scholarly journals Early exposure to community service learning in the medical curriculum: A model for orientation week introduction

2019 ◽  
Vol 16 (1) ◽  
pp. 19-25
Author(s):  
Kaitlin Endres
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Medical Curriculum ◽  
First Year ◽  
Early Exposure ◽  
Community Service Learning ◽  
Learning Programs ◽  
Excellent Method ◽  
New Community ◽  
Orientation Week

Community service learning programs in pre-clerkship medical education are increasingly recognized as important in creating physicians who recognize the effects of one’s environment on their health and further strive to advocate for these patients to receive access to social programs that can improve their outcomes. The University of Ottawa Aesculapian Society recognized that an excellent method for providing early exposure to service opportunities in one’s new community is through Orientation Weeks. Prior to this year, no Orientation Week across Ontario had a philanthropy focus. Philanthropy in most students’ eyes refers to monetary donation. Understandably, Orientation Week directors continuously make the decision that asking medical students to donate money during the first week of one of many financially demanding yeas is unrealistic. Ottawa decided to incorporate philanthropy into our Orientation Week in the more inclusive form of community service, allowing students to donate their time, rather than donating their money. In addition to ensuring that philanthropy still has the opportunity to be a fundamental component of bonding during Medical School Orientation Weeks, as it does at the Undergraduate degree level, our initiative also served to facilitate early exposure to the various organizations students could complete their community service learning placements with later in their first year. Here we present our model, uO-Serves (“uOttawa-Serves”) of an Orientation Week philanthropy initiative of time-based community service in hopes that other Medical Schools will consider implementing a similar initiative within their Orientation Weeks

scholarly journals Enhancing students’ preparation for the professional field: A quasi-experimental study on a new community service learning module for first year pedagogical sciences students

2020 ◽  
Author(s):  
Leonie Vreeke ◽  
Jorg Huijding ◽  
Susan Branje ◽  
Belinda Hibbel ◽  
Jaap Van der Ham ◽  
...  
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Real Life ◽  
Professional Organization ◽  
First Year ◽  
Academic Education ◽  
Community Service Learning ◽  
Teaching Module ◽  
Professional Field ◽  
Project Partner

In this paper, we describe the implementation of a new teaching module in the first year of a Pedagogical Sciences programme based on Problem Based Learning, Community Service Learning and co-creation principles. In this module, first year students answered a real-life pedagogical question for a project partner from a professional organization. Students ‘co-created’ solutions for the pedagogical-themed question by working together with a university expert and a project partner from a professional organization. Results indicated that students involved in this new teaching module scored significantly higher on a range of self-reported outcomes: feelings of being challenged, being able to link science to practice, feeling prepared for the professional field in general, and intrinsic motivation. Significant positive results occurred specifically when levels of co-creation were relatively high. This study underscores the importance of involving societal partners and challenging students to work on real-life problems very early on in academic education, that is, already in their first year at university.

scholarly journals Deeper Learning through Service: Evaluation of an Interprofessional Community Service-Learning Program for Pharmacy and Medicine Students

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Megan Clark ◽  
Meredith McKague ◽  
Vivian R. Ramsden ◽  
Shari McKay
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Community Service ◽  
Low Income ◽  
Interprofessional Education ◽  
Pharmacy Students ◽  
First Year ◽  
Community Service Learning ◽  
Learning Program ◽  
New Findings

Abstract   Background  This Community Service-Learning Project (CSLP) at the University of Saskatchewan is designed to help students develop patient-centred care practices in urban underserved settings.  First-year medical and pharmacy students partner interprofessionally to both learn and serve, working with community-based organizations (CBOs) that primarily serve either low-income or newcomer residents of Saskatoon. Since the CSLP’s pilot year in 2005-2006, 98 first-year medical and pharmacy students have participated in the CSLP.       Methods and Findings  We evaluated the outcomes and processes of the CSLP since the 2006-2007 year, using mixed methods: end-of-project questionnaires; document analysis looking for key and recurrent themes; end-of-project semi-structured interviews with CBO coordinators and clients. We examined students’ experiences, including satisfaction, achievement of learning objectives, learning processes, and perceived outcomes. Students’ main learning outcomes related to client-centered approach, interprofessional attitudes and skills, and personal development. Various learnings related to program processes are reported.   Conclusions  Our evaluation reinforced findings from the literature on both interprofessional education and community service-learning, as well uncovering some new findings.   Students described a transformative learning experience that helped them begin to develop understanding and skills to work more effectively with clients in urban underserved settings.

scholarly journals Kitchen Wizards: Community Engaged Learning at The Wolfville Farmers’ Market

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Mary Margaret Sweatman ◽  
Barb Anderson ◽  
Kelly Marie Redcliffe ◽  
Alan Warner ◽  
Janine Annett
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Food Systems ◽  
First Year ◽  
Engaged Learning ◽  
Community Service Learning ◽  
Farmers Market ◽  
Food Commodities ◽  
Institutional Benefits ◽  
Nutrition And Dietetics

