1. Cover Sheet

Global Learning Grant: Targeted Area Grant

Student Learning Outcomes Intended: • Develop globally competent knowledge • Cultivate intercultural competencies • Foster globally competent citizenship

Title of project: Enhancing International Service Learning in : Piloting Community Engagement Strategies in

Name of primary proposer:

Department, phone number, and email address:

Names and departments of other proposers (if any): N/A

Qualifications of the proposer(s) to carry out the project successfully:

The proposer is leading a study abroad program to Indonesia this summer, and has been visiting Indonesia for more than 12 years, during which time he has developed relationships with and two K-12 schools in the city of , widely known as the educational and cultural center of the country. In addition, this past year, the proposer has been a participant in the Global Service Learning Development Group, a Faculty and Academic Development-sponsored program at Appalachian State, designed to foster teaching and research in the field of International Service Learning (ISL). He attended the 2013 International Service Learning Summit at Northwestern University and presented a workshop session at the 2014 NC Campus Compact Pathways to Achieving Civic Engagement (PACE) Conference in Wilmington, together with Appalachian State University colleagues, entitled, International Service Learning Through Disciplinary Lens.

Amount requested: $4,097

Any other grant support received for the project or previous QEP grants received:

• Travel funds from the QEP to attend the 2013 International Service Learning Summit at Northwestern University, $1,179. • Travel funds from the Department of Leadership and Educational Studies (LES) to present a workshop session related to International Service Learning at the 2014 NC Campus Compact Pathways to Achieving Civic Engagement (PACE) Conference in Wilmington, $377. 2. Summary of the Project

The aim of this project is to address student-learning outcomes related to Appalachian State’s QEP, to develop globally competent knowledge, cultivate intercultural competencies, and foster globally competent citizenship. This project will focus on students in the College of Education, utilizing the pedagogy of International Service Learning (ISL) to prepare graduates to become active global citizens. A pilot project in the spring and summer 2014 will help develop and strengthen partnerships in the city of Yogyakarta, Indonesia. This project will expand an existing study abroad program to Indonesia this summer with deeper language and cross-cultural skills development, and provide richer community engagement activities, together with Sanata Dharma University and K-12 partner schools in the city of Yogyakarta. In preparing current and future school leaders for North Carolina, the Reich College of Education (RCOE) must continue to internationalize its curriculum, providing opportunities for students to better understand the world’s cultural traditions, appreciate differences, and communicate and collaborate across cultures. One way to provide Education students these opportunities is through short-term faculty-led Appalachian Overseas Education Programs (AOEP). However, the College of Education offers very few of these study abroad programs each year. In fact, this summer, there is only one RCOE study abroad available to students – an AOEP I am leading to visit schools in Indonesia. Indonesia is a vital economic and cultural region of the world for the U.S. to be engaged. It is growing to become one of our most important partners, one of the largest economies in the world – expected to overtake developed economies like Germany and the United Kingdom by the year 2030. Indonesia is, like the U.S., a highly diverse country, with hundreds of ethnic groups and languages, and is home to the largest Muslim population in the world. However, there is very little knowledge and awareness of the country, and very few study abroad programs to Indonesia are offered in this country. During the time since my Indonesia AOEP proposal was developed and submitted for review, I have been participating in the Global Service Learning Development Group, a Faculty and Academic Development-sponsored program designed to foster teaching and research in the field of ISL. I also had the opportunity, though funding from the QEP, to participate in the ISL Summit at Northwestern University in October 2013, where I had the chance to meet and discuss issues related to global service learning and community engagement with leaders in the field. International Service Learning has many benefits. Richard Kiely, a speaker at the ISL Summit and Director of Engaged Learning and Research at Cornell University, notes that ISL programs have the potential to facilitate and increase students’ intercultural competence, language skills, appreciation of differences, tolerance of ambiguity, and understanding of complex global problems related to one’s academic program of study. However, as also noted by leaders at the Summit, ISL programs are difficult to design and plan, as faculty are often working with partners on the other side of the world, in a second language, who may hold different beliefs related to organization and scheduling than we do in this country. In Indonesia, for example, project design can take considerable time, as developing strong personal relationships first is necessary before project details can be discussed. Moreover, email and other means of computer- mediated communication are not effective ways to develop partnerships, as face-to-face communication is the only effective way of building trust in a relationship. Therefore, an important consideration in implementing ISL with partners in Indonesia is the development of strong face-to-face relationships in the communities where we will bring our students. With an increased understanding of ISL, I am interested in enhancing international service learning in the field of Education, through piloting community engagement strategies in Indonesia this year, in order to develop stronger partnerships with existing organizations and schools in the city of Yogyakarta, and to develop a model of ISL for educational studies. First of all, I would like to provide a deeper collaborative partnership between Appalachian State students and partner teachers in Indonesian schools. Secondly, I would like to provide greater language acquisition capabilities, to strengthen students’ abilities to communicate with peers using the Indonesia language; and thirdly, I aim to provide enhanced understanding of the local culture through cross-cultural activities developed together with our partner university. The intended student learning outcomes – Providing ISL programs for Appalachian State Education students, together with partner schools in Indonesia, will address the following QEP student learning outcomes: Goal 1 – Develop globally competent knowledge: • Students will gain insight into the political, strategic, cultural, and economic importance of Indonesia in the 21st century. • Students will reflect on social, economic, and educational issues that are impacted by the development of Indonesia's expanding political and economic power in this century. Goal 2 – Cultivate intercultural competencies: • Students will study the , both before and during the course experiences abroad. Vocabulary and phrases related to libraries and educational institutions will be the focus of the foreign language study, to help prepare students for using the native language during their partnership experiences. • Students will have opportunities to communicate and work together with peers representing diverse cultures, languages, and religions, in a spirit of mutual respect. Goal 3 – Foster globally competent citizenship: • Students will collaborate with Indonesian colleagues to compare issues related to ethnic, class, gender, and religious diversity in the U.S. and Indonesia, and the impact on power, equity, and self-determination within social and educational systems.

