Diversity and Communication in the Service-Learning Experience
Spring 2003

about
overview

outline
topics and resources

materials
general references

To register for this workshop
contact Shelly Laug
mcli
(480) 731-8300

For additional information, contact
Coni Batlle
Mesa Community College
(480) 461-6124

Sponsored by Campus Compact National Center for Community Colleges and the Maricopa Center for Learning and Instruction

Diversity and Communication in the Service-Learning Experience: Spring 2003

(Pre-approved for 18 clock hours of non-academic advancement)
The purpose of this workshop is to acquaint the participants with the multifaceted role of culture and communication in the service-learning experience in a way which facilitates their ability to engage students in discussions inherent to the process of service-learning.

Effective communication is essential to successful service-learning. Culture plays an important but often unrecognized role in all communication. Difficulties in communicating effectively are often found between members of different cultural groups. Intergroup contact is inherent to the service-learning process. Communication in the service-learning context (between faculty and students and service recipients) can be enhanced by understanding the role of culture, social roles, and conflict management in the service-learning environment.

Learning Outcomes
At the end of the program, participants will be able to

• Describe the demographic characteristics, which impact communication in the service-learning context.
• Describe the role of culture and cultural identity in service-learning
• Describe the role of per and privilege in the service-learning context
• Identify the role of prejudice and stereotyping in the service-learning context
• Identify default assumptions based on cultural identity or prejudice
• Facilitate a discussion of intercultural communication issues that may emerge in the service-learning context
• Develop strategies for intercultural communication in the service-learning context
• Describe and explain the role of teamwork in the service-learning process
• Describe types of non-listening behaviors, which may affect communication
• Explain and practice active listening in the service-learning situations
• Explain and practice assertive behavior in the service-learning process
• Identify and explain core issues in potential conflicts in the service-learning context
• Identify and explain conflict resolution strategies in potential conflicts in the service-learning context
• Identify and explain pro active communication strategies to prevent conflict in the service-learning context

Format
6 sessions, 3 hours each

Facilitators
Anneliese Harper has a Ph.D. in Intercultural Communication from ASU with emphasis in Latin American immigration. Dr. Harper was a Peace Corps volunteer in Guatemala, participated in the Maricopa Faculty Fellowship in Costa Rica, the Maricopa faculty exchange with China, and a seminar sponsored by the Council on International Education in Turkey. She has also traveled in Spain and Canada. She teacher Intercultural Communication, Interpersonal Communication, and Introduction to Communication at Scottsdale Community College, where she has also participated in service-learning projects.

Erin Rawson has a BA and MA in Communication Studies with an emphasis in Education from the University of Northern Colorado. Erin worked as a training consultant and conference coordinator for the Chair Academy focusing on curriculum development and conference planning. Erin has also been involved with service-learning programs such as the Connector Program for the past three years providing Communication training for service-learning students. She is a faculty member at Mesa Community College where she teaches Public Speaking, Introduction to Human Communication, Argumentation, Performance of Literature, and coach of the Speech and Debate Team.

Time and Place
3:00 p.m. to 6:15 p.m. at Rio Salado College, Room 515

February 26 (2003)
March 5, 12, 26
April 2, 9