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Alternative Break Trip Coordinator Training

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Chad Rabago

on 29 April 2014

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Transcript of Alternative Break Trip Coordinator Training

Alternative Break
Trip Coordinator Training

Training Purpose
To gain all the knowledge and information necessary to become effective Trip Coordinators. All the topics have workshops to accompany the materials in this presentation so that you will be fully prepared to lead your alternative break trip.
What is an Alternative Break?
Chapman University’s Alternative Break Program seeks to provide students with an opportunity to work with community agencies, needs, and populations in a week-long service and immersion experience. The Department of Student & Campus Life offers several Alternative Break Trip options with varying levels of direct service, learning, reflection, and immersion. The Alternative Break Program is designed to connect Chapman students to shared experiences that foster personal growth, mutual awareness, and civic engagement. The Program is committed to being a drug and alcohol free program.
An alternative break places teams of students in communities to engage in community service and experiential learning. This intensive immersion experience is designed to create active citizens, individuals who make the community a priority when making life choices.
Part 1
Overview & Philosophy
What is an Alternative Break?
It is your responsibility to assist students in engaging with others, both those on the trip and those they are assisting. It's about creating connections with different communities.
Students enter communities that are grappling with issues as varied as hunger, inadequate housing, and environmental degradation. In doing so, these students are able to contribute to the community through their hard work. While communities benefit from the tangible work completed, students gain a broader understanding of the world around them. Many students have hailed the experience as fundamentally life-changing.
Why take an Alternative Break?
While there are as many reasons to create a break program as there are people to take part in it, there are some points common to all programs. Use these when people ask what an alternative break has to offer.
Educational Opportunities
Living in a different culture, even for a week, teaches more about that culture than almost any amount of classroom instruction. In addition, many people are inspired by the experiences that they have had and the things that they have learned from being in the community and look to books, faculty, and other sources to find out more about it.
A commitment to community service does not translate into selfless personal sacrifice and hardship. Participants will quickly find that an alternative break is more than just a character-building experience. They may be so enthralled with the people, the community, and the experience that they may even lose their desire to return to campus.
New Concept of Community
Often, we think we know the needs of the community without consulting the members of the community. Break programs allow us to challenge our campus-centered focus in a positive way.
Personal Satisfaction
One of the greatest feelings in the world is the ability to look back at a week of hard work knowing that your efforts have made a difference. Furthermore, many individuals find physically challenging work to be a terrific confidence builder.
New Friendships
Participants rave about the friends they make in the communities they visited. Many keep in touch and some even return for visits. Students also speak enthusiastically about the new, meaningful friendships they have with their fellow students, many of whom they might not have met unless they had been on a break together.
New Perspectives
A break program can change people’s perceptions of service. Even those who normally shudder at the sound of the words “community service” will take part in a break program because of its reputation on campus as a great experience. Many return to campus energized to serve and become involved in existing service groups, work on their own in the community, seek out leadership roles in service efforts, and some even start new organizations.
Thank you for giving your time and energy to making Chapman's Alternative Trips the best that they can be!
Part 2
-Intro to the AB Program and the role it plays in all Student Civic Engagement programs
-Define service and explain the Phases & Faces of Citizenship & Active Citizen Continuum
-Understand the 8 components of a quality trip
-Explain the responsibilities of Trip Coordinators & Trip Advisors
-Go over the current trips and their goals
-Under campus-community partnerships
-Review fundraising ideas, learn how to approach people and/or businesses for a donation, and how to word donation request letters.
-Understand how to fundraise as a group and set a goal of how much money to fundraise.
-Review who not to contact when asking for donations.
-Review how to educate trip participants on fundraising individually.
Educational Component
Trip Coordinators will learn how to present information to their participants
-Learning styles
-Lesson plans
-Information about their trips (fact sheet)
-How to present the information (popcorn reading, video)
-Web of ideas
-Define team and group and know what the differences between the two are
-Explain how to teambuild effectively and the different stages of group process.
-Learn effective conflict management strategies.
-Review ice-breaker and teambuilding activities that can be used for participant groups.
-Understand what the role of a facilitator is.
-Trip Coordinators should examine their own strengths and weaknesses and
how this will affect their facilitation methods.
-Review co-facilitation methods and the role of a Trip Advisor.
Diversity & Equity
-Explain why diversity is important to address in a group.
-Understand the importance of the use of inclusive language within a group.
-Find examples of dominant and subordinate group identities and understand the effects these identities can have on a group.
-Understand how accessibility and diversity are interrelated in a group.
-Learn how to approach activities related to diversity
Crisis Response/Similar Logistics
-First-Aid/CPR Training
-Financial accountability
-Van Use policies
-Healthy & Emergency Contacts
-Code of Conduct/FERPA
-Emergency/Crisis Response
-Risk Management
-Title IX
Post-Training Duties
-Meet with SCE Assistants
-Plan pre-trip meetings & experiences
Part 3
Civic Engagement
Civic engagement is comprised of individual and collective efforts to make a difference in the civic life of our communities, promoting quality of life in the community through both political and non-political processes.

