ACTIVE . . . ENGAGING . . . AND COOPERATIVEA PROGRAM FOR TEENS OFFERED BY

LEARNSERVE INTERNATIONAL

L E A R N S E R V E I N T E R N A T I O N A L

ZAMBIA TRIPProgram Evaluation

C o n d u c t e d b y J e s s e N i c k e l s o n • t e l e p h o n e : 2 4 0 . 3 8 1 . 8 9 1 0 • e m a i l : j e s s e . n i c k e l s o n @ g m a i l . c o m

Table of Contents

Background! iii

Purpose of Study! iii

Methods and Sample! iv

Key Findings! v

EDUCATION AND ENGAGEMENT! v

INTERCULTURAL SENSITIVITY! vii

GLOBAL COMPETENCY! vii

PRE TRIP TRAININGS! xi

LEARNING HOW TO LEAD! xi

CROSS CULTURAL EXPERIENCES! xi

PERSONAL GROWTH! xiii

ACTION PLANS! xv

SCHOOL PERSPECTIVES! xv

Recommendations! xvi

Recommendation 1: Program Journals! xvi

Recommendation 2: Post Trip Support! xvi

Recommendation 3: Annual LearnServe Conference! xvi

Recommendation 4: Alumni Program! xvi

Recommendation 5: Building Capacity! xvi

Conclusion! xvii

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BackgroundLearnServe Zambia (LSZ), a LearnServe International program, provides students from Washington, D.C. area high schools with an opportunity to grow and take action through a service-learning experience in Zambia. Previous LearnServe Trips have traveled to China, Ethiopia, Paraguay, and Zambia. During the summer of 2010, teams traveled to Paraguay and Zambia.

LearnServe Zambia is designed to be a life-changing, two-week experience in a developing country for teacher-student teams from selected schools. Teams address pressing global problems that include hunger, poverty, quality education, HIV/AIDs, clean water, and hygiene. Under the guidance of 6 LearnServe trip leaders, 45 teachers and students participated in pre-trip training and their LearnServe trip experience. The participants convened in September 2010 to develop and record their action plans for the remainder of the school year. Students typically join the program as rising 11th or 12th graders.

The target audience for the LearnServe Trips program is Washington, D.C. Metropolitan high school students. Students come from the suburban counties of Maryland and Virginia, but the majority of participants have been, and continue to be DC residents. African American participants make up the largest demographic of this program at 47%, followed by Caucasian students at 42%, Hispanic students at 7%, and Asian students at 4%. The students come from 11 public schools, 3 charter, and 4 independent schools from Washington, D.C., Maryland, and Virginia.

Purpose of StudyThe purpose of this study was to gather information about LearnServe Zambia in order to get a deeper understanding of who the participants are, and how the participants’ experiences meet LearnServe’s goals for their program. Key questions included:

PARTICIPANTS

• What activities have the participants engaged in entering the LearnServe Trip program?

• What stage(s) are the participants in regarding intercultural sensitivity?

• What global competencies do the participants report as they enter the LearnServe Trip program?

PRE TRIP TRAININGS

• What did participants find valuable in the pre-trip trainings?

• What would participants like to see added to pre-trip trainings?

• What would participants like to see removed from pre-trip trainings?

ZAMBIA TRIP 2

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• What did participants find valuable about the trip?

• What would participants like to see added to the trip?

• What would participants like to see removed from the trip?ACTION PLANS

• What kinds of actions did participants take as part of their action plans?

• What challenges did participants face in implementing their action plans?

• What kinds of additional support from LearnServe would participants suggest?

SCHOOL PERSPECTIVES

• What value do the students’ schools see in the program based on the students’ actions after they return?

• What additional kinds of support from LearnServe would schools’ suggest?

Methods and SampleThe primary sample for this evaluation focused on the 10 participants from the LearnServe Zambia 2 team. The questionnaires, however, were administered to all 38 student participants of all three LearnServe Trips (two Zambia and one paraguay). The three questionnaires were used at before the trip to gather more information about the students’ civic dispositions, their intercultural sensitivity, and their global competence. A total of 35 participants responded to the first questionnaire; that represents 92% of the total trip participants. A total of 32 participants responded to the second questionnaire; that represents almost 84% of the total trip participants. A total of 34 participants responded to the third questionnaire; that represents 89% of the total trip participants. The age ranges of the overall sample consisted of a 14 years old (n=1), 15 year olds (n=9, 16 year olds (n=24), and 17 year olds (n=4).

