What are the distinctive features of Service-Learning at PolyU?

What makes Service-Learning at PolyU different?  Many PolyU persons like to claim that we are the first university in Hong Kong to require all students to take service-learning as credit-bearing courses.  But being the first is just history.  Others can easily catch up. 

Some point to the passion of the leaders and teachers.  However, the ones who create a service-learning program at any university must necessarily be visionary; and any successful program must be backed-up by a group of passionate teachers.  Passion is required but not sufficient.  

We are proud of the strong impact of some of our projects.  But many universities have also carried out impactful projects.  We send hundreds of students to carry out projects in foreign countries.  But many universities also have impressive international projects.  

We conduct research and publish in academic journals, we organise staff training for many.  But so do many others. … 

Ultimately, we believe it is the confluence of three beliefs and their successful realisation that makes our program distinctive:

1. We believe that service-learning is the best way to nurture civic engagement, hence we require all undergraduates to take at least one credit-bearing course in service-learning; and we successfully developed sufficient high-quality courses to enrol more than 4 thousand students a year. 
2. We believe that all academic disciplines have something to offer to address the needs of the community; and roughly 90% of our academic departments are offering at least one SL course.  
3. We believe Service-Learning is fundamentally general education, broadening the scope of a student’s education.  Hence a SL course is generally anchored in a specific  academic discipline, but open to students from other disciplines.  The majority of SL courses at PolyU are like this.  The rest (less than 25%) are discipline-specific courses designed for students who major in that discipline.  

For example, SL courses offered by computing and electrical engineering admit students from engineering, nursing, design, business, language, …, teach them basic electricity principles and how to use hand tools, and sends them to install solar panels in Cambodia and Rwanda.  A SL course offered by textiles takes students from textiles, design,  but also engineering, …, teaches them clothes making, and sends them to help recovering mental patients design their own fashion. 

That is what truly make Service-Learning at PolyU distinctive.  It is the nature and strength of these basic beliefs, their confluence, and the fact that we have been able to turn these beliefs into reality, that makes it distinctive.  

Youths a Lost Generation?

It seems quite fashionable among certain groups to lament the youths’ failings - lack of  drive and ambition, lying flat, being lazy, taking things for granted, wanting to enjoy life without having to work hard, complaining rather than working to solve the problem, etc.  Many who espouse such views seem to be adult males. Some seem to consider themselves successful in life - possibly because the success gives them the confidence to speak out, or simply because those who consider themselves less successful are too busy to speak?  

Often, however, these opinions seem to be based on perceptions rather than rigorous research, or even large amounts of data.  Surely, if large numbers of people - particularly if it is people who hold the power - believe in something, then it deserves attention.  Because it is going to have an impact - simply because these people have power.  But not necessarily because it is true.  In fact, it is pretty unfair if it is not true.  

At this point, it is not quite sure whether that sentiment reflects reality.  There really does not seem to be a lot of rigorous research on the matter, beyond anecdotal statements and beliefs.  Perhaps the current generation of youths are no worse than the previous generation (or generations)?  Perhaps it is common practice that every generation of adults lament the youths of their days?  When someone feels being successful in life, one may be psychologically predisposed to feel that one’s success is due to hard work, rather than good fortune or external assistance, whether that is true or not.  Starting from this assumption, one is inclined to think that if the youths desire similar success, they should just work hard, but not to expect any favours from anyone.  In reality, however, circumstances, fortune, and assistance may play a significant role in one’s life.  Hard work is only one of the factors. 

And what if the sentiment (that the quality of current generations of youths is “poor”)  truly reflects the reality?  What is the cause of this reality?  Are the current generation of youths born that way?  Or they simply decide to give up? Perhaps their “poor” attitude is the result of a hostile environment - created or at least partially moulded by the current generation of adults who have been in power?  In that case, aren’t the adults responsible for the “undesirable” situation?      

  

Home-made souvenir

When our team was in Rwanda, the students were excited about what souvenirs they would buy, and how much money did they need to exchange for the Rwanda Franc in order to make the purchases.  