Description of project actions and goals – In preparation for the summer study abroad to Indonesia – specifically to pilot community engagement strategies and to strengthen ties with university, public school, and community partners in the city of Yogyakarta – the following project actions will be implemented: • Language study – Students will study the Indonesian language before arrival, and participate in immersive language classes at the Language Institute of our partner university in Yogyakarta, Sanata Dharma University. The goal is for students to communicate competently with peers at partner organizations • Cultural activities – Students will be engaged in activities to increase their level of awareness pertaining to diversity, ethnic and cultural understanding, and cross-cultural communication. These sessions will be organized by staff of the Indonesian Language and Culture Intensive Course of Sanata Dharma University, our partner in Yogyakarta. • Partnership placements – Instead of merely visiting schools and comparing education in our two countries, students will be placed in one of our partner K-12 schools, to work closely for several day with a classroom teacher, technology specialist, or librarian. The goal is to provide a deeper understanding of , and the role of educator. This will further lead to richer relationships with schools and teachers, which will strengthen the sustainability of this program with future ISL study abroad groups to this location.

Feasibility of project – I have been visiting Indonesia for more than 12 years, and have witness the country transform into the world's third largest democracy, and into one of our most important political and economic partners. In my latest trip to the country in 2013, I met with faculty and staff at Sanata Dharma University, and with administrators at two public schools in the city of Yogyakarta. In the year since that visit, I have been a participant in the Global Service Learning Development Group here at Appalachian State, which has helped shaped my beliefs about how study abroad experiences can best be designed. My AOEP to Indonesia has eight (8) students enrolled, and will be traveling overseas this summer. The project activities mentioned in this proposal, including language study, cultural activities, and partner placements will help strengthen this program from its current design, help build capacity for future ISL study abroad to this location, and serve as a model for ISL study abroad programs in Education. Assessment plan – Each of the project actions will be assessed using both summative and formative methods. The pre-trip and study abroad immersive language learning and cultural activities will be assessed with quizzes before arrival, and by staff in the Language Institute of Sanata Dharma University regarding functional use of language and cross-cultural communication skills in ISL project activities. Project activities with partner schools in Yogyakarta will be assessed through students’ critical reflections posted on the reflection blog for this project, with respect to the intended student outcomes for the project. Institutional and scholarly contributions of the project – This project will strengthen ties with both Sanata Dharma University and partner K-12 schools in the city of Yogyakarta. At present, there are no Appalachian partner institutions in Indonesia. Given the economic, political, and cultural importance of this country, this project has significant institutional significance. During his visit to Indonesia in 2010, President Barack Obama commented on the “incomplete project” of broadening relations between the U.S. and Muslim countries like Indonesia, expressing the need to expand existing communication and exchange programs. This ISL project is one step in building trust and understanding between citizens and educators in our two countries, and would be the only one of its kind in the nation. Moreover, this project has great potential to contribute to the scholarship of teaching and learning, with respect to International Service Learning in the field of Education. Aspects of collaboration and/or interdisciplinarity – The existing AOEP to Indonesia this summer is unique in that it is currently an interdisciplinary program between the Instructional Technology and Library Science Programs within the College of Education. I anticipate that an ISL study abroad in future years could further expand to include additional educational and social studies programs at Appalachian State and other UNC campuses, where students will work together to practice school leadership skills, increase intercultural communication, and engage in creative problem solving with peers in our partner schools in Yogyakarta. Opportunities for external support – I met recently with a program officer for Global and Specialists Programs at CIES, regarding the Fulbright Scholar Program to Indonesia. He was very positive about opportunities for a fellowship to Indonesia, for me to teach or conduct research in future years. In addition, there are travel grants available from the United States- Indonesia Society that could be used for Appalachian State faculty or students to participate in ISL programs in Indonesia in the future. 3. Expected Results of Project

