Service-Learning in Asia: Curricular Models and Practices

10 - A Cross-cultural Service-learning Program Model: W.T. Chan Fellowships Program

Seldom do we have an opportunity to design a cross-cultural service-learning program grounded in the best theories available. The W. T. Chan Fellowships Program, sponsored by the Lingnan Foundation, however, offered such an opportunity. The program was designed to honor Professor W. T. Chan, academic dean (1930–36) of the former Lingnan University in Guangzhou, China, and professor of Chinese culture at Dartmouth College in Hanover, New Hampshire. It was intended to reflect his values of promoting self-fulfillment and international understanding in addition to the Lingnan University motto, “Education for Service.” Professor Chan received his education in China and the United States and successfully navigated both cultures as a student, teacher, and administrator in higher education. Consequently, the design of the Chan fellowships program involves two major characteristics for the participants: a cross-cultural experience and a service-learning experience, with the goal of providing opportunities for self-fulfillment through international exposure and social/community service. The Chan fellowships program, which began in 2000, has evolved into a cross-cultural service-learning program, with the potential to become a model for other programs with similar goals. This chapter describes the program design, which is based on the application of existing theories, and shares the findings of cross-cultural learning outcomes acquired by fellows. It introduces a documentation tool that may prove to be helpful in furthering research and assessing experience-based learning programs. It describes the essential elements in designing a cross-cultural servicelearning program and tests a methodology for documenting learning outcomes that informs their effectiveness. A Cross-cultural Service-learning Program Model: W.T. Chan Fellowships Program Jane Szutu Permaul 10 Jane Szutu Permaul 144 Program Design Although community, social, and volunteer services have long been a part of Asian-Pacific cultures, the notion of service-learning as a pedagogic strategy or part of a curriculum in post-secondary education is relatively new. Servicelearning refers to a form of learning in which learners render service to others, usually through one or more agencies in the local community. The learner is sponsored and supervised by an educational institution working in partnership with host agencies. The learning objectives and outcomes vary depending on the particular service-learning program’s goals. These learning objectives and outcomes can be subject/discipline-based (e.g., chemistry related to air pollution, economics related to availability of natural resources, literature related to culture and subcultures, gerontology related to public policies for the elderly) or they can be cognitive and affective learning (e.g., interpersonal relationships, communication, problem-solving, leadership, adaptability, flexibility). The learning objectives are usually determined jointly by learners and the educational institution offering the opportunity. Programs involving young people visiting and working in another country are far from a new phenomenon. Most programs assume that cross-cultural learning and sensitivity occurs as international visitors interact with a culture different from their own. Cross-cultural learning and sensitivity refers to a conscious awareness of similarities and differences in two or more cultures by the people involved. When that knowledge and sensitivity are lacking, a particular behavior can convey different meaning when filtered through different cultural norms. For example, a host family in the United States may treat a Chan fellow as a family member, expecting the fellow to behave like other family members instead of a guest, as a genuine expression of welcome and inclusion into the daily life of the family. However, the fellows’ cultural conditioning may lead them to think the host is being aloof and inattentive by leaving them to do whatever they want. Similarly, in a workplace in the United States, minimal supervision and direction may be observed with the intent of allowing the Chan fellow to pursue their interest and strengths, but the fellow may feel neglected when they do not receive specific instruction and direction. Cross-cultural learning outcomes require both cognitive and experiential learning in such situations, which involves knowing what a particular culture expects and how the expectation manifests itself behaviorally. The W.T. Chan Fellowships Program selects 8 fellows each year and will soon expand to 12 fellows, all from Sun Yat Sen University (SYSU; also known as Zhongshan University) in Guangzhou and the Lingnan University in Hong Kong (LUHK). Fellows are selected from among upper division students (third A Cross-cultural Service-learning Program Model 145 and fourth-year undergraduates), those who have recently earned their bachelor’s degree...