Disciplinary Pathways to Service Learning

Tribal Colleges: Responding to Cultural Needs

Kelly Ward, Service-Learning Director
Montana Campus Compact
Dana Grant, Volunteer Services
Salish Kootenai College
Pablo, Montana

Service-learning crosses all cultures. It is a mechanism for change that teaches, while empowering. In the tribal college community, service is being linked in a way that honors the past while looking to the future. For most tribal colleges, the community is the life blood of their institutions. Those who live on the reservations not only support the college but usually work very hard to promote its success at all levels. As such, service in these areas is a mutual response that promotes the success of all people.

The lessons learned thus far in the tribal college community clearly denote that service-learning is valuable for both the student and the community. Over the past few years many tribal colleges have discovered that the incorporation of learning models with service not only complements the educational experience but also benefits students throughout their life.

In Montana, over the last few years, tribal colleges have taken varying approaches to service-learning that reflect the changing needs of the reservation communities. These approaches have included developing institutional policies for service-learning (e.g. a graduation requirement) and sponsoring events for the community (e.g. mentoring programs, science fairs, camps). Through this process, the colleges have found a way to balance culture with learning. The application of these experiences transcend individual cultural identities and can easily be adapted by any community college. What the tribal colleges have realized is that knowing one's culture and respecting the needs of that culture will guarantee a more lasting and satisfactory experience for students.

The purpose of this essay is to describe not just one class with a service-learning component, but to describe service-learning for community college faculty, in general, and of culturally diverse populations, in particular. The thoughts for this essay are derived from our work with tribal colleges in Montana. The lessons are drawn from these populations, but they are applicable to all faculty and students looking for culturally appropriate service-learning opportunities.

Higher education is an increasingly diverse enterprise, and many institutions pursue even greater cultural diversity. Community colleges in general tend to be more diverse than many traditional four year institutions; hence it is important to look not only at the mechanisms and logistics of service-learning but also at the cultural aspects. Tribal colleges are based on fulfilling a cultural need and recognize the need for a culturally grounded education. By cultural aspects we are referring to both the culture of the institution and the cultural identity of the individual students. In this context those working with service-learning must look at both what is being brought to the institution by those in attendance as well as the community that is created once they are all together.

We will describe our individual personal pathways in using service-learning to enhance curriculum in the tribal college system. We also will give examples of particular classes with culturally relevant service-learning components. This essay also addresses practical concerns for community college faculty looking to incorporate service-learning in their classes.

Personal Pathways

Dana Grant

"Why do we exist? What is our purpose? Obviously, these are questions that have challenged man's mind since the beginning of time. A few years a go I returned to the Flathead Reservation to work at Salish Kootenai College. Upon my arrival I worked with a summer youth program and quickly realized that many of the students in the project had no connection to the world beyond the Reservation boundaries. Most of the students had no thought of the future or life beyond the end of the summer. They only knew survival. While working with these students I kept thinking about what was happening to them and why. I suppose you could say I was looking at the picture but not seeing the colors of the paint. One day by chance some elders from the tribe needed help moving to a new location. I volunteered the group to help, not sure who would attend. The day arrived and I was very anxious. I remember looking at my watch about 30 times in the matter of one minute. At exactly 1:00 p.m. the entire group came into the building. Everyone was present, I just couldn't believe it. It seemed like the last thing that any of them would want to do.

After that weekend I kept thinking again about the why. What had brought the students out? Why had they cared? At about the same time I received an announcement in the mail asking for participation in a conference on service-learning. The day after that my college president gave me some information about something called The Campus Compact and told me he thought I might be interested. Within a couple of weeks I had written a request for a mini-grant, attended a conference with hundreds of others from higher education, and put together the first course syllabus for service-learning at our institution. And the same time I also found the answer to why those youth in my program responded so favorably to that request for assistance. People respond to ideas they value and cherish. For those from a tribal background there is nothing more sacred then an elder."

Kelly Ward

"My pathway to service-learning was through the study of higher education and in particular how institutions change. My background in multicultural curricular change and faculty development prepared me for service-learning. Institutions go through stages when they are in the process of change. When I shifted my focus from multiculturalism to service-learning I noticed that the institutions I was working with were going through the same phases as those incorporating cultural diversity. I also noticed the commonalties between service-learning and multiculturalism; the two are mutually reinforcing. Multiculturalism is about shifting the center away from a monolithic experience. Society, education and life are about embracing many cultures not one. Service-learning is about shifting the center away from traditional classroom structures and emphasizing multiple means of teaching and learning.