The tangible deliverables of this project include (1) the development and improvement of a ISL study abroad program offered at Appalachian State in the College of Education, to work with partners in Yogyakarta, Indonesia, in future years; (2) development of partnerships in the University of North Carolina System and presentations at regional events, to further develop this and other ISL programs within the State; and (3) national publications and presentations to share lessons learned in this pilot project, to inform other colleges of education in the nation on best practices in the design and development of ISL experiences for teacher education students. Improving ISL programs at Appalachian State – Related to developing and improving an ISL study abroad program offered in the Reich College of Education, to work with partners in Indonesia in future years, the following deliverables are expected between April 21 and July 31, 2014: • A syllabus for our study abroad course, including descriptions of ISL activities • A summary of language skills activities undertaken, and evaluation • A summary of cross-cultural orientation activities undertaken, and evaluation • A summary and evaluation of summer 2104 ISL partner project activities Partnerships and presentations in North Carolina – Assessment of student activities related to the project goals, from the existing study abroad this summer, will be used to inform partnerships in the University of North Carolina System. Presentations at regional events will help to further develop this and other ISL programs within the State. Deliverables include: • For the past few years, I have represented Appalachian State on the UNC Colleges of Education Committee on Internationalizing Teacher Education. At the end of this project in July, I will prepare a report on the project activities to inform representatives of other UNC campuses on results of this pilot ISL study abroad. • World View, a public service of UNC at Chapel Hill, provides outreach and resources focused on global education to teachers and schools in the state. World View has asked me to present a session at their Partners’ Program with Buncombe County Schools in August, where I will present an overview and evaluation of this ISL project. • I will submit a regional conference presentation proposal related to this ISL pilot project for the 2015 NC Campus Compact Pathways to Achieving Civic Engagement (PACE) Conference. National publications and presentations – This project will serve as a model for colleges of teacher education in the nation, to help design and develop ISL experiences for students. Therefore, I will prepare a publication for a peer-reviewed academic journal, related to the scholarship of teaching and learning (SOTL) related to this project in the field of ISL. In addition, there are opportunities for national conference presentations, to share lessons learned in this pilot project, and inform other colleges of education in the nation on best practices in the design and development of ISL experiences for teacher education students. Deliverables in this area will include: • Submit a conference presentation on ISL in education to a national conference in the field of Education, such as the 2015 Annual Meeting of the American Educational Research Association (AERA). • Submit an article related to SOTL and ISL to a peer-reviewed academic journal, such as Partnerships: A Journal of Service-Learning and Civic Engagement. 4. Assessment Plan