To become civically engaged, one must develop the combination of knowledge, skills, values, and motivation to make that difference,
A morally and civically responsible individual recognizes himself or herself as a member of a larger social fabric and therefore considers social problems to be at least partly his or her own; such an individual is willing to see the moral and civic dimensions of issues, to make and justify informed moral and civic judgements, and to take action when appropriate.
Excerpts from "Civic Responsibility and Higher Education." Ehrlich, Tomas.
Go to Civic Engagement Prezi
Active Citizen Continuum
Not concerned with his/her role in social problems
Well-intentioned but not well-educated about social issues.
Concerned with discovering root causes; asks why?
Community becomes a priority in values and life choices.
Pre-Break Transformation
Prepare students for on-site experience and provide basic education about site-specific local issues
-Education, Orientation, and Training
-Pre-break service projects
-Icebreakers and groupbuilding
-Pre-reflection goals & exercises
On-Break Transformation
Encourage participants to look critically at the root causes of social issues and challenge participants to evaluate the role that they can play in the community
-Strong direct service
-Ongoing education
-Community involvement
-Daily reflection linked to service activities and education
Post-Break Transformation
Help participants find avenues for continued community involvement and support participants' efforts to take the next "action steps."
-Continued education
-Reflection about reentry process
-Post-break service project
-Challenge to make changes in life choices to benefit the community
Service Definitions
In volunteerism, students donate their time through providing assistance to activities or events that benefit a cause, institution, or organization, whether on- or off-campus. In volunteerism, the primary emphasis is on the assistance being provided.
Community Service
In community service, students participate in experiences designed to provide assistance to an off-campus community need or organization/ agency that directly serves an area/population of the community. In community service, the primary emphasis is on enabling students to provide either direct or indirect assistance to the community, through short or long-term involvement, while enhancing their awareness of community needs and sense of community engagement.
Service Learning
In service-learning, students learn from active involvement with community projects and organizations. They contribute skills and knowledge to community needs while integrating the experiential knowledge they gain with their academic studies. Service-learning helps students transcend classroom boundaries and traditional forms of learning, resulting in the development of mutually rewarding civic ties and enhanced social understanding.
Civic Engagement
“Working to make a difference in the civic lives of our communities and developing the combination of knowledge, skills, values and motivation to make that difference; promoting the quality of life in a community, through both political and nonpolitical processes. A morally and civically responsible individual recognizes him/herself as a member of a larger social fabric and considers social problems to be at least partly his/her own; such an individual is willing to see the moral and civic judgments and to take action when appropriate.” Thomas Ehrlich (2000)
Eight Components of a
Quality Alternative Break Program
Strong Direct Service
Programs should provide an opportunity for participants to engage in direct or “hands on” projects and activities that address unmet social needs, as determined by the community. Community interaction during service projects and throughout the week is highly encouraged during the break.
Alcohol and Drug-Free Environment
Issues of legality, liability, personal safety, and group cohesion are of concern when alcohol and other drugs are consumed on an alternative break. Programs should provide education and training on alcohol and other drug related issues, in addition to developing and communicating a written policy on how these issues will be dealt with on an alternative break.
Strong alternative break programs include participants representing the range of students present in the campus community. Coordinators should recruit for, design, implement and evaluate their program with this end in mind.
Prior to departure, participants should be oriented to the mission and vision of the community partner or organization(s) with which they will be working.
Programs should include issue specific educational sessions that participants attend prior to and perhaps during their alternative break. These sessions should provide participants with the historical, political, social and cultural context of the social problems they will be working with during the break. Effective education provides facts and opinions from all perspectives on the issue, including ways that the participants’ personal life choices are connected to them.
Participants should be provided with adequate training in skills necessary to carry out tasks and projects during the trip. (Ideally this training should take place prior to departure, although in some instances it may occur once participants have reached their site.) Examples of training include teaching basic construction, learning how to work with children or gaining first aid skills.
During the trip, participants should be encouraged to reflect upon the experience they are having, synthesizing the direct service, education, and community interaction components. Time should be set aside for this activity to take place both individually and as a group.
Upon return to campus, programs should have reorientation activities for all participants where they can share their break experiences and translate these experiences into a lifelong commitment to active citizenship. Through these activities, participants continue their volunteer efforts in their local area, learn about possible internships, engage politically in their community, obtain resources for continued education on social issues, and make life choices that benefit the entire community.
Part 4
-Icebreakers, games, and
-One-one-ones w/ SCE staff
-Pre-break trip experience
-Ground rules
-Social activities
-History of region
-Alcohol/Drug use
-Games and initiatives
-Evening activities
-Follow-up meetings
w/ SCE staff
-Post-break experience
-Statistics and facts
-Fears and expectations
-Service/learning experience
-Agency orientation
-Community tour
-Schedule time daily
-Go over plans
-Revisit goals and expectations
Trip Advisors
Trip Advisors serve as a resource and source of support for the Trip Coordinators as they develop and implement their trip experience. Trip Coordinators may be challenged, for example, by the logistics of the experience, their peers, and/or exposure to community issues. Trip Advisors assist with guiding Trip Coordinators through these challenges, particularly those that arise during an AB trip. Trip Advisors play a significant role in determining which challenges Trip Coordinators can handle on their own during AB Trips and which need assistance. Throughout the development and implementation of the AB Trip, it is important for the Trip Coordinator and Trip Advisor to work together while maintaining the Trip Coordinator’s leadership role.
Specific responsibilities include:

