Service Learning 201: Beyond the Basics

2008 ◽  
Vol 11 (1) ◽  
pp. 36-40 ◽  
Author(s):  
Lisa Schoenbrodt
Keyword(s):  
Service Learning ◽  
Communication Disorders ◽  
Undergraduate Curriculum ◽  
Speech Pathology ◽  
Community Agency ◽  
Community Partner ◽  
Graduate Courses ◽  
The Past ◽  
Introductory Class ◽  
University Training

Abstract Service learning is not a new concept in the field of education or communication disorders, involving a partnership that is formed between a community agency and a university training program. For service learning to effective, equal “buy in” is needed from all parties involved. Service learning is a natural fit in the area of communication disorders because the types of agencies involved and the types of experiences dovetail with the range of disorders in the population. In one department of Speech Pathology, we offered a variety of service-learning courses to students in training throughout their undergraduate curriculum, with different commitments in terms of time to service. In the past, our introductory level coursework involved brief experiences that were woven into the coursework, but was not the intensity of time or commitment that is required in graduate courses. In addition, with this introductory class, I had to consider the level of the student with little to no background with individuals with disabilities. These factors led us to design a service-learning course that incorporated time directly spent with the community partner agency on site and time spent indirectly planning an activity for clients at the community center.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

scholarly journals Conceptual Framework for Assessing Process Variables Salient for Service-Learning Experience

2020 ◽  
Author(s):  
Ka Hing Lau ◽  
Robin Snell
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Course Design ◽  
Learning Experience ◽  
Community Partner ◽  
Positive Role ◽  
Data Set ◽  
The Past ◽  
Multi Stakeholder ◽  
Effective Integration

Service-learning is an established pedagogy which integrates experiential learning with community service. It has been widely adopted in higher education around the world including in Hong Kong, yet the key ingredients that determine its successful impacts for its stakeholders have not been fully assessed. This study reviewed the past literature, which indicates the key ingredients that may be found in successful service-learning programmes. We identify six key ingredients: students provide meaningful service; the community partner representative plays a positive role; effective preparation and support for students; effective reflection by students; effective integration of service-learning within the course design; and stakeholder synergy in terms of collaboration, communication and co-ownership. In order to obtain an inter-subjectively fair and trustworthy data set, reflecting the extent to which those key ingredients are perceived to have been achieved, we propose a multi-stakeholder approach for data collection, involving students, instructors and community partner representatives.

Client Safety and Telepractice in a Clinic or Home Setting

2013 ◽  
Vol 3 (2) ◽  
pp. 41-43
Author(s):  
Lyn Tindall
Keyword(s):  
Communication Disorders ◽  
Speech Pathology ◽  
Professional Issues ◽  
Efficacy Data ◽  
Home Setting ◽  
Safe Environment ◽  
Technological Advances ◽  
Assessment And Treatment ◽  
Available Technology ◽  
And Gender

Telepractice is an exciting addition to the arsenal of speech-language pathologists for delivering services. Efficacy data continues to emerge proving the benefit of using available technology to provide assessment and treatment for persons with a variety of communication disorders, ages, and gender. In addition to providing assessment and treatment using telepractice technology, several professional issues have arisen which must be addressed before implementation of this service delivery system. Licensure and reimbursement have been at the forefront, as well they should. However, client safety is another issue that should also be addressed. Providing speech pathology services in a safe environment is a concept which may not have been considered before technological advances made it possible to provide services to someone while not being physically present.

Australian Orthodontists Utilization and Attitude Toward a Government Funded Cleft Scheme

2021 ◽  
pp. 105566562198912
Author(s):  
Morgan Wishney ◽  
Aziz Sahu-Khan ◽  
Peter Petocz ◽  
M. Ali Darendeliler ◽  
Alexandra K. Papadopoulou
Keyword(s):  
Cleft Palate ◽  
Online Survey ◽  
Cleft Lip ◽  
Training Programs ◽  
Capital City ◽  
Australian Society ◽  
Capital Cities ◽  
The Past ◽  
Orthodontic Training ◽  
University Training