I took the opportunity to show them some souvenir that I made myself - caps of bottles that I flattened with a hammer into flat disks.  These made perfect gifts.  They are obviously local and authentic, often with the name of the country stamped on it.  They are colourful and many are associated with local attractions.  They generally cannot be found outside of the country. They are small and easy to carry.  Above all, they cost you nothing but some exercise of your muscle.  And it is home-made - not completely, but at least you did flatten it.  Each is unique, slightly different from all others.  What is more, if you hammer it the right way, the cap will not be completely flat but rather slightly concave or convex.  Pressing on it will make a click/clack sound as it flips from being concave to convex, and back.  

Another way to play with it is to drill two small holes in it, pass a string through each hole, twist the strings on each side together in the same direction and pull - the unwinding of the twisted strings will make the disk spin.  One disk can then fight another - each trying to cut the other’s strings with the spinning sharp edge.  This was a popular game when we were small. 

I thought the students might scoff at such a simple idea.  But some actually liked it and  started to race to collect the caps from soft drink bottles.  Late at night, I could hear  loud banging outside my window.  At first I was puzzled by the source of the banging.  But quickly I realised that I was the original cause of it, and really couldn’t complain.  

I still think it is a good idea. 

  

Of course many are leaving

We all have many friends and relatives who have left Hong Kong, or are leaving.  So many students and teachers have left that school officials are worried, and scrambling to fill those places.  Many positions in universities, businesses, organisations, etc., have become vacant.  These positions are being filled, creating more openings, greatly increasing staff turnover, forcing administrators to take unusual action to retain productive staff.  Many administrators are worried that some people may be promoted to positions which they cannot really handle, so great is the need created when so many  experienced professional are leaving.  

Some pro-establishment types scoff at those who emigrate to foreign countries to become what they consider “second class” citizens.  They claim that these recent emigrants will only be able to find low-pay jobs.  That they will not fit in.  That they will feel alienated and unfulfilled.  And in general, that “the moon is not bigger in foreign countries”.  

It may be true, and it may not.  Many new emigrants are professionals who have studied and lived overseas, who may be able to adapt fairly well.  Some may indeed be less than well-prepared.  But it seems many have friends and and can make new friends quickly. Many are helping each other, there being so many of them in similar situations.  Indeed many are making serious sacrifices, with their eyes open.  Many do it for their children.  

Why do so many make the sacrifice, knowing the hardship they are facing?  People with young children usually are comparably conservative.   They do not easily leave their comfort zone unless that zone is no longer so comfortable.  The fact that so many vote with their feet, for another country, is serious indication that something is seriously wrong.  Some people can pretend that it is not so, that it is just normal turnover.  Some people may decide to stay for some special reason - a sense of mission or responsibility perhaps.   But there is no hiding from the fact that large numbers of people are suddenly emigrating, that something is seriously wrong.    

 

Quarantine as Retreat

After returning from the two-week project in Rwanda, we were sent to our quarantine hotels for 7 days. I had been through that before, when my wife and I returned from Canada at the end of May, so I had an idea what that is like.   But that last time my wife and I had each other as company.  This time I am alone.  

I decided I would put the time to good use.  First of all, I have to sort out the experience I had in the two weeks in Rwanda, and write them down in a series of blog posts, reports and prayer letter.  At the final reflection session with the students, we asked them how the experience had changed them.  I have to ask myself the same question. The short answer is that this trip reminds me again why I am in service-learning, how it allows me to live out my faith, and how I would love to continue for as long as I can.  

Then I decided to take care of my body, to use the time for exercise. I could not run outside.  But I can run back and forth, or even run in place, for the equivalent of 10 kilometres each day.  When my thighs and lower legs hurt too much, I would walk.  And I do not need any equipment to do pushups, stretch, …  The solitude helps me to listen to my body, and I discover how my body reacts to my running 10 kilometres each day, every day.  It is good to know that I am able to do that, if I do it slowly.  Well, perhaps every other day.  