-Assisting Trip Coordinator in attempting to maintain group cohesion and inclusiveness
-Assisting Trip Coordinator with creating group rules/standards
-Developing a positive working relationship with the Trip Coordinator and participants
-Attend trip meetings when possible
-Assist with fundraising efforts
-Volunteering alongside Alternative Break participants on pre-trip, trip, and post-trip service experiences
-Acting as a positive role model and representing the mission and values of Chapman University
-Trip Coordinator and Trip Advisors should discuss important issues, the day’s itinerary, participant concerns, etc. on a daily basis
-Be prepared to help Trip Coordinators manage stress, logistics, conflict, exhaustion, and crisis
-Being present at and assisting with, if needed, all reflection experiences during the week
-Taking the lead role in an emergency situation
Campus-Community Partnerships

-•Partners have agreed upon mission, values, goals, and measurable outcomes for the partnership.
•-The relationship between partners is characterized by mutual trust, respect, genuineness, and commitment.
•-The partnership builds upon identified strengths and assets, but also addresses areas that need improvement.
•-The partnership balances power among partners and enables resources among partners to be shared.
-There is clear, open, and accessible communication between partners, making it an ongoing priority to listen to each need, develop a common language, and validate/clarify the meaning of terms.
•-Roles, norms, and processes for the partnership are established with the input and agreement of all partners.
•-There is a feedback to, among, and from all stakeholders in the partnership, with the goal of continuously improving the partnership and its outcomes.
•-Partners share the credit for the partnership’s accomplishments.
•-Partnerships take time to develop and evolve over time.
The process involved in developing and negotiating a partnership is as important as the partnership itself. Partnerships should be developed and nurtured around underlying principles and specific process and outcomes objectives. Successful partnerships have a clear scope that includes considerations of the boundaries of time, financial and other resource costs, and the development and dissemination of products and other outcomes. A written partnership agreement can be an important tool for developing and sustaining community-campus partnerships, and for introducing new levels of accountability among the partners.
Part 5
Trip Descriptions
Trip Participants will be partnering with Community Collaborations International in Costa Rica to work on fair trade initiatives on a coffee plantation and habitat rescue on a sea turtle nesting habitat. Fair Trade Impact Exploration projects visit fair trade cooperatives and communities in producer countries. Participants meet with fair trade farmers and artisans on coffee plantations to explore the impact of fair trade policies and complete projects that benefit the communities. The Sea Turtle Preservation Projects will provide volunteers to conservation groups in Costa Rica, working on preparing the nesting habitat for the arrival of the turtles and studying the effect of floating debris on the turtle beach.
The Catalina Island Conservancy cares for 88 percent of Catalina Island and is responsible for protecting numerous rare and endangered species found on the island and nowhere else in the world. Conservation efforts, scientific research, and educational outreach are all a strong focus on the island. Trip participants will participate in restoration on the island by removing invasive, non-native plant species, monitoring sensitive plants and animal habitats, and repairing island fencing. Trip participants will have plenty of time to enjoy the beauty of the island and contribute to the protection of one of the world's most magnificent islands.
Transportation: Determined by student
Housing: Hostels TBA in Liberia, San Rafael de Abangares, and Guanacaste
Agency Contact:
Steve Boisvert, Community Collaborations International
608-772-7323 (cell)