Objectives: To (1) survey Australian orthodontists about their involvement with a government-funded scheme for patients with clefts, the Medicare Cleft Lip and Cleft Palate Scheme (MCLCPS) and (2) investigate their attitude toward treating patients with clefts and their training in this respect. Design: A 13-question online survey was distributed to members of the Australian Society of Orthodontists. The survey gathered information regarding respondent demographics, the number of MCLCPS-eligible patients seen in the past 12 months and usual billing practices. Results: A total of 96 complete responses were obtained. About 70% of respondents had treated MCLCPS-eligible patients in the past 12 months and 55% saw between 2 and 5 patients during this time. The likelihood of treating patients with clefts increased by a factor of 4.8 (95% CI: 1.2-18.9) if practicing outside of a capital city and 1.5 times for each decade increase in orthodontist’s age (95% CI: 1.0-2.2). The MCLCPS was utilized by 81% of orthodontists with 26% of these respondents accepting rebate only. Most orthodontists felt their university training could have better prepared them to treat patients with clefts. A minority of orthodontists felt that a rebate increase would make them more likely to treat these patients. Conclusions: Australian orthodontists who treat patients with clefts tend to be older and work outside of capital cities. The decision to treat these patients tends to not be financially motived. Specialty orthodontic training programs could improve the preparedness of their graduates to treat patients with clefts.

The J. C. Richardson Lecture: Prospects for Canadian Medical Neurology

1975 ◽  
Vol 2 (2) ◽  
pp. 101-107 ◽  
Author(s):  
D.W. Baxter
Keyword(s):  
Clinical Investigation ◽  
Postgraduate Education ◽  
High Standard ◽  
Undergraduate Curriculum ◽  
Influential Factors ◽  
Work Patterns ◽  
Consultation Service ◽  
The Past ◽  
Fundamental Research

In 1975, medical neurology is a well established, viable, growing specialty in Canada. There are now almost 250 neurologists scattered across the country, congregated largely in the hospitals associated with our 16 medical schools. Neurology is a major component of the undergraduate curriculum in each of these schools, and the majority of schools are approved for postgraduate training in our specialty. The Royal College has certified an average of 18 new neurologists each year for the past five years. In our hospitals we work closely with our internist and neurosurgical colleagues and we receive the support of highly competent teams of neuropathologists, clinical electrophysiologists and neuroradiologists. We believe that we provide a generally high standard of consultation service to our medical and surgical colleagues. We accept direct responsibility for patients suffering from a host of acute neurological problems, but we accept long term responsibility for very few. We do a great deal of teaching at both the undergraduate and graduate levels. In fact, the major role which neurology plays in undergraduate curricula, and the stimulus of postgraduate education, probably have been the two most influential factors shaping the number, work patterns and distribution of Canadian neurologists. Many of us are engaged in clinical investigation, but relatively few medical neurologists in Canada make fundamental research contributions.

Future Perioperative Registered Nurses: An Insight into a Perioperative Programme for Undergraduate Nursing Students

2008 ◽  
Vol 18 (10) ◽  
pp. 432-435 ◽  
Author(s):  
Karen Clark-Burg
Keyword(s):  
Nursing Students ◽  
Undergraduate Curriculum ◽  
Undergraduate Nursing Students ◽  
Perioperative Nursing ◽  
Undergraduate Nursing ◽  
Operating Room Nurses ◽  
The University ◽  
University Training ◽  
Nursing Training ◽  
Insight Into

An Australian College of Operating Room Nurses (ACORN) submission (ACORN 2002–2008) recently stated that the specialities that suffered significantly from the transition of hospital-based nursing training to university training were the perioperative specialty, critical care and emergency. The main reason for this was that perioperative nursing was not included in the undergraduate nursing curriculum. Less than a handful of universities in Australia offer the subject as a compulsory unit. The University of Notre Dame Australia (UNDA) is one of these universities. This paper will provide an insight into the perioperative nursing care unit embedded within the Bachelor of Nursing (BN) undergraduate curriculum.

