Start Date
5-6-2013 5:00 PM
End Date
5-6-2013 6:10 PM
Description
In 2012, the department of Education, National Taipei University of Education (NTUE), conducted an oversea service-learning project to Nepal. The project was tied with two courses, i.e., Service-Learning Theory and Practice as well as International Education research. There were 9 university students (volunteer teachers) and 4 professors in the NTUE delegation. They served the 150 students of Snowland Ranag Light of Education School at Kathmandu, Nepal. This study aimed to use the CIPP model to evaluate the context, input, process and product of the project. Classroom observations, interviews questionnaires and document analysis were used to collect data following the triangulation principle. The research findings were as follows. 1. The context of the NTUE Nepal service-learning project includes the impact of low birth rate to NTUE, the high demand of international education in Taiwan, and the enhancement of pre- and in-service teacher’s affective domain. 2. The inputs include internal and external human resources in Taiwan and Nepal, funds from government and university, donated supplies collected by students. 3. The process includes the five phases of service-learning, with preparation from October, 2011 to August, 2012; service in the first two weeks of September, 2012; series of celebration activities in mid September at Snowland and autumn at NTUE; while reflection and evaluation phases throughout the entire process. 4. The product was evaluated according to the three instructional objectives, i.e., (1) to learn about Nepali culture and education, (2) to be able to teach Nepali 4th to 9th grade students mandarin Chinese and Taiwanese culture in English, and (3) to demonstrate affection to Snowland or Nepal. Based on the findings, recommendations were made to future practice and research.
Recommended Citation
Lin, H. J., & Tyan, N. C. (2013, June). Using CIPP model to evaluate “NTUE 2012 Nepal Snowland school” service-learning project. Paper presented at the 4th Asia-Pacific Regional Conference on Service-Learning: Service-Learning as a Bridge from Local to Global: Connected world, Connected future, Hong Kong and Guangzhou, China.
Included in
Using CIPP model to evaluate “NTUE 2012 Nepal Snowland school” service-learning project
In 2012, the department of Education, National Taipei University of Education (NTUE), conducted an oversea service-learning project to Nepal. The project was tied with two courses, i.e., Service-Learning Theory and Practice as well as International Education research. There were 9 university students (volunteer teachers) and 4 professors in the NTUE delegation. They served the 150 students of Snowland Ranag Light of Education School at Kathmandu, Nepal. This study aimed to use the CIPP model to evaluate the context, input, process and product of the project. Classroom observations, interviews questionnaires and document analysis were used to collect data following the triangulation principle. The research findings were as follows. 1. The context of the NTUE Nepal service-learning project includes the impact of low birth rate to NTUE, the high demand of international education in Taiwan, and the enhancement of pre- and in-service teacher’s affective domain. 2. The inputs include internal and external human resources in Taiwan and Nepal, funds from government and university, donated supplies collected by students. 3. The process includes the five phases of service-learning, with preparation from October, 2011 to August, 2012; service in the first two weeks of September, 2012; series of celebration activities in mid September at Snowland and autumn at NTUE; while reflection and evaluation phases throughout the entire process. 4. The product was evaluated according to the three instructional objectives, i.e., (1) to learn about Nepali culture and education, (2) to be able to teach Nepali 4th to 9th grade students mandarin Chinese and Taiwanese culture in English, and (3) to demonstrate affection to Snowland or Nepal. Based on the findings, recommendations were made to future practice and research.