Haiti: Sustaining Partnerships in Sustainable Development Anthony Vinciguerra St

Journal of Community Engagement and Scholarship

Volume 7 | Issue 2 Article 2

September 2014 Haiti: Sustaining Partnerships in Sustainable Development Anthony Vinciguerra St. Thomas University

Follow this and additional works at: https://digitalcommons.northgeorgia.edu/jces

Recommended Citation Vinciguerra, Anthony (2014) "Haiti: Sustaining Partnerships in Sustainable Development," Journal of Community Engagement and Scholarship: Vol. 7 : Iss. 2 , Article 2. Available at: https://digitalcommons.northgeorgia.edu/jces/vol7/iss2/2

This Article is brought to you for free and open access by Nighthawks Open Institutional Repository. It has been accepted for inclusion in Journal of Community Engagement and Scholarship by an authorized editor of Nighthawks Open Institutional Repository. Vinciguerra: Haiti: Sustaining Partnerships in Sustainable Development Haiti: Sustaining Partnerships in Sustainable Development Anthony Vinciguerra

Abstract How can universities organize their international community engagement to optimize both student learning and community impact? This article describes the St. Thomas University/Port-de-Paix, Haiti, Global Solidarity Partnership, and provides one model of how a project-focused scaffolding of engaged scholarship opportunities can enhance student learning, empower local communities, and support long- term development.

Introduction geographically focused, interdisciplinary, multi- St. Thomas University is a small, urban, tiered community engagement model can both archdiocesan Roman Catholic university located enhance learning opportunities and contribute in Miami Gardens, Florida. The Diocese of Port- to long-term community impact – even in one of de-Paix (geographically equivalent to the North- the poorest regions in the Western Hemisphere. west Department of Haiti) is the sister diocese of the Archdiocese of Miami and is one of the Historical Context and Project Inception poorest and most isolated regions in Haiti (Mo- In 1980, in response to waves of Haitian gisha, 2011). Since 2006, St. Thomas has worked immigrants arriving on the shores of South with partners in the Diocese of Port-de-Paix to Florida, the archbishop of Miami, Edward develop the St. Thomas University/Port-de-Paix, McCarthy, traveled to Haiti with hopes of Haiti, Global Solidarity Partnership (STU GSP), addressing the reality these individuals were a collaboration aimed at providing concrete fac- risking their lives to escape. Leaders from the ulty research and student-learning opportunities Haitian episcopal conference sent Archbishop in the developing world, while supporting long- McCarthy to the Diocese of Port-de-Paix – term, Haitian-led, sustainable development proj- an impoverished, extremely remote region in ects in the region. the northwest of Haiti. While the Northwest Due to the limited resources of the universi- Department is Haiti’s oldest region (Columbus ty and the difficulties of working in rural Haiti, arrived in Haiti’s most northwestern point, Mole a model had to be developed that would focus St. Nicolas, in 1492), its geographic and political the university’s limited means into specific proj- isolation from Port-au-Prince has deprived it ects that had the greatest potential of making a of the modest level of development that has long-term, sustainable impact. As such, a geo- occurred in other regions. Due to its extreme graphically centered, project-focused model of poverty, and geographical proximity to Florida, collaboration was chosen that would include an the Diocese of Port-de-Paix became one of the interdisciplinary scaffolding of engaged scholar- main launching areas for Haitian refugees fleeing ship opportunities at the university. The hope to the United States. was to offer a wide array of research and learning Upon witnessing the desperate econom- options to faculty and students, while also bring- ic, political, and ecological situation of Haiti’s ing a broad spectrum of academic resources to northwest, Archbishop McCarthy immediately bear on the specific needs of the projects as de- established a sister diocese relationship between fined by the Haitian partners. Concrete faculty/ the Archdiocese of Miami and the Diocese of student research projects, intensive internships, Port-de-Paix. His hope was that people of the community-based learning courses, and volun- Archdiocese of Miami would build strong rela- teer opportunities have all taken place within this tionships of solidarity with the people of Port-de- context. Paix, dedicate themselves to bettering the social An overview of the historical development, conditions of the area, and in doing so amelio- pedagogical model, and community impact of rate the root causes of this dangerous migration the STU GSP illustrates one example of how a (Sherry, 1978).

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 4 Published by Nighthawks Open Institutional Repository, 2014 1 Journal of Community Engagement and Scholarship, Vol. 7, Iss. 2 [2014], Art. 2 Amor en Acción, a lay-led missionary group sponsored university (as opposed to a Catholic based in Miami, was given responsibility for the institution founded by a religious order such as sister diocese relationship and spent the next 30 the Jesuits or Franciscans) St. Thomas had the years supporting schools, providing emergency unique institutional commitment “to be of, and relief, and serving as some of the only consistent serve, its locality” (Iannone, 2010, p. 1). aid to this very remote region (Amor en Accion, Despite this institutional commitment 2011). to social justice, global solidarity, economic Over the next 30 years, however, Port-de- development, and serving its region, St. Thomas Paix remained one of the poorest regions in in 2006 had no institutional relationship with its Haiti. With a population of over 600,000, its dry own sister diocese of Port-de-Paix. The university and deforested terrain exacerbated the extreme had small programs in Spain, China, and Costa poverty. The area is accessible by road from Port- Rica, and yet had never sent a delegation to visit au-Prince; however, travel can take between six to Port-de-Paix. Upon reflection on this unfulfilled nine hours due to poor, unpaved roads and the calling, the Center for Justice and Peace initiated lack of bridges to cross several rivers. The diocese a process aimed at focusing the university’s is centered in a mountainous area with no public international engagement specifically on its water, few roads, and little to no electric power. sister diocese. To begin this process, a small team The population suffers from numerous diseases of faculty and staff was recruited to explore the such as malaria, tuberculosis, and typhoid fever. possibility of a fruitful collaboration between the Three-fourths of the children in the diocese are university and the Diocese of Port-de-Paix. malnourished and have parasites. Though the area has consistent health crises, medical attention is Listening Process and Establishment rare. For example, there are only 10 doctors for of Collaborative Project Criteria the 100,000 people in the township of Port-de- The steering committee of faculty and staff Paix. Only 18% of children in all of Haiti will first held meetings with the Amor-en-Accion go on to high-school and, though precise figures leaders who had helped build the sister-diocesan are not available, it is widely believed that this partnership over the prior 30 years. These early percentage is much lower in Port-de-Paix (United meetings laid the groundwork for what would Nations Children’s Fund, 2010). Because of the become key elements in the future St. Thomas/ almost complete lack of infrastructure, aid from Port-de-Paix partnership. To begin with, Amor- international relief and development agencies has en-Accion staff recounted the deep distrust remained rare in this remote northwest region that existed in Haiti’s northwest for outside (Amor en Accion, 2011; IHSI, 2009; Mogisha, organizations coming to “help.” For years 2011). international non-governmental organizations In 2006, St. Thomas University was undergoing (NGOs) had arrived in the region with promises of a restructuring and, as part of this transition, was assistance, only to pull out once difficulties were reviewing both its institutional mission and its encountered or project funding ended. Amor- international engagement programs. As a Roman en-Accion made clear that working in northwest Catholic university, St. Thomas had a particular Haiti would not be easy, and that if the university call to address issues of economic inequality in the was serious about developing an authentic developing world (John Paul II, 2009). Integrated relationship with the region, there must be a long- into its mission and programs were the principles term commitment to the process. Furthermore, of Catholic social thought – a body of teaching those who had worked in the Northwest intended to guide just relationships between an Department for years underlined the need for an individual, institutions, and society. Among these attitude of “listening and accompaniment” rather principles are “the dignity of all human life,” a than “project creation.” Their experience was “preferential option for the poor and vulnerable,” that the only lasting projects in Haiti’s northwest and a “commitment to global solidarity” (Mitch, were those that were rooted in long-term, deep 2011, pp. 8–9). St. Thomas had established a relationships, and that long sessions of listening, Center for Justice and Peace with the explicit discernment, discussion, and debate would have purpose of integrating these values throughout to take place with Haitian partners well before any the curriculum and activities of the university. specific project plans were made. Furthermore, as a specifically archdiocesan- With these guiding thoughts, a number of

