Community Internships in Latin America
THE CILA EXPERIENCE
What is the Community Internships in Latin America (CILA) program?
How is HECUA different?
What do we do in CILA?LEARNING IN CILA
How do we learn?
What do we read?
What are the courses and how do they connect?
Do we go on any field trips?
How are the courses graded?
THE CILA INTERNSHIP
What is a CILA internship?
What is an internship like in Ecuador?
How does the internship fit into the program?
What kind of internships are there?
How do I find an internship?
What do I do at the internship and how is it graded?
What is the internship seminar?
What if problems arise in my internship?THE INDEPENDENT STUDY PROJECT
What is a CILA Independent Study Project?
What kinds of independent study projects have students done?
How do I decide on an independent study topic?
How is the Independent Study Project graded?SPANISH LANGUAGE
How much Spanish do I need to know?
How does my Spanish improve in the CILA program?
Can I get Spanish language credit for the program?CREDITS
How much credit do I get for the program?
How do the credits fit into my degree?
How do the credits appear on my transcript?THE CILA FACULTY AND RESOURCES
Who teaches the program?
Who else do we meet and learn from?LOGISTICS
Where will I live?
How much is the semester going to cost?
Can I use financial aid to finance my CILA term?SAFETY
What are HECUA guidelines for safety on CILA?
How do I find more information about safety in Ecuador?STUDENTS RESPOND
What have students said about CILA?
How do students benefit from CILA?
Who participates in CILA? (majors, schools)ABOUT HECUA
Application deadlines:
4 CILA (fall) - March 15
Late
applications accepted on a
space-
available basis.
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Member Colleges:
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College
Augustana College
Carleton College
College of St. Benedict
College of St. Catherine
Concordia University
Gustavus Adolphus College
Hamline Unversity
Macalester College
St. John's University
Saint Mary's University
St. Olaf College
University of Minnesota
University of St. Thomas
Viterbo College
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THE CILA EXPERIENCE
What is the Community Internships in Latin America (CILA) program?
Studying about Latin America and then working in real life with people in their own neighborhoods was great learning. -Former CILA Student
The Community Internships in Latin America program (CILA) provides a highly challenging opportunity for North American students to combine theoretical study of development models with participation in the world of community-based work.
The CILA program consists of a core seminar (1 course credit), an internship (2 course credits), and an independent study project (1 course credit).
In the core seminar, the course theme "Community Participation & Social Change" is explored in the context of Ecuador. Students gain the tools to analyze how community participation has been used as a political, cultural and socioeconomic development strategy in recent decades and its intersection with public policy. Students explore concepts of democracy, social movements, participation, community, community organization, power relations, ethnicity, and their implications for efforts toward social change. Readings, guest lectures and discussions are combined for an engaging study of the history of Latin American and Ecuadorian social movements and realities today.
The CILA internship experience consists of two elements, the placement and a seminar. The student works with a non-governmental organization, grassroots group or program reflecting CILA's emphasis on community participation for development and social change. The student, while carrying out projects and assisting with existing campaigns, activities, organizational work, etc., observes and experiences the social realities of community-based work in disadvantaged communities.
A learning/contribution agreement is developed between the student and the internship site supervisor and approved by the program director, which provides the basis both for guiding the work done by the student and its evaluation at the midpoint and end of the term. Approximately 20 hours per week are spent in the internship.
The second element of the CILA internship experience is the internship seminar. The seminar, together with the field journal, provides an opportunity for the student to give direction to their observations, connect experiences to analysis, and link their internship work to their learning from the core seminar. Discussions in the internship seminar revolve around social change, community participation and the experience of students in the internship settings.
Finally, in the independent project, students have the opportunity to conduct individualized study in an area of special interest. Research topic and design of the project must be approved by the CILA program director. Approval is based on 1) availability of research resources and project supervisors with appropriate qualifications and expertise, 2) the soundness of the independent project proposal, and 3) its relevance to the program. Independent projects usually involve substantive fieldwork and interviewing, drawing on CILA's special strength as a program linked to community agencies and organizations throughout Quito.
How is HECUA different?
