Architecture United States of America sshall@ltu.edu
Ms. Lynn Shaw University of Indianapolis Phylis Lan Lin Dept of Social Work United States of America lyshaw@uindy.edu
Mr. Derrin Slack ProAct ProAct United States of America derrin@proactcp.org
Dr. Antoinette Smith-Tolken Stellenbosch University Social Impact South Africa asmi@sun.ac.za
Prof. Wolfgang Stark University of Duisburg-Essen UNIAKTIV - Center for Societal Learning Germany wolfgang.stark@uni-due.de
and Responsible Change
Mr. Tim Stewart Belmont University Office of Service-Learning United States of America tim.stewart@belmont.edu
Ms. Kate Suegnet Special Heroes Ireland Special Heroes Ireland Ireland inclusion2educate@gmail.com
Prof. Claire Sullivan University of Maine Communication Ireland claires@maine.edu
Ms. Lorraine Tansey NUI Galway CKI Ireland lorraine.tansey@nuigalway.ie
Ms. Janice Thomas University of Melbourne Faculty of Medicine, Dentistry & Health Sciences Australia jthomas@unimelb.edu.au
Ms. Tran Truong Nguyen Bao Hoa Sen University Center for Service-Learning, Vietnam tran.truongnguyenbao@hoasen.edu.vn
International Relation Derpartment
Ms. Gernia Van Niekerk University of Pretoria Community Engagement South Africa gernia.vanniekerk@up.ac.za
Ms. Jennifer VanSickle University of Indianapolis Kinesiology United States of America jvansickle@uindy.edu
Ms. Karen Elizabeth Venter University Freestate Nursing Counsel South Africa mercia.gerber@travelcounsellors.co.za
Ms. Amanda Wade Wheeling Jesuit University Physical Therapy United States of America amandakwade@gmail.com
Dr. Carol Weisse New York Six Liberal Arts Consortium Union College Department of Psychology United States of America weissec@union.edu
Ms. Joanne Williams Stellenbosch University Social Impact South Africa jhenry@sun.ac.za
Ms. Amie Wojtyna University of Indianapolis United States of America wojtynaa@uindy.edu
Ms. Rhonda Wolverton University of Indianapolis Art and Design United States of America wolvertonr@uindy.edu
Dr. Rhonda Wynne University College Dublin UCD in the Community Ireland rhonda.wynne@ucd.ie

103
Appendix 3 List of Institutions

Aichi University of Education, Japan Technische Hochschule Nürnberg Georg Simon Ohm,
Germany
Appalachian State University, USA
The Hong Kong Polytechnic University, Hong Kong
Autonomous University of Madrid, Spain
The University of Melbourne, Australia
Ball State University, USA
University College Cork, Ireland
Belmont University, USA
University of Indianapolis, USA
Butler University, Indianapolis, USA
Universidad Católica Silva Henríquez, Chile
Central University of Technology, South Africa
University College Dublin, Ireland
CPUT, South Africa
University of the Freestate, South Africa
Dixie State University, USA
University of Applied Sciences, Austria
Dublin Institute of Technology, Ireland
University of Bologna, Italy
Eberhard Karls Universität Tübingen, Germany
University of Brighton, UK
Erasmus University, Rotterdam, The Netherlands
University of Duisburg-Essen, Germany
Hamamatsu University School of Medicine, Japan
University of Ghent, Belgium
Hoa Sen University, Vietnam
University of Helsinki, Finland
Institute of Technology Blanchardstown, Ireland
University of Johannesburg, South Africa
Institute of Technology Tralee, Ireland
University of Limerick, Ireland
Lawrence Technological University, USA
University of Maine, USA
New York Six Liberal Arts Consortium, USA
University of Melbourne, Australia
National University of Ireland, Galway, Ireland
University of Pittsburgh, USA
ProAct, Indianapolis, USA
University of Pretoria, South Africa
Raritan Valley Community College, USA
University of Zagreb, Croatia
State University of New York at New Paltz, USA
Vaal University of Technology, South Africa
Stellenbosch University, South Africa
Wheeling Jesuit University, USA
Teachers College, Columbia University, USA

The 7th ISSL would like to thank the student hospitality team
who include the following:

Elena Guerrero, Autonomous University of Madrid, Spain

Sara Minotti, University of Bologna, Italy
Katherine Harvey, University of Brighton, UK
Arnaud Persyn, Ghent University, Belgium
João Louro, Instituto Universitário de Ciencias Psicológicas, Sociais e da Vida, Portugal
Loes de Smet, Erasmus University Rotterdam, the Netherlands
Sara Semenski, University of Zagreb, Croatia
Patricija Naujanyte, Vytautas Magnus University, Lithuania
Riikka Porkola, University of Helsinki, Finland
Kevin Laabs, University of Duisburg-Essen, Germany
Aidan Harte, National University of Ireland, Galway
Lily Kennedy, Salerno Secondary School, Galway

104
7th INTERNATIONAL
SYMPOSIUM ON
SERVICE-LEARNING
(ISSL) 2017
PROGRAMME

105
PRE-CONFERENCE WORKSHOPS

7th INTERNATIONAL SYMPOSIUM ON SERVICE-LEARNING (ISSL) 2017

PRE-CONFERENCE WORKSHOPS
Wednesday 14 June 2017 – Free Option for Delegates
To register please email carmel.king@nuigalway.ie or register on the day

09:30-10:30 REGISTRATION FOR PRE-CONFERENCE WORKSHOPS – ILAS Lobby

10:00-11:00 WORKSHOP 1 Room G006 WORKSHOP 2 Room G007 WORKSHOP 3 Room G008

Carrie Abraham, Rhonda
Haley, Kristine Grubler, Mark
Drnach, David Mosman &
Amanda Wade
Inter-professional
Education (IPE) in
International Service-
Learning (S-L)
Josephine Boland, Giang Dang, Luis Arevalo and Allen Marangoni
Kate Morris, Dang Quang Minh,
Nhat Tuan Nguyen, Thi Tranh Learning how to enhance the
Hương Tran, Bernie Quillinan, use of any language in a service-
Edel Randles learning environment, a practical
approach that works
The significance of context
when designing strategies to
support community engaged
learning

11:00-13:00 WORKSHOP 4 Room G006 WORKSHOP 5 Room G007

Marianna K. Foulkrod, Jeff Gernia van Niekerk

Bryant, Michelle Meer, Lisa
Borrero, Rhonda Wolverton,
Elizabeth Moore, Lynn Shaw,
Jodie Ferise, Derrin Slack
Strengthening a
Community Anchor through
Interdisciplinary S-L:
Inspiring Faculty, Students
& Community
Implementing and Managing
Large-Scale Compulsory
Curricular Community
Engagement, the Partnerships
required to make it work and
Measurement of the Impact of
Engaged Initiatives

13:00-14:00 LUNCH – ILAS Lobby

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DAY 1 WEDNESDAY 14 JUNE

7th INTERNATIONAL SYMPOSIUM ON SERVICE-LEARNING (ISSL) 2017

DAY 1 WEDNESDAY 14 JUNE
ILAS Auditorium

13:30-16:00 REGISTRATION – ILAS Lobby

12:00-16:00 Love Your Mug Workshop – Café Saol – an opportunity to work with a community partner to create
your personal sustainable coffee mug
14:00-15:00 Book Launch: A New Social Contract – No Flag No Frontier / Un Nuevo Contrato Social
– Sin Bandera Sin Frontera. Room G009
16:00-16:20 Welcoming and Opening:
Lorraine McIlrath (NUI Galway & ISSL 2017 Chair) and President Jim Browne (NUI Galway)
16.20-16:45 ISSL past, present, and future and representing founding members:
Antoinette Smith-Tolken (Stellenbosch University, South Africa)

Plenary Session 1 - Chair: Lorraine McIlrath

16:45-17.00 Introduction of the European keynote panel

17.00-18:00 Europe Engage Keynote Panel:

Creating a Culture of Civic Engagement and Service Learning in Europe
Pilar Aramburuzabala, Universidad Autónoma de Madrid, Spain, Henrietta Grönlund, University of
Helsinki, Finland, Lorraine McIlrath, National University of Ireland, Galway, Ireland, Héctor Opazo,
Universidad Autónoma de Madrid, Spain – Universidad Católica Silva Henríquez, Chile & Wolfgang
Stark, Universität Duisburg-Essen.
18:00-18:30 Greetings and messages from presidents of co-host universities:
Stellenbosch University, Stellenbosch South Africa:
Jacob du Plessis (ISSL co-chair and reader of message from Rector Wim de Villiers);
University of Indianapolis, Indiana USA:
Marianna Foulkrod (ISSL co-chair and reader of message from President Robert Manuel).
18:30-19:30 Drinks Reception and opportunity for delegates to meet and greet - ILAS Lobby
POSTER EXHIBITION – ILAS Lobby

