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 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 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 Institutional Logics and Community Service-Learning in Higher Education

2017 ◽  
Vol 47 (1) ◽  
pp. 137-152
Author(s):  
Alison Taylor ◽  
Renate Kahlke
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Service ◽  
New Institutionalism ◽  
Institutional Logics ◽  
Engaged Learning ◽  
Community Service Learning ◽  
Effect Change ◽  
Canadian Universities ◽  
Canadian Higher Education

This paper explores how community service-learning (CSL) participants negotiate competing institutional logics in Canadian higher education. Drawing theoretically from new institutionalism and work on institutional logics, we consider how CSL has developed in Canadian universities and how participants discuss CSL in relation to other dominant institutional logics in higher education. Our analysis suggests participants’ responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors’ use of hybrid logics to validate community-engaged learning as the strategy most likely to effect change in the field.  

Community Service-Learning in Canada: Emerging Conversations

2018 ◽  
Vol 4 (1) ◽  
pp. i-xiii
Author(s):  
Nancy Van Styvendale ◽  
Jessica McDonald ◽  
Sarah Buhler
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Engaged Scholarship ◽  
Engaged Learning ◽  
Special Issue ◽  
Community Service Learning ◽  
The Future ◽  
History Of ◽  
Publishing Community ◽  
Current Practices

 This special issue invites engaged learning practitioners and scholars, both established and emerging, to take stock of the history of CSL, assess current practices, and consider how to move forward in the future. Is CSL the biggest thing to hit Canadian campuses since the late 1990s? With approximately fifty CSL programs or units across the country (Dorow et al., 2013), annual gatherings of scholars and practitioners, and a network of individuals who remain devoted to CSL despite challenges in funding and logistics, CSL in Canada has certainly made its mark, embedded in the context of a larger movement of engaged scholarship on campuses across the country—a movement exemplified in this very Engaged Scholar Journal, the first of its kind in Canada to focus on publishing community-engaged work.

scholarly journals Community Service-Learning in Graduate Planning Education

2018 ◽  
Vol 40 (1) ◽  
pp. 92-103 ◽  
Author(s):  
Charles Z. Levkoe ◽  
Abigail Friendly ◽  
Amrita Daniere
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Community Service ◽  
Engaged Learning ◽  
Community Service Learning ◽  
Planning Education ◽  
The Past ◽  
The University ◽  
Professional Disciplines ◽  
Pedagogical Approaches

Community service-learning (CSL) has gained popularity over the past decades in universities across North America. Although planning programs tend to involve more graduate-level community-engaged learning than other professional disciplines, learning outcomes have not been sufficiently examined. Based on a review of existing literature and analysis from four years of a CSL course at the University of Toronto’s Department of Geography and Planning, this article describes the implications of CSL for graduate planning education. We argue that CSL in graduate planning programs has a series of unique characteristics and thus requires distinctive pedagogical approaches.

scholarly journals Campus Food Movements and Community Service-Learning: Mobilizing Partnerships through the Good Food Challenge in Canada

2019 ◽  
Vol 5 (1) ◽  
pp. 57-76 ◽  
Author(s):  
Charles Z. Levkoe ◽  
Simon Erlich ◽  
Sarah Archibald
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Food Systems ◽  
Food Challenge ◽  
Community Service Learning ◽  
Sustainable Food ◽  
Non Profit ◽  
Food Movements ◽  
Good Food

This paper addresses the growing collaborations among students, faculty and community-practitioners attempting to build healthy, equitable and sustainable food systems within post-secondary institutions and the ensuing implications for food movements. Specifically, we investigate the role of Community Service-Learning (CSL) in fostering food systems change through a case study of Planning for Change: Community Development in Action, a graduate CSL course at the University of Toronto and a partnership with Meal Exchange, a national non-profit organization, to develop the Good Food Challenge on college and university campuses across Canada. Using CSL to support social movements is not uncommon; however, there has been little application of these pedagogical approaches within the field of food systems studies, especially in the area of campus food movements that engage diverse groups in mutually beneficial and transformative projects. Our description of the case study is organized into three categories that focus on key sites of theory, practice and reflection: classroom spaces, community spaces and spaces of engagement. Through reflection on these spaces, we demonstrate the potential of CSL to contribute to a more robust sustainable food movement through vibrant academic and community partnerships. Together, these spaces demonstrate how campus-based collaborations can be strategic levers in shifting towards more healthy, sustainable and equitable food systems. 

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.

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