One of the exciting and challenging features of CILA is the amount of responsibility students are given for directing and evaluating their own learning process, as well as contributing to the learning of other students. As students, we have often fallen into the habit of being passive participants in our own education, sitting back and waiting for the facts to be given to us, memorizing and reproducing those facts for grades and credits. Choosing to participate in CILA is choosing a new way of learning. We invite you to become dynamic, creative participants in this project.
What do we do in CILA?
CILA is a unique semester that weaves together a variety of experiences and activities.
Readings by diverse authors provide varied models and philosophies for you to analyze and use in building ideas and theories.
Class lectures and discussions with program faculty and guest speakers heighten understanding of theory and current issues.
Internships are hands-on learning experiences that will inform and challenge your ways of thinking about community development and social change.
Field projects take you outside the classroom to investigate communities and meet with community members. Intersecting with their daily life and work tests the theories you study.
Written papers reflect on the connections between practice and theory as they are examined throughout the course.
An independent study project allows you to focus intently on an area of your own interest for an in-depth, semester-long study.
Host family stays provide an "insider's" perspective on Ecuadorian culture and everyday life.
LEARNING IN CILA
How do we learn?
A goal of CILA is to give students a solid theoretical basis to use hand-in-hand with passion and care to create change in the world. The components listed above -- theory, internships, guest speakers, projects, and the experiences of each student -- are woven together to encourage a deeper understanding of the important issues the program addresses.
In CILA, everything you do is an opportunity for learning and analyzing. You will be part of real life experiences, which you will then connect to concepts explored in the academic component of the program. Prepare to do a lot of thinking, questioning, and hard work on topics you may have previously taken for granted.
You will find yourself exhausted at times by the intensity of the experiences. The combination of internship, classes, spending time with host families, doing assignments, etc., is at times considerably demanding. The faculty are supportive and serve as accessible academic catalysts of discussion. CILA will challenge you to think in new ways, question, and take the initiative for your own learning.
What do we read?
A partial bibliography is presented here, to give a sense of the kinds of reading you'll do in CILA:
Arias Ramirez, Jaime. "Conceptos básicos sobre cambio social y desarrollo." Desarrollo y cambio social. Cali: FES, 1992, pp. 19-44.
Astelarra, Judith. "Recuperar la voz: el silencio de la ciudadanía." Astelarra et al., Fin de siglo: género y cambio civilizatorio. ISIS Internacional, 1992, pp. 47-54.
Camacho, Gloria. Mujeres Fragmentadas. Quito: CEPLAES, 1997.
Conejo, Mario. "Los Migrantes modelan una nueva ciudad". WISUM, Celestino et al., Identidad Indígena en las ciudades. Quito: Fundación Hans Seidel, 1997, pp. 121-151.
Costales, Ximena. "De lo comunitario a lo urbano." En Wisum, Celestino et al., Identidad indígena en las ciudades. Quito: Fundación Hans Seidel, 1997, pp. 17-62.
Illich, Ivan, To hell with good intentions, conference on InterAmerican Student Projects (CIASP) en Cuernavaca, México, 1968.
Kealey, Daniel, Cross-cultural effectiveness. A Study of Canadian Technical Advisor Overseas, Quebec-Canada, ACDI, 1990, pp. 1-19.
Kleymeyer, Charles David. "Expresión cultural y Desarrollo de Base." Kleymeyer, Ch. D., compilador, La expresión cultural y el desarrollo de base. Quito: ABYA YALA � FIA, 1997, pp. 295-324.
Muñoz, Juan Pablo. "Organización y Municipios Indígenas." SIGNOS: Temas de Desarrollo Local. ACJ, No. 18, 1998, pp. 13-16.
Muratorio, Blanca. "Trabajando para la Shell: resistencia cultural a la proletarización." Santos, Fernando, compilador, Globalización y cambio en la Amazonía. Volumen I, Quito: ABYA YALA, 1996, pp. 371-396.
Ortiz, Santiago. "Participación en el desarrollo local." SIGNOS: Temas de Desarrollo Local. ACJ, No. 18, 1998, pp. 3-12.
Ramón, Galo. "Estado Plurinacional: una propuesta india atrapada en viejos conceptos." El regreso de los runas. Quito: COMUNIDEC � FIA, 1993, pp. 215-240.
Serrano, Helga. "Mariano Curicama, alcalde de Guamote." SIGNOS: Temas de Desarrollo Local. ACJ, No. 17, 1997, pp. 14-21.