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DAY 2 THURSDAY 15 JUNE

7th INTERNATIONAL SYMPOSIUM ON SERVICE-LEARNING (ISSL) 2017

DAY 2 THURSDAY 15 JUNE
ILAS Auditorium

Plenary Session 2 - Chair: Antoinette Smith-Tolken

09:00-09:10 Introduction to Carnegie keynote panel

09:10-10:10 Carnegie Community Engagement Keynote Panel:

Perspectives from Irish Higher Education Institutions on the Carnegie Community Engagement
Assessment Framework in Ireland - A Pilot Project Based on the Carnegie Community
Engagement Framework.
Simone Cameron-Coen, Trinity College Dublin, Mary McDonnell Naughton, Athlone Institute of
Technology, Maria Kelly and Maria Morgan, Royal College of Surgeons in Ireland, Carina Ginty,
Galway Mayo Institute of Technology, Bernie Quillinan, University of Limerick, Edel Randles,
Institute of Technology Tralee, and Lorraine McIlrath, NUI Galway.

09:00-16:00 POSTER DISPLAY (E) – ILAS Lobby

i

10:10-10:30 REFRESHMENTS - ILAS Lobby

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DAY 2 THURSDAY 15 JUNE (cont.)
CONCURRENT SESSION I: 10:30 - 13:10
Venue G2015 G006 G007 G008 G009
Format RESEARCH ii
RESEARCH RESEARCH RESEARCH WORKSHOP 1iii
PAPERS PAPERS PAPERS PAPERS and
Institutional Transforming Conceptual Collaborative ROUNDTABLE 1
Transformation Students Frameworks research
Moderator Antoinette Julie Gahimer Marianna Michelle Meer Jennifer VanSickle
Smith-Tolken Foulkrod
10:30-11:00 I-A (i) I-B (i) I-C (i) I-D (i) I-E Workshop 1
Rebecca A. Ruth Mc Menamin Hanlie Catherine Catherine Bates,
Gilliland Deemer Evaluating the Dippenaar O’Mahony, Kenneth Sinead McCann,
Proving positive effectiveness of S-L Collaborative Burns & Ruth Hally Jozefien De Marrée
student outcomes as a pedagogical activity systems Designing and Engaging the engagers
unique to the S-L tool: a critical review as laboratories of implementing a - strategies for recruiting
structure of the literature change within S-L CBPR module to lecturers to build
achieve higher community-based
education-community research / learning /
engagement objectives responsible research and
for sustainable and innovation into teaching
impactful results and learning, to transform
Higher Education
11:00-11:30 I-A (ii) I-B (ii) I-C (ii) I-D (ii)
Jacob MJ du Pamela Elizabeth Allen Ojo, Olutunmise
Plessis Kierman, Marangoni & Adesola
Transitions & Felicia Lesch & Luis Arevalo Using work integrated
crises in HE in Lauren Du Plooy Enhancing the learning to promote
South Africa: use of the Span- innovative
S-L in Music
a sociological ish language in a attributes in design
perspective of S-L S-L environment and studio art studies
as transformative
pedagogy

11:30-12:00 I-A (iii) I-B (iii) I-C (iii) I-D (iii) 1-E Roundtable 1iv
Rachel O’Toole Wolfgang Stark Áine Gallagher Collaborative
From law clinics A pattern Promoting Healthy Curriculum Design
and repair cafés to language for Ageing: A collaboration Lisa Borrero &
critical citizens service learning to understand the
Jodie Ferise
experiences of
Cultural Integration and
older adults using
civic engagement with
Photovoice
resettled populations: the
Burmese Action Project

Venue G2015 G006 G007 G008 G009

Format RESEARCH RESEARCH RESEARCH RESEARCH WORKSHOP 2
PAPERS PAPERS PAPERS PAPERS
Social Transforming Theoretical International
Impact Students Frameworks Service-Learning
Moderator Hanlie Lisa Borrero Jacob du Denise Ferrell Joanne Williams
Dippenaar Plessis
12:10-13:10 I-A (iv) I-B (iv) I-C (iv) I-D (iv) I-E Workshop 2
Ruairi Connolly Craig Ruby, Mark Marianne Catherine Paolucci (vi) Adam Kuban, J.R.
& Maureen E Drnach, Joseph McKay & & Helena Wessels Jamison, Ryan Flanery,
Kelly Hopp, Taylor Antoinette Developing future & Kelli Huth
Stakeholders’ Davies, Alexander Smith-Tolken teachers through The Facing Project: Its
perceptions of a The softer side of collaborative Evolution, Its Impact, &
Bellias
widening access ‘hard’ sciences: SL international service Its Ability to Connect
Assessing the
to medicine school as a transforma- learning Campuses with their
effects of S-L on
outreach initiative the development of tive pedagogy in Communities
global citizenship: a teaching Science
cohort study in South Africa

