Voluntariado Internacional y Service-Learning (What is Service-Learning?)
Foto: Erin BerzelThe Voluntariado course evolved through the partnership between Montana State University and Letra Hispánica in Salamanca, Spain. It is a unique program which fosters good will and understanding not only between the individual students and their host community, but also between the communities of Bozeman, Montana and Salamanca, Spain. As of this date, some 25 MSU students have participated in the course since its beginning. The course seeks to integrate MSU students into the Salamanca community through volunteer service activities with several local non-profit organizations. This experience not only provides students with personal gratification and growth, but increased social and linguistic immersion during their time in the host community.
Objectives of the course are:
1.Provide students with deeper knowledge and understanding of the realities of modern Spanish society through volunteer activities with disadvantaged social groups
2.Work with marginalized individuals and social groups, helping them to overcome the problems and challenges of their marginalization.
3.Provide an outlet for the values of community and altruism which lead students toward this course.Service Learning Activities – Community Need
The volunteer service aspect of the class consists of student activity in diverse underprivileged sectors of Spanish society e.g. immigrants, ethnic minorities, youth, senior citizens, disabilities and other groups at risk of social marginalization. Activities are carried out through various associations and NGO which require the service of volunteers. The program has placed students in service positions with the Red Cross (www.cruzroja.es), ASECAL (www.asecal.org), Casa Escuelas Pías Santiago I (an at-risk youth home), ASCOL (providing assistance to leukemia victims and their families), ASDEM (an association providing support to victims of multiple sclerosis).
Ada Calvo Robles communicates with the personnel of these associations to offer the services of the students in those areas where their abilities and interests can best be developed. The associations inform the students of the objectives and responsibilities of each available position. With this information, students choose the area in which they will carry out their volunteer activities.
Students begin their volunteer activities once they have attained a sufficient level of conversational fluency in Spanish and are familiar with their host community. This usually takes about one month. The theoretical portion of the class consists of in-class commentary and discussion on the conceptual, historic and legal aspects of volunteering in Spain. Each discussion section lasts 55 minutes and students are given a related reading assignment before hand to provide a basis for discussion.
The program has had a great impact on participating students. This impact is measured through constant observation, personal interviews and informal conversations with the students in addition to their written work. Special challenges faced by students in this particular program include language barriers which may impede understanding and self expression in the target language, as well as cultural differences. Student evaluations are generally positive about their volunteer experience.
Please see sample student comments in appendix I
Evaluation of the impact on the organizations involved is measured through periodic contacts with the person(s) responsible for volunteer activities within each entity. Over time this has lead to a solid base of organizations which are satisfied with their participation in the program and the contributions of MSU students. Other organizations less adequate to the needs of the course have eliminated.
IV. Assessment of Student Learning – Reflection
Students are evaluated according to the following system:
Attendance and satisfactory completion of the volunteer activity: 50%
Written work in Spanish: 30%
Participation in class discussions: 20%Reflection activities include students’ written “diario de trabajo” (work diary), weekly in-class discussions as well as a weekly reflection period and personal interviews with the director in Salamanca to discuss any personal issues, questions, or difficulties which may arise.
The course is offered over the academic year and is awarded 3 credits. Student who can only participate in one semester can opt to obtain 1 credit upon completion of all required work.
Please see full syllabus in appendix II
V. Partnership
Ms. Ada Calvo, Director in Letra Hispánica, is a trained social worker with extensive professional experience and a long history of involvement in the Salamanca community. Dr. Bridget Kevane, Professor and Head of the MSU Department of Modern Languages and Literatures, also expressed interest in service learning opportunities for MSU Spanish majors studying in Salamanca.
With this goal, they began working together to create this course. The Voluntariado is especially enriching as it offers students a more complete cultural and linguistic immersion and a more complete understanding of Spain, beyond the superficial tourist experience.
Additionally, it enables MSU students the ability to impact the global community and contribute to the good will and understanding between the Montana and Spanish communities.
The theoretical part of the course have been designed by Dr. Kevane and Ms. Calvo. Dr. Kevane is responsible for advising MSU students before their departure from the United States. The practical experiences and class meetings are coordinated in the Salamanca community by Ms. Calvo. Final grades are evaluated by jointly both partners, each in her respective area of responsibility. Results and student evaluations are used for the continued improvement of the course.
The partnership’s success stems primarily from the sincere interest of the partners in the personal development of their students. Their goal is to develop tolerant, respectful individuals with better critical thinking tools, who are able to identify with those sectors of the global community which may be disadvantaged or marginalized, and in this respect, they have enjoyed great success.
As the administrative coordinator of the study abroad program, I have had the privilege of also interacting with the students and witnessing first hand the results of this unique and innovative course. MSU is fortunate to have this kind of dedicated faculty and community partners on a global scale and I thank you for considering this nomination.