Yépez López, Fanny, "Cultura, valores y actitudes". El desarrollo humano y el éxito de las organizaciones, Cali, FES, 1991, pp. 39-47.
What are the courses and how do they connect?
HECUA emphasizes integrating theory and experience, connecting them in meaningful ways. The core seminar provides a conceptual framework for your internship experience, the internship seminar helps you connect the hands-on experience to that of other students and back to the readings, the independent study project allows you to use your new learning and insights to study a particular topic or issue, and in the end it all ties back to who you are and what you do back in the U.S.
Do we go on any field trips?
Two or three group field trips will be part of the CILA learning experience. A 1-2 day trip early in the program will bring students to popular sites and interesting communities near Quito. Later in the program a more extended field trip of several days outside of Quito will be an opportunity to explore connections between rural and urban issues, the realities of indigenous communities and the impact of various social change initiatives.
Students also have numerous opportunities for travel in Ecuador on their own with classmates throughout the term.
How are the courses grades?
Seminar assignments, which may include papers, group projects, field trips and field observations, exams and class participation, are evaluated in determining the student�s grade. Grades are on an A-F scale. No incompletes are given. (If a student wishes to take courses Pass-No credit, this has to be arranged with the home institution registrar, who will receive the A-F grade and then translate it to P-N on your transcript.) More information on grading of the internship and the independent study project are provided below. �
THE CILA INTERNSHIP
What is a CILA internship?
A CILA internship provides you with an exciting opportunity to be directly involved with the work of a particular organization in or near Quito. The activities and projects you take part in contribute to the goals of the organization, are challenging in multiple ways, and will help you build skills and gain experience. As an intern, your role is to learn from the organization as you help to facilitate its mission through your projects and tasks.
The nature of the internship varies according to the student�s goals, needs and experiences, as well as those of the organization. Students may work in after-school youth programs, urban housing and women�s issues, environmental or health programs, or a variety of other areas. (See internship examples below.)
What is an internship like in Ecuador?
Internships in Ecuador are thought of quite differently than in the United States. Interns are usually invited, often expected, to introduce new ideas, new methods, and new visions to the work of the agency where they are placed. You'll have the opportunity to exhibit initiative and creativity while collaborating with the organization.
Rarely is there a clearly defined job description that delineates the exact projects and functions for the intern. You'll grapple with balancing the American emphasis on productivity and outcomes with a different pace that focuses more on relationship building and longer-term approaches to change. You'll encounter both the strengths and weaknesses in the agency and individual co-workers, as well as the challenges posed by the context of their work, which provides an extremely valuable grounding in the realities of social change and development work.
You'll experience successes and frustrations, rarely will it go the way you expect, and if you take an approach each day that says "What can I learn here? What can I contribute here?", you'll have an experience you'll never forget.
How does the internship fit into the program?
Since the internship comprises half of the credits you earn, and requires 240 hours of time during the semester, it is taken as a serious learning experience and responsibility. Each internship must in some way connect to the program�s focus on community participation and social change with hands-on learning opportunities.
What kinds of internships are there?
Here are some examples of what past CILA students have done:
| MAJOR | INTERNSHIP SITE | DESCRIPTION OF INTERNSHIP |
| History | Centro Social de Toctiuco-Fundación Niñez y Vida (Toctiuco Social Center-Childhood and Life Foundation) | Developed creative and art workshops with children who live in poor neighborhoods. |
| Psychology | Comisaría de la Mujer y la Familia (Police Station for Women and Families) | Collaborated on women's health programs to assist women who are victims of violence. Did group work on psychological, legal assistance and mental health. |
| Women�s/Gender Studies | Accion Integral Comunitaria | Created sexuality educational materials. Provided counseling and workshops on body knowledge for young girls. |
| Spanish | GUAMBRATECA (Kidsplace) | Provided workshops for working class children in creative expression and reviving of traditional culture and art. |
| Women�s Studies | Centro de Apoyo Integral Tres Manuelas (Three Manuelas Center for Integral Aid) | Provided workshops for women on sex education and women's rights. Proposed possible organizational initiatives for at-risk women. |
| Psychology/Latin American Studies | Programa del Muchacho Trabajador del Banco Central del Ecuador (Central Bank of Ecuador Working Boys' Program) | Tutored and provided creative learning activities for children who live and work on the street to improve their self-esteem. |
| English/Women�s Studies | Hogar el Consuelo (Consolation Home) | Tutored girls at the short term shelter. Conducted art workshops. -Taught English classes. |
| Psychology/Dance | Centro de la Niña Trabajadora (Center for Working Girls) | Assisted with group therapy for at-risk girls and young women. Did empowerment activities with girls and young women. |
| Social Work | Federación de Barrios Populares del Noroccidente de Quito (Federation of Popular Neighborhoods in the Northwest of Quito) | Taught English to pre-schoolers at daycare centers in three neighbor-hoods on the slopes of Mt. Pichincha. Assisted in organizing community projects and influencing public policy. |
Other organizations that are possible internship sites include:
Acción Ecologica (Ecological Action): Work to preserve the environment through application of technological alternatives, pollution control, projects of organic agriculture, and youth groups to protect the forests of Quito.
