scholarly journals Implementation and Outcomes of a Community Assessment Service-Learning Activity Within Academic Learning Communities

2019 ◽  
Vol 6 ◽  
pp. 238212051986440
Author(s):  
Michelle Johnson ◽  
Charlie Goldberg ◽  
Lindia Willies-Jacobo ◽  
Lori Wan ◽  
Kama Guluma ◽  
...  
Keyword(s):  
Service Learning ◽  
San Diego ◽  
Academic Community ◽  
System Level ◽  
Learning Activity ◽  
Community Assessment ◽  
Academic Communities ◽  
Service Project ◽  
Strongly Agree ◽  
The Impact

A community needs assessment and engagement activity was implemented in 2013 in the core preclinical curriculum as part of the doctoring course within Academic Communities at UC San Diego School of Medicine. This required educational experience included curricular learning objectives as well as goals to strengthen community service within academic communities. This activity was implemented and sustained within the academic communities with each community serving a different community of San Diego. Survey data from preclinical students from 2014 to 2017 consistently reported that the community assessment activity helped sustain or develop a service project in the academic community (67.1%-79.6% strongly agree or agree) and increased students’ knowledge of the needs in the assigned San Diego community (76.3%-80.6% strongly agree or agree). Students felt that the community assessment and engagement activity was a valuable learning experience (62.5%-77.8% strongly agree or agree). As a result of this educational intervention, 14 projects were implemented in the community. A subset of particularly interested and motivated medical students then took on leadership roles in these projects. Student-led scholarly assessment of the impact of some of these interventions resulted in 2 peer-reviewed publications thus far and 9 national presentations at the time of this publication. These assessments demonstrate not only educational impact, but health-system-level changes and meaningful change in patient outcomes.

scholarly journals Clinical academic research in the time of Corona: a simulation study in England and a call for action

2020 ◽  
Author(s):  
Amitava Banerjee ◽  
Michail Katsoulis ◽  
Alvina G. Lai ◽  
Laura Pasea ◽  
Thomas A. Treibel ◽  
...  
Keyword(s):  
Academic Staff ◽  
Academic Research ◽  
Academic Community ◽  
System Level ◽  
Clinical Activity ◽  
Infection Rates ◽  
Community Needs ◽  
Academic Workforce ◽  
The Uk ◽  
The Impact

AbstractBackgroundCoronavirus (COVID-19) poses health system challenges in every country. As with any public health emergency, a major component of the global response is timely, effective science. However, particular factors specific to COVID-19 must be overcome to ensure that research efforts are optimised. We aimed to model the impact of COVID-19 on the clinical academic response in the UK, and to provide recommendations for COVID-related research.MethodsWe constructed a simple stochastic model to determine clinical academic capacity in the UK in four policy approaches to COVID-19 with differing population infection rates: “Italy model” (6%), “mitigation” (10%), “relaxed mitigation” (40%) and “do-nothing” (80%) scenarios. The ability to conduct research in the COVID-19 climate is affected by the following key factors: (i) infection growth rate and population infection rate (from UK COVID-19 statistics and WHO); (ii) strain on the healthcare system (from published model); and (iii) availability of clinical academic staff with appropriate skillsets affected by frontline clinical activity and sickness (from UK statistics).FindingsIn “Italy model”, “mitigation”, “relaxed mitigation” and “do-nothing” scenarios, from 5 March 2020 the duration (days) and peak infection rates (%) are 95(2.4%), 115(2.5%), 240(5.3%) and 240(16.7%) respectively. Near complete attrition of academia (87% reduction, <400 clinical academics) occurs 35 days after pandemic start for 11, 34, 62, 76 days respectively – with no clinical academics at all for 37 days in the “do-nothing” scenario. Restoration of normal academic workforce (80% of normal capacity) takes 11,12, 30 and 26 weeks respectively.InterpretationPandemic COVID-19 crushes the science needed at system level. National policies mitigate, but the academic community needs to adapt. We highlight six key strategies: radical prioritisation (eg 3-4 research ideas per institution), deep resourcing, non-standard leadership (repurposing of key non-frontline teams), rationalisation (profoundly simple approaches), careful site selection (eg protected sites with large academic backup) and complete suspension of academic competition with collaborative approaches.

scholarly journals Implementation of a Service-Learning Project Focused on Handwashing and Vaccinations Within an Undergraduate Microbiology Laboratory Course

2021 ◽  
Vol 12 ◽  
Author(s):  
Beth A. Potter
Keyword(s):  
Service Learning ◽  
Public Speaking ◽  
Undergraduate Research ◽  
Knowledge Development ◽  
Microbiology Laboratory ◽  
Laboratory Course ◽  
Bacterial Cultures ◽  
Student Community ◽  
Strongly Agree ◽  
The Impact

