Shifting perspectives on pain management after an interprofessional international service learning experience: A qualitative assessment of pilot data

2018 ◽  
Vol 32 (5) ◽  
pp. 645-647 ◽  
Author(s):  
Catherine D. Noonan ◽  
Sarah Scow ◽  
Brittany A. Sheagley ◽  
Jennifer Bunn
Keyword(s):  
Pain Management ◽  
Service Learning ◽  
Learning Experience ◽  
Qualitative Assessment ◽  
International Service Learning ◽  
International Service ◽  
Pilot Data

Writing Partners

2018 ◽  
pp. 202-222
Author(s):  
Sarah Blomeley ◽  
Amy Hodges Hamilton
Keyword(s):  
Service Learning ◽  
Learning Experience ◽  
College Level ◽  
Community Partner ◽  
Community Members ◽  
International Service Learning ◽  
International Service ◽  
Learning Contexts ◽  
Political Implications ◽  
Writing Assignment

This chapter describes and analyzes a writing assignment, an oral history project, developed for a college-level service-learning composition class. In bridging the writer with a single community partner and inviting the pair to jointly compose a memoir, this assignment can create a successful service-learning experience by engaging students and community members in projects that are beneficial and hold important personal, social, and political implications. The chapter also considers how the project, up to this point used successfully in local service communities, might fare in international service learning contexts.

International Service-Learning

2016 ◽  
pp. 420-445 ◽  
Author(s):  
Joellen E. Coryell ◽  
Trae Stewart ◽  
Zane C. Wubbena ◽  
Tereza Cristina Valverde-Poenie ◽  
B. J. Spencer
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Learning Experience ◽  
Comparative Case Study ◽  
Future Research ◽  
International Service Learning ◽  
International Service ◽  
Working Together ◽  
Cultural Dialogue ◽  
The University

International Service-Learning (ISL) is a structured service-learning experience in another country where students learn from interaction, cross-cultural dialogue, and reflection. This humanistic pedagogy was utilized at the University of Canterbury after earthquakes rocked Christchurch, New Zealand (NZ) in 2010 and 2011. The present comparative-case study examined United States (US), European Union (EU), and Kiwi students' transformative learning through working together in a university-based ISL course designed around re-building Christchurch. Data were analyzed through the Kiely's (2005) Transformative Service-Learning Model. The findings of this study contribute new elements to the dimension of the model and argue that the concept of global citizenship may better explain a mixed cohort of international students' service-learning experiences in a post-disaster setting. Implications to the study's findings and recommendations for future research are briefly discussed.

scholarly journals Qualitative Assessment of the Learning Outcomes of an International Service Learning Project in Civil Engineering

2015 ◽  
Vol 10 (1) ◽  
pp. 38-58 ◽  
Author(s):  
Ann E. Jeffers ◽  
Paul A. Beata ◽  
Beverly Strassmann
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Civil Engineering ◽  
Relevant Literature ◽  
Qualitative Assessment ◽  
Global Competency ◽  
International Service Learning ◽  
International Service

A qualitative study was performed to determine the learning outcomes of an international service learning project in civil engineering. The university program involves the student-led design and construction of suspended pedestrian bridges in rural Bolivia. Five students traveled to Bolivia for a period of four weeks to oversee the construction of a bridge. The students were asked to keep reflective journals that were guided by a series of writing prompts. We analyzed the qualitative data within a phenomenological framework, which allowed common themes to be identified from the data. The measured learning outcomes include technical competency, adaptability, creativity, global competency, cross-cultural communication skills, and teamwork and interpersonal communication skills. The data are examined in relation to relevant literature and supporting quotes from the students’ journals are provided. Our findings support the ideas that international service learning experiences in engineering strengthen global competency and communication, improve mastery of technical skills, and instill an understanding of the social context of engineering work. Additionally, complications that arose in the field taught the students adaptability, which is defined here as the ability to modify an engineering design to meet the constraints imposed in the field. As a result of our analysis, we propose reflection questions that allow the assessment of technical and non-technical learning outcomes. 