Maquita Cushunchig Comercializando como Hermanos (Alternative organization that works to support popular commercialization): Activities for community commercialization, tourism, groups of female artisans and small businesses.
Asociación Solidaridad y Acción (Association of Solidarity and Action): Assist students at the grade school level with educational objectives, productive workshops to teach production and commercialization, programs aimed to better the standard of living and construction of houses in popular neighborhoods.
Fundaci�n Tío (Uncle Foundation): Shelter for at risk children with programs such as creation of organic gardens, educational activities, and art workshops.
AVILUZ, Amor, Vida, y Luz (Love, Life, and Light): Provides therapy, tutoring, and creative activities with youth who are medically ill and/or have Down's Syndrome.
How do I find an internship?
After being accepted into CILA, you write up your interests and learning goals for the CILA Program Director and submit a resume. The program director then explores potential internship placements with existing and new sites, prior to the CILA term. One or two options are identified prior to your arrival at the program site. You interview at the potential site(s) and decide with the program director on a placement that fits well with your skills and goals. The site also decides about inviting you as an intern. Internship placements are made within the first two weeks of the program.
What do I do at the internship and how is it graded?
As an active participant in your educational process, you will design your own learning experience in the internship through a set of learning objectives called a "Learning and Contribution Agreement." This specifies your role within the internship, the contribution you'll make as well as the knowledge, skills and personal development you intend to achieve. The Agreement functions as your internship plan which includes what you'll learn, how you'll do it and how it will be evaluated and what the organization expects of you.
For example, if assisting with housing programs is one of your learning goals, the Learning Agreement would specify what projects you will be responsible for, relevant timelines, colleagues to work with and resource people to contact, and how the work fits into your learning and skill-building goals. You, your internship supervisor and the Program Director will work together on the Learning Agreement and participate in midterm and final evaluations as a basis for your final grade.
What is the internship seminar?
The internship seminar is a time for students to discuss internship successes and difficulties with other CILA students. Many of the issues related to working in cross-cultural, cross-language environments are common among students and it is helpful to talk about them together and receive insights from the program director.
It is also a time to connect internship experiences with theoretical issues discussed in the core seminar. Discussion topics, group activities and writing assignments will help students to integrate the internship experiences with the rest of the program and gain support and understanding from students with similar experiences. Students work with one another to make connections between the readings, lectures, fieldwork and the experience of the internship.
The internship seminar includes several deliberate individual and group exercises to broaden and deepen the learning derived from the internship. Examples include:
- observations of the city, analyzing layout, various sites, populations, etc.
- description of the internship organization and its programs
- analysis of the key social problem addressed by your site in its larger socio-political and economic context
- evaluation of the organization's work and effectiveness, including a self-evaluation of the student's contributions
What if problems arise in my internship?
Students help each other with problem solving as part of the internship seminar, and the program director is always available to discuss strategies with you. If there are serious problems that cannot be resolved, a new placement may be arranged.
THE INDEPENDENT STUDY PROJECT
What is a CILA Independent Study Project?
An independent study project provides you with an extraordinary opportunity to investigate a topic of interest first hand through interviews, observation and/or participation. Students who choose the independent study option define a topic of interest related to the program themes and use analytical tools gained in CILA to study a particular issue or case. A faculty member advises the student throughout to ensure adequate focus and incorporation of primary field research in the project design.
