CEVC-SL - The Teacher

International Service-Learning (Cross-cultural, Experiential, Value-based, Civic Service-Learning) can now be understood to be a confluence of cross-cultural, experiential, and value-based learning in a civic context.   Through which are cultivated moral, competent, globally responsible citizens who can apply professional skills to solve practical problems.  For this to happen, the service project must be meaningful, challenging, and create significant impact to address a clear social need.  

Who can create such projects and teach the students to carry them out? Here we come to arguably the most important element of Service-Learning - the teacher.  Or in actuality, the Teaching Team, as it is often difficult for one person to embody all the necessary qualities to male the required teaching and service happen.  There are at least 4 possible distinctive roles in the Teaching Team.  

First of all, you need someone who can teach the core concepts of SL, and the specific social issue that is targeted: in poverty, digital divide, health, energy, education, youth development, etc.  

Secondly, then to devise a practical solution to address the social issue.  For example, to teach Artificial Intelligence as a strategy to address the digital divide, to install solar panels to address energy poverty and sustainable development, to design healthy diet for the village poor for public health, etc.  Professors who are strong in conceptual knowledge may need the help of assistants familiar with the applicable technology applications.  In fact, many of SL enthusiasts tend to be in education and social science. Perhaps that is why many SL projects tend to be of the teaching type, or advocacy.  While solutions to many issues require technology or professional skills, professors in science and technology, even professional disciplines, may not have strong training in educational pedagogy, or familiarity with social issues.  A case can be made for cross-discipline collaboration, which is notoriously challenging in the academic world. 

Thirdly, you need a community partner, perhaps a non-government organisation, who knows, or have been working with, or who can connect your team with the community in need.  

Finally, you may also need supporting staff who can manage the logistics, procure the equipment or supplies, and manage/support the students.  This is particularly important when your team is working in an unfamiliar locale, or a site far away from home, perhaps even in a foreign country.  

All 4 roles can be embodied in one person.  Much more likely, the team consists of multiple persons and organisations.  This is perhaps one of the most challenging aspects of the implementation.  It is possible, but not easy to achieve within the confines of a single academic department.   For institutions really keen on implementing SL, many invest to set up a university-level centre to develop such expertise, build and maintain connections with communities, and in general support academics who are enthusiastic about SL, despite all the challenges.