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 5 https://digitalcommons.northgeorgia.edu/jces/vol7/iss2/2 2 Vinciguerra: Haiti: Sustaining Partnerships in Sustainable Development visits were made to Port-de-Paix with the uni- asked very seriously, “Why are you here?” versity steering team during 2006 and 2007 to The priest reiterated that the university explore possible areas of collaboration. Meetings team had come to learn about possibilities for were held with local church officials, community partnership, that they had been meeting with leaders, and grass-roots organizations throughout numerous other locations, etc. Haiti’s northwest. After two years of travel be- There was again a long silence. The Caritas tween the regions, a small group of Haitian lead- leader then once again slowly asked the group, ers (representing community leaders, church lead- “Why are you here?” He continued: ers, and local Haitian organizations) coalesced as key partners for the university’s collaboration. We know how it works. You come here Amor-en-Accion’s warning about reticence to- with your ideas for our community. ward outside organizations was well merited, and You come with your research projects the Haiti-side partners made clear that any col- and plans. You come with your nice laborative projects between the university and the backpacks and water bottles — but if you region would have to abide by three criteria: took a drink of our water you would be in the hospital tomorrow, if there was a Criteria 1: Empowering/Civil Society Building hospital here…. From the perspective of the partners in Haiti’s northwest, Haiti’s history was a history of His voice broke off. Then he continued: outsiders imposing their ideas on the country’s “And we know how it will end. You will leave, development. From colonial powers, to dictators, with those same backpacks and that same water. to today’s foreign NGOs, they had experienced Nothing will change.” outside powers as completely uninterested in He sat down and there was a long silence. local, Haitian-led programs of development. If Then slowly, a very elderly nun stood up and this was to continue, they explained, Haitians scowled. themselves would never take responsibility – or “You treat us like dogs!” she exclaimed, learn how – to identify their own problems and pointing at the group. She continued: implement their own solutions. An experience on one of St. Thomas’s All of you — you blan! [derogatory early delegations to the Northwest Department word in Haitian Creole for foreigners brought this message home very clearly, and of European descent], you white people became a key cultural memory that has helped from America. You come with your guide the university’s partnership to this day. projects and your ideas. From when The following is a recounting of that event, people are children here, they are raised as it is presented in formation sessions for St. to think only about what the foreigners Thomas faculty and students traveling to Port- are going to give them — whether it be a de-Paix for the first time. piece of candy, a dollar, or a development The St. Thomas team had been visiting project. This is not what the Church calls a number of towns in Haiti’s northwest and us to! This is not development! This is listening to community leaders about possible not solidarity! areas of partnership. The group decided to visit the remote mountainside village of Ma Wouj, The elderly nun sat down, and there was an area where the Archdiocese of Miami had again a long silence. Finally, the Caritas leader never worked before. A meeting was called stood up and began to speak again: under a thatched hut with Caritas Ma Wouj, the local Catholic church’s relief and development We are from this community. We know committee. A Haitian priest traveling with the problems of our community, and we the university team explained to the Caritas have our own solutions. And yes, there are members that the university was there to learn areas where we have need, and there may about any ways they might be able to partner be areas for partnership…. But if you have with the community. come with your own projects, with your After the explanation there was a long ideas about what our community needs, silence. Finally, the Caritas leader stood up and then you may leave right now.”

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 6 Published by Nighthawks Open Institutional Repository, 2014 3 Journal of Community Engagement and Scholarship, Vol. 7, Iss. 2 [2014], Art. 2 Again there was a long pause. The university community was part of the university’s goal as team’s leader then began to speak, thanking the well, an agreement was made that the university’s group for their honesty, and explained that this work would focus on long-term projects aimed at was exactly the type of relationship they had building the self-sufficiency of the region. hoped for (St. Thomas University/Port-de-Paix, Haiti, Global Solidarity Partnership, 2006). Criteria 3: Relationships of Mutuality This initial experience in the town of Ma Finally, the Haitian partners expressed their Wouj proved formational for the university sentiment that while there was extreme poverty partnership. After this, and numerous other in Haiti’s northwest, there was also much to of- meetings, a clear agreement was made between fer the university as a context for learning. Hai- the university and the Haitian partners that any ti in many ways is a microcosm that reflects the collaboration would focus on projects led by the structural challenges facing other developing local Haitian community themselves. A principle nations, and the local community’s voice about goal of the initiative would be to not only create these challenges (and the solutions they have de- economic development, but to empower local veloped over the years) was presented as an op- community initiatives and, in doing so, support portunity to educate and develop globally aware, the development of an indigenous civil society civic-minded students. As mentioned earlier, the in the region. As a symbol of this commitment growing literature on international communi- to an empowering relationship, the collaboration ty-based learning (CBL) supports this perspective would be officially named The St. Thomas (Bringle et al., 2011; Ibrahim, 2012). University/Port-de-Paix Haiti, Global Solidarity At the same time, as a small university, St. Partnership, drawing on the term “solidarity” as Thomas did not have the resources that might be a central tenet of the Catholic social tradition needed for all forms of potential collaboration. that calls for models of mutual, empowering, As such, a final criterion to the partnership was collaborative development (Pontifical Council added that any potential projects must be a good for Justice and Peace, 2005). match between the community’s self-identified needs and the university’s current academic re- Criteria 2: Long-term Development. sources. In further conversations, Haitian leaders expressed their dismay that foreign institutions Project Identification were quick to offer emergency aid in times of After two years of meetings and discussions crisis, but unwilling to commit to long-term at both the university and in Haiti, it was decided social or economic development projects in the that three projects had the greatest potential for region. In their own words, they wanted partners partnership. These will be detailed below. who would focus on “auto sufficiency” for their community. There was widespread sentiment The Café COCANO Fair-Trade Coffee Project that many international partners were involved One of the first possibilities identified by the in these collaborations simply to feel good rather Haitian partners was a collaboration in the export than really focus on the community’s future. and marketing of coffee from Haiti to the United Some leaders did not see the motives as so benign. States. Northwest Haiti has some of the oldest They argued that the international NGOs were coffee-growing traditions in the Americas, as really in this work for their own benefit — that if coffee was introduced to the area by the French the community’s problems were truly addressed in the early 1700s and it quickly became one then the NGOs would be “out of work” — and of the first major export commodities from the that the NGOs actually had a self-interest in the Caribbean. By the late 18th century Haiti was community’s underdevelopment. the world’s single largest producer of coffee, and While seemingly extreme, this critique is it remained Haiti’s largest export commodity for actually quite common in rural Haiti and has the next 200 years (Dunington, 2001). come to the forefront as international partners By the mid-20th century, however, Haiti was deeply examine their motives and commitment having difficulty competing on the world coffee (Schwartz, 2010; Klarreich & Polman, 2012; market. Haiti’s weak domestic infrastructure Watkins, 2013). In light of these critiques, and was driving up the cost of production, while as building the long-term sustainability of the international coffee prices were plumeting