I-A (v) I-B (v) I-C (v) I-D (v)

Edel Randles, Johan Jordaan Bernie Ruth Mc Menamin
Jackie Gallagher Structuring service- Quillinan Irish educators’
& Jerrome learning projects for Transformative experiences of
business students: A learning through implementing S-L
Suganthy
checklist approach engaged practice
Ernie Els #Game
on Autism golf - educators’
program - a experiences of
game changer for involvement
understanding in an engaged
autism programme in
Ireland
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13:15-14:00 LUNCH – Lobby of ILAS
DAY 2 THURSDAY 15 JUNE (cont.)
CONCURRENT SESSION II: 14:00 - 15:30
Venue G2015 G006 G007 G008 G009
Format RESEARCH RESEARCH STORYTELLING v
STORYTELLING ROUNDTABLE 2
PAPERS PAPERS Transforming International
Social Impact Conceptual Students Service-Learning
Frameworks for
Transformation
Moderator Amy Wojtyna Pamela Kierman Jacob du Plessis Erin Gahimer Maritha Marais
14:00-14:30 II-A (i) II-B (i) II-C (i) 14:00-14:15 II-D (i) 14:00-14:15 II-E Roundtable 2
Nguyen Tuan, Lauren du Plooy Anne Mejia- Jackie Fox, Sinéad Conceptual
Dang Minh, Music and S-L: you Downs, Julie Hynes, Lisa Ekstam, Frameworks
Nguyen Nga, only keep what you Gahimer Kristina Orban, Cay Anderson-
have by giving it Can S-L enhance
Dao Trang & Agnes Shiel & Hanley, Jamie
away social responsibility
Tran Tran Juliette Truman Bodenlos, David
Introducing S-L in students in health Making Cotter, Meika Loe,
to the HE system professions? internationalisation a Leah Rohlfsen, and
in Vietnam: reality for occupational
Carol Weisse
challenges and therapy students
Partnering to Promote
opportunities - a community
Care and Support in
engagement project
Aging Communities
II-C (ii) 14:15-14:30 II-D (ii) 14:15-14:30 (60 minutes)
Marie Mahon & HUONG Tran Thi
Maura Farrell Thanh, TRAN
Students’ use of oral Truong Nguyen Bao
histories to promote Institutionalising
public participation in engaged learning
wetland conservation. through students’
engagement initiatives
and international
service-learning at
Hoa Sen University in
Vietnam

14:30-15:00 II-A (ii) II-B (ii) II-C (iii) 14:30- II-D (iii) 14:30-14:45
Ruth Mc Jamie Goggins 14:45 Lillian Nave Goudas
Menamin & Magdalena Dermot Burns How art taught us to
Including the Hajdukiewicz Exploring the know and see each
excluded in Building potential links other - the Boone-
community Engineering: between research- Kabul Project
engaged responding directly enhanced learning
scholarship and to the real needs of and service learning Discussion time
research communities II-D (i)-(iv)
Discussion time
II-C (i)-(iii)
15:00-15:30 II-A (iii) II-B (iii) II-C (iv) Research
Nagwa Craig Ruby, paper (Conceptual
Megahed Jacob Jackson, Frameworks cont.)
Integrating Celine Pollander, Johan Jordaan
effective Kimberly Lupton, A framework for S-L
community- assessment in a MBA
Mackenzie
based learning class
in academic
Pheneger
The effects of
disciplines
international
for student
S-L on national
citizenship
physical therapy
examination pass
rates