Apendix I: Student responses (translations from Spanish by the nominator)
“En mi experiencia, la mayoría de estudiantes extranjerosque están en Salamanca solo ven el lado de Salamanca con las discotecas y posiblemente las catedrales. Ellos no saben del otro lado con la pobreza y problemas de drogas y de delincuencia que también están en la ciudad. Por eso, estoy agradecida porque he observado las vidas de los residentes de Santiago I, donde era voluntaria durante este semestre...”“In my experience, the majority of foreign students in Salamanca only see the side with the discos and possibly the cathedrals. They don’t know the other side with the poverty and drug problems and delinquency that are also in the city. That’s why I’m thankful that I have observed the lives of the residents of Santiago I, where I was a volunteer this semester.” – Erica Aytes
“Hay muchas personas en el mundo, algunos ricos y algunos pobres. También con tanta gente hay una gran desigualdad de dinero, ayuda y recursos. Esto no significa que algunos son mejores que otros, ni que solo los que tienen recursos tienen derechos a estas cosas y nadie más. Significa que los que tienen recursos necesitan ayudar a los demás. Voluntariado es una buena manera de dar igualdad al mundo...”
“There are many people in the world, some rich, some poor. With so many people there is a great inequality of money, assistance and resources. This doesn’t mean that some are better than others, or that only those who have the resources have the rights to these things and no one else. It means that those who have the resources need to help others. Volunteering is a good way to bring equality to the world.” – Kelsey Roop
“...enseñe el idioma inglés y las cosas culturales de Estados Unidos. Aprendí que es más difícil enseñar a los estudiantes que no habían aprendido mucho de un lugar y un idioma. Es que son estudiantes que no tienen dinero para viajar y sus objetivos en la vida no es necesariamente comprender inglés...
...aprendí algo que me ayudaría mucho en el futuro durante mi carrera de enseñanza: la disciplina...
...La experiencia de voluntariado era una experiencia que me dio la oportunidad de aprender mucho de la cultura española y de la enseñanza. No podría aprender tanto si no hubiera hecho el voluntariado en España.”“…I taught English and US culture. I learned that it is more difficult to teach those students who haven’t learned much about other places or a language. These students do not have money to travel and their goals in life are not necessarily to understand English…
“I learned something that will help me much in my future carreer in teaching: discipline…
“The volunteer experience gave me the opportunity to learn so much about Spanish culture and teaching. I wouldn’t have learned so much had I not volunteered in Spain.” – Sarah Ives“...Café con ASCOL es un programa muy sencillo, pero tiene la capacidad de hacer una gran diferencia en las vidas de los pacientes que ayuda. Antes de mi experiencia con ASCOL no pensaba que pudiera haber una diferencia tan grande por hacer una cosa tan pequeña. Una persona no necesita hacer cosas grandes para ayudar a la gente que la necesita, solo necesita hacer lo que puede hacer. Lo importante es que haga algo y contribuya con su propio tiempo. He aprendido mucho durante los lunes con ASCOL. Nunca me he hecho voluntaria en un hospital. Ahora, después de la experiencia con ASCOL, quiero ser médico como antes, no porque quiera ganar mucho dinero, sino porque quiero ayudar a la gente que necesita la ayuda.”
Café con ASCOL is a simple program, but I has the ability to make a huge difference in the lives of the patients it helps. Before my experience with ASCOL I did not think such a huge difference could come from doing something so small. A person doesn’t need to do great things to help people who need it, you only need to do what you can. The important thing it to do something and contribute your time. I have learned a lot during my Mondays with ASCOL. I have never volunteered in a hospital. Now, after my experience with ASCOL, I want to be a doctor again, not because I want to make a lot of money, but because I want to help people who need help.” – Kjerstie Wiltzen
Apendix II: Syllabus
Volunteerism I – Volunteerism II
Syllabus
Volunteer service
Letra Hispánica offers its student the opportunity to participate in volunteer activities through the completion of volunteer service with non-profit agencies. In these services, students may offer part of their time to help those who need it and at the same time deepen their understanding of the social reality of Spain. The volunteer experience offers not only personal gratification, but also enriches the person involved in the activities.
The course objectives are:
4.Provide students with deeper knowledge and understanding of the realities of modern Spanish society through volunteer activities with disadvantaged social groups
5.Work with marginalized individuals and social groups, helping them to overcome the problems and challenges of their marginalization.
6.Provide an outlet for the values of community and altruism which lead students toward this course.The course consists of three parts:
A.Practical experience entailing the involvement of the student in community service activities in diverse underprivileged sectors of Spanish society (immigrants, elderly, ethnic minorities, youth, disabled, etc.). These activities will be carried out in various NGO such as Solidaridad Internacional, Cáritas, Red Cross, Cauces, etc. Students will receive training from these organizations in the development and skills necessary to complete the work in which they will engage.
