Beyond Service-Learning: Helping Undergraduates Define and Plan for Lives of Civic Engagement at the University of Michigan

Civic engagement is increasingly recognized as a significant function of public universities. The university provides a variety of opportunities for civic engagement, including co-curricular activities, service learning opportunities, and specific majors and minors. This article reviews the attempt to embed civic engagement and civic education about the national debt and budget deficit issues in a university core curriculum course at Stephen F. Austin State University. We focus on specific issues of curriculum instruction and assessment of student learning of knowledge regarding the debt and deficit issues.

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Developing Civic Engagement in Distance Higher Education: A Case Study of Virtual Service-Learning (vSL) Programme in Spain

Open Praxis ◽

10.5944/openpraxis.9.2.578 ◽

2017 ◽

Vol 9 (2) ◽

pp. 235 ◽

Cited By ~ 3

Author(s):

Juan García-Gutierrez ◽

Marta Ruiz-Corbella ◽

Araceli Del Pozo Armentia

Keyword(s):

Higher Education ◽

Service Learning ◽

Civic Engagement ◽

Practical Aspect ◽

Digital Competence ◽

Ethical Competence ◽

Educación A Distancia ◽

Practical Development ◽

The University

Higher Education is demanding the need of a greater connection between its academic offer and the necessary civic engagement of the graduates. This has given Spain the opportunity, for just over a decade, to develop the methodology of service-learning, which combines both the theoretical and practical aspect of university learning with the practical development of solidarity and civic commitment of the students. At the Universidad Nacional de Educación a Distancia (UNED, Spain) we have designed an online service-learning proposal, based on the virtual exchange which occurs between the students from the UNED and the University of Porto-Novo (Benin), requiring practical classes of Spanish. The result favours continuing with this virtual service-learning project aimed at the exchange with other universities; strengthening the planning of the training proposal for the development of ethical competence and civic engagement; the design of solidarity service action that enhances global citizenship and intercultural dialogue, consolidates digital competence, etc., all in a virtual educational environment.

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We Made the Road by Talking: Teaching Education 310, “Service-Learning With Multicultural Elders” at the University of Michigan

Integrating Service Learning and Multicultural Education in Colleges and Universities ◽

10.4324/9781410606051-17 ◽

2014 ◽

pp. 169-184

Keyword(s):

Service Learning ◽

University Of Michigan ◽

The Road ◽

The University

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An Early Hands-On Introduction To Grossing And Frozen Section Technique For First-Year Residents

American Journal of Clinical Pathology ◽

10.1093/ajcp/aqaa161.072 ◽

2020 ◽

Vol 154 (Supplement_1) ◽

pp. S35-S35

Author(s):

A B Owczarczyk ◽

N Toth ◽

S L Skala

Keyword(s):

Service Learning ◽

Frozen Section ◽

Surgical Pathology ◽

First Year ◽

University Of Michigan ◽

Frozen Sections ◽

Section Technique ◽

Hands On ◽

Specific Feedback ◽

The University

Abstract Introduction/Objective First-year pathology residents begin their training with variable experience in anatomic pathology. At the University of Michigan, we have recently instated an introductory rotation (“Introduction to Surgical Pathology” [ISP]) all new residents experience prior to their core surgical pathology rotations. Methods For the first two weeks of ISP, residents learn to gross under the supervision of certified Pathologists’ Assistants. Residents gross biopsies to gain familiarity with dictation and grossing software prior to learning how to approach larger resections. Specific feedback about the content and organization of gross descriptions is provided by the rotation director, and residents are encouraged to review slides from complex specimens they grossed. After orientation, including a lab tour and simulated frozen sections, residents spend two weeks on-service learning to triage specimens (including breast resections and lymphoma work-ups), prepare and cut frozen sections, and participate in frozen reporting. We analyzed the effect of the experience on 8 residents with a 14-question (multiple choice and short answer) pre- and post-rotation quiz and through review of anonymous feedback. Results Overall, 7/8 residents improved on the post quiz, while one resident’s performance slightly decreased. Average scores improved by 5.1 (of 36) points or 14.2%. Scores markedly improved on questions related to cold ischemia time, lymphoma protocol, and frozen section documentation (1–4 residents correct pre- to all correct post- rotation). Residents had difficulty answering questions related to appropriate frozen section requests and mandatory specimen photography, but reported feeling somewhat confident about their ability to gross and to prepare frozen sections. Feedback revealed an appreciation of rotation organization, clear expectations, frozen section simulation, and rotation director availability for feedback and questions. Conclusion Overall, ISP is a subjectively and objectively valuable rotation. The quiz results and resident feedback have highlighted areas for future improvement, including more effective education about the role of frozen section in surgical management.

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Blackmaleness at a Public Regional University

eJournal of Public Affairs ◽

10.21768/8.1.7 ◽

2019 ◽

Vol 8 (1) ◽

pp. 134-155

Keyword(s):

Service Learning ◽

Civic Engagement ◽

Black Students ◽

First Generation ◽

Social Needs ◽

Economic Conditions ◽

Legal Services ◽

Regional University ◽

The University ◽

Exploratory Case Studies

The three exploratory case studies discussed in this article were drawn from a Civic Corps project at a public regional university and reveal challenges and obstacles that can disrupt the academic careers of Black male collegians. These barriers include the following: (1) University structures and disciplinary hegemony can suppress the needs of first-generation Black students, preventing the university community, and higher education institutions in general, from “hearing” how we might support them and enable their success; (2) first-generation Black students might require legal services to address conditions off campus that could undermine their persistence and success; and (3) university structures can fail to recognize the dramatic achievements and abilities of Black students. This article highlights how these structural obstacles, which are compounded by cultural, racial, and economic conditions, can be remediated through civic engagement and service-learning, organized by mentors sensitive to the financial, legal, and social needs of young Black men. Building on the minor success of the Civic Corps project, this article hopes to seed more research and to improve institutions’ ability to acknowledge the persistence of inequity and to provide Black students resources and access to programs that include civic engagement and service-learning.

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Novae in the Magellanic Clouds

International Astronomical Union Colloquium ◽

10.1017/s0252921100073334 ◽

1979 ◽

Vol 46 ◽

pp. 96-101

Author(s):

J.A. Graham

Keyword(s):

Large Magellanic Cloud ◽

Magellanic Cloud ◽

Magellanic Clouds ◽

University Of Michigan ◽

The Past ◽

Spectroscopic Information ◽

Objective Prism ◽

The University ◽

Small Cloud ◽

Low Dispersion

During the past several years, a systematic search for novae in the Magellanic Clouds has been carried out at Cerro Tololo Inter-American Observatory. The Curtis Schmidt telescope, on loan to CTIO from the University of Michigan is used to obtain plates every two weeks during the observing season. An objective prism is used on the telescope. This provides additional low-dispersion spectroscopic information when a nova is discovered. The plates cover an area of 5°x5°. One plate is sufficient to cover the Small Magellanic Cloud and four are taken of the Large Magellanic Cloud with an overlap so that the central bar is included on each plate. The methods used in the search have been described by Graham and Araya (1971). In the CTIO survey, 8 novae have been discovered in the Large Cloud but none in the Small Cloud. The survey was not carried out in 1974 or 1976. During 1974, one nova was discovered in the Small Cloud by MacConnell and Sanduleak (1974).

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