What kind of independent study projects have students done?
A wide range of topics is possible for the independent study project. Here are some examples of projects past students have completed. (Note that CILA used to be based in Bogotá, Colombia, thus some of the topics relate to that city and country.)
Por quién lucha Dios? Una comparación del cambio social entre una iglesia evangélica y una iglesia católica. (For Who Does God Fight? A comparison of Social Change in the Evangelical and Catholic Churches.) Spanish
The situation of working kids in Ecuador: Their health and well-being as an at-risk population. Psychology
El racismo que se puede ver: las imágenes de la gente negra en el Ecuador. (The Racism That Can be Seen: Images of the Black Population in Ecuador.) Latin American Studies/Psychology
La nueva casa. Género e immigración. (The New House: Gender and Immigration.) International Studies
Lesbianas or where the girls are: the construction of lesbian community in Quito. Women's/Gender Studies
El periódico del pueblo: Grafitti en Quito. (The Newspaper of the Town: Graffiti in Quito.) Paracollege
�Qué es lo que significa? (An explanation of the networking of community organizations in Ecuador.) Social Work/Spanish
A cross cultural comparison of female adolescent body image in Ecuador and in the United States. Psychology/Dance Therapy
The construction of race as seen and felt by women in Ecuador. Women's Studies
The significance of efficient mass transit systems: A theoretical context and the case study of Santa Fe de Bogot�. Political Science
La importancia del desarrollo y mantenimiento del discurso entre residentes comunitarios y profesionales con respecto a la salud comunitaria . (The importance of the development and maintenance of dialogue between community residents and professionals with respect to community health.) Anthropology
How the constitutional processes of decentralization and community participation function on a local level: A case study of the environmental action in the locality of Suba, Bogot�, Colombia. Urban Studies/History
Causas y factores que contribuyen al gaminismo con �nfasis en la familia. (Causes and factors that contribute to population of street children with emphasis on the family.) Communications
How do I decide on an independent study topic?
HECUA helps you identify and sort through possibilities to find a topic that meets your interests and the learning goals of the program. You describe your interests to the HECUA faculty who then connect you with possible contacts and information sources. You might want to talk with faculty at your school in advance of the program for some ideas, but be ready to modify once you're in the program, based on what is feasible and on new interests that might arise.
How is the Independent Study graded?
The grade for the independent study project is based on submission of required outlines during the research process, individual meetings and the final written document.
SPANISH LANGUAGE
How much Spanish do I need to know?
The prerequisite for CILA is a minimum of two years of college-level Spanish or the equivalent. You are also strongly encouraged to have some experience with the language outside the classroom and/or additional formal training. In CILA you will be required to speak and comprehend Spanish without assistance with a wide variety of people in the internship and in the classroom.
How does my Spanish improve in the CILA program?
Improvement of Spanish language proficiency in reading, writing, speaking and verbal comprehension comes through extensive use of Spanish throughout the CILA program. Spanish is used in the internship, classroom, independent study projects, homestays, daily interactions with people, reading newspapers and watching TV. You need to force yourself to use the language as much as possible; this is the way you develop fluency, and it's an exciting part of the CILA experience.
Can I get Spanish language credit for the program?
Spanish language credits are subject to approval by your home institution language faculty. Negotiate credit distribution and requirements for approval on campus in advance of the program. The core seminar may count for Spanish credit, often with the requirement that you write the papers in Spanish and/or do most readings in Spanish. Some schools may give credit for language use that you will get in the internship. The independent study project may be approved for Spanish language credit if written in Spanish and/or if it covers a topic related to language or culture.
CREDITS
How much credit do I get for the program?
The CILA semester is equivalent to a full semester course load at your school--4 course credits, 16 semester hours or 24 quarter credits.
NOTE: Because the CILA courses are taught in an integrated manner, there are no withdrawals permitted for any course except the Independent Study Project, and these only in exceptional cases as negotiated with the program director.
How do the credits fit into my degree?