B.A theoretical part consisting of commentary and group discussion of the conceptual, historical and legal aspects of Volunteer activities.
C.Visits to institutions involved in social services and where volunteer programs are carried out.1.As much as possible, the preferences of the students in volunteer activities will be taken into consideration.
2.Students will initiate their volunteer work after having reached a sufficient level of conversational fluency in Spanish and having obtained a certain familiarity with the city. Both goals usually take approximately one month in Salamanca.
3.Each class period will have a duration of 55 minutes. Students will previously be assigned a reading which will serve as the basis of the discussion. The reading packet may be purchased at “Signo”.
4.The course will have a duration of one or two semesters: One semester = one credit, two semesters = three credits.Evaluation
Students will be evaluated in three areas each with its relative percentage of the final grade:
a.Attendance and satisfactory performance of the volunteer activity: 50%
b.Writing in Spanish in a “work diary” with the minimal dimensions of two A-4 folios (for students of one semester) or 5 A-4 folios (for two semester students), on the individual student’s volunteer activity: 30%
c.Class attendance and participation in discussions: 20%Theory:
1.Definition of volunteerism: definition, four ideas, research, testimony of a volunteer.
2.The notion of “social wellbeing”: The state of wellbeing, the crisis of the state of wellbeing.
3.Basic social services: in-home help. Intervention of professionals, economic help.
4.Specific social services by sector: youth, protection of minors. Concepts: at-risk, custody by the state, foster families, adoption. “El niño del Royo: a close example. Immigrants, immigration in Spain, Juaquin Sabina: ‘La casa por la ventana’, ethnic minorities: gypsies. Women: sexual discrimination, the case of Nevenka Fernández, girls: education and development, homeless and transients.Bibliography:
AA.VV. (1997) Entidades sociovoluntarias en Europa. Ed. Hacer. Barcelona.
ALFARO, M.E. (1990) La formación del voluntariado social. Ed. Plataforma Promoción del
Voluntariado en España. Madrid.
DOMINGO MORATALLA, A.: (1997) Ética y Voluntariado. Una Solidaridad sin Fronteras. PCC, Editorial y Distribuidora, S.A., Madrid.
GARCIA ROCA, J. (1994) Solidaridad y Voluntariado. Ed. Sal Terrae. Santander.
GRANDAL NORES, Mª I. (1994), Voluntariado social y Servicios Sociales, Col. Oficial de Diplomados en Trabajo Social de Galicia, Santiago de Compostela
HARRIS, DAVIS (1990): La justificación del Estado de Bienestar. Instituto de Estudios
Fiscales, Madrid.
JEREZ ARIEL, (1997) ¿Trabajo Voluntario o Participación?. Ed. Tecnos.
TAVAZZA, L (1995): El nuevo rol del voluntariado social. Lumen, MadridAnexo: Legistación española
- Constitución Española de 27 de diciembre de 1978. BOE del 19-12-1978.
- Decreto 12/1995, de 19 de enero, por el que se regula el voluntariado en Castilla y
León
- Ley 6/1996, de 15 de enero, del voluntariado.
- Plan Estatal de Voluntariado, 1.997-2.000 de 24 de julio de 1997. Madrid
Volunteerism I-Volunteerism IISyllabus
Prácticas de Voluntariado.
Letra Hispánica ofrece a sus estudiantes las oportunidad de participar en actividades solidarias a través de la realización de prácticas de voluntariado en instituciones sin ánimo de lucro. Mediante tales prácticas los estudiantes podrán ofrecer parte de su tiempo en ayuda a quienes lo necesitan y al mismo tiempo profundizarán en el conocimiento de la realidad social española.La experiencia del voluntariado aporta no sólo gratificación personal, sino que también enriquece a la persona que se involucra en actividades solidarias.
Los objetivos del curso son:
1. Proporcionar al estudiante la oportunidad de conocer en profundidad la realidad social española mediante su inmersión en la misma a través de acciones de voluntariado en sectores sociales desfavorecidos.
2. Intervenir en los problemas de los individuos y los grupos sociales marginados ayudándoles a superar su marginación.
3. Dar cauce a los sentimientos y valores de solidaridad y altruismo que mueven a los estudiantes hacia esta asignatura.
La asignatura consta de tres componentes:
A. El propiamente práctico, consistente en la intervención por parte del estudiante en actividades de voluntariado social que inciden en diversos sectores desfavorecidos de la sociedad española (inmigrantes, tercera edad, minorías étnicas, infancia y juventud, minusválidos, urgencias sanitarias, etc.) Tal intervención se llevará a cabo en el seno de distintas ONG's, como Solidaridad Internacional, Cáritas, Cruz Roja, Cauces, etc. Los estudiantes reciben previamente en estas instituciones la formación y el adiestramiento específicos en las tareas concretas que van a desarrollar.