Two relevant topics in keeping populations healthy are handwashing and vaccinations. Thus, the service-learning project titled “We Are Healthy” campaign was introduced within a microbiology laboratory course with two objectives; our biologists would better understand the importance of these actions by designing activities that engage the student community and to obtain an understanding of the campus community’s behaviors and beliefs concerning these topics. Students designed the campaign to include handwashing stations, pictures of bacterial cultures from swabbing common surfaces, and trivia questions testing their peers’ knowledge of various vaccines, as well as handwashing and vaccination surveys. To assess the impact of the campaign on microbiology students (n = 34), they were provided 10 questions that were scored on a scale from 1 to 5 (1 = strongly disagree; 5 = strongly agree). Student gains (score &gt; 3) were reported for depth in knowledge, development of better public speaking skills, and greater respect for volunteers suggesting that the campaign was beneficial. This study subsequently led to the receiving of grants that allowed the continuation of the campaign within the course, the securing of funding for handwashing and hand sanitizing stations and the initiation of new undergraduate research projects.

scholarly journals Creating Reel Designs: Reflecting on Arthrogryposis Multiplex Congenita in the Community

2021 ◽  
Vol 8 (1) ◽  
pp. 4-9
Author(s):  
Iris Layadi ◽  
Keyword(s):  
Service Learning ◽  
Autonomous Systems ◽  
The Body ◽  
Assistive Device ◽  
Arthrogryposis Multiplex Congenita ◽  
Human Centered Design ◽  
Surgical Interventions ◽  
Design Project ◽  
Service Project ◽  
The Impact

Because of its extreme rarity, the genetic disease arthrogryposis multiplex congenita (AMC) and the needs of individuals with the diagnosis are often overlooked. AMC refers to the development of nonprogressive contractures in disparate areas of the body and is characterized by decreased flexibility in joints, muscle atrophy, and developmental delays. Colton Darst, a seven-year-old boy from Indianapolis, Indiana, was born with the disorder, and since then, he has undergone numerous surgical interventions and continues to receive orthopedic therapy to reduce his physical limitations. His parents, Michael and Amber Darst, have hopes for him to regain his limbic motion and are very open to trying out new assistive devices that would promote independent utilization and potentially help him participate in activities with minimal assistance. This reflective essay aims to elaborate on and evaluate the human-centered design project I worked on with my EPICS Assistive Technology team and the community impact fostered by it. Our service-driven and product design project places emphasis on a family hobby that Colton wishes to be able to take part in—fishing. As a result of his condition, it is difficult for him to engage in this and similar activities, preventing him from connecting with his family and peers at a more physical level. By conducting prototyping of different autonomous systems on a device, implementing hardware programming on electrical control systems, and engaging in research and experimentation of computer-aided designs, my team and I were able to engineer and tailor to Colton’s specific needs a high-functioning assistive device that compensates for his lack of muscular mobility, allowing this project to serve as a medium through which I could integrate and channel my knowledge of physiology and mechanics and take a step forward on the journey toward innovating and revolutionizing health care technology. Additionally, this essay discusses a variety of aspects related to the bridges between empathy, innovation, service-learning, and human-centered design, and, despite its limitations, the ways our service project is helping to alleviate the problem that not only Colton, but so many others are currently facing. Similarly, the essay also outlines the impact this experience has had on me, in the context of my direct contribution to improving quality of life and raising awareness of arthrogryposis multiplex congenita at the emotional, societal, and professional levels. Given the promising impact that we all can make, it is important to contribute to paving the way and helping lead Colton and those like him toward empowerment, inclusivity, and opportunity.

scholarly journals The I DO project: using experiential service learning to increase the impact of PIS

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sherwin Husseinifard ◽  
Lennart Corleissen ◽  
Lucas Meijs
Keyword(s):  
Service Learning ◽  
International Development ◽  
Business Students ◽  
Lessons Learned ◽  
Learning Objectives ◽  
Content Type ◽  
Service Project ◽  
Hands On ◽  
The Impact

Purpose The I DO project connects business students to the European branch of small private international development organizations (PIs), using experiential service learning, which combines skill-based and hands-on volunteering opportunities, to achieve learning objectives with students (learning) while helping PIs (service). This paper aims to summarize the experiences and learnings of the pilot project. Design/methodology/approach Students work in four-person teams, guided by a student-coach, an academic supervisor and professional support, on a service project for one PI. Students provide indirect service to the PI through skill-based activities (e.g. creating marketing strategies or improving organizational efficiency) or hands-on volunteering (e.g. fundraising). In this program, students do not provide direct service to beneficiaries (i.e. they do not travel abroad). “I DO” will be established as a scalable regular course within the RSM Bachelor’s program. A pilot involving 22 students and 6 PIs was started in September 2020. Findings The teaching brief describes lessons learned from the non-credit bearing 2021 pilot. As skill-based volunteers, students performed hands-on support tasks, conducted analyses, and formulated strategic recommendations. In the pilot, however, the students did not take on the active role of skill-based volunteer consultants, concentrating instead on the safer, easier role of hands-on support volunteers. Future improvements could thus be realized in the preparation phase, as well as by focusing the guidance of the coaches and academic supervisor on the stated learning objectives. The project and the students’ motivation were negatively affected by the lockdown. In the future, including after the pandemic, measures will be added to maintain motivation, including a focus on the personal development of students, social events between students and stronger involvement on the part of the coach. Originality/value The teaching brief presents a new approach to service learning in international development as the service is giving to Western “headquarters” in both hands-on as skill-based volunteering.