Transportation: Karmel Shuttle, Catalina Express
Housing: Hermosa Hotels & Cottages
Agency Contact:
Cindy Lazaris, Catalina Island Conservancy
714-454-4678 (cell)
The Grand Canyon National Park is one of the United States' oldest and most renowned national parks. While the creation of the park in 1919 may have been a success of the early conservation movement, this natural wonder faces continued threats including mining, pollution, water conservation, forest restoration, invasive plants, and animal endangerment. We will work with the Grand Canyon National Park staff to restore and improve the natural habitat while learning about the environment and history of the Grand Canyon to understand the importance of any conservation and restoration effort.
Transportation: University vans
Housing: National Park Service
Agency Contact:
Nicole Louiseau, Grand Canyon National Park
Family Supportive Housing, Inc. provides resources and services to children and adults affected by poverty and homelessness in Santa Clara County, CA, where an estimated 20,000 people experience homelessness each year. Participants on this trip will engage with Family Supportive Housing, Inc. by serving meals, creating an interactive workshop for youth and the shelter, and interact with families affected by poverty and homelessness. Participants will be provided with information and experiences to help them better understand the implications and impact of poverty and homelessness in any community, preparing them to make a difference in these issues upon their return.
Transporation: University cans
Housing: TBD
Agency Contacts:
Family Supportive Housing:
San Jose Police Department:
Michael E. Sullivan
Erika Sutton
Students will explore the Newport Bay/Irvine Lake area to learn about water conservation and other sustainable efforts. Students will partner with the California Coastal Commission to help remove invasives and plant natives in order to provide habitat for wildlife. They will also learn about learning the importance of wastewater treatment in protecting the public health and the environment with the OC Sanitation and Water District.
Transporation: University vans
Housing: Campsites TBD
Agency Contacts:
California Coastal Commission:
Matt Yurko
OC Sanitation District:
Cheryl Scott
OC Water District:
Becky Mudd
(Backtracking slightly to Responsibilities...)
Part 6
How do I pay for this?
Write a Letter/Email or Call
When looking to fundraise, start with relatives first. There is almost always a grandma or uncle out there who wants to help you out, even if it’s in small portions. If that doesn't work, try talking to family friends and people that work with your parents. Friends can also be a good resource. The more people you tell about the trip, the more chance of finding something that's willing to donate.
If it’s the holiday season and if you celebrate a holiday that gives gifts around that time of year, ask for money to go towards the trip.
Do what you're good at
People will be more likely to help you pay for a trip if they feel they are getting something out of it. Offer to do odd jobs for people for a small price. Babysit, mow the lawn, clean out the attic, make crafts, sell baked goods, or take pictures for an event. If you are a photographer, you can even promise to send someone pictures after the trip.
Make a "Trip Can"
All it takes is a little here and a little there. Every day put a dollar in or all your change and you’ll end up making more than you expect.
Recycling is a great way to make a little extra cash and help the environment at the same time. This could end up making you a couple hundred bucks if you go out searching.
Note: A thank-you note to your donors is often a thoughtful and welcomed compensation.
How to Fundraise Effectively
1.Assess the needs and goals of your fundraising efforts. What exactly do you want to accomplish? Know how much money you need and when you need it. If possible, start planning well in advance; set beginning and end dates for each project. Find out what types of fundraisers have been successful for your group or community in the past.