Individual interviews were conducted on the Learn Serve Zambia 2 team, which consisted of 10 individuals, at the end of their trip. Program reflective sessions that took place in Zambia were transcribed and analyzed for this evaluation as well. Content analysis was conducted on the participants program blog entries and their program journals. Participants were interviewed again three to four months after their return to the United States. Individual interviews with three school administrators were also conducted. Two principals and two coordinating teachers were also interviewed regarding the participants action and performance upon their return.

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Key FindingsEDUCATION AND ENGAGEMENT

A questionnaire was developed and adapted from the CivicED study and sought to provide some descriptive data on all of the Learn Serve Trip participants regarding their views on education and their levels of engagement in activities outside of the classroom. Table 1 shows the aspiration of this year’s program participants to further their education.

Table 1. Further Education

HOW MANY YEARS OF FURTHER EDUCATION DO

YOU EXPECT TO COMPLETE?

3 OR 4 YEARS

5 OR 6 YEARS

7 OR 8 YEARS

9 OR 10 YEARS

MORE THAN 10

YEARS

Total Sample: n=35 n=2 n=6 n=14 n=8 n=5

Almost 40% of the participants expect to spend 7 or 8 more years in school past this year. These participants intend to attend college and graduate school. Almost 20% of the participants expect to spend another 5 or 6 years in school suggesting that they intend to at least finish college. The strong majority of participants expect to go to college and beyond.

The second factor that this questionnaire tried to illuminate was the level of participation of participants in a variety of extracurricular activities that would expose them to learning how to lead and organize activities through active

participation. Table 2 depicts the number of times a particular activity was reported by participants as an activity that they have participated in. Participation on a sports team was reported the most, with participation in an arts, music, or drama organization and volunteering coming in second. The third highest reported activity was participation in student council or student government. Participation on a school newspaper came in 4th.

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Table 2. Extra Curricular Activities (Total sample: n=35)

STUDENT COUNCIL/GOVERNMENT

YOUTH ORGANIZATION AFFILIATED WITH A POLITICAL PARTY/UNION

SCHOOL NEWSPAPER

ENVIRONMENT ORGANIZATION

U.N. OR UNESCO CLUB

STUDENT EXCHANGE OR SCHOOL PARTNERSHIP PROGRAM

HUMAN RIGHTS ORGANIZATION

A GROUP CONDUCTING VOLUNTARY ACTIVITIES TO HELP THE COMMUNITY

A CHARITY COLLECTING MONEY FOR A SOCIAL CAUSE

BOY OR GIRL SCOUTS GUIDES

A CULTURAL ASSOCIATION BASED ON ETHNICITY

COMPUTER CLUB

ART, MUSIC OR DRAMA ORGANIZATION

SPORTS TEAM

AN ORGANIZATION SPONSORED BY A RELIGIOUS GROUP

OTHER

n=13

n=6

n=10

n=8

n=5

n=4

n=5

n=15

n=8

n=9

n=5

n=4

n=15

n=24

n=7

n=3

A key finding in this particular data set included the frequency of activities that participants reported from the questionnaire’s choices. Table 3 depicts the number of participants that reported a particular number of activities that they had participated in prior to participation in their LearnServe Trip program. The data clearly shows that the participants are all highly engaged in extracurricular activities.

Table 3. Number of Activities Participated in Prior to LearnServe Trip (Total sample: n=35)

PARTICIPATION IN 1 ACTIVITY

PARTICIPATION IN 2 ACTIVITIES

PARTICIPATION IN 3 ACTIVITIES

PARTICIPATION IN >4 ACTIVITIES

n=6 n=5 n=7 n=17

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INTERCULTURAL SENSITIVITY

This questionnaire was developed and adapted from Olson and Kroeger (2001) designed to measure a participants’ intercultural sensitivity (Olson & Kroeger, 2001). Their development of their survey drew on the work of Milton Bennett’s Development Model of Intercultural Sensitivity. Bennett’s model is based on how we subjectively experience differences and how those experiences can diagnose the stage of an individual or group (Bennet, 1993). There are six stages in Bennett’s model. Three of these are ethnocentric1 (denial, defense, and minimization, and three are ethnorelative2 (acceptance, adaptation, and integration)3.

