Resources for Ethical Leaders

Supporting Ethical Engagement through Reflection on Community Engagement and Community Outcomes in Global Learning Programs

A crucial part to a successful community engaged global learning program is the planning process. The program director(s) should work with IUPUI’s Office of International Affairs and Center for Service and Learning as well as community partners to create ethical and effective educational programs that balance the benefits and priorities of students and host communities abroad. Quality programs require intensive forethought, management, and attention to the host community dynamics as well as learner preparation. 

Below are resources you can use as you develop and implement your global community engagement experience. 

Planning & Evaluation:

  • What to Look for in Global Service Learning

    • What to Look for in Global Service Learning
    • A handout with 6 categories of what to look for and what to avoid when choosing an organization or community with which to work. 
    • Audience: Faculty and students starting a program. 

  • A Framework for Reciprocal Public Benefit by Gonzalo Duarte

    • A Framework for Reciprocal Public Benefit by Gonzalo Duarte
    • This chapter articulates a standard of practice framework for host partners, intermediary organizations, and sponsoring institutions (such as universities) to ensure the benefits of a global service-learning relationship are designed by and spread to all stakeholders. Refer to the Appendix of the chapter for a thorough chart of sponsor, intermediary, and host inputs, activities, outcomes, and indicators.
    • Audience: Faculty or students starting a program or continuing to add to or improve an existing program.

  • The Ethics of International Engagement & Service Learning (EIESL) Project

    • The Ethics of International Engagement & Service Learning (EIESL) Project
    • A guide from the University of British Columbia, this website if full of information and resources regarding international service learning. You will find everything from teaching resources to theoretical frameworks to pedagogical frameworks.
    • Audience: Faculty or students starting a program or continuing to add to or improve an existing program.

  • Fair Trade Learning Rubric

    • Fair Trade Learning Rubric
    • The Fair Trade Learning model holds volunteer and community-driven development in equal regard. This is rubric for organizations, institutions, and individuals concerned with advancing just, fair, and conscientious global exchange, learning, and service partnerships.
    • Audience: Faculty or students starting a program or continuing to add to or improve an existing program.

  • IUPUI Service Learning Taxonomy

    • Service Learning Courses Taxonomy - IUPUI
    • This tool can be used to examine service-learning courses in areas of reciprocal partnerships, community activities, civic competencies, dialogue among diverse groups, critical reflection, and assessment.
    • Audience: Faculty or students starting a program or continuing to add to or improve an existing program.

  • IUPUI Study Abroad Taxonomy

    • Study Abroad Taxonomy
    • This tool can be used to develop and maintain high-quality program design and implementation by examining 14 different aspects from aspects of trip preparation and community interaction to reflection and assessment.
    • Audience: Faculty or students starting a program or continuing to add to or improve an existing program.

Tips

  • 7 Red Flags - Tips for International Volunteering

    • 7 Red Flags - Tips for International Volunteering
    • A resource for those just starting their research of program possibilities. This gives you things to look out for or avoid.
    • Audience: Faculty or students just starting the research on community engaged global learning programs.

 If you have any questions, please contact Stephanie Leslie in the Study Abroad Office, and/or Mary Price in the Center for Service and Learning.