scholarly journals Collaborative Autoethnography: An Approach to Deliver Learning Objectives of a Community-Engaged Research Course for Health Science Undergraduates during Pandemic Times

2020 ◽  
Author(s):  
Angie Mejia
Keyword(s):  
Service Learning ◽  
Qualitative Data ◽  
Local Community ◽  
Health Science ◽  
Learning Activities ◽  
University Of Minnesota ◽  
Engaged Learning ◽  
Community Agencies ◽  
Community Engaged Research ◽  
The University

Community Collaborative is an upper-division, community-engaged course at the University of Minnesota Rochester geared to health science majors. Each term, several groups of undergraduates collaborate on service-learning or research-based projects for local community agencies working on issues of health. A process was implemented to meet one learning objective in the syllabus (introduction to qualitative data methods) as a response to pandemic-imposed limitations on community-engaged learning activities at UMR. The hope was for one group of students to meet these objectives by engaging in a collaborative autoethnography instead of collecting data in the community.

scholarly journals Collaborative Autoethnography: An Approach to Deliver Learning Objectives of a Community-Engaged Research Course for Health Science Undergraduates during Pandemic Times

2020 ◽  
Vol 4 (1) ◽  
pp. 72-73
Author(s):  
Angie Mejia ◽  
Keyword(s):  
Qualitative Data ◽  
Health Science ◽  
Learning Objectives ◽  
Learning Objective ◽  
Learning Activities ◽  
Science Majors ◽  
University Of Minnesota ◽  
Engaged Learning ◽  
Community Engaged Research ◽  
The University

In an upper-division, community-engaged course at the University of Minnesota Rochester geared for health science majors, a process was implemented to meet one learning objective in the syllabus (introduction to qualitative data methods) as a response to pandemic-imposed limitations on community-engaged learning activities at UMR. The hope was for one group of students to meet these objectives by engaging in a collaborative autoethnography instead of collecting data in the community.

Creating Authentic Preservice Art Teaching Experiences through Service-Learning

2017 ◽  
pp. 116-151 ◽  
Author(s):  
Kathy Marzilli Miraglia
Keyword(s):  
Service Learning ◽  
Visual Arts ◽  
Local Community ◽  
Teaching Experiences ◽  
Community Agencies ◽  
Art Teaching ◽  
Learning Programs ◽  
Service Learning Projects ◽  
The University

This chapter contextualizes the literature on service-learning and outlines ways to design, conduct and evaluate service-learning projects by identifying strengths, weaknesses, capacity and sustainability of service-learning programs, and clarifies goals, objectives, and values of service-learning pre-practica for preservice art education candidates. The examples describe a service-learning based program for preservice art teachers that provided authentic teaching experiences in the field, or in situ. In addition, this project sought to foster a better understanding of, and commitment to, the visual arts and provide meaningful service to local community agencies through the introduction, development, and implementation of service-learning visual arts courses in the university curriculum.

“Coming to Grips with the Nursing Question”: The Politics of Nursing Education Reform in 1960s America

2014 ◽  
Vol 22 (1) ◽  
pp. 37-60 ◽  
Author(s):  
Dominique A. Tobbell
Keyword(s):  
Nursing Education ◽  
Los Angeles ◽  
Education Reform ◽  
Nurse Educators ◽  
Professional Autonomy ◽  
Health Science ◽  
University Of Minnesota ◽  
Institutional Politics ◽  
Generational Conflicts ◽  
The University

The 1950s and 1960s were decades of change for the American nursing profession. A new generation of nurse educators sought to create greater professional autonomy for the nurse by introducing new models of education that emphasized science-based learning over technical skills and bedside care, and creating new clinical roles for the nurse, based on advanced graduate education. They confronted resistance from an older generation of nurses who feared becoming “second-class citizens” in increasingly academic nursing schools, and from academic health care institutions all too comfortable with the gendered hierarchy on which the traditional model of nursing education and practice was predicated. Using the University of Minnesota and University of California—Los Angeles (UCLA) as case studies, and based on institutional records and more than 40 oral histories with nursing and medical faculty, this article describes the generational conflicts this new cadre of nurse educators confronted within schools of nursing, and the institutional politics they struggled with as they sought to secure greater institutional status for the schools among the universities’ other health science units.