Project #NuKapav: a Mauritian service-learning case study

2018 ◽  
Vol 37 (2) ◽  
pp. 167-181 ◽  
Author(s):  
Sarita Hardin-Ramanan ◽  
Loga Devi Balla Soupramanien ◽  
David DeLapeyre
Keyword(s):  
Service Learning ◽  
Persons With Disabilities ◽  
Content Type ◽  
Higher Education System ◽  
Service Project ◽  
Good Citizenship ◽  
Work Integrated Learning ◽  
Mind Set ◽  
The University ◽  
The Impact

Purpose Prompted by the enlarging skills gap between the university graduate and the desired employee in Mauritius, the Charles Telfair Institute embarked its students on the #NuKapav project for an authentic work integrated learning (WIL) experience which endeavours to fight for the societal inclusion of Persons with Disabilities. The purpose of this paper is to examine the impact of this service-learning project on the students from professional, civic engagement and social justice perspectives. Design/methodology/approach This research used a focus group methodology, allowing the 23 students who participated on the #NuKapav project to share their experiences. Findings This paper recommends that universities in Mauritius and other regional countries consider incorporating service-learning into their WIL programmes to reinforce graduate employability skills and encourage good citizenship through lasting allegiance to community causes. Research limitations/implications The higher education system in Mauritius operates within a broader context facing constant mutations influenced by socio-economic and political factors. As such, research on service-learning cannot be conducted in isolation but should instead include the perspective of various stakeholders on both the demand and supply side of community learning projects. The main limitation of this research relates to its focus on capturing student participants’ perspective alone. Further research is, therefore, recommended to examine how other stakeholders, including employees, employers and community service project supervisors, value service-learning for a more comprehensive view. Originality/value The main contribution of this paper is the examination of how service-learning can help equip graduates with crucial career skills, while bringing an enduring mind-set shift in the future workforce for sustained commitment to social change and inclusion.

scholarly journals Dean’s Perspective on Academic Communities at UC San Diego, School of Medicine

2019 ◽  
Vol 6 ◽  
pp. 238212051984804 ◽  
Author(s):  
Katharina Brandl ◽  
Jess Mandel ◽  
Carolyn J Kelly
Keyword(s):  
Service Learning ◽  
Lived Experience ◽  
San Diego ◽  
Career Planning ◽  
Student Assessment ◽  
Faculty Engagement ◽  
Student Survey ◽  
Faculty Mentoring ◽  
Academic Communities ◽  
School Of Medicine

Introduction and background: In 2010, the UC San Diego School of Medicine launched a new curriculum, the integrated scientific curriculum. As part of this curricular redesign, the school instituted academic communities. This perspective article outlines our experience with the first 8 years of these academic communities. Single-institution experience: We initiated academic communities with the hope that this structure would cultivate enhanced student-student and student-faculty engagement, improve faculty-student mentoring, and create additional service-learning and student leadership opportunities. The communities would also provide an environment for small group learning throughout the 4-year curriculum. After 8 years of experience, a comparison of student survey data pre- and post establishment of academic communities demonstrated enhanced connectedness between students and faculty and higher scores for faculty mentoring and for career planning. Our own lived experience with the communities revealed several unanticipated outcomes. The community directors became a source of support and advice for one another. Some faculty and administrators whose previous roles were affected by start of the academic communities needed to adjust expectations. Conclusions: The establishment of academic communities was associated with improvement in student-faculty engagement, student assessment of faculty mentoring, and career planning.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

TEACH-POT: Provide Opportunities in Teaching

2020 ◽  
pp. 79-91 ◽  
Author(s):  
Maria Giulia Ballatore ◽  
Ettore Felisatti ◽  
Laura Montanaro ◽  
Anita Tabacco
Keyword(s):  
Academic Community ◽  
Real Effect ◽  
The Real ◽  
Main Components ◽  
The Impact ◽  
Training Opportunities ◽  
Different Levels

This paper is aimed to describe and critically analyze the so-called "TEACHPOT" experience (POT: Provide Opportunities in Teaching) performed during the last few years at Politecnico di Torino. Due to career criteria, the effort and the time lecturers spend in teaching have currently undergone a significant reduction in quantity. In order to support and meet each lecturers' expectations towards an improvement in their ability to teach, a mix of training opportunities has been provided. This consists of an extremely wide variety of experiences, tools, relationships, from which everyone can feel inspired to increase the effectiveness of their teaching and the participation of their students. The provided activities are designed around three main components: methodological training, teaching technologies, methodological experiences. A discussion on the findings is included and presented basing on the data collected through a survey. The impact of the overall experience can be evaluated on two different levels: the real effect on redesigning lessons, and the discussion on the matter within the entire academic community.