Table 4: Results Based on Bennett’s Stages of Intercultural Sensitivity (Total Sample: n=32)4

STAGES OF INTERCULTURAL

SENSITIVITY

% OF RESPONDENTS WHO AVERAGED 4 .0 OR MORE ON INDEXED QUESTIONS

AVERAGE SCORE ON INDEXED QUESTIONS (5

POINT SCALE)

Denial 0 1.9

Defense 0 2.3

Minimization 31 3.9

Acceptance 68 4.1

Adaptation 47 4.0

Integration 37 3.5

The participants in the LearnServe Trips program fell predominantly in the acceptance and adaptation stages of Bennet’s stages of intercultural sensitivity. Acceptance is the first stage of ethnorelativism and signifies the participants’ willingness to acknowledge and respect cultural differences. 68% of respondents showed that they were at this stage of intercultural sensitivity entering the LearnServe Trip program. Adaptation signifies that people have the ability to relate and communicate with people of other cultures. Almost half of the respondents showed that they were at this stage of sensitivity entering the LearnServe Trip program.

GLOBAL COMPETENCY

The third questionnaire was also adapted and developed from the work of Olson and Kroeger (2001) and sought to measure each respondents substantive knowledge, perceptual understanding, and intercultural communication skills in order to determine how effectively they might interact with the larger world (Olson and Kroeger, 2001).

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1 Bennett defines ethnocentric as the concept that the worldview of one’s own culture is central to all reality. To be ethnocentric means that your choices are based on the assumption that your worldview is superior to other (Olson & Kroeger, 2001).

2 Ethnorelativism assumes that cultures can only be understood relative to one another, and that behavior can only be understood within a particular cultural context (Olson & Kroeger, 2001).

3 See Appendix A for descriptions of each stage.

4 Olson and Kroeger reported problems with the Integration index. The data is provided but does not necessarily provide a clear picture of this stage (Olson & Kroeger, 2001).

Knowledge of other cultures, other languages, world issues, global dynamics and the choices that humans make are considered substantive knowledge (Wilson, 1996). Open-mindedness, resistance to stereotyping, perspective consciousness, and complexity of thinking are characteristics of perceptual understanding (Wilson, 1996). Cross cultural awareness, empathy, and adaptability are the most prominent skills that Olson & Kroeger (2001) group under intercultural communication (Olson& Kroeger, 2001).

Table 5 depicts the findings from the substantive knowledge portion of the questionnaire. Almost half of the respondents reported that they have considerable knowledge of at least one other culture outside of the U.S., and that they are confident in their use of that knowledge. More than a third of the respondents reported an interest in global issues.

Table 5: Global Competency - Substantive Knowledge (Total Sample: n=24)

SUBSTANTIVE KNOWLEDGE % WHO RESPONDED WITH A 4 OR A 5

AVERAGE SCORE (5 POINT SCALE)

I believe the world has become economically,environmentally, and politically interdependent.

26 3.3

I have considerable knowledge about at least one other culture outside of the United States, and I use this knowledge with confidence in my life.

41 4

I am competent and comfortable in at least one language and culture other than my own.

29 3.4

I use a language other than my native language at least 25% if the time

24 2.8

I am interested and spend considerable time paying attention to global issues.

35 3.9

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Table 6 depicts the findings from the perceptual understanding portion of the questionnaire. The responses for these questions resulted in a high percentage of respondents reporting that they were strong in the area of perceptual understanding. Almost 100% of respondents showed an appreciation for cultures different from themselves. Over 90% reported wanting to continue learning about the world’s peoples, cultures, and issues. Almost 90% of the respondents reported that they were conscious of their own perspectives and culture. In support of these findings, only 20% of respondents though to people from other places as exotic or unusual.

Table 6: Global Competency - Perceptual Understanding (Total Sample: n=34)

PERCEPTUAL UNDERSTANDING % WHO RESPONDED WITH A 4 OR A 5

AVERAGE SCORE (5 POINT SCALE)

I think that people from other places are exotic and unusual.