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 7 https://digitalcommons.northgeorgia.edu/jces/vol7/iss2/2 4 Vinciguerra: Haiti: Sustaining Partnerships in Sustainable Development due to overproduction in Latin American and another Haitian-led project was proposed by Asia. Furthermore, the speculator-exportation communities in the most western regions of the system that had existed for generations in Haiti Northwest Department – areas so deforested that kept payments to farmers at a minimum and they could no longer produce coffee. Haiti has concentrated profits in the hands of regional a rich and varied artisan production tradition coffee brokers. These factors created prices so and northwest Haiti is part of that tradition. A low for rural Hatian farmers that they began network of Haitian women had come together to uproot their coffee trees and in their place with the assistance of a local religious community plant corn, beans, and root vegetables to feed to develop an artisan workshop that would their families. Unlike coffee, however, these provide job training, be collaboratively run, and crops did little to maintain soil on hillsides, thus offer economic independence to Haitian women contributing to the deforestation and leading to of the region. A partnership was soon developed mudslides during the rainy season. Mud would between the university and the Atelye Thevenet then pool along the coastline, killing off reefs and artisan cooperative in Jean-Rabel, a small town destroying the fishing economy of many seaside about 25 miles west of Port-de-Paix. As with villages. This collective process only worsened the COCANO partnership, the university team the extreme poverty of the region, and led to the would work with the artisan cooperative to abandonment of much of the northwest’s coffee research areas of potential market growth and (INESA, 2001). develop a system for the import, marketing, and Contemporary farmers of the region knew sales of the artisan items to foreign buyers. that their coffee was organic, and of a very high-quality, heirloom variety. They also knew The St. Thomas/Port-de-Paix Solar Energy Initiative that farmers would save their coffee trees, and in Finally, as noted earlier, access to reliable fact plant more, if they could get a better price electricity is an ongoing barrier to development for the beans. The challenge, however, was that in the northwest of Haiti. There is only limited they did not have a mechanism for getting the public electricity in the region’s capital of Port- coffee to foreign markets in a way that would en- de-Paix and none outside of this area. As such, sure them a fair price. lighting is most often by candle or lamp, and While St. Thomas University had no pro- cooking most often by charcoal – another signifi- grams in agriculture or agronomy, the univer- cant contributor to the deforestation of the land. sity did have programs in marketing, manage- St. Thomas University electrical engineering and ment, accounting, and international business. It solar physics faculty agreed to work with local was agreed that the university’s STU GSP team leaders to develop two projects that would pro- would join with the newly formed Cafeiere et vide sustainable energy to the area and train com- Cacouyere du Nord’Ouest (COCANO) coffee munity members in the implementation, use, cooperative to begin to research the development and maintenance of solar energy systems, while of a direct/fair-trade partnership. The goal was to providing concrete research and learning oppor- develop a long-term business plan and infrastruc- tunities for St. Thomas faculty and students. ture that would support the farmers in getting the coffee directly to foreign markets, while ensuring Finding an Effective Model of Engagement them a price at or above international fair-trade While criteria had been established and standards. projects identified, there was still the problem There was much skepticism about the of how to organize the university’s involvement probability of success. Haiti has a long history in a way that would best utilize its limited of failed cooperatives. Never in the history of resources. As noted earlier, St. Thomas is a small, the Haiti’s northwest had there been any such inner-city university with very limited financial direct/fair-trade export system, and there would support. The university’s Center for Justice and be significant opposition from the speculators Peace had only one staff member at the time, who had for years benefited from the current and no institutional funding was available arrangement. With these challenges clearly in to support the Haiti collaboration. Student view, the university team began its work. academic engagement would also be a challenge: The Atelye Thevenet Fair-Trade Artisan Project Over 55% of St. Thomas students came from In addition to the coffee collaboration, disadvantaged economic backgrounds, many of