-Cherry on Top
-Beach Pit BBQ
-Raffles (with gift cards)

2.Brainstorm for original fundraising sources. One-of-a-kind ideas attract a lot of attention.

-Pledges and Donations-List potential donors and approach them for support.
-Business and Industry: Some business may agree to match funds you raise from the public sector, especially the employers of your volunteers.
-Friends and family.
-Colleagues and co-workers.
-Door to door solicitation.
3.Decide if you want to solicit funds face-to-face, through mailers, by phone, online, through special events, or through a combination of these.

4.Solicit funds from corporations/businesses that are moving to the area and want to establish a “presence”.
Part 7
What to educate participants about
-The history of the city participants will be doing service in
-The history of the issue/needs being addressed
-The history of the agency and the work it does
-End the presentation with questions for them to think about
How to write a lesson plan
More Learning Component Ideas
Fundraising Ideas
Fundraising DO's and DON'Ts
Chapman Fundraising Policies
Fundraiser Approval Request Form
Sample Fundraising Letter
Part 8
Why Reflection is Important
-Adds meaning and depth to service
-Allows for the opportunity to recognize positive society changes
-Makes a connection between what you did and the impact it will have
Most appropriate time for reflection
When everyone is together
Quiet & uninterrupted setting
After a service activity
Questions and Sample Questions
The Four C's of Reflection
Continuous Reflection
Reflection should be an ongoing component in the learner's education, happening before, during, and after an experience.
Connected Reflection
Link the "service" in the community with the structured "learning" in the classroom. Without structured reflection, students may fail to bridge the gap between the concrete service experience and the abstract issues discussed in class.
Challenging Reflection
Instructors should be prepared to pose questions and ideas that are unfamiliar or even uncomfortable for consideration by the learner in a respectful atmosphere.
Contextualized Reflection
Ensures that the reflection activities or topics are appropriate and meaningful in relation to the experiences of the students.
Methods of Effective Reflection
Is guided and purposeful
Occurs regularly throughout the trip
Provides opportunities for personal and group reflection
Fosters civic responsibility
DOs and DON'Ts of Reflection
Part 9
What is reorientation?
The process in which participants and programs readjust and transfer lessons learned on-break back to their lives on campus.

The “integration” or “Now What?” stage of the alternative break experience.

