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.

Retaining social and cultural sustainability in the Hudson river watershed of New York, USA, a place-based participatory action research study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Carlos J.L. Balsas
Keyword(s):  
New York ◽  
Service Learning ◽  
Environmental Sustainability ◽  
Local Community ◽  
Hudson River ◽  
Natural Environments ◽  
Full Time ◽  
Content Type ◽  
Cultural Sustainability ◽  
River Watershed

Purpose Societal problems have impacted the northeast of the USA for various generations. This paper aims to analyse various sustainability aspects in the Hudson River watershed of New York by highlighting a temporal progression from environmental sustainability at the watershed level in the 1970s to growing concerns with more localized cross-border social and cultural sustainability in recent decades. We discuss an engagement with the Rapp Road Historic District and a documentary screening series as potential ways to eliminate racism and embrace diversity. Design/methodology/approach The research was based on fieldwork and classroom teaching conducted mostly since summer 2014. It included mixed methods combining document analysis and reviews with the examination of case studies, and the assessment of public policy priorities. Findings Formal training has to be combined with a substantial dose of realism, humility and motivation to recognize that what the authors teach and research in the community matters. Future learning experiences within a place-based education paradigm could include: Having students help devise urban rehabilitation strategies whilst suggesting integrative measures with the surrounding built and natural environments; students could also help improve public spaces in the neighbourhood; and finally, they could also help to strengthen the cultural identity of the district by augmenting urban design features endogenous to the African American community. Practical implications Opportunities could be further augmented with service-learning projects and programmes, internships and even full-time jobs for recent graduates in local community development organizations. Social implications The study served to raise the community’s awareness of its own natural, ecological and human assets, and to create place-based real-world opportunities for students and faculty in environmental and cultural sustainability studies. Originality/value Environmental sustainability is discussed with the creation of the Hudson River Valley National Heritage Area, whilst the public engagement with the Rapp Road Historic Association in the Capital Region of upstate New York, the identification of an emerging creative cluster in the Berkshires-Hudson region, and a documentary and discussion series on striving for diverse cities serve to demonstrate current concerns with social and cultural sustainability.

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.

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.

scholarly journals Construction Management Service Learning: A “How To” Process for Success

2014 ◽  
Vol 9 (2) ◽  
pp. 85-92
Author(s):  
R. Casey Cline ◽  
Ken Robson ◽  
Michael Kroth
Keyword(s):  
Service Learning ◽  
Construction Management ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Practical Experience ◽  
Theory And Practice ◽  
Management Service ◽  
Community Partner ◽  
Daunting Task ◽  
Practical Standpoint

To ensure that students are prepared for positions in the construction industry, construction management education programs expose students to industry relevant construction management (CM) theory and practice. Traditional transmission teaching methodologies, while arguably effective for teaching management theory and practice, are not as effective for the transfer of practical leadership skills and knowledge of construction specific processes. As an alternative teaching strategy, many CM programs incorporate service-learning (S-L) into curricula; providing students practical experience, focusing on the acquisition of knowledge through goal setting, thinking, planning, experimentation, observation, and reflection.        However, from a practical standpoint, the development of a service-learning project can be a daunting task for the educator. Beyond determining a suitable project, a great deal of work must be undertaken to ensure a successful learning experience for the learner, as well as a successful project for the project owner or community partner. Processes must be put in place to ensure that the project is well developed, the student is practicing relevant CM skills, the project is completed in a timely manner to the satisfaction of the owner, and that the student learns through active reflection.        Thus, this paper is presented not as a project specific case study, but an attempt to simplify for CM educators the development of CM S-L projects and to provide a step-by-step process to facilitate a successful learning experience. 

Sparking Rural Community Dialogues with Digital Oral Histories

Collections ◽  
2016 ◽  
Vol 12 (4) ◽  
pp. 401-408
Author(s):  
William S. Walker
Keyword(s):  
New York ◽  
Oral History ◽  
Rural Areas ◽  
Local Community ◽  
New York State ◽  
Oral Histories ◽  
Digital Archives ◽  
Public Programs ◽  
Digital Revolution ◽  
Central New York

In the past, oral history recordings often lay inert and ignored on archival or library shelves. The digital revolution has transformed accessibility to oral histories, primarily by opening digital archives to a variety of users. Nevertheless, many audiences, particularly in rural areas, still do not engage with these digital archives. By incorporating digital oral history content into public programs, however, public historians can involve their audiences in community dialogues that connect past and present and open new avenues for engaging with challenging contemporary issues. This approach employs the dialogue methodology of the International Coalition of Sites of Conscience and has been successfully implemented in rural central New York State. Collecting with the intention of incorporating oral histories into community dialogue programs shifts the focus from static preservation and exhibition to a dynamic model of sharing authority, which directly engages one's local community.

scholarly journals Oral Poliovirus Vaccination Program in Central New York State, 1961

1963 ◽  
Vol 78 (5) ◽  
pp. 403 ◽  
Author(s):  
Robert M. Albrecht ◽  
David E. Bigwood, Jr. ◽  
Walter C. Levy ◽  
James J. Quinlivan ◽  
Evelyn F. H. Rogers ◽  
...  
Keyword(s):  
New York ◽  
New York State ◽  
Vaccination Program ◽  
York State ◽  
Central New York

scholarly journals Service Learning Enhances Conceptual Learning in a RN to BSN Program

2016 ◽  
Vol 4 (10) ◽  
pp. 197-210 ◽  
Author(s):  
Henny Breen ◽  
Melissa Robinson
Keyword(s):  
Service Learning ◽  
Local Community ◽  
Learning Experience ◽  
Conceptual Learning ◽  
Learning Needs ◽  
School Of Nursing ◽  
Health Related ◽  
Related Service ◽  
Rn To Bsn ◽  
Rn To Bsn Program