Program Evaluation Regarding Domestic Versus International Service Learning Experience

2015 ◽  
Vol 69 (Suppl. 1) ◽  
pp. 6911510146p1
Author(s):  
Corinne Wolfe ◽  
Lynne Oberle ◽  
Megan Myers ◽  
Andrea Haskell ◽  
Allison Blakely
Keyword(s):  
Program Evaluation ◽  
Service Learning ◽  
Learning Experience ◽  
International Service Learning ◽  
International Service

The Impact of Service Learning on Associate Degree Nursing Students' Cultural Competence

2020 ◽  
Vol 26 (3) ◽  
pp. e77-e81
Author(s):  
Eileen Marie Rodriguez
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Health Care Disparities ◽  
Learning Experience ◽  
Care Facility ◽  
International Service Learning ◽  
International Service ◽  
Adn Students ◽  
Student Version ◽  
The Impact

Associate's Degree in Nursing (ADN) programs rarely offer international service learning experiences. A project involving an ADN program in a southwestern U.S. border city and a care facility in a nearby city in Mexico was initiated to address cultural competence. The purpose of this study was to assess the impact of an international service learning experience on ADN students' cultural competence as measured by pre- and post-scores on the student version of the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV). Twenty third-semester ADN students participated in a 1-day cross-border international experience. Descriptive statistics provided summaries about the participants and their IAPCC-SV scores. Results indicated a positive effect between participating in an international service learning experience and increased levels of cultural competence. Increasing ADN students' cultural competence through international service learning may help reduce health care disparities among different cultures, promote care that enhances communication between nurses and patients, and build upon therapeutic relationships. International service learning provides ADN students the opportunity to incorporate classroom learning into their care of populations living within diverse communities.

Planning Service-Learning Abroad for Teacher Candidates

2017 ◽  
pp. 117-139 ◽  
Author(s):  
Michele Lynn Regalla
Keyword(s):  
Costa Rica ◽  
Service Learning ◽  
English Learners ◽  
Teacher Candidates ◽  
Learning Experience ◽  
Faculty Members ◽  
Diversity Course ◽  
International Service Learning ◽  
International Service ◽  
College And University

The purpose of this chapter is to provide guidelines to education college and university faculty members who are considering the implementation of an international service-learning experience for their teacher candidates. The chapter begins with a review of literature supporting the benefits of service-learning for teacher candidates. Next is a description of a service-learning trip to Costa Rica planned and implemented by an education faculty member in conjunction with a cultural diversity course designed to prepare candidates to meet the needs of English Learners (ELs). Following the description of the Costa Rica service-learning trip, the author provides guidelines and a list of questions for consideration. The guidelines are designed to assist faculty members who are considering implementing a similar service-learning experience for their teacher candidates. Finally, the chapter concludes with quotations provided by participants of the Costa Rica service-learning experience that show the overall benefits of the service-learning experience.

A Qualitative Approach to the Assessment of International Service-Learning

2004 ◽  
Vol 10 (1) ◽  
pp. 131-150 ◽  
Author(s):  
Humphrey Tonkin ◽  
Diego Quiroga
Keyword(s):  
Service Learning ◽  
The United States ◽  
Qualitative Assessment ◽  
International Service Learning ◽  
International Service ◽  
American Students ◽  
Learning Programs ◽  
History Of ◽  
Target Culture ◽  
Conventional Study

International service-learning combines aspects of conventional study abroad with aspects of conventional service-learning,1  offering an exceptional degree of integration into a target culture and an intensive experience of community service. The present study describes an effort to establish, through qualitative assessment, the degree to which such integration and experience actually take place, and their effects on the students involved. The target group is a single organization (the only such organization) with a twenty-year history of providing a range of intensive service-learning programs for American students outside the United States.

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