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 8 Published by Nighthawks Open Institutional Repository, 2014 5 Journal of Community Engagement and Scholarship, Vol. 7, Iss. 2 [2014], Art. 2 whom entered the university with weak high- The pedagogical benefits of such an engaged school preparation and worked second jobs research and learning process have been well while studying (St. Thomas University, Office documented in the literature (Eyler & Giles, of Institutional Research, 2011). The university 1999, 2000; Fitzgerald et al., 2010). Beyond was both a predominantly African-decent and these academic benefits, however, utilizing such Hispanic-decent serving institution, due to an approach was also simply the most practical the large Latin American, African American, decision given the reality of St. Thomas. Due to and Afro-Caribbean descent communities in heavy teaching loads and students’ competing South Florida. How to engage such a diverse interests of work and school, both faculty student body, many of whose families had left and student involvement in co-curricular impoverished countries themselves, would be a activities was very limited. Quite simply, it considerable challenge. was unrealistic to expect faculty or students to Similarly, the challenge of working in rural commit significant time to projects outside their Haiti was not taken lightly. Haiti has the second academic commitment. Conversely, an approach largest number of NGOs per-capita in the world, that could enhance faculty research and teaching, and yet has seen only modest gains in develop- while also providing students with credit, made ment over the last 30 years (Ratnesar, 2011; Dou- the projects more appealing to both parties (Eyler cet, 2011). As discussed earlier, the Northwest De- & Giles, 1999, 2000). partment has remained one of Haiti’s most isolat- As noted earlier, the collaboration was ed regions, and even the world’s largest NGOs strictly focused on one geographical region of have been unable to effect substantive change in Haiti (the Diocese of Port-de-Paix), and within the area. For a small university with such limited this region it was focused on addressing the needs resources, the challenge of making a significant of these three specific collaborative projects. The impact in the region would be a daunting task. hope was that focusing the university’s research A decision was made early on to adopt a and teaching in such a targeted way would create community-based learning/engaged scholarship a deep (as opposed to wide) level of engagement, approach to the partnership. While not all of and thus maximize community impact despite the project needs would fit into a traditional the challenges. research model (some would have specific A steering team called the “Global Solidarity research questions, while others would involve Committee” was formed to bring faculty, staff, the production of sales models, business plans, students, community-members, and Haitian etc.), they would have the common thread of partners together to identify the long-term aims using the university’s research and teaching to of the overall initiative. From this larger group, meet the needs of the collaborative projects. At subcommittees were formed to (a) create goals and St. Thomas, engaged scholarship would come to objectives for each of the three projects, and (b) be broadly defined as: oversee their ongoing implementation. Finally, a scaffolding of five levels of university engagement A structured academic partnership with in the projects was envisioned, with the aim of a local community in which faculty and offering faculty and students different engagement students: participate in an organized opportunities with differing levels of commitment activity that addresses needs identified by and responsibility. The hope was that this would the local community; learn from direct give faculty and students the chance to increase interaction and cross-cultural dialogue with their engagement incrementally throughout their others; and reflect on the experience in university career, while also offering a broad range such a way as to gain further understanding of resources to meet specific project needs (see of course content, a deeper appreciation of Martin, Bekken, & Poley, 2011). These five levels of global and intercultural issues, a broader engagement were identified as: 1) faculty/student appreciation of the host country and the community-based research projects; 2) intensive for- discipline, and an enhanced sense of their credit internships; 3) full community-based learning own responsibilities as citizens, locally and courses; 4) courses with a partial community-based globally. (Adapted from Bringle & Hatcher, learning component; and 5) volunteer opportunities. 2011, p. 19). This model is roughly approximated in Figure 1. The collaboration is still in development,

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 9 https://digitalcommons.northgeorgia.edu/jces/vol7/iss2/2 6 Vinciguerra: Haiti: Sustaining Partnerships in Sustainable Development

Figure 1. Model of University Engagement

• Faculty/student CBR projects Cafe • Internships Cocano • Full CBL courses Steering • Partial CBL courses Committee • Volunteer opportunities

STU-Haiti • Faculty/student CBR projects Ateyle • Internships Global Thevenet • Full CBL courses Solidarity Steering • Partial CBL courses Committee Committee • Volunteer opportunities

STU/PdP • Faculty/student CBR projects Solar • Internships Steering • Full CBL courses Committee • Partial CBL courses • Volunteer opportunities

and not every level of engagement has been its organizational development; (b) identify the realized for each of the projects. That said, there coffee varietals and consult with the farmers on has been significant progress, and this scaffolding U.S. and foreign market opportunities given of engagement levels has proven a useful way to Haiti’s unique coffee cultivation history; and (c) organize the various community-based research develop a large-scale CBR project to integrate St. and learning activities, while meeting the Thomas academic research and course offerings multiple needs of each of the projects. We will in a way that would facilitate the import, roast, now turn to concrete examples of each level of and distribution of the cooperative’s coffee in the engagement, and detail how it has served, and is United States. serving, the development of the projects. While Similarly, the Atelye Thevenet steering the following is true for all three of the projects’ committee worked with business faculty implementation, for sake of brevity we will focus and students to develop a multi-tiered CBR our attention on the coffee and artisan initiatives. project/collaboration with the artisans that would: (a) identify a variety of artisanal market Examples of Project-Based Scaffolding opportunities; (b) work in product development, pricing, and market/value niche; and (c) develop 1. Faculty/Student Community-Based an import/sales structure to bring and market Research Projects production goods in the United States. Faculty/student CBR projects played a key The coffee team’s research showed that role in laying the foundation for much of the cooperatives in Haiti had historically failed when coffee and artisan projects’ implementation. The they were overly dependent on one export chain Cafe COCANO steering committee worked with and source of support (Dunnington, 2001). A a St. Thomas business/marketing faculty member relationship was built with Pascucci Torrefazione, to develop a multi-tiered CBR partnership an Italian coffee roaster that would export to with the farmers that would: (a) identify the the European market, as well as Panther Coffee cooperative’s strengths/weaknesses and support Roasters, a specialty coffee roaster in Miami

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 10 Published by Nighthawks Open Institutional Repository, 2014 7 Journal of Community Engagement and Scholarship, Vol. 7, Iss. 2 [2014], Art. 2 that would work with the university in the customs clearance, pricing, opportune sales mar- U.S. market. Simultaneously, in collaboration kets, accounting mechanisms, etc.), interns were with groups such as Catholic Relief Services recruited to function as the core staff for the day- and the Just Trade Center, technical assistance to-day operation of the projects. These students was provided to the cooperative to support its were generally business or communications stu- organization and production planning. dents who, under the guidance of both the steer- In order to the bring the coffee to market, the ing committee and a faculty advisor, planned the coffee CBR team developed an integrated process semesterly activities of the projects, held sales where St. Thomas business students would work events, generated reports on the sales, and con- with the cooperative to directly import, roast, sulted Haitian partners in the process. While not and sell the coffee in the United States. This CBR in a traditional sense, the interns would face would give hands-on learning opportunities to questions that needed to be addressed on a week- university business students in international ly basis, drawing on their academic resources to trade, marketing and sales, while also increasing address these challenges. profits for the farmers of the region. These internships have become regular of- A similar process was designed by the artisan ferings at the university, and each year there are team, with art management students focusing marketing, sales, and accounting interns from the on sales opportunities for the Haitian paintings, university’s school of business who earn credit by while other students focused on selling more integrating their learning into the coordination traditional artisan goods through online and of sales, marketing, accounting, and inventory direct retail outlets. management of the coffee and artisan items. Sim- A St. Thomas communications faculty ilarly, a public relations intern is recruited from member launched a CBR public relations/ St. Thomas’s communications department every marketing team involving a number of year to coordinate PR and media outreach for the undergraduate and graduate communications projects, as well as to further the expansion of the students. This team was divided into two documentary film initiative. subsections: one to integrate faculty/student marketing expertise with the research/production 3. Full-Course Engagement needs of the STU GSP projects (developing Early on, the steering committee also saw the marketing and promotional materials for the opportunity to develop a three-credit course that coffee and artisan initiatives, creating websites, would integrate the needs of the projects with event notifications, etc.) and the other (called student research and learning. An upper-division, the “Blooming Hope” documentary project) interdisciplinary Social Entrepreneurship course to organize a CBR/production of a full based in the St. Thomas School of Business was length documentary highlighting the projects. soon developed. First offered in the spring of Employing a participatory-action model, the 2009, it continues to be offered today with an work integrated faculty research, student learning, ever increasing number of student applicants and community voice/partner development. (two sections of the course were needed to meet The documentary’s release and distribution student demand in 2013 and 2014). were planned to serve as a second CBR project Students in the Social Entrepreneurship focused on using the documentary as a tool for course study business management and develop- promoting sales/opening new markets in the ment models that include a “double bottom line” United States, as well as promoting and building of both profit and social-responsibility, while ap- co-op participation in Haiti. This process inspired plying their learning to specific tasks needed by a St. Thomas doctoral dissertation focused on the the coffee and artisan projects. The course incor- transformational power of this collaborative film- porates faculty lecturers from disciplines as var- making initiative (Moyano, 2011). ied as communications, philosophy, economics, theology, environmental law, psychology, and 2. Intensive For-Credit Internships management – all with the aim of giving a broad Internships proved to be key to the develop- orientation to best practices in socially responsi- ment of the projects as well. Once the structures ble enterprise. for both the coffee and artisan projects had been Specific research questions or projects that researched and developed (import processes, can be completed in one semester are identified