A qualitative study using transcript analysis was conducted to examine the effectiveness of service learning in enhancing conceptual learning in RN to BSN students. As part of their capstone course in an on line program, students engaged in 64 hours of service learning in their local community. The transcripts of asynchronous discussions and journal entries formed the data for analysis. The findings illustrated that the student’s conceptual understanding was enhanced from the service learning experience. Further, the students demonstrated higher level thinking by linking concepts that could beapplied to nursing practice. Service learning reinforced the community based philosophy of the School of Nursing, and strengthened their abilities in leadership, teamwork, and collaboration with a greater orientation to community, vulnerable populations, and health promotion. Service learning was found to be an effective way to use the skills of the registered nurse for health related service in the community while also meeting their academic and individual learning needs.

scholarly journals Reflections of a CSL Groupie

2018 ◽  
Vol 4 (1) ◽  
pp. 235-239
Author(s):  
Jane Hennig
Keyword(s):  
Service Learning ◽  
Local Community ◽  
Engaged Scholarship ◽  
Community Partner ◽  
Community Service Learning ◽  
Post Secondary ◽  
Waterloo Region ◽  
Community Engaged Scholarship ◽  
Personal Reflections ◽  
High Level

The Volunteer Action Centre has been an active supporter of community service-learning and other forms or community-engaged scholarship in partnership with three large post-secondary institutions in Waterloo Region. Over the years, staff have connected with local and national projects to enhance our understanding of engaged scholarship and try to translate that knowledge to benefit our community. This article explores the personal reflections of a community partner/broker. The author has a high level of respect for the institutions that connect their students, faculty, and staff with the community of which they are a part, but also has experienced some of the challenges of bureaucracy. This reflection attempts to share some of the ground-breaking work of local community-post-secondary partnerships while acknowledging some of the very real challenges of this kind of shared work.

scholarly journals Analysis of SARS-CoV-2 Genomes from Southern California Reveals Community Transmission Pathways in the Early Stage of the US COVID-19 Pandemic

2020 ◽  
Author(s):  
Wenjuan Zhang ◽  
John Paul Govindavari ◽  
Brian Davis ◽  
Stephanie Chen ◽  
Jong Taek Kim ◽  
...  
Keyword(s):  
New York ◽  
Los Angeles ◽  
Local Community ◽  
Early Stage ◽  
Medical Center ◽  
New York State ◽  
The United States ◽  
Genomic Diversity ◽  
York State ◽  
The Us

AbstractGiven the higher mortality rate and widespread phenomenon of Severe Acute Respiratory Syndrome Coronavirus 2 (SARS CoV-2) within the United States (US) population, understanding the mutational pattern of SARS CoV-2 has global implications for detection and therapy to prevent further escalation. Los Angeles has become an epicenter of the SARS-CoV-2 pandemic in the US. Efforts to contain the spread of SARS-CoV-2 require identifying its genetic and geographic variation and understanding the drivers of these differences. For the first time, we report genetic characterization of SARS-CoV-2 genome isolates in the Los Angeles population using targeted next generation sequencing (NGS). Samples collected at Cedars Sinai Medical Center were collected from patients with confirmed SARS-CoV-2 infection. We identified and diagnosed 192 patients by our in-house qPCR assay. In this population, the highest frequency variants were in known mutations in the 5’UTR, AA193 protein, RdRp and the spike glycoprotein. SARS-CoV-2 transmission within the local community was tracked by integrating mutation data with patient postal codes with two predominant community spread clusters being identified. Notably, significant viral genomic diversity was identified. Less than 10% of the Los Angeles community samples resembled published mutational profiles of SARS-CoV-2 genomes from China, while >50% of the isolates shared closely similarities to those from New York State. Based on these findings we conclude SARS-CoV-2 was likely introduced into the Los Angeles community predominantly from New York State but also via multiple other independent transmission routes including but not limited to Washington State and China.

scholarly journals ePortfolio and Service-Learning: A Tale of Two Cities Connected by Two High-Impact Practices

2020 ◽  
Vol 15 (05) ◽  
pp. 119
Author(s):  
Monika Ciesielkiewicz ◽  
Clarence Chan ◽  
Guiomar Nocito
Keyword(s):  
New York ◽  
Service Learning ◽  
Real World ◽  
Professional Education ◽  
Local Community ◽  
High Impact ◽  
Academic Learning ◽  
Post Secondary ◽  
High Impact Practices ◽  
Complementary Role

Two different post-secondary professional education programs from two different cities (New York and Madrid) took a similar approach in using ePortfolio to facilitate high-impact behaviors (HIBs) among their students while showing how the ePortfolio enhances and supports other high impact practices (HIPs). In Madrid, ePortfolio was utilized to support a Matumaini Project as it integrated the academic work carried out in the classrooms to help a community in Kenya. On the other side of the Atlantic, the ePortfolio was implemented in order to connect didactic learning from the classroom to the clinical practice in the local community. Both case studies suggested that the ePortfolio combined with other high-impact practices plays a complementary role with other High-Impact Practices (HIPs) in higher education. Our statistical analysis sheds light on the relationship between seven high-impact behaviors present when two high-impact practices, such as the ePortfolio and Service-Learning, are combined. The correlations, both combined and by city, demonstrate the importance of promoting two high-impact behaviors in particular, which are: 1) quality interaction between the students and the professors and 2) providing opportunities to relate academic learning to real world experiences. When these two high-impact behaviors were maximized, our data suggest that the use of other high-impact behaviors examined in this study expanded as well. This research also confirms the importance of providing students a way to relate their classroom learning with real-world experiences.

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