15:30-15:45 REFRESHMENTS – ILAS Lobby

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DAY 2 THURSDAY 15 JUNE (cont.)
CONCURRENT SESSION III: 15:45 - 16:45
Venue G2015 G006 G007 G008 G009
Format STORYTELLING STORYTELLING STORYTELLING WORKSHOP 3 WORKSHOP 4
Institutional Conceptual Transforming
transformation Frameworks Students
Moderator Pamela Maritha Marais Lauren du Plooy Antoinette Marianne McKay
Kierman Smith-Tolken
15:45–16:00 III-A (i) III-B (i) III-C (i) I-E Workshop 3 I-E Workshop 4
Tim Stewart Lori Moog Paige Ferise Ronda Wynne Ilse Seale & Karen
Transforming Building students’ A millennial What’s in a name? Venter
S-L through civic and moral story: How a S-L Conceptual confusion Silos must fall:
technology responsibility and experience wrecked and community Re-featuring innovative
assessing outcomes my plans based learning and inclusive
through S-L scholarship
of engagement
16:00-16:15 III-A (ii) III-B (ii) III-C (ii)
Joanne Mary Moore, Erin Chloe Ruby
Williams Gahimer, Marianna Perspectives of a
Designing K. Foulkrod high school student
coordination and Institutional participating in
collaboration measurements of S-L: international S-L
mechanisms UIndy’s progress & rehabilitation mission
to foster social challenges trips with graduate
impact at students
Stellenbosch
University

16:15-16:30 III-A (iii) III-B (iii) Discussion time

Claire Sullivan Shannon III-C (i)-(ii)
An Online McMorrow 16:15-16:30
Service Learning Responding to global
Framework for transitions in HE by
Transformative embedding S-L within
Learning predominantly online
programs: lessons
learned and future
opportunities

16:30-16:45 Discussion time Discussion time

III-A (i)-(iii) III-B (i)-(iii)
18:30-20:30 Social Evening - BBQ in Sult Bar Main Campus
21.00-23:00 Optional Social Event – Bright Club Comedy Night in the Roisin Dubh Bar City Centre

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DAY 3 FRIDAY 16 JUNE

7th INTERNATIONAL SYMPOSIUM ON SERVICE-LEARNING (ISSL) 2017

DAY 3 FRIDAY 16 JUNE
ILAS Auditorium

Plenary Session 3 - Chair: Jacob du Plessis

09:00-09:10 Introduction to Wheeling Jesuit University keynote panel

09:10-10:10 Wheeling Jesuit University Keynote Panel: The Synergistic Effects of Service-Learning and
Research
Allen Marangoni, Mark Drnach, Craig Ruby, Carrie Abraham, Krissy Grubler, Rhonda Haley, David
Edwards, Alison Kreger
10:10-10:30 Poster Presentations with Refreshments, ILAS Lobby

CONCURRENT SESSION IV: 10:30 - 12:00

Venue G006 G007 G008 G009
Format STORYTELLING STORYTELLING ROUNDTABLE 3 POSTER SYMPOSIA
Inter-Multi- Social Impact
Disciplinary
Moderator Antoinette Marianne McKay Joanne Williams Hanlie Dippenaar
Smith-Tolken
10:30-10:45 IV-A (i) IV-B (i) IV-C (i) IIV-D (i)
Elizabeth S. Moore, Maritha Marais, Gerrit du Plooy Nadine Petersen;
Lynn Shaw, Heidi L. Yolande Smit Implementing S-L Sarah Gravett, S, G Petker;
Hancher-Rauch Dietetic students at a University of Francois Naudé; Sarita
Interprofessional S-L to train hearing impaired Technology Ramsaroop; Parvathy Naidoo;
meet community and students: experiences
David Nkosi; Lara Ragpot;
professional needs and perceptions of both
groups
Elizabeth Henning.
Integrated curriculum design for
10:45-11:00 IV-A (ii) IV-B (ii) IV-C (ii) service learning in primary school
Christine Kuramoto & Nhat Tuan Nguyen Scott Gerald Shall teacher education: a case study
Tetsuo Kuramoto Embedding community Framing sustained in childhood education at the
Apples and oranges: engaged learning into engagement: multi- University of Johannesburg
Interdisciplinary S-L with the curriculum: A case semester design-build
divergent subjects. What study of Hanoi University practices in service to IV-D (ii)
do you get? (Vietnam) learning and others Denise Ferrell & Derrin Slack
Project Greater Than Me
11:00-11:15 IV-A (iii) IV-B (iii) Discussion time
Michelle Meer & Jennifer L. VanSickle, IV-C (i)-(ii)
IV-D (iii)
Rhonda Wolverton Amie Wojtyna, Lisa 11:00-11:20
Muriel Grenon &
Making SENSE: social Hicks
work, design and an Claire Concannon
This is how we do it:
urban school in need The double benefits of university
Creating S-L experiences
final year educational science
to fulfil your mission
outreach projects
11:15-11:30 Discussion time Discussion time
IV-A (i)-(iii) IV-B (i)-(iii) IV-D (iv)
11:15-11:30 11:15-11:30 Claire Sullivan
An online S-L framework for
transformative learning

11:30-11:50 Discussion time IV-D (i)-(iv)

Plenary Session 4 - Chair: Marianna Foulkrod

12:00-12:50 Reflective discussion and acknowledgements and announcement of next symposium.

