The discussion considers implications for professional service delivery and programme development. Future research could extrapolate findings to other Arab countries and to Arab peoples living in the non-Arab world.

This study counterbalances Western-derived evidence by describing Elders' and students' perspectives of Indigenous service-learning through Indigenous research methodology. Data collection took place in a midsize Canadian university after an Indigenous service-learning public networking forum. The purposive sample consisted of three Indigenous elders and five Indigenous students. Immediately following the event, Elders participated in a focus group, and then students completed a survey. Qualitative themes were interpreted using conversational method and relational analysis. Elders called for the replacement of the term service-learning, re-rooting of the term Indigenous, and respect for the Elders' roles and knowledges. Interconnected themes by Elders and students signalled a necessary shift from service-learning to relational learning. Such connections reveal the core purpose of relational learning with Indigenous communities as maintaining good relations through humility, respect, honesty, and reciprocity while responding to the interconnected priorities of the land, traditional ways, Elders, and common language. Findings signal decolonizing opportunities for relational learning with Indigenous communities.

This chapter describes a multidisciplinary faculty self-study about reciprocity in service-learning.The study began with each co-author participating in a Decoding interview. We describe how Decoding combined with collaborative self-study had a positive impact on our teaching practice. The experience of this group of students and their professors, two co-authors of this chapter, is all too common and not an isolated incident. This is not surprising given that it has been argued that "service learning pedagogy requires and fosters learning-often transformational, paradigm-shifting learning-on the part of everyone involved, including faculty" (Clayton, Bringle & Hatcher 2013, 245). Indeed, given that service-learning necessitates faculty giving up control and working reciprocally with partners, sometimes much more than bridges need to be shifted and changed. Recognizing this, and due to our commitment to developing our teaching practice, we, the authors of this article, set out to investigate our own thinking with regard to reciprocity through a collaborative self-study, which included the use of a Decoding interview (Pace & Middendorf 2004). Building Bridges from the Decoding Interview to Teaching PracticeOur initial research examined how the Decoding interview followed by our self-study process generated learning about reciprocity specifically (Miller-Young, Dean, Rathburn, Pettit, Underwood, Gleeson, Lexier, Calvert, and Clayton 2015). In this chapter we report how Decoding had an impact on four areas of our teaching practice: 1) our identity and role as teachers, especially in an experiential learning setting; 2) the discovery of similarities and differences we shared with colleagues from diverse disciplines; 3) new strategies for forging meaningful and truly reciprocal relationships with partners in global service-learning field schools; and finally, 4) our design, delivery and assessment in field schools. Background and Methodology

An increasing trend of universities is to provide students with opportunities to engage in global learning experiences (GLE) as part of their program of study. While there are numerous papers on the benefits of international and study abroad programs, there is little research on factors that impact GLE. This study evaluated the student perspective through qualitative and quantitative responses to surveys and questions posed during a period of three years. The results suggested that students’ motivation and expectations of the experiences were varied. Moreover, planning is critical for GLE experiences to have a positive impact on students.

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