With our flight to Cochabamba quickly approaching, I’m pacing with excitement, thinking about all the work, connections, and experiences that await us at CEOLI! Our team is working with CEOLI, a school for disabled children and young adults in Cochabamba, Bolivia. CEOLI provides not only education but also healthcare and essential support services for children and young adults with disabilities, empowering them to gain skills for self sufficiency and more independent lives. My initial impression of the organization and its staff is one of profound admiration. They are deeply passionate and committed to their mission, working tirelessly despite systemic barriers such as limited financial resources and societal obstacles for individuals with disabilities. What struck me most about CEOLI is that their care and dedication extend beyond the school walls. They are actively engaged with the larger community to improve societal perceptions of those with disabilities and create a more inclusive environment. The organization’s work is critical in Cochabamba because it fills a significant gap in access to specialized education and healthcare for low income families, many of whom would otherwise be unable to provide these opportunities for their children.

The scope of our project focuses on three main deliverables for CEOLI. First, we are conducting an equipment needs assessment to procure at least 90% of identified items, ensuring that the children have access to the resources they need to learn and thrive. Second, we are creating a curated compilation of free or low-cost professional development trainings aimed at improving staff skills, with a goal of at least a 75% staff completion rate and a 20% increase in staff confidence scores. Third, we are developing network connections and follow up engagement opportunities with other organizations to strengthen CEOLI’s professional and community partnerships. These deliverables will culminate in a comprehensive final report and presentation that incorporates our first hand experiences. The methodology for our work is collaborative and iterative, incorporating CEOLI staff feedback throughout the process. This ensures that the solutions we propose are practical, tailored, and aligned with the organization’s long term goals.

For the international part of the program, our team is eager to take our work from the classroom to real world application. A central goal is to meet with CEOLI contacts, Ronald and Ariel, in person to share our findings. This interaction is crucial as it allows us to adjust our recommendations so they truly fit CEOLI’s needs. We hope to provide resources that have lasting impact, whether through staff trainings, improved access to essential equipment, or strengthened professional networks. In the end, our aim is for CEOLI to actively use these tools, helping the organization operate more efficiently and enhancing the learning and support experiences for their students.

One of the challenges we anticipate in working with CEOLI relates to cultural norms in Bolivia. Bolivian business culture is highly relationship oriented, meaning trust and personal connections are critical before any professional agreements or collaborations can be effectively established. Professional competence matters, but the process of building rapport through face to face interaction is equally valued. Additionally, social hierarchies and respect for tradition particularly in indigenous communities plays a significant role in decision making and negotiation. Formal greetings, respect for local customs, and patience are important, and while Bolivians generally prefer direct communication, it is essential to balance candor with cultural sensitivity. These norms may require our team to approach discussions more slowly and intentionally, allowing relationships to develop and ensuring that feedback is communicated respectfully. Language barriers are another practical consideration. Although we will make every effort to communicate clearly, misinterpretation or nuances may occasionally pose challenges, requiring patience, active listening, and flexibility.

Reflecting on class discussions and readings, several have deeply influenced my perspective and preparation for this project. The article “What Should Be Learned Through Service Learning?” by Delli Carpini and Keeter highlighted the unique value of combining academic study with hands on, community based experience. I was struck by the concept that service learning not only benefits the community but also enhances students civic knowledge and engagement. The research showed that volunteer experiences increase factual understanding, motivation, and skills, which together foster informed and active citizenship. Applying this to CEOLI, I realize that our engagement is not simply a one time service act but it is an opportunity to develop practical skills such as project management, communication, collaboration. It’s also a chance to understand the systemic and cultural contexts affecting the organization. This ties directly into the central tension in service learning identified by the authors which is balancing experiential learning that produces engaged citizens with academic learning that transmits critical knowledge. The GSL program uniquely positions us to engage in both.

Other class discussions that resonated with me included the distinction between service learning and community service. While both involve helping others, service learning emphasizes reflection, intentionality, and the integration of academic knowledge with practical action. This framework encourages a deeper understanding of the societal issues we engage with and strengthens our critical thinking and problem solving skills. Another impactful discussion centered on the ethics of project management, highlighting cultural differences in communication and the importance of honesty and transparency. For instance, in Bolivia, there is a strong value placed on “saving face,” and failing to fulfill commitments can be seen as shameful. Awareness of such norms is essential to maintaining trust and fostering effective collaboration with CEOLI staff. The class also emphasized the concept of “Discomfort as Learning,” which I anticipate will be highly relevant during our project. We will encounter challenges such as language barriers, unfamiliar work processes, and resource limitations that may feel uncomfortable at first. However, reflecting on these moments allows for growth, adaptability, and leadership development. Learning to navigate these situations collaboratively with my team, while remaining client focused, is a key skill I hope to strengthen during this experience.

The backstory of CEOLI reinforces why this project is meaningful. Bolivia’s culture of philanthropy is not as developed as in the United States, which creates additional challenges for organizations supporting children with disabilities. CEOLI has historically relied on creative, entrepreneurial approaches to fundraising such as selling greeting cards made by their students in the U.S. to sustain their programs. Through our GSL project, we aim to further these efforts by providing tangible resources, training, and networks that will make the organization more self sufficient. In terms of skills, this project allows for growth in both hard and soft skills. On the technical side, we are engaging in project planning, needs assessment, and professional development curation. On the interpersonal side, we are practicing leadership, collaboration, communication, and adaptability. Working with CEOLI provides a real world environment to refine these skills, particularly in cross cultural contexts.

This Global Service Learning experience is more than a project but it is an opportunity for mutual growth, learning, and impact. CEOLI has inspired me with their unwavering dedication to children with disabilities despite resource constraints and societal challenges. Our goal is to support them in practical, meaningful ways through equipment, training, and networking while learning from their expertise and approach to community development. As I reflect, I recognize that this experience is teaching me not only about project management, cultural awareness, and professional collaboration but also about empathy, patience, and the transformative power of service. I hope to carry the lessons learned from CEOLI and this program into my future academic, professional, and civic endeavors, embracing a mindset of reciprocity, humility, and lifelong learning. With the plane taking off soon, I can’t help but feel that this journey is already beginning to shape not just our project, but the way I approach learning, service, and the world around me.