Teaching social accountability by making the links: Qualitative evaluation of student experiences in a service-learning project

2011 ◽  
Vol 33 (8) ◽  
pp. 659-666 ◽  
Author(s):  
Ryan Meili ◽  
Daniel Fuller ◽  
Jessica Lydiate
Keyword(s):  
Service Learning ◽  
Qualitative Evaluation ◽  
Social Accountability ◽  
Student Experiences

Toward interprofessional service-learning and social accountability in health: One South African University’s process-oriented-participatory journey

2018 ◽  
Vol 33 (3) ◽  
pp. 291-294
Author(s):  
Elizabeth Du Toit ◽  
Shanene Olivera ◽  
Kegan Topper ◽  
Riaan van de Venter ◽  
Maggie Williams ◽  
...  
Keyword(s):  
Service Learning ◽  
South African ◽  
Social Accountability ◽  
Process Oriented

scholarly journals Kilimanjaro: A Case of Meaningful Adventure And Service Learning Abroad

2015 ◽  
Vol 5 (4) ◽  
pp. 420-433
Author(s):  
Cathy Cavanaugh ◽  
Ewa Gajer ◽  
John Mayberry ◽  
Brendan O’Connor ◽  
Jace Hargis
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Qualitative Evaluation ◽  
Female Undergraduate ◽  
Theoretical Frameworks ◽  
Mount Kilimanjaro ◽  
The World

This qualitative evaluation explored how female undergraduate students developed an understanding of themselves and the broader world as a result of an adventure and service learning experience in Tanzania, Africa. The project built upon theoretical frameworks regarding meaningful learning—active, constructive, intentional, and authentic—and applied activity theory as a framework for interpreting outcomes. The study included multi-faceted examination of student perceptions of the effects of the year-long experience that culminated in a ten day trip to Tanzania, including a climb to the summit of Mount Kilimanjaro. Students’ reflections on the impacts of the trip focused on wanting, doing, reflecting, and relating. Thus, the experience catalyzed change in students’ understanding of the world that strongly indicates a meaningful learning experience.

Student-Run Clinics: Opportunities for Interprofessional Education and Increasing Social Accountability

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Maxine Holmqvist ◽  
Carole Courtney ◽  
Ryan Meili ◽  
Alixe Dick
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Interprofessional Education ◽  
Student Leadership ◽  
Social Accountability ◽  
Student Leaders ◽  
Community Service Learning ◽  
History Of ◽  
Socially Responsive ◽  
Canadian Student

Background: Collaborative practice is a necessary component of providing effective, socially responsive, patient-centred care; however, effective teamwork requires training. Canadian student-run clinics are interprofessional community service-learning initiatives where students plan and deliver clinical and health promotion services, with the assistance of licensed healthcare professionals.Methods and Findings: In this article, we use a reflective approach to examine the phenomenon of student-run clinics in Canada. First, we briefly review the history of student-run clinics and then describe one particular clinic in detail. Then, drawing on the experiences of student-run clinics across the country, we identify common themes and challenges that we believe characterize these programs.Conclusion: Student-run clinics in Canada emphasize health equity, interprofessionalism, and student leadership. As more student-run clinics are developed, both nationally and internationally, co-ordinated research efforts are needed to determine their effects on students, institutions, communities, and healthcare systems. If educators can learn to collaborate effectively with student leaders, student-run clinics may be ideal sites for advancing learning around interprofessionalism and social accountability.

Climate change advocacy: exploring links between student empowerment and civic engagement

2020 ◽  
Vol 21 (6) ◽  
pp. 1209-1231
Author(s):  
Alicia B. Wodika ◽  
Wendi K. Middleton
Keyword(s):  
Climate Change ◽  
Service Learning ◽  
Data Collection ◽  
Civic Engagement ◽  
Climate Change Adaptation ◽  
Mitigation Strategies ◽  
Student Experiences ◽  
Content Type ◽  
The Usa ◽  
Adaptation And Mitigation