The use of CILA credits is very flexible. You�ll discuss the program with your advisor and decide how it fits and how credits can be used for your major, minor, core requirements and/or electives. With a curriculum focused on community participation and social change, students receive credits mainly in the social sciences, including a variety of interdisciplinary majors (peace and justice studies, women's studies, urban studies, etc.). You can specify the kind of internship and independent study you want to do so that it fulfills a particular kind of credit. Talk to the HECUA campus representative, program advisors or HECUA staff for help in figuring out credit distribution.
How do the credits appear on my transcript?
For students from HECUA member schools, credits earned are from your home institution (rather than transfer credits). HECUA sends a grade report to the college registrar; grades are then posted to your transcript. Students from non-member schools receive a Hamline University transcript and transfer the credits back to their school.
THE CILA FACULTY AND RESOURCES
Who teaches the program?
CILA faculty in Quito include:
Martha Moscoso - Director of the CILA program. Sociologist and historian, with degrees in Sociology of Development from the Sorbonne University of Paris and in Andean History from the Latin American Faculty of Social Sciences (FLACSO) of Quito. Professor on the Human Sciences faculty of Quito's Catholic University. Experience teaching and researching women's and gender history and aspects related to the indigenous community, its relations with and transformations suffered in relation to the state. Consultant to governmental institutions and non-governmental organizations, specializing in the areas of women and gender.Maria Arboleda - Academic coordinator and primary faculty for the core seminar. Sociologist, with degrees in Sociology and Political Science from the Central University of Ecuador. Professor of graduate studies at FLACSO. Consultant on national and international levels. Specialist in public policy focusing on gender, local government and participatory local planning. Experience in managing projects and development programs, direction of work teams and relating public and private institutions with development and grassroots organizations.
Ana Mar�a Larrea - Field Trips Coordinator. B.A. in Anthropology, Catholic University, Quito, Ecuador. Coursework in Economics and Sociology, Southwestern Michigan College, Indiana, USA. Continuing education/training in participation and local development; ethnicity and identities; culture of Afro-Americans; and grassroots education. Experience in local development and management, and the relationship between local power of indigenous communities and the state.
Who else do we meet and learn from?
The program also invites in experts from colleges and the community to illuminate diverse approaches to program themes. Guest lecturers include community leaders, scholars and activists. They give students a vivid and personal encounter with local issues. Lecturers vary each term, and have included:
Fernando Rosero - Ph.D. in Latin American Studies and degree in Development Sociology. Grassroots educator, rural and urban indigenous and mestizo organizations. National and international consultant.
Gloria Camacho - M.A. in Social Sciences, specializing in Gender Studies; diploma in Gender, Management and Public Policy; postgraduate courses in Education. Professional experience in education, violence, popular organizations, traditional roles and self-esteem. Instructor on gender issues for women in public administration, NGOs and popular organizations.
Oscar Chal� - B.A. in Anthropology. Specializes in national culture, education and ethnic cultures, especially Afro-Ecuadorians. Consultant to the Indigenous and Black People's Development Project of Ecuador (PRODEPINE). Political participation in black organizations. Alternate Congressman to the National Congress representing indigenous and black populations.
Santiago Ortiz - B.A. in Philosophy . Experience in YMCA youth programs and in popular education. Educator in programs directed at workers and working class sectors. Consultant to programs concerned with children and technical assistance to municipalities.
LOGISTICS
Where will I live?
You will be based in Quito where you will be living with a host family. Your accommodations will be arranged with specially selected families where you will have a private room. HECUA's program director uses information you provide to match you with an appropriate family. You will be provided three meals a day.
Families are mainly middle class, and may consist of a single mother, a set of parents, an older widow living alone, or an extended family. Some families include CILA students as part of the family and may include them in outings and other family events; others give students more autonomy, similar to a boarder.
The homestay is part of the cross-cultural experience and may pose some challenges, provide much learning and offer plenty of good times. If a situation arises where the family placement is not working out for a student, the program director will arrange for a move.
How much will the semester cost?
Tuition, room, board, visa and field trips are included in the CILA comprehensive fee of $9,600 for members and $10,100 for non-members (Fall 2000). In addition, expect the following expenses for your CILA term (all costs are approximations):
Airfare, round-trip and travel taxes $900
Airport fees, exit taxes, and censo $50
Books and readings $75
Local transportation $175
Personal expenses $600-$1,000Personal expenses, including entertainment, personal weekend travel, gifts, supplies/postage, etc., vary considerably per student's budget and choices.
