University of Guelph The Beginning Assumptions Service Learning/Problem Based Learning

1. International Perspective: Laotians and Canadians Learning Together to Understand the Sustainability of Tourism in Laos

2. Overview • University of Guelph • The Beginning Assumptions • Service Learning/Problem Based Learning • Bridging the Gap: Sustainability is in the Hands of the Youth

3. University of Guelph • College of Management and Economics • Leaders for a Sustainable World • Transformational Leadership • Community Involvement/Partnerships • Research that Counts

5. Sustainable Development and Ecotourism • Sustainable development “That which meets the needs of the current generation without jeopardizing the capacity of future generations to satisfy their own needs.” (World Commission on Environment and Development, 1987)

7. The Beginning Assumptions The Essential Learning Outcomes • Knowledge of Human Cultures and the Physical and Natural World • Focused by engagement with big questions, both contemporary and enduring • Intellectual and Practical Skills • Progressively more challenging problems, projects, and standards for performance

8. The Beginning Assumptions The Essential Learning Outcomes • Personal and Social Responsibility • Anchored through active involvement with diverse communities and real-world challenges • Integrative Learning • Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems (AACSB)

9. Education for Sustainable Development • Promote and improve basic education • Reorient existing education programmes to address sustainable development • Develop public awareness and understanding of sustainability • Provide training United Nations Educational, Social and Cultural Organization (UNESCO)

10. Problem-Based Learning • Problem-based learning is one construct of curriculum design and a teaching/learning strategy. • PBL develops higher order thinking and disciplinary knowledge bases and skills. • PBL places students in the active role of problem-solvers and confronts students with real world situations

11. Problem-Based Learning • PBL foster’s critical thinking and problem-solving skills in students • The responsibility for learning rests with the learner, rather than the teacher • PBL increases the relevance of what is learned, and subsequently results in greater motivation and engagement of students

12. Service Learning • Service learning improves academic achievement • Service learning is a powerful educational experience where interests, information, values and beliefs are formed and action results across a variety of disciplines • Students gain a sense of social responsibility essential for future leaders

13. Service Learning • Service learning has a positive impact on students’ personal, social and cognitive outcomes; • Service learning extends student learning beyond the classroom; • Service learning enhances students’ beliefs in their personal efficacy and is a predictor in their professional development

14. Skills or Content? • Generic Skills • critical thinking, problem solving, meta-cognition (thinking about our own thinking processes), ethics, communication, information literacy and lifelong learning. (Central Queensland University, 2002)

15. Competency Development

16. Competency Development • The CARE (2009) Competency Development Planning: • designed to help individuals identify development activities to assist them in building their competencies. • develops each of the competencies that are critical for all employment but particularly critical to the hospitality industry.

17. Competency Development • Effective leadership begins with key competencies and interpersonal behaviours. • At the core: values-based competencies of diversity, excellence, integrity and respect. • Other competencies under the headings of Managing Self, Leading Change, Building and Nurturing Relationships and Working with Others to Achieve Results

18. Lifelong Learning – A Key to Sustainability Final Thoughts …

20. Thank You