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 11 https://digitalcommons.northgeorgia.edu/jces/vol7/iss2/2 8 Vinciguerra: Haiti: Sustaining Partnerships in Sustainable Development for the course by the coffee and artisan steering learning through interactions (via Skype) with committees. Students in the course then choose partners in the Cafe COCANO coffee project. one of these issues and throughout the semester The students are then offered the opportunity utilize their learning to address these issues and to work with the project at local coffee sales and further the projects. Integrated into this process promotional events. is the opportunity for students in the class to Similarly, introductory courses in the St. travel to Port-de-Paix to meet with their Haitian Thomas School of Theology and Ministry counterparts and complete project tasks that have looked at ethical consumption from the might require person-to-person contact or site- perspective of Catholic social thought, with a based work. specific focus on coffee as a common beverage of Many of the discreet next-steps of the projects college students. After considering various trade have been completed in this way. For example, models through the ethical lens of the Catholic one year a student group researched socially tradition, students are offered the opportunity responsible web design and applied this learning to take part in promotional events for the coffee to the creation of a website for the coffee project. project in the local Haitian Catholic community. A group of students studying art management Students then reflect and integrate their learning developed a project in which they researched from this partnership in light of their experience pricing guidelines for the artisan paintings, while and in-class study. building relationships with local art galleries. Other partial-engagement courses have Another group researched and helped expand included introductory level radio and film artisan sales beyond handcrafts and into custom classes. In these courses students have taken on tote-bag production. Yet another group researched production of short public service announcements coffee grading techniques and prepared a report (PSAs) within the class. The PSAs give students and classification system to aid the coffee farmers the hands-on opportunity to integrate their in their coffee sorting process. In each case, the learning about the projects with actual radio/film community engagement projects were small but production, while also providing the projects with concrete, and integrated student learning with valuable PR materials to support sales. In each real project needs identified in collaboration with case, the engaged learning component is not the the Haitian partners. entire focus of the course, but it contributes to concrete student learning outcomes and builds 4. Partial Course Engagement needed support for the projects. There are also projects that do not require a full semester of research or student work but 5. Volunteer Opportunities can still serve as a basic level of engagement and Finally, volunteer opportunities have been student learning. For example, sales events need integrated into the ongoing work of the projects. informed staff, outreach efforts require a group While these opportunities entail virtually no of committed members, and partner meetings research, they have offered a first-step into the work require Haitian Creole translation. In light of this, for faculty and students who want to learn about a number of courses were developed that provide the projects without academic credit or research faculty and students with an introductory level commitment. Often this takes the form of simple of information and engagement in the projects, coffee packaging or assisting in promotional sales while also meeting some of the projects’ basic events. If the volunteers express further interest, needs. they are then encouraged to follow-up by working For example, a philosophy professor teaching with the steering committee to find a connection Introduction to Business Ethics expressed interest between their teaching and research and the in orienting his students to the moral issues needs of the project (for faculty) or enrolling in a of international commodity trade. The GSP course that works in closer collaboration with the steering committee worked with the professor to projects (for students). redevelop his course with a new unit focused on This flexible, project-focused, multi-tiered coffee trade as an example of global commodity model of engagement has been applied to each supply chains. Students in the class now study of the projects and has helped organize the fair-trade and coffee as one of the world’s most- engagement of the university in a way that brings traded global commodities and then apply their faculty from a number of disciplines together,

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 12 Published by Nighthawks Open Institutional Repository, 2014 9 Journal of Community Engagement and Scholarship, Vol. 7, Iss. 2 [2014], Art. 2 offers multiple levels of engagement opportunities for students, and provides numerous resources The Café COCANO Fair-Trade Coffee Project to serve the various needs of the projects. While Outputs still in development, it has proven to be a helpful • With university support, the COCANO structure in organizing, and achieving, both cooperative created a functioning infra- academic learning and community impact. structure for both coffee production and cooperative management that included Community Matters: Output, Outcomes, and space for expansion and collaboration Impact with multiple export partners. In their recent work, Mary Beckman and • Multiple technical assistance projects her colleagues have introduced a framework for were created in collaboration with the achieving community impact that includes three university that brought in agronomists critical components: (1) commitment to a long- from Italy, Burundi, Brazil, and term process of change with a specific goal, (2) a the United States to work with the process of evaluation and revision to stay focused cooperative in coffee cultivation and on this goal, and (3) the involvement of multiple processing. contributors, including the affected community, • A five-fold, interdisciplinary scaffolding in this process (Beckman, Penney, & Cockburn, model of engagement was developed 2011). Though the STU GSP collaborations were to integrate St. Thomas business and not designed with this framework in mind, in communications students into the many ways their implementation reflect these import, marketing, sales, and accounting components: (1) the projects were developed of the coffee project. with a commitment to long-term economic • A faculty/student communications self-sufficiency in northwest Haiti, and with CBR team developed a full-length the specific goals of developing fair/direct-trade documentary, “Blooming Hope,” that coffee and artisan import processes, as well as was produced using a participatory- sustainable solar-energy initiatives; (2) the STU action/production model to promote GSP steering committees kept the long-term the work of the Haitian partners. goals in mind, clarifying research needs as they became apparent, and constantly evaluating and Outcomes revising the projects’ direction in light of project • Coffee farmers in Haiti’s northwest are results; and (3) the projects included multiple exporting coffee in a direct fair-trade voices and input of faculty, students, community partnership for the first time in history partners, and perhaps most essentially, the (see cafecocano.com, youtube.com/ Haitian partners. In retrospect, it seems likely cafecocano, and www.facebook.com/ that these components were key in the project’s cafecocano). success to date. • Over 120,000 pounds of coffee have In the same work, Beckman and her been exported by the cooperative in the colleagues also make clear the importance of last three years, with production growing differentiating three stages in the community significantly year-to-year. change process. These are: (a) outputs — referring • The cooperative is now earning $4.16/lb to the initial results of a CBR/CBL initiative; on exports to the United States — more (b) outcomes — referring to the effects of the than twice the current international fair- application of the CBR/CBL results; and (c) trade standards of $1.85/lb (Fairtrade impact – referring to the long-term contribution International, 2014). of this collaboration over time. While these • Approximately 20 delegations from categories were not used in the initial planning of the university have traveled to Haiti to the projects, they are useful to describe some of work on-site, and over 200 students have the planned, as well as some of the unforeseen, been involved in for-credit CBR/CBL community changes that have come about as a activities connected to next steps on the result of the STU GSP collaboration. These will projects. be briefly summarized below. • The National Association of Haitian Cooperatives has identified COCANO