Can I use financial aid to finance my CILA term?
Students from HECUA member schools should be able to use all financial aid for the CILA semester. Non-member schools have widely varied policies on use of financial aid for off-campus study. Both member and non-member students should talk with the financial aid or off-campus study office at your school for details.
SAFETY
What are HECUA's guidelines for safety on CILA?
HECUA has an exemplary record of nearly 30 years of experience in providing high quality, successful off-campus programming serving more than 2000 students. It is a record that we are committed to maintaining for the benefit of all concerned.
HECUA maintains the following safety and security guidelines in the delivery of all HECUA programs:
Principles
HECUA considers the safety of its students and faculty of paramount importance. HECUA will not knowingly place our students or our program staff and their families in danger.While HECUA endeavors to ensure safety, no area can be considered as "always safe" and HECUA cannot guarantee the safety of any student or other program participants.
HECUA acts responsibly in advising and informing students, parents and representatives about programs, locations and HECUA practice and record.
HECUA operates programs in locations that afford excellent opportunities for students to study program content and where it has particularly good contacts and access to local resources that enhance program delivery. Because HECUA programs are organized primarily around content rather than specific location, program site changes may be made without compromising the curriculum.
Students who choose HECUA have done so consciously in search of a particular program. They know that in HECUA programs responsible behavior, both personal and civic, will be supported and practiced.
HECUA Practice
HECUA actively monitors conditions, developments, social climate and any new or perceived safety or security issues in all program sites, prior to and during program terms, using as resources:On-site program directors and primary faculty -- HECUA is in contact with our program directors and faculty at least weekly by phone or e-mail and discusses any security concerns that have been identified by them or have come to the attention of headquarters staff through other sources listed below, along with implications for the program.
U.S. State Department travel advisories and announcements -- HECUA checks existing State Department announcements and receives any new or updated advisories on an immediate basis. U.S. State Department travel advisories and public announcements usually affect only parts of a particular country and impact decisions about if, where and how within the country to run the program. A U.S. State Department travel warning may be grounds for moving a program out of a country altogether.
Contacts at universities and related institutions in the program site -- HECUA consults with these contacts to gain additional information, insights, and advice about their own response to particular situations.
Relevant news sources, print and internet, both U.S. and international, provide current information on events and issues in program sites.
If information gained about safety/security concerns in a program site indicates unreasonable risk for HECUA students, faculty or staff, and the possible need for programmatic response, further consultation is done organizationally for expert input and consideration of alternatives, including:
HECUA Risk Management Task Force -- composed of member study abroad professionals, faculty and legal counsel, the Task Force is charged with conducting a risk management and legal audit of all HECUA policies and practices and consulting on particular situations and concerns.
Study abroad colleagues at member schools
Administrators at other institutions or agencies running programs in the same program site
HECUA executive committee and/or full board of directors
If changes must be made in the program, a wide variety of alternatives will be considered, balancing a commitment to delivering the curriculum to students with a commitment to the safety and well-being of students and faculty.
Changes may include restrictions to student travel, changing program site, cancellation of program, or other options as deemed most appropriate.
Changes will be made with as much advanced planning and communication as possible. At the same time, HECUA will take immediate and unequivocal action to ensure student safety if deemed necessary.
A crisis response protocol is in place that directs response of on-site program directors and headquarters staff to ensure timely and appropriate response and communication to all parties concerned.
Students receive pre-program and on-site orientation that includes information on student conduct rules and policies, safe practices, and travel guidelines appropriate to the location. Examples include directions/restrictions regarding transportation modes, travel times, routes, and destinations. Students know that failure to adhere to rules and guidelines may result in expulsion from the program. Students are provided with emergency contact information to carry with them at all times. Students are encouraged to report any incidents to Program Directors.
All passports are registered with the U.S. embassy of the country visited.
Updated program itineraries, including any changes, are kept on file at HECUA U.S. headquarters so that students' whereabouts are always known.
HECUA management, board members and member college faculty visit program sites annually and are able to discuss and assess relevant safety/security issues while on site.
How do I find more information about safety in Ecuador?
The U.S. State Department is one source of information consulted when determining safety and security conditions in HECUA program sites. You may request updated State Department information from HECUA. Or you may obtain it directly from the State Department at their web site, http://travel.state.gov/travel_warnings.html, or by phone, 202/647-5225.