This article tells the story of an introductory, undergraduate required course with a significant community service-learning project developed in partnership between the School of Nutrition and Dietetics at Acadia University and the Wolfville Farmers’ Market. This partnership began in 2009, with the vision of putting food and community at the centre of the School’s pedagogy. After two years of developing a trusting relationship between the partners with the integration of focused assignments, a community-service learning initiative called Kitchen Wizards was created. Kitchen Wizards, now in its 10th year, engages 50 to 80 first-year School of Nutrition and Dietetics’ students with the community each fall semester through a Food Commodities course. The initiative introduces 6 to 12-year-old children to in-season local vegetables through a taste-testing experience centered around a simple, healthy recipe made from local produce at the Farmer’s Market, which gives the children purchasing power to buy a vegetable with a three-dollar voucher after participating in the tasting. This Kitchen Wizard’s story was developed from an action research case study, grounded in a constructivist paradigm, which explored the community-valued outcomes of this program over a three-year period, as well as the student and institutional benefits. This study was conducted by a team that included the Wolfville Farmers’ Market Coordinator and the Director of the School of Nutrition and Dietetics who teaches the Food Commodities course. Through observation, dialogue and in-depth interviews conducted with students, teaching assistants, community members, Market staff, faculty, and university administration, insights were derived that illuminate community engaged learning as a key strategy for teaching about local food systems that puts both food and community at the centre. 

scholarly journals Competences of Adult Learning Facilitators in Community Service Learning: A Review of Literatures

2021 ◽  
Vol 9 (2) ◽  
pp. 121-132
Author(s):  
Ciptro Handrianto ◽  
Ahmet Serhat Uçar ◽  
Eko Saputra ◽  
Yanti Karmila Nengsih ◽  
Ary Kiswanto Kenedi ◽  
...  
Keyword(s):  
Knowledge Management ◽  
Adult Learning ◽  
Service Learning ◽  
Community Service ◽  
Community Services ◽  
Community Service Learning ◽  
Management Communication ◽  
Communication Assessment ◽  
Learning Programs

Community Service Learning (CSL) is designed to help communities in solving their social problems. The role of adult learning facilitators is important to ensure that all the programs of CSL are running well. This study aims to investigate the competences of adult learning facilitators in community service learning programs. The methodology used in this study is literature review. A total of 85 journal papers were identified by the search machine. However, only 15 articles selected to be reviewed in this study. The result shows that there are five main competences that should be mastered by learning facilitators in community services, such as: Knowledge, Management, Communication, Assessment, and Motivation (KoMCAMo). It can be concluded that the competences of adult learning facilitators play significant role to implement the CSL among community`s members. For recommendation, the future projects related to CSL need to require competent facilitators to enhance participation of community for joining the programs. The regular trainings are encouraged to adult learning facilitators to create an effective CLS`s program.

scholarly journals MAKING THE SWITCH: REFLECTIONS ON INTEGRATING COMMUNITY SERVICE LEARNING INTO A FIRST YEAR DESIGN PROJECT COURSE

2011 ◽  
Author(s):  
Brian Frank
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Community Service ◽  
The State ◽  
Student Feedback ◽  
First Year ◽  
Community Service Learning ◽  
Design Project ◽  
Engineering Program ◽  
Service Projects

This paper presents the objectives, technique, and student feedback after introducing community service projects into a first year design course in the engineering program at Queen's University. An overview of the state of community service learning (CSL) in Canada is presented. Results from a post-course survey are used to compare student perceptions of CSL projects with more traditional projects. Responses from the survey indicate that a greater proportion of students on CSL projects felt their projects required creativity to solve.

Community Service Learning with First Peoples

2018 ◽  
Author(s):  
Brydie-Leigh Bartleet ◽  
Dawn Bennett ◽  
Anne Power ◽  
Naomi Sunderland
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Music Educators ◽  
Learning Opportunities ◽  
Community Music ◽  
Culturally Appropriate ◽  
Community Service Learning ◽  
Intercultural Learning ◽  
Music Making ◽  
First Peoples

Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

scholarly journals Community Service-Learning: Why Can’t Canada Be More Like Mexico?

2018 ◽  
Vol 4 (1) ◽  
pp. 39-59
Author(s):  
Victoria Calvert ◽  
Halia Valladares Montemayor
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Undergraduate Students ◽  
National Level ◽  
Community Service Learning ◽  
Community Partners ◽  
Canadian Universities ◽  
Post Secondary ◽  
Volunteer Programs ◽  
The Government

  In Mexico, the community service strategy and requirements for undergraduate students are both longstanding and mandated by the Mexican Constitution. Students undertake a minimum of 480 hours of service during their undergraduate degrees, which are coordinated through their universities’ Social Service (SS) departments. Many Canadian universities and colleges offer community service through courses and volunteer programs; however, the practice and adoption levels vary widely. Student involvement with community partners, as represented through community service-learning (CSL) and volunteerism in Canada, are sponsored by many post-secondary institutions but are not driven by a national agenda. While, in Mexico, community service is documented at a departmental and institutional level for reporting to stakeholders and the government, in Canada, documentation of community service varies with the institutional mandate and is often sporadic or non-existent; the imperative for systematic student engagement and citizenship development has not been recognized at the national level. This research paper provides an overview of the community engagement practices in both countries, with the national patterns represented through a summative review of selected Canadian and Mexican universities. Suggestions for processes and practices for Canada are proposed based upon the Mexican model.

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