20 2.4

I appreciate how people from other cultures are different from me.

97 4.8

I am conscious of my own perspectives and culture. 88 4.3

I want to continue to learn about the world's peoples, cultures, and issues

91 4.6

I question my own prejudices as well as all national and cultural stereotypes.

68 3.9

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Table 7 depicts the findings from the intercultural communication portion of the questionnaire. More than 90% of the respondents reported that they try to learn from other cultures in order to work and socialize together. Almost 90% of the respondents reported feeling confident and comfortable socializing with people from other cultures. 85% reported the ability to put themselves in other peoples shoes, mentally and emotionally.

Table 7: Global Competency - Intercultural Communication (Total Sample: n=34)

INTERCULTURAL COMMUNICATION % WHO RESPONDED WITH

A 4 OR A 5

AVERAGE SCORE (5

POINT SCALE

I feel uncomfortable when I am with people who are speaking a language I do not know.

24 2.4

I try to learn about people from other cultures so that we can work and socialize together.

91 4.5

I incorporate the aspects of other cultures that I like into my own way of doing things.

79 4.1

I have learned how to produce work with people from other places in the globe.

65 3.9

I feel self-confident and comfortable socializing with people from other cultures.

88 4.4

I have lived abroad and experienced intense interaction with a variety of people from this other culture.

40 2.9

I have long-term friendships with several people from other cultures.

56 3.6

I currently have relationships with at least three people in other countries.

50 3.4

I have the ability to be flexible with and adjust to new people, places, and situations.

82 4.3

I have the abIlity to mentally and emotionally put myself into another person's shoes.

85 4.3

I can act as a cultural mediator and serve as a bridge between people of different cultures.

65 3.8

Overall, the group of students participating in LearnServe Trips in 2010 show a high level of global competence. The weaker area was substantive knowledge, which had an average score of 3.5. Intercultural communication had an average score of 3.8, which mean that the group mainly saw themselves as capable of communicating with others. Perceptual understanding was the strongest area of competency, with an average score of 4.

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PRE TRIP TRAININGS

The participants all agreed that the Pre-Trip Trainings were very valuable. Many cited how beneficial it was to prepare a presentation for their group. This was important practice and provided participants with a sense of ownership in the training by making a commitment to the rest of the team. Participants reported that the training allowed them to mentally and emotionally prepare for the trip; although everyone agreed that nothing can actually fully prepare you for being there.

Participants also enjoyed spending time with each other and getting to know each other, but agreed that they did not actually know each other very well before the plane ride over. This particular team changed seats multiple times during the 20+ hour long flight. The team got to know each other very well by playing cards or sharing stories with each other.

There were some improvements that participants said would help others in the future. One improvement is to spend more time helping the participants with fundraising during the meetings. Many participants had not raised all of their money by the time of the trip, and had to continue fundraising upon their return with little or no support from LearnServe. One participant did point out that it was easier to fundraise when she returned and could talk about her first hand experiences in Zambia.

LEARNING HOW TO LEAD

Learning how to lead is one of the hallmarks of the LearnServe Trips program. There was strong evidence that the participants in LearnServe Zambia 2 took advantage of a variety of opportunities to learn how to lead, and how to overcome the challenges that they faced in implementing their activities. The participants spent several days planning for the activities for Zambian children that they led while in country. This included obtaining the appropriate supplies and equipment through fundraising and donations, planning the activity, and reflecting on the activity in order to improve delivery the following day. The group used their reflective sessions each day to safely voice challenges or problems that they were facing in delivering their service to others. Participants benefited directly when the group would help them problem solve a challenge. Some members of the group even benefitted indirectly, gaining inspiration from others as they worked to solve their problems. The confidence of the group to lead such ventures grew over the course of the experience, so much so that leading presentations or other activities upon their return was much easier and natural for them.

! ...but now I feel like I’m a much more active member of my community as opposed to before. I ! feel like !it’s because of the trip and it’s really helped me come into my leadership skills because ! all the time I had to take leadership positions, and there were only 10 of us who were actively ! doing the activities, and everybody has to take a leadership role, especially in Chikumbuso ! when it was like 30 kids to 2 of us.