B. Una parte teórica consistente en el comentario y discusión en clase los aspectos conceptuales, históricos, legislativos, etc., de la actividad del voluntariado.
C. Visitas a instituciones relacionadas con los Servicios Sociales y donde se desarrollan programas de voluntariado.
1. En la medida de lo posible, se atenderá a las preferencias de los estudiantes respecto a la elección del sector de intervención social.2. Los estudiantes iniciarán las actividades de voluntariado después de haber alcanzado un nivel suficiente de conversación en español y de haber obtenido cierta familiaridad con la ciudad. Ambas cosas suelen conseguirse en el plazo aproximado de un mes de estancia en Salamanca.
3. Cada sesión de discusión y comentario tendrá una duración de 55 minutos. Previamente se proveerá a los estudiantes de un temario escrito que sirva de base para el debate. El dossier de la clase se puede comprar en la copistería “Signo”.
4. La asignatura tendrá la duración de uno o dos semestres:
Un semestre= 1 crédito.
Dos semestres= 3 créditos.Evaluación
Los estudiantes serán evaluados en consideración a tres factores con su propio valor relativo en la composición de la nota:
A) Asistencia y cumplimiento satisfactorio de la actividad de voluntariado social : 50% de la nota.
B) Redacción en español de un "diario de trabajo" con unas dimensiones mínimas de 2 folios tamaño DIN A-4 (para estudiantes de un semestre) o 5 folios tamaño DIN A-4 (para estudiantes de dos semestres), relativo a su actividad de voluntariado: 30% de la nota.
C) Asistencia e intervención en los debates: 20% de la nota.
Programa teórico
1. DEFINICIÓN DE VOLUNTARIADO.
Definición de Voluntariado. Cuatro ideas.
Encuesta.
El testimonio de un Voluntario.
2 .LA NOCIÓN DE “BIENESTAR SOCIAL”.
El Estado de Bienestar.
La Crisis del Estado de Bienestar.
3. SERVICIOS SOCIALES BÁSICOS.
La Ayuda a Domicilio.
La Teleasistencia.
Intervención de profesionales de apoyo.
Ayudas económicas.
4. SERVICIOS SOCIALES ESPECÍFICOS POR SECTORES.
Infancia y Juventud. Protección de menores.
-Conceptos: Desamparo. Tutela automática, Guarda, Acogimiento familiar, Adopción.
-El “Niño del Royo”: un ejemplo cercano.
Inmigrantes.
-La inmigración en España.
-Joaquín Sabina: “La casa por la ventana”.
Minorías étnicas: Gitanos.
Mujeres: Discriminación por género.
-Caso Nevenka Fernández.
-Las niñas: la educación y el desarrollo.
Indomiciliados y transeúntes.Bibliografía recomendada:
AA.VV. (1997) Entidades sociovoluntarias en Europa. Ed. Hacer. Barcelona.
ALFARO, M.E. (1990) La formación del voluntariado social. Ed. Plataforma Promoción del
Voluntariado en España. Madrid.
DOMINGO MORATALLA, A.: (1997) Ética y Voluntariado. Una Solidaridad sin Fronteras. PCC, Editorial y Distribuidora, S.A., Madrid.
GARCIA ROCA, J. (1994) Solidaridad y Voluntariado. Ed. Sal Terrae. Santander.
GRANDAL NORES, Mª I. (1994), Voluntariado social y Servicios Sociales, Col. Oficial de Diplomados en Trabajo Social de Galicia, Santiago de Compostela
HARRIS, DAVIS (1990): La justificación del Estado de Bienestar. Instituto de Estudios
Fiscales, Madrid.
JEREZ ARIEL, (1997) ¿Trabajo Voluntario o Participación?. Ed. Tecnos.
TAVAZZA, L (1995): El nuevo rol del voluntariado social. Lumen, MadridAnexo: Legistación española
- Constitución Española de 27 de diciembre de 1978. BOE del 19-12-1978.
- Decreto 12/1995, de 19 de enero, por el que se regula el voluntariado en Castilla y
León
- Ley 6/1996, de 15 de enero, del voluntariado.
- Plan Estatal de Voluntariado, 1.997-2.000 de 24 de julio de 1997. Madrid
Programa académico de VoluntariadoPara mas información contacta con Ada Calvo
© Letra Hispánica, S.R.L., 2000-2008. Calle Libreros, 28 - 37008 Salamanca, Spain - Tel./Fax: +34 923.262.018 - Web site: http://www.letrahispanica.com
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