Service Learning: The Past, the Present, and the Promise

1996 ◽  
Vol 32 (4) ◽  
pp. 122-125
Author(s):  
Gregory J. Conderman ◽  
Victoria Patryla
Keyword(s):  
Service Learning ◽  
The Past

The impacts and success factors of a work-from-home service-learning internship during COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
May Mei Ling Wong ◽  
Ka Hing Lau ◽  
Chad Wing Fung Chan
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Communication Systems ◽  
Work Performance ◽  
Success Factors ◽  
Management Practice ◽  
Community Partner ◽  
Content Type ◽  
Work From Home ◽  
Student Interns

PurposeCOVID-19 has changed the way we teach and learn, including service-learning (S-L). This study examines the impacts of the work-from-home (WFH) mode on the work performance and learning outcomes of student interns on an eight-week S-L internship programme, and the key factors in terms of its success.Design/methodology/approachA qualitative research methodology is adopted by interviewing nine student interns and four supervisors from three community partner organisations (CPOs) to understand their experiences of how the WFH mode has impacted intern work performance and learning outcomes. Thematic analysis is used for the data analysis.FindingsThe interns uncover a number of negative WFH impacts on the S-L internship, including ineffective communication and management practice, low work efficiency and quality, a lack of task variety and learning opportunities and distractions in the home environment. Furthermore, five critical factors for WFH success are also identified, including prior preparation, effective communication systems, personal motivators at work, the nature of the job in relation to it being suited to the WFH mode, and organisational support.Originality/valueThe study examines impacts on student work performance and learning outcomes in an S-L summer internship programme operating under the WFH mode as a result of the COVID-19 pandemic. Key success factors and practical recommendations have been developed for enhancing the future success of S-L internships operating under the WFH mode.

College Students Training Law Enforcement Officers: The Officer Charlie Get Fit Project

2021 ◽  
Vol 78 (2) ◽  
Author(s):  
Lawrence Judge ◽  
Tonya Skalon ◽  
Makenzie Schoeff ◽  
Shannon Powers ◽  
James Johnson ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Law Enforcement ◽  
Service Learning ◽  
Learning Style ◽  
Police Officers ◽  
Community Partner ◽  
Fat Percentage ◽  
Law Enforcement Agencies ◽  
Data Collection And Analysis ◽  
Project Officer

While most law enforcement agencies recognize the importance of physical fitness for their officers and encourage them to maintain an adequate level of fitness, many find it difficult to implement a fitness program successfully. Prior studies and literature support the implementation of community-centered fitness initiatives. The purpose of this study was to (1) describe participant outcomes from the service- learning project Officer Charlie Get Fit Project and (2) delineate Kolb’s experiential learning model implemented by undergraduate kinesiology majors when applied in an exercise setting. Students were charged with working directly with police officers over an 8-week program with the goal of lowering health-risk factors for the participants. Additionally, the project provided an opportunity for students to assess their own learning style and infuse it in a real-world professional application. Participants included 16 police officers (M = 44.6, SD = 10.7 years of age) and one elected city administrative official. Paired sample t tests revealed nonsignificant differences between the pretest and posttest scores on the 10 fitness measures. Descriptive statistics revealed improvements in categories of body weight, BMI, waist circumference, hip circumference, resting heart rate, systolic blood pressure, diastolic blood pressure, sum of skinfolds, and overall body fat percentage. Participant exit interviews indicated positive qualitative results. The student reflection piece indicated that the frequent writing helped with (1) the myriad of planning and preparation issues, (2) selecting a community partner and recruiting participants, and (3) data collection and analysis. This study was an important assessment of immersive learning opportunities provided through classroom lecture and development of community partnerships.

scholarly journals Spaces In-between: Text Poems from Community Practice and Research

2018 ◽  
Vol 3 (1) ◽  
pp. 114-131 ◽  
Author(s):  
Paula Gerstenblatt ◽  
Diane Rhodes ◽  
Lida Holst
Keyword(s):  
Service Learning ◽  
Social Issues ◽  
Lessons Learned ◽  
Community Practice ◽  
Community Members ◽  
University Partnerships ◽  
The Past ◽  
Teacher Researcher ◽  
Fellow Teacher ◽  
Artist Teacher

A commitment on the part of the academy to address social issues has increased over the past three decades, resulting in service learning courses, volunteering opportunities, and community-university partnerships. Faculty, staff, and community practitioners collaborating to lead these efforts often carry enormous responsibility and answer to often competing interests of students, community members, and universities. Using the experience of an scholar/artist/teacher in a university-community partnership founded by the first author in a racially polarized town, this article explores the potential of arts-based methods, specifically poetry and collage, to mitigate the consequence of this work. The format is a dialogue between two engaged teacher/researcher/practitioners and friends to clarify the hidden experience of the researcher with narrative truth to articulate and share not only experiences, but also lessons learned as a contribution to our fellow teacher/researcher/practitioners.

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