Part of the time is used to catch up with my reading.  Recently I have been reading about  the brain, consciousness and emotions.  I realise more and more that they are all highly related, and that they have great impact on how we think and feel.  That our emotions drive our thinking, our mind, our decision making, our sense of self, what we believe, and how we live our lives.  This has been helping me understand better how we teach and learn, and how people behave in general.  Also, what, then, does that have to do with our soul, and our faith?  This is so important that I cannot wait to learn more about it.  

Of course I am not in complete solitude. I can still connect with people through social media, telephone and even video calls.  But I am alone most of the time.  And there is no physical contact.  I listened to about 6 sermons online, supplemented by Bible readings.  When there is nobody around, I am compelled to be honest to myself, and God.  What do I truly think of myself? What do I really want to do with my life?  And God?  I may not have a lot of time left.  On the other hand, it is also possible that I still have a lot of time.  It is impossible to know.  In any case I have to make good use of my time.  

On TV, I have an opportunity to watch some channels that I don’t usually watch.  I enjoy particularly one from Japan and another from Singapore.  They seem to cover a broader range of topics to greater depth and sound more objective than many of the channels normally available at home. Once in a while, I can enjoy a movie, such as “Coco” that other evening.  All of these almost make me want to stay longer.  Almost, but not quite.  I cam ready to go home to my wife, and my “normal” life. 

Rwanda Faces

Over the part 10 years, I have encountered many memorable faces in Rwanda.  

Laughing mothers with colourful clothes and headdress carrying babies on their backs.  Teachers, male and female.  Professors teaching our students on Rwandan culture and history.  Old farmers with deep lines on their faces.  Elegant old ladies in colourful dresses.  Boys selling avocado.  A farmer boy proud of his squash.  A farmer raising rabbits.  A farmer raising sheep and goats.  Little girls carrying 10 kg of water in jerry can on their heads.   Little girls carrying her little brother on her back.  A student learning welding.  Marathon runners.  A young father carrying his child.  A boy with a cross I made for him out of a corn stalk.  A boy wearing an eye-glass frame I made for him out of a piece of iron wire. A girl playing with a box I made for her from a box that carried a solar electrical controller. A female student from an elite high school.  A young man delivering milk on a bicycle.  People going to church on their best Sunday clothes.  Motorcycle riders delivering food from the market. A student from the University of Rwanda.  

All in all, a people no different from you and I. God loves us all.  

Beautiful Rwanda

I have many beautiful memories of Rwanda.

Some scenery are beautiful in themselves.  

No explanation needed.

Some are particularly memorable because of the events associated with them. 

Some are because of the people associated with them. 

Some are because of the mood (mostly mine) associated with them. 

Much are a mixture of a variety of factors. 

All together, they make Rwanda very special in my heart. 

To boldly go where the need is the greatest

Rwanda is one of the poorest country in the world, even though it is also one of the more stable, clean, safe and fast growing.  Until 2019, we had been installing solar panels in the Gikomero sector about 20 kilometres along a steep, unpaved road in the mountains to the north east of Kigali city.  This year, we are working in the Rubona sector about 20 kilometres south of Rwamagana city. The village households that we serve are mostly classified as the poorest by the government.  

Rwamagana itself is about 50 kilometres east of Kigali.  To travel to Ribona, we drive for an hour along the main highway to the east.  Then we get off the paved highway at either Bicumbi or Rwamagana, and drive for another hour along a bumpy, unpaved, muddy road to reach the site in Ribona.  

The houses are spread over an area roughly 20 square kilometres in area.  For 2 weeks, our students criss-cross across the area, installing solar panels and wiring in those 200 houses.  Surely they have been having a lot of exercise, sweating a lot under the sun and inside stuffy, smelly houses.  They whined a little, but none really complained.  They  know why we are here. They knew what they were getting into, before coming here.  It is their choice too.  

Why do we choose this site, which is so far away, so difficult to reach and so uncomfortable to work in?  On the operational level, the site is recommended by our partner African Evangelical Enterprise Rwanda, and mutually agreed between us.  But the ultimate reason is that these are the people whose need is one of the greatest.  Same question can be asked of other sites and countries with similarly challenging projects.  And the answer would likely to be similar.  

