- Browse by Subject
Browsing by Subject "Global health volunteerism"
Now showing 1 - 5 of 5
Results Per Page
Sort Options
Item Building our capacity for relational program planning in GSL: Lessons from an institution -community partner action research project(2019-11-05) Price, Mary F.; Makki Alamdari, Sara; Luca-Sugawara, Carmen; Steele, Jeff; Leslie, Stephanie; Aguirre, Odette; Vuković-Čović, SanjaThe research on service learning notes the under use of program planning theory as an instrument to improve outcomes in Service Learning, not only for students but for our aspirational goals in host communities. Program planning, particularly, when focused on relationships, power and positionality, can further the ethical integrity of SL/GSL programs. In this session, our community-academic working group will discuss an ongoing action research project that brings together multiple NGO partners, student, faculty and higher education staff to examine their relational practices across four case examples and adapting three tools to support our learning and practice: Sandmann et al [2009] Service Learning Program Planning Model [SLPPM], Bringle et al’s (2010) Transformational Relationship Evaluation Scale (TRES) and our working group´s principles for ethical global community engagement [adapted from Lasker (2016). We will introduce our processes, findings and lessons learned.Item Conflicted Faculty Advisor: An Ethics in Action Case Example(2020-01-13) IUPUI Working Group on Ethical Community Engagement in Global LearningYou are the faculty advisor for a university-recognized national undergraduate student organization that participates in global health volunteerism each year. Students state that they typically participate in the program because they are excited about immersing themselves in a new culture, learning new health care practices and systems, and helping locals gain access to medical care. As students begin preparations for this year’s trip, you come across a news report detailing some unethical practices uncovered by commercial global health volunteerism programs. Some of the students recall witnessing similar behaviors on previous trips. As you discuss ethical practices with students, you begin to question some of the activities that the national organization endorses and in which students have engaged. When discussing your concerns, students present you with questions about their roles in global health volunteerism; what responsibilities they have to the program, the community, and themselves; and how to ensure that participants recognize and engage in ethical behaviors. The students' inquiries prompt you to question your role and responsibilities as a faculty advisor. Do you have the time and capacity to offer the support and guidance they appear to need?Item Safe Space? An Ethics in Action Case Example(2020-01-13) IUPUI Working Group on Ethical Community Engagement in Global LearningAs part of a conference devoted to exploring ethics in global health volunteer experiences hosted by your university, student leaders representing several health professions schools and pre-professional programs host a lunch conversation with the conference’s keynote speaker. The session is designed to support open discussion of: • personal or peer experiences of clinical and/or pre-professional global health volunteer trips, • stated and perceived motivations and gains from participation and, • Positionality of student leaders within student-led programs, including their sense of comfort/discomfort with specific elements of their program experience and the responsibilities they shoulder within and across programs. • Resources they’d like to have in order to increase their sense of efficacy when they are confronted with challenging situations. The student groups organizing this session have agreed to allow you, and a couple of other faculty/staff involved in the conference, to sit-in on this session to gain a more robust understanding of student leaders’ experiences and perspectives. The lead groups organizing the discussion are directly connected to and supported by your office. At the onset of the meeting, the keynote speaker and students state that students don’t need to worry about their frankness of their comments…it is a safe space. While most of the participating students are from university-recognized student-led volunteer and service-learning programs, the buzz about this event has been circulating through student peer networks. As a result, it happens that a 2nd year medical student, we’ll call her Josie, has come to the event in the hope of recruiting additional students for an upcoming trip a group of fellow students are organizing to Nicaragua the following month to offer care in a temporary “clinic.” This trip has been taking place for a few years. The more Josie shares about the experience, the more you realize it is not an approved international experience at your school. In addition, there are several dimensions of the experience that expose the students to risk. As a paid employee of the university, you have a responsibility to share the possible implications with the student of operating without approval and uphold university policy, and yet you also understand the need to honor the safe space agreement everyone entered into for this discussion.Item Supporting University-wide Institutional Change in Ethical Global Community Engagement(2019-10-28) IUPUI Working Group on Ethical Community Engagement in Global LearningThe ethical dilemmas inherent in international volunteerism generally are slow to enter conversations of comprehensive internationalization in higher education. As a result, pockets of activity to address shortcomings in current practices often remain disconnected and siloed within specifics projects and programs, rather than part of a coherent campus-wide strategy. In this session, we share progress made by our team to intentionally institutionalize ethical considerations into all aspects of our work.Item When Partners Have Real Autonomy - Managing a Program Cancellation: An Ethics in Action Case Example(2020-01-13) IUPUI Working Group on Ethical Community Engagement in Global LearningYou are the program manager for a medical student clinical rotation that occurs in a developing country. This program embeds US medical students, under the supervision of local physicians, into government-sponsored health care facilities for low income families. One month before the beginning of your program, you receive word from your local partner that the government has temporarily suspended the necessary approvals for foreign doctors and students to see patients in government hospitals and clinics. Though the government says the suspension is for the reevaluation of such programs, there are rumors that this action may be in retaliation to recent US foreign policy.