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 13 https://digitalcommons.northgeorgia.edu/jces/vol7/iss2/2 10 Vinciguerra: Haiti: Sustaining Partnerships in Sustainable Development as a leading new cooperative in Haiti, san crafts in the United States. and the Hudson Institute’s Index of • The Haitian artisans’ workshop was Global Philanthropy highlighted the St. strengthened and developed into a for- Thomas/Café COCANO collaboration mal atelier (studio) production unit and as one of its projects of success in 2010 three-year training facility to develop fu- (Hudson Institute, 2010). ture artisans in the community. • Business models, including pricing indi- Impact ces based on market standards, were de- • Over 300 farmer-families, and close veloped to aid planning for future sales. to 2000 individuals, are currently • New artisan items such as high-quali- employed in the cultivation, harvesting, ty, hand-crafted, custom tote-bags were and processing of COCANO coffee in developed in a collaboration between six areas of the Diocese of Port-de-Paix student market-research efforts and the (La Croix, Guichard, Gaspard, Jean atelier’s own artisan training staff. Claire, Anse-a-Fleur, and Ma Wouj). • The cooperative has begun coffee Outcomes nursery programs, with thousands of • The first large scale fair-trade artisan seedlings planted in what is, in effect, an project has been established between economically incentivized reforestation Port-de-Paix and the United States (see effort for northwest Haiti. www.haitiartisancrafts.com). • The cooperative provided employment • Over $65,000 worth of Haitian artisan to individuals displaced to northwest products have been sold in the United Haiti following the 2010 earthquake States. in Port-au-Prince, thus supporting • Over 200 women in five artisan centers the much-needed decentralization have been employed throughout Haiti’s of the Haitian economy (United Northwest Department (Bombardopo- Nations Office for the Coordination lis, Jean-Rabel, St. Louis du Nord, Bon- of Humanitarian Affairs, 2010, 2012; neau, and Anse a Fleur). Stevens & St. Hubert, 2010; Ministry of the Interior of Haiti, 2011). Impact • In response to the 2010–2011 cholera • After the 2010 earthquake, like the cof- epidemic, the cooperative saved fee cooperative, the artisan cooperative hundreds of lives by organizing its own played an important role in absorbing relief efforts in the remote northwest displaced individuals into the local mountains, essentially functioning as an economy of Haiti’s northwest. independent relief organization in areas • Beyond simply a source of employment, not served by foreign NGOs (MSPP & the artisan cooperative has come to serve WHO, 2011; St. Hubert, 2011). as a source of technical educational in its • The cooperative has taken on increasing community, and a forum for addressing responsibility as a conduit between coffee local women’s issues. farmers and the Haitian government, • The artisan cooperative has begun a new thus supporting the development of initiative to support women who have social capital in its members, and further graduated from the co-op and gone on strengthening its role as a functioning to start their own businesses. unit of civil society (Froehle, 2013). The St. Thomas/Port-de-Paix Solar Energy Initiative The Ateyle Thevenet Artisan Initiative Outputs Outputs • With university support, a large-scale so- • The same five-fold, interdisciplinary lar oven was implemented in the poorest scaffolding of engagement opportu- parish of the Northwest Department to nities was created to integrate student cook for the community school without research and learning with the import, the need for charcoal. marketing, and sales of hand-made arti- • A collaboration was created with Haiti

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 14 Published by Nighthawks Open Institutional Repository, 2014 11 Journal of Community Engagement and Scholarship, Vol. 7, Iss. 2 [2014], Art. 2 Tec (a technical training school in Port- create its own solutions, and (3) implement its au-Prince) to work with the university own plans that the university partners have seen and the Cathedral of Port-de-Paix in the as most promising in terms of a contribution design and implementation of a 10kw to long-term, sustainable development for the solar energy system for the Cathedral region. and community center of the region. • A steering committee was created with Lessons Learned and Areas for Growth St. Thomas physics/solar energy facul- The positive experience of the STU GSP ty, electrical engineering students, and collaboration to date suggests that three main community electricians to work with lessons can be learned from the university’s the Haitian partners in researching and partnership in Haiti: developing the appropriate technology for the community’s needs. 1. A geographically centered, community-led, project-focused collaboration can help max- Outcomes imize benefit for both partners, as university • Three-hundred school children in Baie- resources are optimized, local leadership is de-Henne — the poorest, most deforest- empowered, long-term collaborative rela- ed parish of Port-de-Paix – are currently tionships develop, and impact (both com- fed by a large solar oven provided by the munity and student) synergize. collaboration. 2. Engaging individual projects from multiple • A 10kw solar energy system for the disciplines adds breadth to student learning, Cathedral of Port-de-Paix has been de- increases faculty interaction, and increases signed and installed by the St. Thomas/ impact by providing multiple resources to Haiti Tec solar team in collaboration meet project needs. with community leaders in Port-de-Paix. 3. Offering a scaffolding of engagement levels provides pathways to engagement for Impact faculty/students at different points in their • The solar oven in Baie-de-Henne is sup- career, while also meeting multiple project porting sustainable cooking methods, needs (from research questions, to day-to- while raising awareness about charcoal/ day operations, to one-time volunteers, etc.) tree conservation in one of Haiti’s most critically deforested areas. Though there has been significant success, • The Cathedral of Port-de-Paix solar a number of weaknesses/areas for growth have project is providing light to thousands been identified by the project partners: who come to this key community center in the capital of the northwest region, A. Ongoing funding has been a challenge for offsetting 12,479 pounds of CO2 pollu- the project, as many funders focus their tion annually and has provided hands- support either on internationally based on learning experiences for St. Thomas development operations or domestic higher- and Haiti Tec students, as well as for the educational initiatives, but do not have a local Haitian electricians trained during category for projects that integrate the latter the process in Port-de-Paix. with the former. • Haiti Tec partners, already commis- B. Use of standardized logic models that sioned by the Haitian government to visually map out required resources (inputs), develop electrical codes for the country, activities to take place (processes), assessable have received a level of training in in- outputs, and desired outcomes is quickly ternational standards that they had not becoming a best-practice in university- previously received working only with community engagement planning. While domestic partners. logic models had not been historically used by the STU GSP teams, in 2013–2014 the For all three projects, it has been the project committees began using such models development of the Haitian community’s with their partners to map out ideal (1) capacity to (1) define its own problems, (2) community impact outcomes, (2) academic

