LOW-INCOME TAXPAYER CLINICS AS A FORM OF SERVICE LEARNING

2010 ◽  
pp. 117-132 ◽  
Author(s):  
Christine C. Bauman
Keyword(s):  
Service Learning ◽  
Low Income

Successful leadership in a rural, high-poverty school: the case of County Line Middle School

2014 ◽  
Vol 52 (4) ◽  
pp. 422-445 ◽  
Author(s):  
Hans W. Klar ◽  
Curtis A. Brewer
Keyword(s):  
Middle School ◽  
Service Learning ◽  
Low Income ◽  
Leadership Practices ◽  
Leadership Strategies ◽  
High Poverty ◽  
Content Type ◽  
School Principalship ◽  
Successful School

Purpose – In this paper, the authors present a case study of successful school leadership at County Line Middle School. The purpose of the paper is to identify how particular leadership practices and beliefs were adapted to increase student achievement in this rural, high-poverty school in the southeastern USA. Design/methodology/approach – After purposefully selecting this school, the authors adapted interview protocols, questionnaires, and analysis frameworks from the International Successful School Principalship Project to develop a multi-perspective case study of principal leadership practices at the school. Findings – The findings illustrate the practices which led to students at this school, previously the lowest-performing in the district, achieving significantly higher on state standardized tests, getting along “like a family,” and regularly participating in service learning activities and charity events. A particularly interesting finding was how the principal confronted the school's negative self-image and adapted common leadership practices to implement a school-wide reform that suited its unique context. Research limitations/implications – While the findings of the study explicate the specific ways the principal adapted leadership strategies to enhance student learning, this study also highlights the need to understand how principals become familiar with their community's needs, cultures, norms, and values, and exercise leadership in accordance with them. Practical implications – The case offers an example of the need for context-responsive leadership in schools. In particular, it illustrates how this principal enacted leadership strategies that successfully negotiated what Woods (2006) referred to as the changing politics of the rural. To realize this success, the principal utilized his understanding of this low income, rural community to guide his leadership practices. Critically, part of this understanding included the ways the community was connected to and isolated from dominant sub-urban and urban societies, and how to build enthusiasm and capacity through appeals to local values. Originality/value – While it is widely acknowledged that school leaders need to consider their school and community contexts when making leadership decisions, less research has focussed on understanding how this can be achieved. This case provides rich examples of how this was accomplished in a rural, high-poverty middle school.

scholarly journals Seniors and Undergraduates Mutually Benefit From an Interprofessional Service-Learning Health Promotion Program

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 8-8
Author(s):  
Britteny Howell
Keyword(s):  
Older Adults ◽  
Health Promotion ◽  
Service Learning ◽  
Learning Outcomes ◽  
Low Income ◽  
Interprofessional Education ◽  
Interdisciplinary Teams ◽  
Health Promotion Program ◽  
Positive Health ◽  
Promotion Program

Abstract Although benefits of service-learning and interprofessional education (IPE) have been separately well documented to be effective for students in gerontology and geriatrics courses, few curricula appear to integrate both aspects into a single course for undergraduate students in public health. This poster discusses the development and implementation of a service-learning health promotion program utilizing IPE embedded within two courses in two different departments at a mid-sized university. Students worked in interdisciplinary teams and acquired interprofessional educational learning outcomes while they engaged in their first experiences working with diverse older adults at a low-income, independent-living housing community. Twenty-five students (N=25) each team-taught 2 sessions on nutrition, physical activity, and stress reduction techniques in a 10-week program. Qualitative and quantitative results are presented which demonstrate significant learning outcomes from the students about the health needs of the aging population and increased comfort in working with older adults. Older participants in the program also reported positive health and psychological outcomes from their participation. Limitations, challenges, and next steps are also presented.

Community Service Learning

2018 ◽  
pp. 1520-1534
Author(s):  
Tomesha Manora Farris ◽  
Denise Ross ◽  
Brandi Fontenot ◽  
Gaige Johnson ◽  
Margaret Uwayo ◽  
...  
Keyword(s):  
Middle School ◽  
Service Learning ◽  
Classroom Management ◽  
Low Socioeconomic Status ◽  
Low Income ◽  
Service Research ◽  
Community Service Learning ◽  
Negative Effects ◽  
Research Education ◽  
Low Income Families

Poverty and low-socioeconomic status can have negative effects on the academic and social outcomes of children and youth. However, despite the growing number of children and families from low-income communities, the American Psychological Association reports that the field of psychology has not contributed significantly to research, education, and advocacy initiatives for low-income families. The purpose of the START model was to recruit and train psychology majors to work in low-income communities by engaging them in service, research, and teaching activities in a middle school located in a high-poverty community. For one semester, psychology undergraduate and graduate students collaborated on a literacy and classroom management project with a local middle school in a low-income community. Results showed an increase in the number of psychology students interested in working with low-income populations and high rates of satisfaction for the teacher who participated. Barriers and facilitators to implementation are discussed.

Preparing Pre-Service Teachers' Expectations and Resilience

2017 ◽  
pp. 24-47
Author(s):  
Christine Rosalia
Keyword(s):  
English Language Learners ◽  
Service Learning ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
English Language ◽  
Graduate Program ◽  
Responsive Teaching ◽  
Subway Train

The purpose of this study is to describe an ongoing service-learning project that brings pre-service teachers in an MA graduate program in Teaching English as a Second Language to tutor English language learners in a low-income urban high school. Excerpts from nine different teachers on sessions with the same learner offer snapshots of the learner's progress as he interacts with them. Impact on teacher expectations and demonstrated resilience working with this student is evaluated in concert with how well the project embodies the standards of service-learning as mutually beneficial practice. An analogy will be drawn between the behaviors of passengers in a stopped subway train and the varied ways teacher candidates and the project as a whole embodies culturally responsive teaching.

