Initiatives | Engaged Undergraduate Scholarship | International Capstone Projects
Sample project: Self-Designed Service-Learning International Capstone Projects
The Center supports highly motivated students in designing and conducting capstone projects, often but not necessarily abroad.
Examples:
Gretchen Lindner (Psychology) & Nick Haltom (Economics) - Nick and Gretchen served on the leadership team that launched service-learning at NC State. They co-created and undertook the first self-designed project and in doing so helped to develop the Program’s initial service-learning models. They spent 10 weeks during the summer working with an NGO (PHANSuP) in the Philippines that supports small NGOs in HIV/AIDS education. Nick and Gretchen traveled and conducted interviews and focus groups with smaller NGOs to help evaluate their HIV/AIDS education programs for PHANSuP. Their reflection was structured in accordance with a reflection framework (adapted from Kiser’s Integrative Processing Model) and took the form of daily journaling and twice weekly discussions with each other. Upon their return to NC State, they created the role of Reflection Leader, adapting their framework for use as a structure for small-group, out-of-class Reflection Sessions and partnering with the instructors of the first 2 field-test service-learning courses.
Jason Grissom (Political Science, Economics, Statistics, Multidisciplinary Studies) - Jason also served on the original leadership team, dedicating three years as an undergraduate to establishing service-learning at NC State. Building on Nick and Gretchen’s experience in the Philippines, he spent 10 weeks during the summer in Siberia. Jason served with an NGO (REAP International) that works in post-communist Russia, assisting rural citizens in the development of youth centers and by supporting education for sustainable development. He traveled from village to village, teaching English and leadership to children and helping educators develop curricula. Jason was interested in sustainable ways to manage the influx of Western entrepreneurialism after the Soviet breakdown, with a particular emphasis on the role of education in the development processes of rural communities. Modifying the collaborative model from Nick and Gretchen, he designed a reflection framework that allowed him to explore this theme and other interests through the reflection on his work with REAP International. Jason kept a daily journal and also engaged in periodic comprehensive reflection using his own version of the evolving reflection framework. He communicated via email (when available) to send his reflection products back to his mentor at NC State. Upon his return he co-taught the first version of a for-credit training course for student Reflection Leaders.
Brandon Whitney (Biology & Political Science) - Brandon wanted to integrate some of the themes of his undergraduate education by exploring the ethics of environment and development and the concept of sustainable development. Having spent some time abroad, he wanted to keep traveling and also wanted first-hand experience in conservation and development – experience that would help him choose future educational and career paths. He spent 7 months (spring semester and summer) on a self-designed S-L project in Ecuador. Brandon’s project was a combination of experiences: a semester abroad with academic courses and increasingly intensive service and a summer of intensive S-L. During the semester, he worked with Peace Corps volunteers doing environmental education and eco-tourism projects in the Andes Mountains. During the summer he moved to the tropical coast to live in a tiny village and work with an NGO (FCSF) focusing on community development (sanitation, health, education) and environmental conservation. His task was to conduct an ethno-botanical survey of how villagers used wild and domesticated plants medicinally, but he also participated in community development and conservation projects. Building on Jason’s experience, Brandon developed an extensive curriculum (readings and reflection prompts) and completed analytical weekly reflection essays. He sent the essays via email (when available) to two mentors at NC State, who sent feedback that he incorporated in his studies. Upon his return he began developing a Guidebook for self-designed projects and mentoring other students in their own projects.
Amanda Lilley (Chemistry and Multidisciplinary Studies) - Amanda first experienced service-learning when she took the training course for Reflection Leaders during her sophomore year. Afterward, she decided that she wanted to develop her own intensive service-learning experience that would successfully integrate academic material, service work, and international travel and that would provide an opportunity to explore career interests in the area of science and public policy. Amanda decided to focus on the AIDS epidemic abroad and chose to travel to Thailand because the Thai government as well as the general public has been very progressive in their battle against HIV/AIDS. She worked as an intern in various NGOs, including the Thai Red Cross HIV/AIDS Research Center, The Reproductive Health for Quality of Life Development Association of Thailand (HAT), the Thai Business Coalition on AIDS, and the Bang Kwang Maximum Security Prison Hospital in Bangkok for 8 weeks during the summer to study the reality of the AIDS crisis in Thailand. Under the guidance of her faculty mentor and peer mentor (Brandon), she developed a S-L curriculum that focused on how health policy shapes the care delivered to AIDS patients. She communicated with her mentors via email (when available) and continued to work on this project upon her return to campus as part of her Multidisciplinary Studies degree.