Three months after our return the United States, this particular student declared that she was now an active member of her school community. She and her teammate had started a World Bicycle Relief Club at their school, and she had now taken an active role in being a leader in her school community. She described to me how she had come to realize how much she is capable of doing for other people, and how important it is for her to take action. Many members reported the importance of knowing how to take action, and knowing what resources were available to support others in need.

CROSS CULTURAL EXPERIENCES

Cross cultural experiences lie at the heart of the LearnServe Trips program. The participants managed their transition to living and working in a new country rather smoothly. This was a combination of the individuals natural abilities

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(as described in the sections Intercultural Sensitivity and Global Competence), the support of their teammates, and the support of the trip leaders. Initially, everything was new to everyone.

! The first thing to notice about Zambia is how different it feels. The air is cleaner and drier. The ! smell of fires, either burning wood or trash is everywhere. The landscape is very flat as far as I ! can tell, and the clouds do move much more quickly than they do at home. The places we have ! seen are poor by anyone’s standards. They have the feel of the slums in Lima [Peru] with! slightly more concrete and regularity. They also seem to be the only option for a large ! percentage of the population.

! In the US, when you drive down the streets, you see buildings, stores, houses. But here, when ! you drive down the streets (on the opposite side I might add) all you see are walls. Everything ! is enclosed in compounds so unless you’re inside, you have no inkling of what’s going on.

Language differences was one of the initial leadership challenges that many members of the team faced. Leading almost 30 students who did not speak English very well was something that every team member faced at Chikumbuso and at the Malambo school in Monze. Participants used their teammates and trip leaders as support, utilizing the reflective sessions as a way to find solutions to this issue. Some participants took an active step in

finding familiarity in this new place. Two participants offered to help the widows at Chikumbuso prepare lunch for all of the children.

Today was better than yesterday. The main difference was that I got involved instead of simply being a spectator. Food, as everywhere else, is a big part of the culture here. Today during lunch ! I asked [the widows] if I could help [prepare lunch], and was accepted with open arms. They let ! me stir the enshima until the smoke was too much and let me help serve the kids too.

The lunch preparation experience was just one of many experiences that were opportunities for young people to move from being “observers” of culture to “participants” of culture. As the trip wore on, everyone managed to feel “at home” in Zambia. The new surroundings, the new people, and the new culture began to melt into a familiarity that was both relaxing and invigorating at the same time. Dancing and singing was enjoyed by the entire team, and was an opportunity for the team to interact with the new communities that they worked with.

Many members of the team developed new friendships with each other that crossed race, class, and ethnic boundaries. The team discovered each other as much as they discovered Zambia. Conversations about each other took place formally (during reflective

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sessions) or informally (in the hours after work). Whether it was discovering new ways of braiding hair hair, exploring African-American music, sharing poetic stylings, or sharing life experiences everyone learned a lot about what made them different, and what made them the same.

NEW RELATIONSHIPS

Various members of the team developed new relationships with the children they met in Zambia, as well as with each other. Participants reported developing relationships with the children that they were working with, in some cases without even being able to communicate in English. These relationships helped participants understand the reality that other people live in, and discover the human bonds that they each share.

! It was very moving and humbling to work with people who have to deal with such day-to-day ! hardship, but at the same time, there was so much warmth and fun in celebrating our common ! ground.

Three months after our return home, many participants still talked about the various people whose lives intertwined with theirs. Those relationships helped spur the acts of fundraising and presentations to raise awareness in their own communities. Those relationships provided the stories that participants told in order to describe the importance of helping each other.

Many members of the team also developed relationships with each other; relationships with people from different racial and ethnic backgrounds that they otherwise might not have come in contact with. These relationships were at the heart of the positive experience that all of the participants had on this trip. Everyone found they could rely on the team, and specifically, on certain people in different contexts (Chikumbuso, Monze, Victoria Falls). Relationships between young people from an inner city public charter boarding school, a suburban Quaker boarding school, a comprehensive suburban public school, and two D.C. Public Schools lasted beyond the 18 days of travel in the U.S. Teammates shared ideas, supplied Chikumbuso bags for fundraising, and even made social calls on each other more than three months after the team had returned from Zambia

PERSONAL GROWTH

Personal growth was also an important feature in this groups experience. It also took many different forms. One student overcame his fear animals on this trip, with the help of the team. Another student faced the year old premature death of a friend. For one student, developing an understanding of family and the magnitude of the challenges that people in Zambia face, she described to me the personal growth she experienced returning home, and her willingness to help her family and other more. She also learned that she had a lot of opportunities available to her and she has begun to take advantage of those. She is now eager to find ways to take action, whether it is playing a sport with others or working on a community garden where most people are from Central America (she is African American).

