scholarly journals Re-Imagining Community-Engaged Learning: Service-Learning in Communication Sciences and Disorders Courses During and After COVID-19

2020 ◽  
Vol 5 (6) ◽  
pp. 1542-1551
Author(s):  
Michelle A. Veyvoda ◽  
Thomas J. Van Cleave
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Service Learning ◽  
Health Care Disparities ◽  
Clinical Skills ◽  
Cultural Knowledge ◽  
Cultural Humility ◽  
Knowledge Gain ◽  
Engaged Learning ◽  
Community Partner

Purpose Community-engaged learning, often practiced through service-learning pedagogy, has been shown to have numerous benefits for both students and communities in communication sciences and disorders undergraduate and graduate programs. While service-learning typically involves students applying their knowledge and learned skills to help satisfy an expressed community need, the recent shift to online learning combined with shuttered community partner organizations may make some practitioners hesitant to pursue the pedagogy. This tutorial reviews the literature on service-learning, its use in online learning, and ways in which faculty in higher education can re-imagine and prioritize community engagement during and after the COVID-19 pandemic. Conclusions Continued community-engaged learning, whether through virtual, hybrid, or in-person practice, is still an essential component of a liberal education that can help students practice clinical skills, develop cultural humility and cross-cultural knowledge, gain an understanding of social inequities and health care disparities, and build positive relationships with their community. There are ways for faculty to re-imagine service-learning course delivery in order to maintain the virtues of higher education, sharpen clinical skills, and develop civic engagement among students.

scholarly journals Students as Community Vaccinators: Implementation of a Service-Learning COVID-19 Vaccination Program

2022 ◽  
Author(s):  
Andrew R. Griswold ◽  
Julia Klein ◽  
Neville Dusaj ◽  
Jeff Zhu ◽  
Allegra Keeler ◽  
...  
Keyword(s):  
New York ◽  
Service Learning ◽  
Local Community ◽  
Clinical Skills ◽  
Learning Experience ◽  
New York State ◽  
Vaccination Program ◽  
Community Partner ◽  
Vaccination Programs ◽  
Academic Medical

Background: Service-learning is an integral component of medical education. While the COVID-19 pandemic has caused massive educational disruptions, it has also catalyzed innovation in service-learning as real-time responses to pandemic-related problems. For example, the limited number of qualified providers was a potential barrier to local and national SARS-CoV-2 vaccination efforts. Foreseeing this hurdle, New York State temporarily allowed healthcare professional trainees to vaccinate, enabling medical students to support an overwhelmed healthcare system and contribute to the community. Yet, it was the responsibility of medical schools to interpret these rules and implement the vaccination programs. Here the authors describe a service-learning vaccination program directed towards underserved communities. Methods: Weill Cornell Medicine (WCM) rapidly developed a faculty-led curriculum to prepare students to communicate with patients about the COVID-19 vaccines and to administer intramuscular injections. Qualified students were deployed to public vaccination clinics located in underserved neighborhoods across New York City in collaboration with an established community partner. The educational value of the program was evaluated with retrospective survey. Results: Throughout the program, which lasted from February to June 2021, 128 WCM students worked at 103 local events, helping to administer 26,889 vaccine doses. Analysis of student evaluations revealed this program taught fundamental clinical skills, increasing comfort giving intramuscular injection from 2% to 100% and increasing comfort talking to patients about the COVID-19 vaccine from 30% to 100%. Qualitatively participants described the program as a transformative service-learning experience. Conclusion: As new virus variants emerge, nations battle recurrent waves of infection, and vaccine eligibility expands to include children and boosters, the need for effective vaccination plans continues to grow. The program described here offers a novel framework that academic medical centers could adapt to increase vaccine access in their local community and provide students with a uniquely meaningful educational experience.

scholarly journals Institutional Logics and Community Service-Learning in Higher Education

2017 ◽  
Vol 47 (1) ◽  
pp. 137-152
Author(s):  
Alison Taylor ◽  
Renate Kahlke
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Service ◽  
New Institutionalism ◽  
Institutional Logics ◽  
Engaged Learning ◽  
Community Service Learning ◽  
Effect Change ◽  
Canadian Universities ◽  
Canadian Higher Education

This paper explores how community service-learning (CSL) participants negotiate competing institutional logics in Canadian higher education. Drawing theoretically from new institutionalism and work on institutional logics, we consider how CSL has developed in Canadian universities and how participants discuss CSL in relation to other dominant institutional logics in higher education. Our analysis suggests participants’ responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors’ use of hybrid logics to validate community-engaged learning as the strategy most likely to effect change in the field.  