It should allow participants time to
present or communicate their experiences
-plan for future action, celebrate accomplishments
-further their education on the issue
-educate others about their issue
-provide a method for support and accountability for further growth.
Why is reorientation important?
-Helps participants deal positively with their alternative break experience.
-Keeps participants involved by acting on lessons learned.
-Promotes social awareness on campus.
-Helps to publicize for the future of your program.
-Transition to active citizen on campus. Active Citizen is the last stage on the Active Citizen Continuum. Reorientation is part of the Post-Break Transformation.
Methods of Reorientation
-Conduct one-on-ones to follow up with each participant.
-Organize weekly discussion groups at lunch for small groups.
-Facilitate educational discussions on social issues for other groups on campus.
-Bring speakers to your campus.
-Go with your group to relevant meetings and lectures.
•Provide books, articles, films, blogs, podcasts, music, art, etc. dealing with the issues you encountered during the week.
•Identify and encourage participants to pursue coursework related to social and community issues and service.
•Schedule films in your campus theater that relate to the issues you saw during the week. Hold a facilitated discussion session afterward.
•Organize a speaker panel on campus that addresses the social issues from your alternative break. Invite local community leaders, students and professors to speak.
•Have participants organize a campus reorientation/celebration session to share pictures, videos, stories, and education experiences from the trip. Invite people from the local community.
•Create a new organization on your campus related to the social issues worked on during the break.
•Plan a joint project with the organization(s) on campus that work on alcohol and other drug abuse prevention.
•Arrange a community agency fair for local and campus service organizations to talk about the different service opportunities in and around your campus and community.
•Set up a post-break service project, and utilize your group as the core organizers but open up to the whole campus.
•Write an article or letter to the editor in your local and college newspapers describing what you saw, felt, and what you feel can or needs to be done in your own community.
•Contact your political representatives and let them know about your interest in their actions regarding certain social issues.
•Set up an all campus event that allows participants to discuss what they learned about the social issues during their alternative break. Encourage the campus community to get involved with the break program.
•Plan a retreat for additional education and reflection.
•Continue to host activities for your group to focus on personal growth and development towards active citizenship.
•Organize a fundraiser for your host site on campus. Sell items that relate to the social issue (for example, Fair Trade and indigenous items made in the community you worked in) and/or teach more about the community you have returned from.
Free Time
Part 10
Teams versus Groups
What's the difference?
"A team is generally defined as a group of two or more people who share a common goal and are interdependent in that the tasks necessary to accomplish the goal require them to work together."
Gilbertson and Ramchandani, 1999
While a team is a group of people,
not all groups are teams.
A "team" is more than just a group of people. Members of a team are dependent upon one another to accomplish the team's goal. They are not able to accomplish the goal by themselves, but instead need the skills, talents, knowledge, and resources of others in order to reach the goal. As they work together to achieve a common goal, team members' relationships with each other mature.
Groups, on the other hand, come together because they share a common interest, and members are not interdependent.
This distinction between groups and teams is necessary because the role of leadership in teams should be deliberate, especially in the early stages of teamwork, to be effective.
Interdependent Relationship
Mutual Influence
Common Purpose
Must work with and for each other
Conservation, activities
Respect, trust, respond
Accomplish work, a project, report
Two Roles of Team Members
1. Get the job done! Accomplish the task, project or goal
2. Work with others in supportive, trusting relationships
What are some actions that help a team accomplish its two basic goals?
-Generate ideas
-Clarifying goals or information
-Linking concepts together
-Facilitating group process
-Attending to details
-Organizing thoughts, actions, or meetings
-Seeking or offering information
-Volunteering to do the work
-Planning next steps
-Summarizing decisions
What could you do to help a team build relationships among members so they can work together effectively?
-Deal with disagreements
-Seek input from others
-Respect others' contributions
-Supporting others
-Encouraging others
-Communicating clearly
-Sharing information
What makes an ineffective team?
-Remain silent, no participation
-Act bored, uninterested
-Seek recognition
-Withhold information
-Talk too much
-Overly criticize
-Have a hidden agenda
-Don't listen
-Lack a sense of humor
-Have an ego, know-it-all attitude