Discussion of publication of symposium book.
13:00-14:00 LUNCH – ILAS Lobby

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POSTER PRESENTATIONS: SESSION P-1

P1: David Edwards, Mark Drnach, Amanda Keil, & Sara Truxton: Students Perceptions of Service Learning
Experience at Wheeling Jesuit University. Wheeling Jesuit University, USA.

P2: Mark Drnach, Kristine Grubler, Carrie Abraham, & Alison Kreger: An Analysis of Community Partner Goals in
International Service Learning. Wheeling Jesuit University, USA.

P3: Kristine M. Grubler, & Andrew M. Jones: Themes that Influence Student Goals for International Service
Learning. Wheeling Jesuit University, USA.

P4: Jennifer L. VanSickle, Mindy H. Mayol, Michael J. Diacin, Heidi Hancher-Rauch, & Lee Everett: The impact of
participating in a community engagement project on students’ receptivity towards and anxiety about working
with individuals with intellectual disabilities. University of Indianapolis, USA.

P5: Nadine Petersen; Sarah Gravett; G Petker; Francois Naudé, Sarita Ramsaroop; Parvathy Naidoo; David Nkosi;
Lara Ragpot; Elizabeth Henning: Integrated curriculum design for service learning in primary school teacher
education: a case study in childhood education at the University of Johannesburg. University of Johannesburg,
South Africa.

P6: Denise Ferrell, Peter Vakunta, Derrin Slack: Project Greater Than Me. University of Indianapolis, USA and
ProAct, Indianapolis, USA.

P7: Muriel Grenon & Claire Concannon: The double benefits of University final year educational science outreach
projects. Northern University of Ireland Galway, Ireland.

P8: Maritha Marais, Yolande Smit: Dietetic students train hearing impaired students: Experiences and perceptions
of both groups. Stellenbosch University, South Africa.

P9: Claire Sullivan: Transforming the Undergraduate Learning Environment through Service-Learning and Digital
Badging. University of Maine, Orono, Maine, USA.

i
Posters: This medium may be used to demonstrate best practice, a new model or framework. It could also convey a
specific way of doing and teaching service learning through which others can learn. This medium is also conducive to
outlining quantitative research or can be used to market learning opportunities at their institution for delegates post the
symposium. Poster board dimensions: 2 380mm[h] x 950mm[w]

Poster Symposia: In this format, presenters are offered a 15-minute presentation on their poster during a dedicated
session in addition to the poster being displayed throughout the conference. In addition to meeting the requirements of
the posters above, the format offers participants research on the topic or demonstrate the gain of a practice. Additional
discussion time will be provided.

ii
Research papers: This form of presentation is theoretically grounded in published theory or by introducing new
theoretical insights. The presentation may also introduce a framework, model or theory that was developed through
the research. The abstract should include a research question or topic, the rationale for the research, the methodology,
preliminary findings (if not published research) and the expected outcomes for service learning. For this format 30
minutes will be given to present, including discussion time.

Workshop: In this format, presenters display a research topic (or practice) through which best practices or new
iii

knowledge were developed. This form of presentation aims to build the audience’s capacity on the diverse areas
of service learning through ample discussion and interactive activities. It could also take the form of an institution
presenting the progress they have made in practicing service learning on an institutional level, highlighting how they
enhance citizenship of students and staff. The proposal for this format should include all planned presentations and
activities. The learning outcomes for participants must be clearly articulated. Workshops will be 60 minutes (unless
differently specified).

iv
Roundtable: In this form of presentation submissions will be 15 minutes (unless differently specified) around a table
where (a) participant(s) share(s) perspectives on best practice of the topic. The presentation should consist of a context,
outlining the practice, and demonstrating the gain of using this practice to the audience. A facilitator will convene the
discussion where reciprocal learning can take place. Additional discussion time will be provided.

v
Storytelling: This is a medium through which best practice can be shared of service learning as a teaching and learning
approach. These ‘stories’ will be clustered in 15 minute inputs by participants and a general discussion on new insights
on practice. The presentation should consist of a context, outlining the practice, and demonstrating the gain of using this
practice to the audience. Additional discussion time will be provided.

NB: MODERATORS OF ALL SESSIONS WILL STRICTLY ADHERE TO TIME LIMITS

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