Strengthening Communities of Inquiry Online and Offline: Exploring the Benefits and Challenges of Including Service-Learning in a Fully Online Women’s Global Health Course

2017 ◽  
Vol 4 (3) ◽  
pp. 218-226 ◽  
Author(s):  
Jody Early ◽  
Grace A. Lasker
Keyword(s):  
Higher Education ◽  
Health Promotion ◽  
Online Learning ◽  
Service Learning ◽  
Social Presence ◽  
Empirical Studies ◽  
Pilot Project ◽  
Positive Influence ◽  
Lessons Learned ◽  
The Impact

Online learning is no longer novel in higher education. Decades of research have proven it to be an effective modality for learning when designed and facilitated well to students who are ready and supported to participate in this type of instruction. With demand increasing for online and blended course and program offerings, faculty and practitioners who work in health education and promotion are pressed to adopt new paradigms of teaching and course development that engage the learner and cover professional competencies (many skills-based). While service-learning has become an integral facet of higher education, embraced by many disciplines for its positive influence on student learning and community, service-learning and community-based projects are not commonly part of online learning. Working in and with communities provides students opportunities to experience transformative moments that help them not only develop academically and professionally but also lead to increased social consciousness about the world around them. There is a need for empirical studies that explore the integration of service-learning in fully online health promotion courses. This article presents findings and lessons learned from a pilot project that explored the impact of service-learning on community of inquiry measures (e.g., cognitive presence, teacher presence, and social presence). The authors introduce a new online course model in health promotion that includes service-learning or other forms of community engagement.

Serving an International Higher Education Partner Using a Problem-Based Learning Format

2016 ◽  
pp. 375-385 ◽  
Author(s):  
Allen Marangoni ◽  
Rhonda Haley
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Service Learning ◽  
English Language ◽  
Physical Therapists ◽  
Learning Experience ◽  
Occupational Therapists ◽  
Community Partner ◽  
University Professors ◽  
Doctor Of Physical Therapy

Merida, Mexico, a community partner for service learning with Wheeling Jesuit University's (WJU) Doctor of Physical Therapy (DPT) program, is a city with a population of 800,000 people. This city lacked rehabilitation services to treat cardiopulmonary conditions, and the school of rehabilitation at the Universidad Autonoma de Yucatán (UADY) had no established educational programs addressing these conditions. In 2013 two English-speaking faculty members from the WJU DPT program provided the service of knowledge-sharing to this higher education partner through an extensive cardiopulmonary rehabilitation workshop in Merida. The workshop participants included physical therapists, occupational therapists, a physician, and rehabilitation students, all with Spanish as their primary language. Written and spoken language was identified as the primary barrier to providing the necessary education to the international students. The WJU Basic Science and Physical Therapy Skills courses, written in the English language, follow a problem-based format where students are asked to use resources to answer questions regarding patients with cardiopulmonary problems. These courses became the foundation for the solution to the language barrier problem. The information and students' answers from WJU courses were translated by UADY university professors over a several month period of time. During the workshop, the participants were separated into groups, each researching a topic using the provided translated materials to educate the others on their assigned topics. The participants used various methods to convey their new knowledge. There were interpreters available at all times during the workshop. Surveys at the conclusion of the workshop indicated that the learning experience was effective and enjoyable.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

Teaching Interreligious Encounter

2017 ◽  
Author(s):  
Hans Gustafson
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Case Studies ◽  
Course Design ◽  
Comparative Theology ◽  
Guest Speakers

This chapter offers instructors in higher education some basic tools and elements of course design for interreligious encounter in the undergraduate classroom. Aiming at practice over theory, it provides practical suggestions for fostering interreligious understanding from the first day of class through the end of the semester. These suggestions include the use of guest speakers, interdisciplinary case studies, in-class reflections, and interreligious community engagement (i.e., “service learning”), among others. Further, it provides a concise bibliography of basic introductory texts for both students and instructors in the areas of comparative theology, theologies of religions and religious pluralisms, and interreligious studies and dialogue.

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