Many students have used this experience to step outward to take action either with others and/or for others. One student told me how he started a food can drive at the start of the school year. When I asked him who that was for he replied, “My community.” He recounted the interview with me on the way home from Zambia. “Remember how I told you I had never seen poverty like this before? I realized I had. I see people who are hungry every day, just like the kids at Chikumbuso. So, I grabbed the cans of soup in my kitchen, put them in a bag, brought them to school, and made an announcement.” This same student also drew inspiration from the signs that he saw all around the Malambo school regarding AIDS. As he prepared a service announcement in the form of a skit, he recreated that sign to for his character to carry in the skit.

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NEW PERSPECTIVES ON PRESSING GLOBAL ISSUES

Every stop on this trip provided the participants the opportunity to get a new perspective on pressing issues such as HIV/AIDS; access to quality education; access to clean water and other resources; and access to healthcare. While the participants certainly developed an understanding of the human side of these problems through the relationships they developed with people at each stage of the trip, the participants also developed a clear understanding of the seriousness of some of these problems and some of the sophisticated solutions that various organizations have developed in response to them.

A walking tour through N’gombe compound created a very stark tapestry in which the participants saw the Chikumbuso Project, and everything that the Chikumbuso Project provides to people. Gaining this new perspective also resulted in everyone on the team looking back at their selves in America in order to better understand their emotions around the issue of poverty, education, and AIDS. This experience was a strong catalyst for the actions that members of the team took upon returning home.

HIV/AIDS presented some of the participants with a shock in Monze when they discovered that some of their students were infected with HIV.

I was shocked when the teacher said there were two HIV positive boys in the group, but I feel like I shouldn’t be, and that it really just a matter of me being naive. There are signs all over about HIV surrounding the school making it obvious that the virus is present there. I just didn’t put it together that the way the disease impacted the school was through the children.

One student became sad and distressed when she found out that her favorite student was HIV positive. For her, and several others, it had not dawned on them that the children might be sick as well. Up to that point they had only thought of HIV/AIDS as an adult problem. The participants were in awe in the happy disposition and discipline to show up to school on time every day, ready to work, with an eager smile on their face.

The team was reflective and thoughtful about the “elegant solutions5” that a bicycle provides in tackling access to healthcare, education, and supporting girls. This thinking was also reflected in the appreciation that the team developed about the PlayPump. The participants who had been part of the LSI Fellows Program began to rethink their own social ventures, asking themselves if they were using their resources in a way that would have the broadest impact. The most powerful part of the WBR experience was hearing the recipients of the bicycles talk about what they could do with that bicycle.

! During the ceremony one of the students in the community stated that by fund-raising for the ! bikes and putting them together, we are

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5 A description from one of the participants.

giving the student of the community not only a piece of !metal, but time . . .time to get to school, time to learn, time to get home safely, and time to spend ! with their families.

There were similar responses from participants regarding the work they did on the garden in Monze. This was a task that had tangible results. Participants also appreciated the hard work of the many community moms who were already working in the garden when we arrived, and the sense of community that they felt they were welcomed into.

Many participants described how they learned that impact is much more important than just the finding inputs to solve a problem. Many participants stated that it was important to them that they work that they do for others impacts them in a positive way; it was not enough to simply have given something to people in need. One student explained how she learned that service can be fun, and that it really needs to be helpful to someone who really needs it. Simply putting in hours does not mean you are actually performing service.

ACTION PLANS

The participants reconvened in September to discuss and record their action plans for the remainder of the year. Activities ranged from school wide presentations and community presentations, to raising money and resources for the organizations that had been nice enough to host us. Some participants built on the theme of sustainability and worked to start recycling programs or to build gardens that could produce local produce for their community. School presentations seemed to inspire other students to want to get involved with LearnServe International.