Model Pembelajaran Teams Games Tournaments (TGT) untuk Meningkatkan Hasil Belajar Siswa

2019 ◽  
Vol 3 (2) ◽  
pp. 110
Author(s):  
Suwarno Suwarno
Keyword(s):  
Social Capital ◽  
Academic Success ◽  
Service Learning ◽  
Learning Outcomes ◽  
School Effectiveness ◽  
Social Trust ◽  
Building Blocks ◽  
Learning Model ◽  
Committee Report ◽  
The Impact

<p><strong>A</strong><strong>bstract</strong><strong>. </strong>This study aims to determine the effectiveness of the Teams Games Tournament (TGT) learning model to improve student learning outcomes. This research is important because the lecture learning model makes learning meaningless so it impacts on low learning outcomes. This research uses quasi experiment using control class and experimental class. Respondents in this study were students of class X SMK 8 Semarang Academic Year 2017/2018. Sample selection using random sampling, class X1 is <em>used</em> as a control class and X2 is an experimental class. The experimental class was given an intervention by learning Teams Games Tournaments (TGT), while the control class used lecture learning. The effectiveness of the model was measured by the student test analysis method. then analyzed by completeness test and average difference test. The findings of this study are the learning outcomes of experimental class students achieving better learning outcomes than classes using the lecture method.</p><p><strong><em>Keywords</em></strong><em>: Learning Model, Teams Games Tournaments (TGT)</em><em>. Students</em></p><p><strong><br /></strong></p><p><strong>Daftar Pustaka</strong></p><p align="center"> </p><p>Bofota, Y. B., &amp; Bofota, Y. B. (2017). <em>The impact of social capital on children educational outcomes : the case of Tanzania The impact of social capital on children educational outcomes : The case of Tanzania</em>.</p><p>Cahuc, P., Shleifer, A., &amp; Algan, Y. (2014). <em>Teaching Practices and Social Capital</em>. (6052).</p><p>Catts, R., &amp; Ozga, J. (2015). <em>What is Social Capital and how might it be used in Scotland ’ s Schools ?</em> (36).</p><p>Flint, N. (2017). <em>Full report Schools , communities and social capital : building blocks in the ’ Big Society ’ Contents</em>.</p><p>Goddard, R. D. (2016). <em>Relational Networks , Social Trust , and Norms : A Social Capital Perspective on Students ’ Chances of Academic Success</em>. <em>25</em>(1), 59–74.</p><p>Eddy Prasongko, 2017. Team Game Tournament. Bandung. Jawa Barat</p><p>Endang Poerwanti, dkk. 2008. <em>Asesmen Pembelajaran SD.</em> Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional</p><p>Hargreaves, A. (2015). <em>School Social Capital and School Effectiveness</em>. <em>37</em>, 119–136.</p><p>Kurnia, Inggridwati. dkk. 2018. <em>Perkembangan belajar peserta didik</em><em>.</em> Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional</p><p>Purwanto. M Ngalim. 2015. <em>Psikologi Pendidikan</em>. Bandung: PT Remaja Rosdakarya</p><p>Siddiq, M. Djauhar. 2018. <em>Pengembangan Bahan Pembelajaran SD</em>. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional.</p><p>Sugiyono, 2005. Metode Penelitian Kuantitatif, Kualitatif dan Rn D, Bandung Aftabeta</p><p>Lash, D., &amp; Belfiore, G. (2017). <em>5 Essentials in Building Social Capital Report 4 of the MyWays Student Success Series</em>. (October).</p><p>Mikiewicz, P., Jonasson, J. T., Gudmundsson, G., Blondal, K. S., &amp; Korczewska, D. M. (2011). <em>Comparative research between Poland and Iceland</em>.</p><p>Schlesselman, L., Borrego, M., Bloom, T. J., Mehta, B., Drobitch, R. K., &amp; Smith, T. (2015). An Assessment Of Service-Learning In 34 US Schools Of Pharmacy Follow Up On The 2001 Professional Affairs Committee Report. <em>American Journal of Pharmaceutical Education</em>, <em>79</em>(8). https://doi.org/10.5688/ajpe798116</p><p><em><br /></em></p>

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