Service Learning in Health Care for Underserved Communities: University of Iowa Mobile Clinic, 2019

2020 ◽  
Vol 110 (9) ◽  
pp. 1304-1307
Author(s):  
Melissa L. Palma ◽  
Andrea Arthofer ◽  
Kristen M. Halstead ◽  
Joyce M. Wahba ◽  
Denise A. Martinez
Keyword(s):  
Health Care ◽  
Rural Communities ◽  
Service Learning ◽  
Low Income ◽  
Underserved Populations ◽  
Safety Net ◽  
Mobile Clinic ◽  
University Of Iowa ◽  
Basic Services ◽  
Source Of Care

The University of Iowa Mobile Clinic (UIMC) is an interdisciplinary student-run free medical clinic founded in 2002. UIMC provides free health screenings, education, and basic services to underserved populations in Iowa: immigrants, refugees, migrant farmworkers, individuals experiencing homelessness, low-income individuals, and people who live in rural communities. Forty-four percent of patients surveyed use UIMC as their only source of care. Ninety-seven percent of patients surveyed rate care as excellent or good. UIMC is a crucial safety net health care resource in Iowa to improve health equity.

Health Advocacy Project: Evaluating the Benefits of Service Learning to Nursing Students and Low Income Individuals Involved in a Community-Based Mental Health Promotion Project

2016 ◽  
Vol 13 (1) ◽  
pp. 97-108 ◽  
Author(s):  
Joan Samuels-Dennis ◽  
Liudi Xia ◽  
Sandra Secord ◽  
Amelia Raiger
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Mental Illness ◽  
Nursing Students ◽  
Service Learning ◽  
Low Income ◽  
Interpersonal Violence ◽  
Mental Health Promotion ◽  
Early Recovery ◽  
Health Advocacy

AbstractPoverty, along with other factors such as unemployment, work and life stressors, interpersonal violence, and lack of access to high quality health and/or social services all play a role in determining who develops a mental illness and for whom those symptoms persist or worsen. Senior nursing student preparing to enter the field and working in a service learning capacity may be able to influence early recovery and symptom abatement among those most vulnerable to mental illness. A consortium of community stakeholders and researchers collaboratively designed a 10-week mental health promotion project called the Health Advocacy Project (HAP). The project combines case management and system navigation support delivered by trained and highly supervised nursing students to individuals experiencing major depressive disorder (MDD) and/or post-traumatic stress disorder (PTSD). In this article, we present the findings of a qualitative fidelity evaluation that examines the effectiveness of nursing students in delivering the health advocacy intervention at the level and with the intensity originally intended. The findings demonstrate how the services of senior nursing students may be optimized to benefit our healthcare system and populations most at risk for developing MDD and PTSD.

scholarly journals Community Psychology at a Regional University: On Engaging Undergraduate Students in Applied Research

2020 ◽  
Author(s):  
Amie R McKibban ◽  
Crystal Nicole Steltenpohl
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Low Income ◽  
Community Psychology ◽  
Applied Research ◽  
Community Partners ◽  
Case Examples ◽  
Regional University ◽  
Challenges And Opportunities ◽  
Service Learning Projects

Engaging students in service learning projects grounded in community psychology values and practices when working in a rural, conservative area provides several challenges and opportunities for faculty members. The authors share processes and outcomes from three case examples taking place between 2010 and 2013: (1) running focus groups and survey development with a local YMCA branch that predominantly serves people of color in low income housing, (2) the development of a strategic plan for the implementation of an art crawl in the local downtown community, and (3) the development and execution of an asset map evaluating supportive resources and spaces available to the local LGBTQA community. The authors reflect on feedback from students and community partners. These case examples highlight the complexity of balancing students’ skillsets, work and other life obligations, and desire to use classroom knowledge in community settings. It also highlights the importance of preparing community partners for working on applied research. We provide recommendations based on each project’s challenges and successes for universities and communities of similar demographics. Working in rural, conservative settings provide their own challenges and opportunities, but are well worth it if implemented in an intentional way, and more research is needed to strengthen our understanding of how best to engage students from a variety of social and political backgrounds.

scholarly journals Deeper Learning through Service: Evaluation of an Interprofessional Community Service-Learning Program for Pharmacy and Medicine Students

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Megan Clark ◽  
Meredith McKague ◽  
Vivian R. Ramsden ◽  
Shari McKay
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Community Service ◽  
Low Income ◽  
Interprofessional Education ◽  
Pharmacy Students ◽  
First Year ◽  
Community Service Learning ◽  
Learning Program ◽  
New Findings

Abstract   Background  This Community Service-Learning Project (CSLP) at the University of Saskatchewan is designed to help students develop patient-centred care practices in urban underserved settings.  First-year medical and pharmacy students partner interprofessionally to both learn and serve, working with community-based organizations (CBOs) that primarily serve either low-income or newcomer residents of Saskatoon. Since the CSLP’s pilot year in 2005-2006, 98 first-year medical and pharmacy students have participated in the CSLP.       Methods and Findings  We evaluated the outcomes and processes of the CSLP since the 2006-2007 year, using mixed methods: end-of-project questionnaires; document analysis looking for key and recurrent themes; end-of-project semi-structured interviews with CBO coordinators and clients. We examined students’ experiences, including satisfaction, achievement of learning objectives, learning processes, and perceived outcomes. Students’ main learning outcomes related to client-centered approach, interprofessional attitudes and skills, and personal development. Various learnings related to program processes are reported.   Conclusions  Our evaluation reinforced findings from the literature on both interprofessional education and community service-learning, as well uncovering some new findings.   Students described a transformative learning experience that helped them begin to develop understanding and skills to work more effectively with clients in urban underserved settings.

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