Purpose This study identified the attitudes and behaviors of college students regarding their advocacy for climate change adaptation and mitigation. Specifically, perceptions of climate change were assessed and advocacy activities were identified for climate change and/or other topics. Design/methodology/approach Using convenience sampling, students (n = 440) from three universities in the Midwest, the USA, completed surveys assessing their level of agreement with activities related to civic engagement, climate change and policy. Semantic differential scales focused on “learning about climate change,” “advocating for climate change mitigation” and “advocating for climate change adaptation.” Three open-ended questions were used to identify student experiences with civic engagement and/or service-learning, as well as topics in which they advocate and how they advocate. Findings Regarding advocacy in general, over 50% of the sample did not advocate for any topic, with 24.5% of students stating they advocated for the environment/climate change. Students who identified as female, democratic and 1st or 2nd year in school were more likely to be engaged with environmental advocacy. Regarding civic engagement, seniors were more actively engaged with their communities and also more likely to vote in local, state and national elections. Research limitations/implications Time of data collection was a potential limitation with schools conducting data collection at different time periods. Students who identified more progressive politically were also more likely to participate in the study. Originality/value While research exists regarding student civic engagement levels, this research project identified ways in which students engaged in advocacy, identifying potential links with civic engagement and enhanced participation in climate change adaptation and mitigation strategies.

The Community Engaged Physician: Teaching Social Accountability Through Interprofessional Teamwork and Service‐Learning

2020 ◽  
Vol 2020 (162) ◽  
pp. 135-143
Author(s):  
Ebony B. Whisenant ◽  
Nana Aisha Garba ◽  
Gregory W. Schneider ◽  
Eduardo Camps‐Romero ◽  
Onelia G. Lage ◽  
...  
Keyword(s):  
Service Learning ◽  
Social Accountability ◽  
Interprofessional Teamwork

Reflections on Service-learning: Student Experiences in a Sport-based Youth Development Course

2017 ◽  
Vol 88 (7) ◽  
pp. 23-29 ◽  
Author(s):  
Meredith A. Whitley ◽  
Kelly Farrell ◽  
Cindy Maisonet ◽  
Andrew Hoffer
Keyword(s):  
Service Learning ◽  
Youth Development ◽  
Student Experiences ◽  
Development Course

scholarly journals “I had a big revelation”: Student Experiences in Community- First Community-Campus Engagement

2019 ◽  
Vol 4 (2) ◽  
pp. 21-41
Author(s):  
Anna Przednowek ◽  
Magdalene Goemans ◽  
Amanda Wilson
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Community Service ◽  
Student Experiences ◽  
Promising Practices ◽  
Community Service Learning ◽  
Community Partners ◽  
Campus Engagement ◽  
General Evaluation ◽  
Research Assistants

While there is a wealth of literature on community-campus engagement (CCE) that incorporates student perspectives from course-based community service learning settings, the stories of students involved in longer-term CCE projects remain underexplored. This paper addresses this gap by examining the experiences of students working as research assistants (RAs) within a multi-year Canadian CCE project, “Community First: Impacts of Community Engagement” (CFICE). Drawing on interviews with RAs, student insights from a general evaluation of the CFICE project, and the authors’ own reflections, we consider the ways in which meaningful, long-standing engagements with community partners as part of community-first CCE projects provide students with both enhanced opportunities and challenges as they navigate the complexities of intersecting academic and community worlds. Further, this paper identifies promising practices to improve student experiences and the overall impact of longer-term community-campus partnerships and program management structures.

The 5M Approach

2020 ◽  
pp. 145-163
Author(s):  
Edwin L. Blanton III ◽  
Migdalia Garcia
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Student Experiences ◽  
Peace And Justice

In this chapter, the authors present a multi-layered framework that can be used to guide students through intentional reflections. The 5M Approach is a model that suggests practices on how to challenge students to be culturally knowledgeable and responsible. This can be facilitated by having students look inward at self as well as outward at experiences and interactions. The 5M Approach is holistic and can be utilized as a tool in a variety of academic and experiential settings. In this chapter, the authors share how they have facilitated the stages during different student experiences such as study abroad, service-learning, peace and justice education, and more.

Sign in / Sign up

Export Citation Format

Share Document