The biggest challenge that participants ran into was the amount of school work that 11th and 12th grade brings each year. Trying to stay competitive in class requires lots of time out of class to study. Participants said that they wished they had more follow up meetings in the fall. Many of them said they needed the inspiration of the group to help see them through.

One student is using his experience for his senior project. He is exploring how the Chikumbuso Projects use of sustainable resources might be a model for recycling in his school.

SCHOOL PERSPECTIVES

School administrators both referred to the experiences provided by the LearnServe Zambia trip as “invaluable.” Everyone described how active their students have been since returning from Zambia. One student is interning at Green Urbanism, continuing his pursuit of recycling and sustainability in his own school community. Another student is now pursuing a career in early childhood as a result of her work at Chikumbuso. First hand experience with different cultural views on shared problems was cited as a valuable reason for sending students on these trips. School administrators also cited that the students, upon their return from Zambia, are more understanding of others, work more cooperatively, and overall have better relationships with other students and adults in their schools.

School administrators also voiced the need for more structure for students upon their return; their needs to be more follow up meetings to continue to provide support. One suggestion was to hold a Principal/School Coordinator

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Symposium in May or June in order to share ideas for what kids might do when they return, and how school’s can better support students in pursuing those ventures.

School administrators voiced how important it was for students to experience the rest of the world. However, when asked how LearnServe’s core goals matched their core goals, respondents simply relied on the importance of getting out of Washington, D.C. and working with others.

RecommendationsRecommendation 1: Program Journals

Use the program journals more strategically. The journals are the key piece of evidence of how kids experience LearnServe Trips. LearnServe can gain and house longitudinal data that describes how the participants make sense of their experience by choosing a few strategic prompts to be used during the trip. These prompts should be tied to the core values of the program and can also spur their thinking about issues that are at the core of the program.

Recommendation 2: Post Trip Support

Provide ongoing support for the first three months after returning. Many participants could have used a meeting within a couple of days of returning to the U.S. to begin their planning. This is particularly important if participants have to continue fundraising for a trip that has already happened. Support from LearnServe staff will help the participants ensure that they build action plans that are achievable for the participant.

Recommendation 3: Annual LearnServe Conference

Develop an Annual LearnServe Conference. This conference would allow the LSI Fellows and the LearnServe Trips participants to share their ideas and experiences. This conference would also allow Fellows to imagine themselves as participants on one of the Learn Serve Trips. If the conference is held in mid December, it could also be an opportunity for alumni to give back to LearnServe by sharing their current ventures with all participants. This would be an easy way to build some program capacity, and provide current Fellows and Trips participants the opportunity to imagine themselves a few years from now. This would also be an opportunity for major funders to see what students are producing as a result of their participation in these programs.

Recommendation 4: Alumni Program

Very soon LearnServe will be 10 years old. By investing in staff and technology support that would allow the program to contact alumni after they have left and document the value of the program to them as they enter early adulthood and choose careers. This may also provide new conduits for fundraising as well.

Recommendation 5: Building Capacity

This recommendation builds directly on the Recommendation 4. It is crucial that LearnServe find ways to encourage the development of new roles that give more people the experience necessary to carry these programs forward. A fellows program could be developed for the LearnServe Trips in which former Trips participants volunteer their summer while in college to learn how to lead a trip. This College Program could be used to develop future trip leaders and program leaders for LearnServe, and will ensure some loyalty to LearnServe over time. Funding for this initiative might be explored through a non-profit capacity building grant.

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ConclusionLearnServe certainly accomplishes its goals of providing a program that is active, engaging, and cooperative. Building on the success of the LearnServe Trips programs, and the formative experiences that these programs provide, will require a serious look at the social capital that the program has built over the past several years and finding ways to harness those resources to promote growth. Developing a more structured Post Trip experience can ensure that alumni will give back to the program, either in the form of human capital or monetarily. LearnServe could benefit tremendously from developing an Alumni Network that could provide growth and capacity for LearnServe programs. Creating a LearnServe Conference could increase the visibility of the program, and its greatest assets: the participants. A conference could provide a capstone experience for all of the LearnServe Programs, create opportunities for financial development, and position LearnServe for broader recognition as a leader in this area.

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