7 Characteristics of an Effective Team
1. Team members share leadership roles.
2. Team develops their scope of work.
3. Team members schedule work to be done and commit to taking time allotted to do work.
4. Team develops tangible work products.
5. Team members are mutually accountable for work products
7. Problems are discussed and resolved by the team.
Stages of Group Process
Icebreaker & Teambuilder List
Part 11
The art of leading people through a process toward agreed-upon objectives in a manner that encourages participation, ownership, and productivity from all involved.
The role of facilitator carries a great deal of power and control and, thus, a great deal of responsibility for the effectiveness of a session and for the progress of a group in a manner that encourages a supportive, inclusive environment.
-Discuss roles and responsibilities early on
-Discuss communication "limits"
-Utilize conflict resolution as a communication tool
-Allow time to plan together
-Develop agendas and itineraries, meetings, experiences
-Clearly define the roles and responsibilities
-Set ground rules together
Suggestions for Facilitation
Part 12
Conflict can be constructive as long as it is managed and dealt with directly when it does happen, and also working to prevent it, you will be able to maintain a healthy and creative atmosphere. They key is to remain open to other people's ideas, beliefs, and assumptions. When team members learn to see issues from the other side, it opens up new ways of thinking, which can lead to new and innovative solutions, and healthy team performances.
Conflict takes many different forms. It doesn't always have to be negative. Conflict often times leads to a better understanding of why the dispute first began in the first place. When approaching conflict, try to keep an open mind and look at it from the other person's or group's point of view.
Different Types of Conflict
Disagreement over interpretations, or analyses of information or data; judgement conflict
Based upon personalities, emotions, or values
Disagreement over a particular idea, thought, or action
Steps in Solving a Conflict
1. Speak directly to the person, using his/her name
Creates an environment of respect and honesty. Body language is a key component
2. State the problem
Identify the conflict. This is not an accusation but rather a clarification/specification of the situation(s), circumstance(s), or action(s) that led to the problem
3. Tell the person how you feel
Do not blame, but be sure to identify your feelings. Stress that your feelings are the result of the situation and not a reflection of your feelings toward the person with whom you are in conflict. Use "I" statements.
4. Tell the other person what you need
Identify your needs, as well as the root of the problem. Ask for specific result/solution/change in action that will enable you to move past the conflict
5. Work together to negotiation a solution
The person(s) can respond with what he/she can/cannot try to do in order to resolve conflict and/or avoid creating a similar conflict in the future. Share expectations, take turns, and encourage communication. This step enables the other person(s) to avoid feelings of guilt by being given the opportunity to change the next situation.
Conflict Management Style Resolution
Conflict Resolution Situation
Part 13
Diversity & Inclusivity
Dominate & Subordinate Group Activity
Diversity Within a Team
Team diversity is the significant uniqueness of each individual on a team. This should not only include the usual diverse selections such as religion, sex, age, and race, but also additional unique personality characteristics such as introverts and extroverts, liberals and conservatives, etc. Diversity also includes differences in thoughts and opinions. All of these differences can affect team interactions and performance.
Aside from the actual differences that create diversity, diverse teams have different challenges, benefits, and pitfalls than homogenous ones. The main benefit is that a diverse background fosters a creative environment. The man pitfall is that differences between team members can lead to destructive conflict.
Social differences that most frequently create a diverse environment are:
-Sexual Orientation
The benefits of these diverse backgrounds will not be seen unless the team is dedicated to a common goal.
Quick Reference Guide to Inclusive Language
Part 14
Rules, Procedures, Policies
First Aid/CPR Training
Van Use Policies
Financial Accountability
Risk Management
Title IX
Crisis Response Protocol
Crisis Response Checklist
Emergency Response Contact Form
Code of Conduct
Participant Health & Emergency Contact Form
Agency Insurance Certificate
Part 15
What next?
Meet with Student Civic Engagement Assistants and Trip Advisors as needed

Plan and develop effective meetings and pre-trip experiences for the trip participants

Develop teambuilding activities and reflection exercises for the trip

Become familiar with the logistics of the trip

Marketing strategies (Spring)

Get in contact with agency representative (when it gets closer to the trip)
Thank you!
Without the time, effort, interest, and skills of student leaders like yourselves, this program would not be able to happen. Thank you for helping to make a difference at Chapman and in the world!
-The SCE Team
Full transcript