Each of the project actions will be assessed using both summative and formative methods. There will be assessments of (1) pre-trip activities related to knowledge about the country, language study, cultural understanding, and cross-cultural communication; (2) in-country activities related to immersive language and cultural awareness programs organized by staff of the Indonesian Language and Culture Intensive Course of Sanata Dharma University; and (3) project and partner assessment that will be carried out during the community engagement activities of the in-country study abroad, and followed up with assessment tools and reflections from students and community partners after the completion of the study abroad travel. Pre-trip activities – The pre-trip language learning and cultural activities will be assessed using quizzes before arrival. Readings and other materials will be provided to students to gain insight into the political, strategic, cultural, and economic importance of Indonesia, and will be assessed through reflections on the readings using discussions board activities in AsULearn. In-country activities – The in-country study abroad immersive language learning and cultural activities will be assessed by staff in the Language Institute of Sanata Dharma University, regarding students’ functional use of language and cross-cultural communication skills in project activities within our partner schools. Project activities with partner schools in Yogyakarta will be assessed through students’ critical reflections of activities posted on a group reflection blog for this project, responding to prompts guided by instructors, with respect to the intended student outcomes for the project. Project and partner assessment – After the in-country study abroad ISL experiences, student will be asked to reflect on their project experiences using a critical reflection framework, including a description of the experience, identifying the significance, and connecting the experience to further actions – the “what? so what? and now what?” framework. In addition, students will complete a student assessment of their experience, providing insight into their growth from the perspective of subject knowledge, intercultural skills, civic engagement, and professional growth. Lastly, our partner schools in Yogyakarta will also provide feedback on the experience, and will complete a questionnaire related to challenges and impact of the project on the local environment.

5. Time Line

Date Activity April 2014 April 21 Award notification Student blog accounts setup for critical reflections on pre-trip, in- April 28 country, and post-trip activities May 2014 May 5 Begin pre-travel Indonesian language activities May 19 Begin pre-travel cultural orientation activities Faculty travel to Yogyakarta, Indonesia, to meet partners and design May 23 to 30 community engagement activities in advance of the July faculty-led study abroad trip June 2014 June 9 Development of student partner project plans June 16 Assessment of pre-travel language activities June 23 Assessment of pre-travel cultural orientation activities Finalize student partner project plans June 30 Evaluation of pre-trip project activities July 2014 Faculty-led Appalachian Overseas Education Programs (AOEP) to July 10 to 22 Indonesia piloting International Service Learning (ISL) experiences July 13 to 14 In-country cultural orientation activities July 14 to 17 In-country immersive language activities July 15 to 19 In-country partner school project activities July 20 to 21 Student reflections on in-country activities July 28 Post-trip student reflections on project impact on professional goals July 31 Evaluation of in-country and post-trip project activities August to December 2014 Present report of the project to UNC Colleges of Education Committee on Internationalizing Teacher Education August 2014 Present an overview and evaluation of this ISL project at the World View Partners’ Program with Buncombe County Schools Submit a presentation proposal related to this ISL pilot project for the September 2014 2015 NC Campus Compact PACE Conference Submit a conference presentation on ISL in education to a national October 2014 conference in the field of Education Submit an article related to SOTL and ISL to a peer-reviewed academic December 2014 journal

6. Budget

Item Cost Quantity Total Pre-Trip Student ISL Materials WordPress site theme for student reflection blogs $40 1 $40 Indonesian language book $4 9 $36 Subtotal: $76

Pre-trip ISL Planning and Visiting Partners in Yogyakarta Mileage from Boone to Charlotte Airport $60 1 $60 Hotel near Charlotte Airport $125 1 $125 Round-trip flight from Charlotte to Jakarta $1,700 1 $1,700 Round-trip flight from Jakarta to Yogyakarta $150 1 $150 Hotel near Jakarta Airport (layover) $50 2 $100 Accommodation in Yogyakarta $25 4 $100 Ground transportation in Yogyakarta $5 4 $20 Subsistence $38 7 $266 Subtotal: $2,521

Study Abroad Student ISL Activities (pay to Sanata Dharma University in May) Immersive Indonesian language study (per-student) $60 8 $480 Indonesian cross-cultural orientation (per-student) $15 8 $120 Indonesian cultural activities (per-student) $55 8 $440 Partner school visit orientation/seminar (group) $140 1 $140 Partner school visit support – language guides and $40 8 $320 transportation (per-student for 4 full-day visits) Subtotal: $1,500

Project Total: $4,097

7. Supervisor, Chair, and/or Dean Recommendation

I requested a letter of recommendation from my Department Chair, Dr. Terry McClannon, on April 3, 2014.