In my work with the Montana Campus Compact I consult with the tribal colleges throughout the state. Through this work I started to see themes emerge across the colleges related to teaching and service-learning: The most successful service-learning experiences were those that related the culture of the students in the class and the culture of the community to classroom material. This was useful in helping not only the tribal colleges but also in enhancing my own service-learning classes and at member campuses throughout the state."

DISCIPLINARY CONNECTIONS

Drawing not just on our own teaching experiences, but that of several classrooms from throughout the state, we have provided examples of service-learning courses with cultural components. Each example includes a brief overview of the project, followed by answers to frequently asked questions about service-learning classes.

Blackfeet Community College Blackfeet Reservation

Native American Studies Browning, Montana

Students in Native American Studies (NAS) and Early Childhood Education planned and administered a culture camp for area youth. The NAS students developed activities for the camp to teach the youth about Blackfeet culture and language. The Early Childhood Education students provided mentoring and other age appropriate activities.

How is service connected to the discipline?

• Teaching reinforces the learning process.
• Cultural preservation is involved the application of teaching methods.
• Goal of class was knowledge acquisition and understanding of Blackfeet language and culture. Students demonstrated this attainment with the area youth by serving as teachers.
• Students in Early Childhood Development had hands-on experience with creating and managing youth programs.

How do class assignments connect with service placements?

• Develop a replicable curriculum for the camp and for other colleges to use
• Reflective journals enhance writing skills and help students recognize successful strategies and shortcomings of their curricular activities.

How does the learning process link to cultural identity?

• Culture was at the center of this class and the service-learning project
• Met need for culturally based activities which opened doors to many youth from the community.

Dull Knife Memorial College Northern Cheyenne Reservation

English Composition Lame Deer, Montana

"Writing Across Cultures" is a year long English composition course. Students in the class befriended elders in the community and recorded stories about historical events on the Reservation. Once students gathered the stories, they created a collection which was printed and disseminated to the community. The collection was accompanied by a presentation to local and surrounding communities.

How is service connected to the discipline?

• Writing assignments were based on the oral histories
• Peer editing and revising of writing
• Understanding of reading, writing and listening aspects of literacy

How do class assignments connect with service placements?

• Collection of written work is available to the public
• Students provided companionship, collected stories and shared with community
• Students learned about writing for varied audiences

How does the learning process link to cultural identity?

• Honoring tribal elders
• Oral tradition of story telling
• Cultural preservation and teaching

Salish Kootenai College Flathead Reservation

Environmental Sciences Pablo, Montana

This course was created in the Environmental Sciences focusing on the community wide radon testing. Students learned about the impact of radon and other chemicals before testing was administered and then educated the community about test results.

How is service connected to the discipline?

• Data collection and research methodology were used in a practical and applied way
• Students had to learn how to communicate scientific concepts to general public
• Students looked at policy implications and politics related to broader concepts of Environmental Science

How do class assignments connect with service placements?

• Written reports and summaries were shared with the general public
• Students educated the public about radon and the need for testing
• Contact with the public helped students develop analytic skills related to public policy

How does the learning process link to cultural identity?

• Emphasized the value of environment and the future quality of life on reservation
• Focused on the concept of helping one's "extended family." In this case the family meaning the community at large.

PRACTICAL CONSIDERATIONS

Although each institution has specific needs, there are common practical considerations valuable regardless of location or institutional type. The practical considerations we offer specifically address the cultural aspects of service-learning.

Meet relevant needs. Make sure the needs being addressed have been identified as needs by the community. Consider the culture of the institution, the culture of the community to be served and the cultural identity of the students in the class when identifying service placements.

Incorporate student interests. Involve students in placement selection so that the sites reflect student interests and student cultures.

Goals. Be realistic in service-learning goal development. Take time to recognize existing strengths and limitations related to the class, the campus and the community. Consider starting small and building over time (i.e. try a short term project prior to committing an entire course to service-learning).

Reflection. Needs to be grounded in a critical framework. Service-learning is not just about helping, it is about making the world a better place and questioning why needs exist. Service-learning is not only about changing the community but also about changing one's self.

Expand student boundaries. Reflection/journal and other assignments should stretch students beyond their "comfort zone." It should challenge students about their preexisting assumptions, values, and ideas about culture.

