Volunteer Abroad & Earn College Credit With UNIV304
Take UNIV304 to heighten your experience, deepen your learning, and transform your world view.
This is not your average college course. This is volunteering abroad for college students. Step out of the classroom into the world, have a positive impact and get recognized for it. Earn academic credit for volunteering abroad and taking action around the globe with UNIV 304.
“I found that participating in UNIV304 created a deeper relationship between the experience and myself. Overall I felt more involved, engaged, and connected to what I was doing.”Corrine
What is UNIV304?
UNIV304 is one of the best volunteer abroad programs for college students; its focus is international sustainable development and works to enhance your first-hand learning that naturally occurs during your GIVE trip. Not only can you go on a great summer break trip, but you can get college credit for it! The course aligns seamlessly with your GIVE trip which allows you to participate in our normal trip itinerary and still travel for college credit.
Volunteering abroad for college students provides opportunities for global experiential learning and applies to a wide variety of majors and disciplines. During this course you will apply critical thinking skills, field observations, and reflective processing to explore the contextual impacts and opportunities associated with your international sustainable development projects.
You’ll learn about the three pillars of sustainability (economic, environmental and social) and be challenged to reflect on your ability to change the world through a combination of experiential learning, dialogue circles, self-reflection, and traditional education. This course optimizes cultural immersion, expands your perspectives on sustainable development and enriches personal growth. It’s volunteering abroad for college students, and will challenge you intellectually, physically, and emotionally.
How Does UNIV304 Work?
Get the knowledge to connect and engage with the locals! Complete pre-trip assignments & projects on an online platform through CWU before your trip.
On The Ground
Engage in dialogue circles to explore and challenge beliefs of what you’re seeing on the ground. Journal about your experience and impact.
Synthesize your trip into a final project. Projects can vary; such as a multimedia presentation, video, or paper to share and inspire others.
Stand out from the crowd with your leadership skills and resume! Complete this couse and join a network of sustainable development experts.
Learning opportunities are embedded in activities throughout the excursion’s itinerary and enhanced through methods typically associated with service-learning. These methods include; cross-cultural engagement, field notes, dialogue circles with your fellow volunteers, reflective journaling, and an analysis of how the experience will be integrated into the students’ personal, academic, and professional aspirations.
Through a combination of pre-trip online assignments, discussion groups on the ground, and a meaningful post-trip final project, learn immersed in culture on your GIVE journey and walk away with a deep understanding of your experience and leadership skills that’ll set you apart! Academic credit spots are limited, so make your deposit to reserve your space!
Please note: CWU is currently updating the syllabus for summer 2018 GIVE excursions. The syllabi below is a tentative draft and subject to change. If you have any questions, please call CWU at 509-963-1712.
Central Washington University in partnership with GIVE Excursions provides credit-bearing academic opportunities for students, from a variety of disciplines, in an international setting that optimizes cultural immersion to deepen the learning and enrich personal growth. The course is challenging intellectually, physically, and emotionally. Students engage in hands-on experiential learning side-by-side with community members to address complex issues and deliver sustainable solutions.
UNIV 304 is a 5 quarter-credit hybrid course offered to complement GIVE’s May through August excursions to Nicaragua, Tanzania and Thailand. Online modules are delivered through CANVAS with an international immersion component added in-country.
Pre-Trip (Online): Prepare for and enhance your trip by understanding the local community you will live in as well as gain a firm understanding of sustainable development techniques before you even leave! The online course will start one week prior to your trip departure date.
In-Country: The international coursework during your excursion consists of a daily journal and interactive dialogue circles to process your day’s activities and reflect on discoveries. Students engage in hands-on experiential learning side-by-side with community members and fellow volunteers to address complex issues and deliver sustainable solutions. Together the students, instructor, guides, and local community members co-generate learning.
Post-Trip Project (Online): Create a portfolio that synthesizes your trip’s experiences, issues, impacts and insights. Submit your project online one week after you return home.
UNIV 304. International Sustainable Development (5 Quarter Credits): Students will apply critical thinking skills, field observations, and reflective processing to explore and reveal the contextual impacts and opportunities associated with international sustainable development projects. Through cultural immersion and experiential learning in an international setting, students engage in applied activities designed to broaden international perspectives while providing opportunities for personal and professional growth. Hybrid course: 2 week experiential learning session in international setting and pre and post online assignments. Note: if your university is on semesters, your university will convert credit hours to semesters in the transfer process.
UNIV 304 is based on a transformative service-learning pedagogy that delivers a precise sequence of activities (contextual border crossing, dissonance, personalizing, processing, reflection, and integration). The design is generated to elevate the students’ experience to transcend their self-referential experience into a shared experience with the destination communities that compels a greater understanding of the students’ role as a member of a global community.
Learning opportunities are embedded throughout the program’s itinerary and enriched through activities typically associated with service-learning. These methods include; cross-cultural engagement, field notes, dialogue, reflective journaling, and a cumulative analysis of how the experience will be integrated into the students’ personal, academic, and professional aspirations.
Sample learning opportunities and projects include: living in the host community, collaborating with local community members to design and construct community infrastructure (examples include a technical school in Nicaragua built from recycled plastic bottles and a fresh water delivery system for the village of Cairo, Zanzibar). Tours and projects include visiting a mangrove sanctuary and doing a hands-on planting project, measuring and releasing endangered sea turtles, exploring the economic and cultural complexities associated with poaching prior to participating in a safari, assisting a women’s art cooperative, and developing and delivering an after-school English education program for elementary school children. All projects are part of a long-term strategic approach to community-based economic development.
The course has four components, each worth 25% of the total available points for the course. Details for each of the assignments below will be provided via the syllabus once the student is enrolled in the course.
1. Pre-departure on-line assignment
a. Students are provided with sources to navigate and discover information pertaining to the cultural, political, economic, and environmental dimensions of their destination country and community. Students may select from a variety of prompts and resources that reflect their interests and academic field of study.
b. Self-assessment to consider how the information retrieved relates to their cultural awareness of the destination community and how it influences their expectations in light of their own cultural context.
Experiential learning requires a commitment to fully and positively participate in all programs, projects and activities. Participation will be evaluated by the on-site GIVE lead guides.
3. Reflective Journal
Students shall keep a double entry field journal noting key observations and their interpretation of those observations. These notes will be shared as part of regularly scheduled group dialogues. The notes and group discussions will enhance the students’ ability to process and reflect on their experience. Each student will generate a reflective journal. Reflection is a critical dimension of experiential learning. Exemplar quotes from the journal will be shared with the instructor.
4. Final Project
The culminating project synthesizes the assignments above into a presentation that communicates the students’ experience and its present and anticipated future impact on their development personally, academically, and professionally. The students may select from a variety of mediums (video, annotated powerpoint, paper) to convey their findings.
Where can I find the course syllabus?
You can find the course syllabus and course information here!
How much does the course cost?
I have questions about the course, who do I contact?
How do I register for the course?
After you’ve been accepted to volunteer, it’s simple! To reserve your space on the course, log into your Volunteer Profile and put down either a $200 deposit or pay the $1,200 in full. For more information about the course, the syllabus, and more, click here. The course will add a whole new dimension to your excursion!
Note that you must be confirmed on a GIVE trip to take the course. If you haven’t applied for the GIVE excursions, click here!
*UNIV304 is only offered during GIVE’s May – August excursions
“It’s a unique opportunity. I’ve never seen anything like it, in fact, where by design, the students are engaging in their interests at the same time doing good and getting credit for it… all the while in some of the most beautiful landscapes imaginable.”Ken Cohen
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