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 15 https://digitalcommons.northgeorgia.edu/jces/vol7/iss2/2 12 Vinciguerra: Haiti: Sustaining Partnerships in Sustainable Development learning outcomes, and (3) civic learning sotl/vol3/iss2/20. outcomes for each of the five levels of Bringle, R.G., & Hatcher, J.A. (2009). Inno- project engagement (Howard, 2001; Finley, vative practices in service-learning and curricular 2013). engagement. In Sandmann, L., Thornton, C.H., C. Standardized assessment of each of the three & Jaeger, A.J. (Eds.), Institutionalizing commu- principal outcome areas mentioned above nity engagement in higher education: The first (community impact, academic learning, and wave of Carnegie classified institutions.New Di- civic learning) is a future goal as the projects rections for Higher Education (pp. 37–46). San Fran- aim to take their efforts to an even higher cisco: Jossey-Bass/Wiley Publishing. level of accountability and efficacy. Bringle, R., Hatcher, J, & Jones, S. (2011). International service learning: Conceptual frameworks While the results of the above changes remain and research. Sterling, Virginia, Stylus Press. to be seen, the hope is that a more structured Casale, F., & Galligan-Stierle, M. (2010). The planning and assessment process will enhance transformational mission of a Diocesan univer- long term the impact of the collaborations, both sity. Journal of Catholic Higher Education, 29 (1), for the university and the community. 83–99. Doucet, I. (2011). NGO’s have failed Hai- Conclusion ti. NPR/The Nation. Retrieved from http://www. As programs of engaged scholarship become npr.org/2011/01/13/132884795/the-nation-how- more widespread, universities will continue to ngos-have-failed-haiti. consider how they can use their limited resources Dunnington, L. (2001). A case study in to maximize community impact while offering a brand creation with small holders: Haitian variety of meaningful community-based research Bleu®. Development Alternatives International, and learning opportunities for faculty and stu- Inc. Retrieved from http://cfihaiti.net/pdf/cof- dents. The St. Thomas University/Port-de-Paix fee-industry.pdf. Global Solidarity Partnership was born out of just Eyler, J., & Giles, D. (1999). Where’s the learn- such an effort to leverage the minimal resources ing in service-learning? San Francisco, Jossey-Bass. of a small, urban, Catholic university into long- Eyler, J., & Giles, D. (2000). “At a glance: term development in one of the Western Hemi- What we know about the effects of service-learning on sphere’s poorest regions. While the programs are college students, faculty, institutions, and communities, still young, the experience so far suggests that 1993–2000: Third Edition.” Report for the Cor- significant impact can be attained by adopting a poration for National and Community Service, model that is geographically centered, commu- Washington, D.C. Retrieved from http://service- nity-led, project-focused, interdisciplinary and learning.org/filemanager/download/aag.pdf. utilizes a multi-tiered scaffolding of engagement Fairtrade International. (2014). Fair trade opportunities to address the varied needs of the minimum price and premium table – updated university-community initiative. April 2014. Fairtrade International. Retrieved from http://www.fairtrade.net/price-and-premium-in- References fo.html. Amor en Accion. (2011). History, theology Fitzgerald, H., Burack, C., & Seifer, S. (eds). and sister-school program. Retrieved from http:// (2010). Engaged scholarship: Contemporary land- amorenaccion.com/e_html/history/history.html scapes, future directions. East Lansing, MI: Mich- and http://amorenaccion.com/e_html/work/ igan State University Press. ourwork_SisterSchool.html. Finley, A. (2013). Assessing together: Practical Beckman, M., Penney, N., & Cockburn, B. strategies for measuring civic learning. Presentation (2011). Maximizing the Impact of Communi- during the 2013 NASPA Civic Learning and ty-Based Research. Journal of Higher Education Democratic Engagement (CLDE) Conference, Outreach and Engagement, 15 (2), 83–103. June 21, 2013, Philadelphia, PA. Brescia, W, Mullins, C, & Miller, M. (2009). Flicker, S., & Savan, B. (2006). A snapshot of Project-based service-learning in an instructional CBR in Canada. Toronto: Wellesley Institute. technology graduate program. International Jour- Froehle, B. (producer). (2013). Meeting of nal for the Scholarship of Teaching and Learning, 3(2). COCANO president, Haitian Ministry of Agri- http://digitalcommons.georgiasouthern.edu/ij- culture, Haitian Consulate, and St. Thomas Uni-