Certainly we could have chosen a site easier to get to, and more comfortable to work in.   Perhaps we could choose a site closer to the capital, along a paved road.  Perhaps we could choose a country with better infrastructure support, better accommodation and better roads.  But such a place would also likely to have a lesser need.  We would likely be less challenged, make a much smaller impact (if at all) and our students would most likely learn less.  Then what is the point to go there?

The impact that the service makes, the responses from the community and our parters, and the change produced in our students and ourselves, have validated the choice of the project and the site.  

Service-Learning Emotions

Service-Learning affects us all.  As the concluding reflection sharing session in Rwanda, students shared how the service project had changed them as a person.  We could tell that many of them had been touched.  It is evidenced not only by their words.  But also by the tone of their voice, their earnestness, their body language.  In time, their enthusiasm may subside.  But hopefully, and we are confident based on past experience, at least some of that change will remain.  

Many of our past SL alumni, particularly on international SL projects, continue to be engaged.  Many remain in touch, and demonstrated continue interest in our projects and the places that we have served.  Some are working in CSR (corporate social responsibility) capacity.  Some are working in NGOs.  Some are working as social workers.  Some have become academics, professors or researchers themselves and remain engaged.  This is exactly what we hoped would happen.  

It is not just the students.  The assistants who support the ISL projects have become leaders and teachers.  Many of the academic and administrative staff who have come to observe, experience, and learn have become teachers and strong supporters of SL courses themselves.  Many of the senior administrators - the deans, vice presidents and president - have become believers and active promoters of SL.  

Personal experience in service-learning is very compelling.  One can read about poverty and suffering.  That 9.2% of the world population - 689 million - live in extreme poverty - on less than USD 1.90 per day.  But it is something altogether different to come into a house of rough mud bricks, with nothing but a straw matt to sleep on, a few nails or a string across the room to hang clothes on, one toothbrush to be shared by the whole family.  It is hard to stay in such a house of more than a few minutes because of the stuffy and smelly air.  But one has to stay for at least an hour to wire up the house for  electricity and lighting, so we make ourselves to absorb all that smell into ourselves. It cannot but affect us emotionally.  Our NGO partners (John, Wilson, Jacky, Innocent, Phanuel, …) the local youths (Joseph, Prince, Gaspard, ...) who work alongside us, the people who live in the houses (Gaspard, Clementine, Angelique, ...), …, become friends.  

One thus becomes emotionally invested.  The people you see and speak with become part of you.  It makes you feel their pain.  They are no longer just a bunch of numbers.  You cannot but be interested in what happens to people that you personally know - your friends - to the degree you are connected.   

Many people, scientists included, distrust emotions.  We are urged to be rational.  Recent scientific discovery is changing our understanding.  Emotion is not the problem.  It is an essential part of being human.  Our emotions help us make better decisions.  Our emotions is the basis of our moral reasoning.  Disgust protects us from eating spoiled food, and evolves to become a guardian of the social and moral order. Positive emotions generally encourages us to take a certain amount of risk. Happy people are more creative.  Pride drives us to greater achievement.  Interest produces the urge to explore.  Awe motives us to broaden our focus and to engage in collective action for the good of everyone.  Positive emotions is strongly correlated with good health and a longer life experience.  Sadness motivates us to do the difficult work of rethinking beliefs and reprioritising goals.  

Emotions themselves are not the problem.  The problem is a lack of emotional intelligence.  It is not understanding our own emotions, not understanding other people’s emotions, not being able to manage our own emotions, reacting excessively to our emotions and emotions of others. 

Along with the cognitive aspects of learning, it is our job, as teachers, to guide our students in understanding how the experience is affecting them emotionally, and how to manage their emotions for their own benefit.  It is one of the biggest and least-understood challenge for the teacher of service-learning.  We are still learning.  It is also a hugely exciting and rewarding experience.