Gosa Ecuador Presentation Grs

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Gosa Ecuador Presentation Grs

  1. 1. Ethical International Service Learning Projects: GOSA Ecuador
  2. 2. GOSA Ecuador <ul><li>GOSA is an AMS student club </li></ul><ul><ul><li>Initiatives: GOSA Ecuador, Aries Project, more… </li></ul></ul><ul><li>The Project (historically) </li></ul><ul><ul><li>Health focus </li></ul></ul><ul><ul><li>1 year commitment </li></ul></ul><ul><ul><li>Fundraising, planning, field work, hand off </li></ul></ul><ul><ul><li>1-2 months in Bolivar area, Ecuador </li></ul></ul><ul><li>Project Partners </li></ul><ul><ul><li>College of Health Disciplines- Center for International Health </li></ul></ul><ul><ul><li>Minesterio de Salud Intercultural (Ecuador) </li></ul></ul>
  3. 3. GOSA Ecuador 2009 <ul><li>Lack of institutional memory  structure </li></ul><ul><li>Many questions about the project </li></ul><ul><ul><li>What are the impacts of project on Ecuadorian communities? </li></ul></ul><ul><ul><li>Are there issues of liability? </li></ul></ul><ul><ul><li>What is our role as students in the Ecuadorian communities? </li></ul></ul><ul><li>Implications for the ethics of the project </li></ul><ul><ul><li>Theory and practice: How far do you go? </li></ul></ul>
  4. 4. Agenda <ul><li>Challenges and impacts on ethics </li></ul><ul><ul><li>Project structure and oversight </li></ul></ul><ul><ul><li>Resources </li></ul></ul><ul><ul><li>Capacities Matching </li></ul></ul><ul><li>Solutions for the project </li></ul>
  5. 5. Structure: challenges faced <ul><li>For us: lack of clear project guidelines </li></ul><ul><li>Project documentation, institutional memory? </li></ul><ul><ul><li>Past documentation insufficient to solve structural discontinuity problems </li></ul></ul><ul><li>Development takes a large initial time and energy investment </li></ul><ul><ul><li>Project 2009 focus </li></ul></ul>
  6. 6. Structure: challenges faced <ul><li>Two main issues of ethical concern: </li></ul><ul><li>Project documentation </li></ul><ul><li>Project evaluation </li></ul><ul><li>Causes: </li></ul><ul><ul><li>High turn over rate of student groups </li></ul></ul><ul><ul><li>“ Strong” periods: lack of long-term capacity building, i.e., frameworks for project documentation, memory, evaluation </li></ul></ul><ul><ul><li>Subsequent periods: lack capacity to recreate/continue project; steep learning curve </li></ul></ul>
  7. 7. Structure: ethical implications <ul><li>Lack of project documentation  inconsistent project quality </li></ul><ul><ul><li>Stressful for group – no clear guidelines </li></ul></ul><ul><ul><li>Potentially stressful for partner org’s, communities </li></ul></ul><ul><ul><li>Little time/energy for evaluation, improvement </li></ul></ul><ul><li>Lack of project evaluation  unknown project effects </li></ul><ul><ul><li>Lack of responsibility and accountability </li></ul></ul><ul><ul><li>Difficult to make informed improvements to project </li></ul></ul><ul><ul><li>Lack of continuity with communities </li></ul></ul>
  8. 8. Resource Challenges <ul><li>Challenges in access and </li></ul><ul><li>continuity of resources </li></ul>
  9. 9. Resources: Volunteer Time <ul><li>Project Commitment: </li></ul><ul><ul><li>Volunteer run, with no paid incentive </li></ul></ul><ul><ul><li>High level of responsibility </li></ul></ul><ul><ul><li>Balance of time with other commitments </li></ul></ul><ul><ul><li>Struggle with deadlines reduces project quality </li></ul></ul><ul><li>No binding regular meeting time and space. </li></ul><ul><li>Imbalance of time spent fundraising and time spent developing the project </li></ul>
  10. 10. Resources: Funding <ul><li>Fundraising time prioritized over project ethics </li></ul><ul><li>Resources for writing grant applications were not readily available </li></ul><ul><li>Did not receive funding from large institutions </li></ul><ul><ul><li>No experience writing proposals </li></ul></ul><ul><ul><li>No formal supervisory body </li></ul></ul><ul><ul><li>Concern over final destination of funds received </li></ul></ul><ul><li>Ethical concerns of financial accountability </li></ul>