Focus reflection activities. Reflection/journal work should be focused and guided to give students direction. For example, provide a weekly question or quote to help the evolution of student thinking about their service placements and the people they are working with. Encourage students to reflect upon the cultural aspects of the project and the people involved.

Use peer education. Peer directed queries can help promote critical reflection and build classroom community.

Develop class list server. On-line journals can help students develop and share their ideas publicly while promoting computer skills.

Build partnerships. Collaborate with people from the community who have similar goals and needs.

Share resources. Seek support from a campus volunteer center if one exists. If not, look to community based agencies for ideas. Tap into existing volunteer needs assessments or referral services if available.

Risk management. Anticipate problems and risks that could arise with service sites and prepare plans that address these issues.

Liability. Look at institution insurance policies and coverage for activities off-campus. Utilize participant liability waivers whenever possible and applicable.

Service-learning vs. volunteering. When working with community groups or agencies it is important to help them understand the difference between volunteer work and service-learning. Meaningful service-learning requires active agency participation and commitment. What is their responsibility as a placement site? Do they have the human resources to support a student placement?

Service-learning is not about simply adding another assignment to a class. It is about examining institutional culture, student cultural identities and needs in the community in a context that integrates discipline-specific goals. As a learning method, service facilitates active learning that challenges students to apply classroom material to community and cultural settings. By linking the service to learning, it becomes relevant to the student's identity and validates their educational goals. Culturally based service-learning mutually reinforces the values of the individual and the community being served.

Lois Slater and Dana Grant

Number: GS 180 Title: Community Volunteer Learning

Prerequisites: None Credits: Varied

This course is offered every quarter and meeting times are by arrangement.

REQUIRED MATERIALS

No texts are required though individual texts might be assigned by the instructors.

DESCRIPTION

The course is designed to allow students to learn by serving the community. Through the course students will gain an awareness not only of their own skills but also of their community resources. Community service-learning is a way to allow students to get real world experience while still in school. Since projects are set up individually, following an independent study methodology, students must take responsibility for their own goals and objectives.

COURSE OBJECTIVES

Upon completion of this course students will:

a. Have stronger oral communication skills.

b. Be able to write clear, succinct analysis of written materials

c. Have a broader knowledge of a particular contemporary issue

d. Begin creating a personal network of community contacts

e. Gain an understanding of the contributions volunteerism can make in a community

f. Have a better sense of the value of their personal training and education

COURSE REQUIREMENTS

a. Students complete volunteer hours based on the number of credits they have taken.
Each credit requires 35 hours of volunteer work.

b. A final paper is required at the end of the quarter. Dates will be assigned by the
instructor.

c. Weekly meetings with the instructor or Center Coordinators.

d. Completion of the individual service plan as developed by the student and the instructor.

e. Other requirements may be added depending on the project or program involved.

GRADING SYSTEM

Grades will be assigned based upon the completion of all the course requirements. If the student completes all work in a satisfactory fashion he or she will be given a letter grade. Grades will vary depending on the final paper, weekly meetings, and overall completion of the individual project. However, if any areas are incomplete the student will be given an Incomplete and a certain period of time in which to finish the work.

All Students enrolled for Community Volunteer Learning credits must complete a final evaluation. The following requirements should serve as a guide for the student in this project.

1. The final evaluation must be at least two pages long and typed.

2. A cover page should be included with the student's name, the title of the project, location of the project, quarter the student participated and the date the project was completed.

Sample cover information:

3. In the evaluation the student should address the following areas:

a. Briefly review the project design including the target population, community
participation and overall goals. What was your involvement? Explain the
specifics of what you did and who you had to work with in order for the
project to operate as scheduled.

b. What did you learn from this experience? How will this benefit you in the
future?

c. What was the most interesting part of your volunteer project?

d. What did you learn about yourself? Your future career goals?

e. What do you think your participation in this project will do for your
community?

f. Share your ideas on the pros and cons of community service as a part of the
curriculum.

g. Explain what you see as the practical benefits for a student doing volunteer
service.

h. Any other details which you think are important in explaining what you did or
learned.

4. Write the paper in an accurate, factual, and well organized fashion.

5. Include any brochures, posters, papers or other items that were generated as a direct result of the project. If you do include other items, identify how they were used in the project and any involvement you had in their creation.

6. The questions and suggestions under Number 3 above are to serve as guides. You do not need to list each question and answer. Simply work to include the answers somewhere in the body of your paper. Be creative and he fun with what you are writing.

7. Have someone else read your paper before you hand it in. Use their feedback to make

it a stronger piece.

