Reducing Social Isolation and Improving Nutrition Through Intergenerational Experiential Learning

Abstract This presentation will focus on two projects that aim to inform and educate communities through community based intergenerational programs. An additional link is collaborating with community partner staff on the potential to improve health outcomes with the integration of generations in programming. Through inter-professional collaborations, these projects focus on two areas: reducing social isolation and loneliness among rural older adults through an intergenerational technology program with university students and modifying the implementation of an evidence-based preschool nutrition program for an intergenerational setting. This presentation will focus on the benefits of using community based intergenerational programs and experiential learning opportunities. Aims of this presentation are to highlight how issues related to social isolation and loneliness can be mitigated by incorporating experiential opportunities for university students while simultaneously supporting university students’ preparation for engaging in an intergenerational workforce.

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Academia–industry collaboration to provide interdisciplinary experiential learning opportunities in public health professions education and improve health of female factory workers

Education for Health ◽

10.4103/efh.efh_129_20 ◽

2020 ◽

Vol 33 (2) ◽

pp. 55

Author(s):

ThomasV Chacko ◽

Suvetha Kannappan

Keyword(s):

Public Health ◽

Experiential Learning ◽

Health Professions ◽

Learning Opportunities ◽

Health Professions Education ◽

Factory Workers ◽

Industry Collaboration ◽

Improve Health

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Teaching Community-Based Learning Course in Retailing Management

Journal of Marketing Education ◽

10.1177/0273475317753680 ◽

2018 ◽

Vol 40 (1) ◽

pp. 47-55 ◽

Cited By ~ 1

Author(s):

Eddie Rhee

Keyword(s):

Experiential Learning ◽

Course Evaluation ◽

Case Method ◽

Community Partner ◽

Community Based ◽

Private Institution ◽

Real World Application ◽

Teaching Community ◽

Community Based Learning ◽

The Mean

This study outlines the use of a community-based learning (CBL) applied to a Retailing Management course conducted in a 16-week semester in a private institution in the East Coast. The study addresses the case method of teaching and its potential weaknesses, and discusses experiential learning for a real-world application. It further addresses CBL as an important teaching application of experiential learning for the students to have a meaningful experience of studying and making recommendations about multiple aspects of retailing management for a local retailer. Course evaluation results that compared non-CBL and CBL classes showed that the mean scores in selected questions of CBL classes were statistically higher than those of non-CBL classes and the effect size was moderate. Qualitative student comments further suggested benefits and limitations of a CBL course. Notwithstanding the challenges to the instructor and the students of a CBL course, CBL applied to Retailing Management course provided meaningful benefits to the instructor, the students, and the community partner.

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Enhancing health professional student experiences with experiential learning

10.31219/osf.io/t3j6e ◽

2020 ◽

Author(s):

Charlene Schmidt

Keyword(s):

Experiential Learning ◽

Nutrition Education ◽

Student Perceptions ◽

Athletic Training ◽

Health Professions ◽

Nutrition Therapy ◽

Learning Opportunities ◽

Student Experiences ◽

Community Based ◽

Dietetics Education

This study focused on providing students from dietetics, in an undergraduate dietetic program with experiential learning opportunities, to apply nutrition education skills and knowledge in an interprofessional community-based grant project. Students enrolled in the medical nutrition therapy courses between 2012-2015 completed reflection surveys about their experiences after attending a client home visit or participating in a health fair. The survey contained specific questions addressing prior preparation of interprofessional work, ability to deliver nutrition education, and perceived effect on future skills as a nutrition and dietetics professional. The study was a part of a larger collaborative practices grant for community geriatric care and education acquired by the School of Nursing. Results indicated the majority of dietetic students felt prepared to provide nutrition information to clients/patients. Students also felt that observation of the registered dietitian nutritionist instructor, the registered nurse instructor and collaboration with other students from multiple health professions such as Athletic Training, Physical Therapy, Occupational Therapy, and Nursing enhanced their abilities and confidence to provide future nutrition education. Dietetic educators across the world are encouraged to incorporate projects into academic coursework similar to the one presented. These kinds of collaborative, community-based, experiential learning opportunities showed the effectiveness of student learning in dietetics education. The results also showed enhanced student perceptions about self in relationship to others when working with other students from various health professions.

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Exploring the Career Motivations, Strengths, and Challenges of Autistic and Non-autistic University Students: Insights From a Participatory Study

Frontiers in Psychology ◽

10.3389/fpsyg.2021.719827 ◽

2021 ◽

Vol 12 ◽

Author(s):

Chinnu Cheriyan ◽

Sergey Shevchuk-Hill ◽

Ariana Riccio ◽

Jonathan Vincent ◽

Steven K. Kapp ◽

...

Keyword(s):

Mental Health ◽

Experiential Learning ◽

University Students ◽

Career Aspirations ◽

Writing Skills ◽

Learning Opportunities ◽

Diverse Learners ◽

Career Motivations ◽

Autistic People ◽

Psychological Difficulties

Supports for the growing number of autistic university students often focus on helping them succeed in university. However, even educated autistic people experience discrimination and other challenges which can make it very difficult for them to obtain meaningful jobs. Little remains known about how universities can better support their autistic students and alumni in overcoming barriers to meaningful employment. In this participatory study, a team of autistic and non-autistic researchers asked autistic (n = 92) and non-autistic (n = 774) university students about their career aspirations, strengths they believe will help them succeed in their “dream jobs,” and obstacles they expect to encounter. Autistic participants’ top goal in attending college was to improve their career prospects. However, relatively few autistic students reported learning career-specific skills at university. Autistic students were more likely to seek an academic job and less likely to seek a career in healthcare than non-autistic students. Autistic students highlighted writing skills and detail orientation as strengths that could help them succeed in their dream jobs more often than non-autistic students. However, they were also more likely to expect discrimination, social, and psychological difficulties to stand in the way of their dream jobs. These findings suggest that universities should prioritize experiential learning opportunities to help autistic (and non-autistic) students develop employment-related skills while providing mental health supports. Universities should demonstrate their commitment to supporting diverse learners by seeking out and hiring autistic professionals and by teaching their own staff and employers how to appreciate and support autistic colleagues.

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