Additional information on studying abroad, including safety and security, can be found at these web sites:
http://www.studyabroad.com/handbook
http://www.manitouheights.org/intled/bookmarks/general.html
STUDENTS RESPOND
What have students said about CILA?
Students reflect on their HECUA experience and share comments on their end-of-term evaluation forms. Here are some quotes.
"Having an internship is a great way to see the way Ecuador works, a great way to meet Quitenens, and to get to know the city. I couldn't even think of how to tell someone to prepare to see the kinds of injustices there are here or the beauty of the land, but expect to be awed."
"I got to work directly with the population here, while learning in class about the current economic, political and cultural struggles of the Ecuadorians, and which agencies are trying to make social changes."
"This has been the best experience of my life. Not a day went by that wasn't a struggle for some reason or another, but I have learned that no matter what happens, I can find a way to deal with it. [After a really rough day, I got up] the next morning and walked to work again, and suddenly it occurred to me: if I can get through this, I can get through anything."
How do students benefit from CILA?
"I will be hit differently by the world from now on."
"It has helped redefine my personal educational philosophy."
"The biggest impact this experience has had on my life is opening my eyes to the impact that U.S. affairs have on other countries."
"I will continue to work for justice and change and creative expression in the lives of youth and continue working on the flaws I have found in my methods."
"I've developed greater self motivation, self-confidence, awareness of my limitations, and awareness of my responsibility to work for justice."
Who participates in CILA?
Students from the following majors and colleges have participated in CILA since it began in 1991:
MAJORS:
Anthropology, Art, Biology, Communications, Dance, Development Studies, Economics, Education, Elementary Education, English,Gender Studie,s Hispanic Studies, History, International Business, International Relations, International Studies, Justice and Peace Studies, Latin American Studies, Language Studies, Liberal Studies, Paracollege, Peace Studies, Peace and Conflict Studies, Physical Development, Political Science, Pre-medicine, Psychology, Religion, Social Work, Sociology, Spanish, Spatial Development, Urban Studies, Women's StudiesCOLLEGES:
Alma College, Augsburg College, Boston University, Bowdoin Colleg,e College of St. Benedict, College of St. Catherine, Concordia University - St. Paul, Fordham University, Grinnell College, Gustavus Adolphus College, Hamline University, Lewis & Clark College, Luther College, Macalester College, Mount Holyoke College, New York University, Oberlin College, Princeton University, Reed College, Rhode Island University, Sarah Lawrence College, St. Joe's College, St. John's University, St. Norbert College, St. Olaf College, Swarthmore Colleg, University of Chicago, University of Colorado - Boulder, University of Maryland - Baltimore, University of Minnesota, University of Missouri - Columbia, University of Redlands, University of Rhode Island, University of St. Thomas, University of Toronto, Westmar University, Williamette UniversityContact HECUA if you would like to talk with past student participants from your school or your major about the program.
ABOUT HECUA
What is HECUA?
HECUA is a consortium of 15 Midwest colleges and universities that provides off-campus study programs in Scandinavia, Latin America, Asia and the U.S. HECUA was founded nearly 30 years ago by faculty of the member schools who were committed to connecting college studies with current issues in society. Over the years HECUA has developed high-quality, challenging academic programs and extensive community connections which combine to create experiential learning opportunities that have earned local and national distinction. The programs successfully weave together subject matter from multiple disciplines and field work, allowing students to be involved in social issues, explore personal identity and develop ways to be active in their own communities.
HECUA Contact Information
Higher Education Consortium for Urban Affairs (HECUA)
Mail #36, Hamline University
1536 Hewitt Avenue
Saint Paul, MN 55104-1284
Telephone: 651/646-8831
Fax: 651/659-9421
E-mail: [email protected]
Web site: www.hecua.org
Rebecca Rassier, Admissions and Student Services
651/646-8832 or 800/554-1089
[email protected]Doug Franzman, Student Accounts
651/646-8831
[email protected]Amy Sunderland, Executive Director
651/646-1348
[email protected]
Copyright
(c) 1999. Higher Education Consortium for Urban Affairs, Inc. All rights
reserved.
Last updated 01/03/00