8. Completion dates are assigned individually. Be sure you are aware of the date that your paper must be submitted.

9. If you have any questions or problems, come and ask one of the staff members in the Career Services areas for assistance. Don't be afraid to get help.

Good Luck!

Lori Colomeda, Ph.D., R.N.

COURSE DESCRIPTION

A ten week interdisciplinary elective course focusing on ecological concepts and environmental factors affecting health and health promotion. Special emphasis focuses on ecological concepts and environmental health issues of Native Americans.

COURSE OBJECTIVES

Upon completion of this course students will be able to:

a. Discuss and describe:

1. ecological concepts

2. the structure and function of the ecosystem

3. biogeochemical cycles

4. population dynamics

5. health effects of contamination/pollution

6. environmental health related issues on reservations

and reserves

b. Use critical thinking skills to review and critique

government and private policies on environmental

health issues

COURSE REQUIREMENTS

There are two Tracks for a Grade:

For a grade of B:

a. Complete all required reading assignments.

b. Participate actively in all discussions and field trips.

c. Complete a mid term paper 5 pages due at mid term.

Mid Term Paper: choose an environmental Health issue, research the role of
government and the private sector. Use critical thinking skills to review and
critique which option is best for your way of thinking. In place of library research
you can interview elders, health care workers etc. Write down what they say and
make a decision.

d. View film.

e. Pass a final-in class essay examination.

For a Grade of A:

a. All of the above plus:

b. Complete all recommended readings.

c. Write a two page reaction paper to the film.

d. Pass final exam of three essay questions.

Week 1: Class overview/syllabus/requirements: Term project or term paper; the
final/getting to know you activity

The history of the Environmental Movement and Ecology

Environmental Health: Early women pioneers; Percival Pott (1775)

Preparation for class 2 discussion:

REQUIRED READING:

Nebel: Environmental Science: Part One: Chapters 1-4

RECOMMENDED:

Chiras: Chapter 23

Week 2: The ecosystem: function, structure, Ecological Concepts: EC-DC-IC-A:
biogeochemical cycles

Preparation for class 3 discussion:

REQUIRED READINGS:

Nebel: Environmental Science: Part 2: Chapter 5-6

RECOMMENDED READING:

Chiras: Chapter 24: Principles of Ecology: Understanding the Economics of Nature

McElroy & Townsend: Chapter 8: Health Repercussions of Culture Contact

Week 3: Population dynamics: Clashing of cultures: Technology vs. Indigenous people:

Initial health disruptions of culture clash: diabetes, malnutrition

Film: The last Days of Okai, Labrador

Preparation for class 4:

REQUIRED READING:

Nebel: Chapter 12-13

RECOMMENDED READING:

Readings on reserve: news articles focusing on Stone Container

Week 4: The air cycle/hazards to health from air cycle dysfunction

Air pollution: cigarette smoke, Stone Container: dioxin;

Debate the issues: Biological controls and genetically engineered plants vs.
airborne pesticides

Does chronic pesticide use contribute to Parkinson's disease in farm
workers? (from papers presented at the National Rural Health Conference,
Bozeman, 1995)

Discussion of the term paper/project

Week 5: Presentations of Term Projects or papers

Preparation for class:

REQUIRED READING:

Nebel: Chapters 10, 11, 15

RECOMMENDED READING:

On Reserve: The James Bay Cree and the Great Whale Project (selected readings)

Week 6: The water cycle/hazards to health from water cycle pollution

Waste water treatment: where does it go after the flush?

Using the watercourses as a sewer and the effects of drinking the sewer

Economic Development or People?

Stone Container: Comprising health via air and water quality in Missoula and
beyond.

James Bay Cree: Mercury poisoning in food sources as a result of The Great
Whale Project

Inuit and belugas, breast milk and breast cancer. PCB and dioxin pollution of the
water systems.

The Yellowstone Pipeline and the health effects of oil contamination (guest speaker
from tribal environmental science)

Week 7: Field Trip: waste water treatment plants (set up for a Saturday morning)

Week 8: Overview of Environmental Health Issues across American Indian Reservations

Week 9: The Soil Cycle

Point Hope Alaska and Project Chariot; Chernobyl. The effects of nuclear
contamination on the food chain. Breast cancer in Native northern women;

The Apache Nation's nuclear waste dump and possible effects of contamination

What's a little arsenic when we can get jobs and money? The Yellowstone Gold
Mine

Week 10: Final exam

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