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 16 Published by Nighthawks Open Institutional Repository, 2014 13 Journal of Community Engagement and Scholarship, Vol. 7, Iss. 2 [2014], Art. 2 versity [video], April 5, 2013. Available from St. tion at the 42nd Annual International Society Thomas University Center for Justice and Peace, for Exploring Teaching and Learning, October www.stu.edu/cjp). 14, 2011). San Antonio, TX. Abstract retrieved Howard, J. (2001). Service-learning course de- from http://www.isetl.org/conference/presenta- sign workbook. Ann Arbor: University of Michi- tion.cfm?pid=1370. gan OSCL Press. Miami International Film Festival. (2011). Hudson Institute Center for Global Prosper- 2010 Miami International Film Festival award win- ity. (2010). Catholic Relief Services, Archdiocese ners. Retrieved from http://www.miamifilmfesti- of Miami, St. Thomas University — Made in the val.com/archives/2010/2010winners.aspx. shade. Hudson Institute 2010 Index of Global Ministère de la Santé Publique et de la Popu- Philanthropy and Remittances (37). Washington, lation & the World Health Organization. (2011). DC: Hudson Institute. Retrieved from http:// Health Cluster Bulletin: Cholera and post-earthquake www.hudson.org/content/researchattachments/ response in Haiti. Retrieved from http://www. attachment/978/index_of_global_philanthropy_ who.int/hac/crises/hti/HealthCluster-Bulle- and_remittances_2010.pdf. tin30-21122011-ENG.pdf. Iannone, J. (2010) Toward a creative partner- Ministry of the Interior of Haiti. (2011, Dec ship between the Archdiocese of Miami and Saint 1). Haiti charts new course for economic development Thomas University. Miami, FL. Ecclesial partner- with decentralization and community empowerment ship document available through the St. Thom- as key drivers. Press release: PR Newswire, United as University Center for Justice and Peace: www. Business Media. Port-au-Prince Haiti. Retrieved stu.edu/cjp. from http://www.prnewswire.com/news-releas- Ibrahim, B.L. (2012). International ser- es/haiti-charts-new-course-for-economic-devel- vice-learning as a path to global citizenship. In opment-with-decentralization-and-communi- J.A. Hatcher and R.G. Bringle (Eds.), Understand- ty-empowerment-as-key-drivers-134870503.html. ing service-learning and community engagement: Mitch, M. (2011). The challenge and spiritual- Crossing boundaries through research (pp. 11–24). ity of Catholic social teaching. Maryknoll, NY: Or- Charlotte, NC: Information Age Publishing. bis Books. INESA. (2001). Coffee in Haiti: The current Moyano, M. (2011). Documentaries for social state of the industry and a lobbying campaign to im- change: An examination of blooming hope (doctoral prove the socio-economic position of growers. INESA, dissertation). Retrieved from ProQuest Disserta- September 2001. Available in French at http:// tions and Theses, UMI Dissertations Publishing. www.icefda.org/IMG/pdf/cafe_enHaiti_bon_. (Accession Order No. 3452863). pdf. Mugisha, V. (2011). Livelihoods in Northern Institut Haïtien de Statistique et d’Informa- Haiti, Summary of a participatory assessment. Balti- tique (IHSI). (2009). Haiti: Major city, town and more: Catholic Relief Services. agglomerations. Retrieved from http://www.city- Nigro, G,. & Farnsworth, N. (2009). The population.de/Haiti.html. effects of S-L on retention. A report to the Northern John Paul II (1990, August 15). Apostol- New England Campus Compact. Retrieved from ic constitution on Catholic universities, Ex http://www.uvm.edu/~partners/Retention%20 Corde Ecclesiae. Retrieved from http://www. and%20S-L%20(1).pdf. vatican.va/holy_father/john_paul_ii/apost_con- Pontifical Council for Justice and Peace. stitutions/documents/hf_jp-ii_apc_15081990_ (2005). Compendium of the social doctrine of the xex-corde-ecclesiae_en.html. Church. Washington, DC: USCCB Communi- Klarreich, K., & and Polman, L. (2012, Nov cations. 19). The NGO Republic of Haiti: How the in- Putnam, R. (1992). Making democracy work, ternational relief effort after the 2010 earthquake Civic traditions in modern Italy. Princeton, NJ: excluded Haitians from their own recovery. The Princeton University Press. Nation. Retrieved from http://www.thenation. Ratnesar, R. (2011)). “Who failed on Haiti’s com/article/170929/ngo-republic-haiti#ixzz2X- recovery?” Time. Retrieved from http://www.time. p3imnPT. com/time/world/article/0,8599,2041450,00.html. Martin, C., Bekken, B., & Poley, L. (2011). Regalado, M. (2010, Feb. 22). Helping hope Community action projects: Scaffolding and authentic ‘bloom’ in Haiti. The Florida Catholic, p.1. Re- assessments for effective service-learning. Presenta- trieved from http://newmiamiarch.org/ip.as-

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 17 https://digitalcommons.northgeorgia.edu/jces/vol7/iss2/2 14 Vinciguerra: Haiti: Sustaining Partnerships in Sustainable Development p?op=Article_10222115611989. Schwartz, T. (2010). Travesty in Haiti: A true ac- United Nations Office for the Coordination count of Christian missions, orphanages, food aid, fraud of Humanitarian Affairs. (2012). Haiti: Two years and drug trafficking. Charleston, SC: BookSurge Pub- after the devastating earthquake. Retrieved from lishing. http://www.unocha.org/top-stories/all-stories/ Sherry, G. (1978, July 27). Haitian Center Reali- haiti-two-years-after-devastating-earthquake. ty. The Voice (Archdiocese of Miami, FL), 1–3. Watkins, A. (2013). GAO slams USAID’s St. Hubert, S. (2011). Interview with COCA- Haiti rebuilding efforts. The Miami Herald. NO President Semilforte St. Hubert on coopera- Retrieved from http://www.miamiherald. tive’s cholera response in northwest Haiti. Retrieved com/2013/06/25/3470384/gao-slams-usaids-hai- from www.youtube.com/cafecocano. ti-rebuilding.html#storylink=cpy. Stevens, B., & St. Hubert, S. (2010). Interview with COCANO President Semilforte St. Hubert on About the Author COCANO’s relationship to the displaced in Hai- Anthony Vinciguerra coordinates the Center ti’s northwest. Retrieved from http://www.youtube. for Community Engagement (formerly known as com/watch?v=9tz1LdrKbXo. the Center for Justice and Peace) at St. Thomas St. Thomas University, Office of Institutional University in Miami Gardens, Florida. Research. (2011). 2009-2010 Data Sets and 2010- 2011 Factbook. Retrieved from http://www.stu.edu/ AboutSTU/OfficeofPlanningEnrollment/ Officeof- InstitutionalResearch/tabid/77/Default.aspx. St. Thomas University Global Solidarity Proj- ect. (2006). Haiti preparation formation materials. Available from the St. Thomas University Center for Justice and Peace, www.stu.edu/cjp. United Nations Children’s Fund. (2010). At a glance: Haiti statistics. Retrieved from http://www. unicef.org/infobycountry/haiti_statistics.html. United Nations Office for the Coordination of Humanitarian Affairs. (2010, February 17). Haiti: Earthquake: Population movements out of Port-au- Prince (map). Retrieved from http://reliefweb.int/ Anthony Vinciguerra walks with children at the site node/15791. of STU GSP solar oven initiative in Baie-de-Henne, Haiti.

Emmanuel Buteau, St. Thomas doctoral student, speaks with COCANO coffee farmers (from left) Petit Frere Lafontant, Eliocoer Beaubrun, and Fer- dinand Louis in San Louis du Nord, Haiti. Semilfort St. Hubert, president of the COCANO coffee cooperative, inspects green coffee cherries with St. Thomas University professor of Global Entre- preneurship Dr. Justin Peart in La Croix St. Josef, Haiti.

Vol. 7, No. 2—JOURNAL OF COMMUNITY ENGAGEMENT AND SCHOLARSHIP—Page 18 Published by Nighthawks Open Institutional Repository, 2014 15