  11. 11. Resources: Academic Credibility <ul><li>Concern over academic integrity and professionalism </li></ul><ul><ul><li>Validity and ethics of research </li></ul></ul><ul><ul><li>Perception of Canadian students in Ecuadorian communities </li></ul></ul><ul><ul><li>Future publication hopes </li></ul></ul>
  12. 12. Capacity Matching <ul><li>Improving contact, communication and cultural appropriateness </li></ul>
  13. 13. Capacity Matching: Issues and Ethical Concerns <ul><li>Logistics of communication </li></ul><ul><ul><li>Establishing and maintaining contact </li></ul></ul><ul><ul><li>Discovering both who and what to ask </li></ul></ul><ul><li>Cultural barriers to understanding </li></ul><ul><ul><li>Assumption that GOSA was going to Ecuador regardless of funding problems </li></ul></ul><ul><ul><li>Lost in translation </li></ul></ul><ul><ul><li>Power dynamics </li></ul></ul>
  14. 14. Capacity Matching: Initial System of Contact and Interaction <ul><li>Canadian Capacities Ecuadorian Capacities </li></ul><ul><li>UBC U of Bolivar </li></ul><ul><li>Health Canada Ecuador Ministry of Intercultural Health </li></ul><ul><li>Canadian Communities Ecuadorian Communities </li></ul>
  15. 15. Capacity Matching: Proposed System of Contact and Interaction <ul><li>Canadian Capacities Ecuadorian Capacities </li></ul><ul><li>UBC U of Bolivar </li></ul><ul><li>Health Canada Ecuador Ministry of </li></ul><ul><li> Intercultural Health </li></ul><ul><li>Canadian Communities Ecuadorian Communities </li></ul>
  16. 16. Capacity Matching: Anticipated Benefits <ul><li>Increase capacity, sustainability within Ecuador </li></ul><ul><ul><li>Foster relationships and knowledge sharing between UBC and U of Bolivar students </li></ul></ul><ul><li>Mitigate the possibility of unintended harm within the community due to cultural misunderstandings/lack of knowledge </li></ul><ul><li>Reduced perception of ‘paternalism’ and dependency in relationship </li></ul><ul><li>Greater cultural appropriateness of interaction and feasibility of projects </li></ul>
  17. 17. Implemented Solutions <ul><li>Mission statement, objectives </li></ul><ul><ul><li>Acknowledgement of student learning </li></ul></ul><ul><li>Close affiliation with UBC CIH </li></ul><ul><ul><li>Dr. Jerry Spiegel </li></ul></ul><ul><li>Project structure and guidelines </li></ul><ul><li>Resource Binder- institutional memory </li></ul><ul><li>Updated website- transparency, data collection </li></ul>
  18. 18. Project structure and guidelines REPORT EXECUTE PLAN Phase 4- Hand-Off Phase 3- Field Work Phase 2- Fund-raising Phase 1 Prep & Research Project stage
  19. 19. Implemented Solutions <ul><li>Mission statement, objectives </li></ul><ul><ul><li>Acknowledgement of student learning </li></ul></ul><ul><li>Close affiliation with UBC CIH </li></ul><ul><ul><li>Dr. Jerry Spiegel </li></ul></ul><ul><li>Project structure and guidelines </li></ul><ul><li>Resource Binder- institutional memory </li></ul><ul><li>Updated website- transparency, data collection </li></ul>
  20. 20. Solutions in Progress <ul><li>For-credit course </li></ul><ul><ul><li>Incentive, oversight, structure, continuity </li></ul></ul><ul><ul><li>Built in ethical consideration </li></ul></ul><ul><ul><li>Ideas and potential design (complete) </li></ul></ul><ul><li>Affiliation with University of Bolivar </li></ul><ul><ul><li>Design new “field-work” project (needed) </li></ul></ul><ul><li>Motivated and committed students (needed) </li></ul>
  21. 21. Questions? <ul><li>Contact us: </li></ul><ul><li>Jay Baker-French: Agroecology </li></ul><ul><li>Sophia Baker- French: Dietetics </li></ul><ul><li>Sarah Sax: Global Resource Systems </li></ul><ul><li>Sarah Wolfson: International Relations </li></ul><ul><li>[email_address] </li></ul><ul><li>http://www.chd.ubc.ca/gosa </li></ul>

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