scholarly journals Gross Anatomy for Physical Therapy course

2021 ◽  
Author(s):  
Ward M. Glasoe ◽  
James R. Carey ◽  
Brendan J. Dougherty
Keyword(s):  
Physical Therapists ◽  
Learning Experience ◽  
Gross Anatomy ◽  
Health Science ◽  
Whole Body ◽  
University Of Minnesota ◽  
Cadaver Dissection ◽  
Human Dissection ◽  
Science Educators ◽  
The University

The study of anatomy supported with human dissection is foundational to training of health science professionals. For a student, cadaver dissection offers an active learning experience. For the training of physical therapists, we created a manual that efficiently instructs the dissection of the whole body over the course of 30 laboratory periods. In the spirit of academic collegiality, this letter provides health science educators a direct download link (https://hdl.handle.net/11299/218174) to the dissection manual hosted by the University of Minnesota (USA) Digital Conservancy. No registration is required, the download is free, and the PDF file of the dissection manual can be reproduced or adapted for any educational use.  

scholarly journals Indiana University’s First Community-Engaged Research Conference

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Ann Nicole Goeller
Keyword(s):  
Local Community ◽  
University Of Michigan ◽  
Research Conference ◽  
Community Engaged Research ◽  
Faculty And Administrators ◽  
The University

In November 2019, local community representatives joined in discussions about engaged research with students, staff, faculty, and administrators from IU’s Northwest, East, Bloomington, Columbus and IUPUI campuses. Attendees from other universities included Ball State and the University of Michigan.

scholarly journals Analysis of Service-learning activities adopted in health courses of Federal University of Bahia

2016 ◽  
Vol 50 (spe) ◽  
pp. 17-24 ◽  
Author(s):  
Aline Silva Baldoino ◽  
Renata Meira Veras
Keyword(s):  
Service Learning ◽  
Speech Therapy ◽  
Learning Activities ◽  
Service Process ◽  
The Political ◽  
Academic Training ◽  
The University ◽  
The Relationship ◽  
Basic Health Units ◽  
Education Process

is study aimed to raise and discuss the data about the integration of health courses teaching and service activities o ered at the Federal University of Bahia (UFBA), pre- senting scenarios practices and major di culties existing in the relationship between the university and the services of health. is was a qualitative study of descriptive explo- ratory character, using a questionnaire as a research tool applied to the coordinators of selected health courses. e selection was by reading the political pedagogical project, the following courses were selected: nursing, physical therapy, speech therapy, medicine, nu- trition, dentistry and public health. e results indicated eight types of teaching-service integration activities, 57 scenarios of practice and the main di culties. It was concluded that these courses are sticking to changes in academic training in health, in view of the large number of basic health units in the teaching service process. us, it emphasizes that the UFBA includes activities in health care that enable the integration-education in the higher education process, although there are some di culties in this relationship indicated by the coordinators.

scholarly journals Enriching health-professional programs in global health: Development and implementation of an interdisciplinary and integrated approach

2017 ◽  
Vol 8 (2) ◽  
pp. e75-83
Author(s):  
Carol Valois ◽  
Véronique Foley ◽  
Paul Grand'Maison ◽  
Johanne Dumont
Keyword(s):  
Service Learning ◽  
Global Health ◽  
Health Care Professionals ◽  
Gap Analysis ◽  
Underserved Populations ◽  
Care Delivery ◽  
Integrated Approach ◽  
Health Science ◽  
Learning Activities ◽  
Analysis Tool

Background: Globalization results in a rapidly diversifying population, increased inequities, and more complex health problems affecting populations. This forces medical schools to integrate global health (GH) into the training of health-care professionals from curriculum development to practical learning activities, here and abroad.Approach: The approach aims at enriching existing programs in GH competencies in an interdisciplinary context. The goal is to ensure that all health-science students develop a certain level of GH competency. The main actions are the mobilization of key stakeholders, the development of a competency framework (CF) to perform gap analysis, tool formalization, and monitoring and evaluation activities. Subsequent to scoping review and stakeholder consultations, ten principles are identified and used to guide the enrichment process.Results: Actual outputs cover a broad scope, from key decision-makers’ support and endorsement to the formalization of tools and the consolidation and creation of activities such as service-learning activities, rotations among underserved populations, and training for international rotations.Conclusion: While this unique approach is proving to be a major challenge, the preliminary results are well worth the effort. The project’s tangible impacts on health-sciences teaching, the GH competence of graduates, and care delivery are topics of interest for future investigation.

Innovation, Entrepeneurship and International Experience

2008 ◽  
Author(s):  
Margaret Pinnell ◽  
Phillip Doepker ◽  
Lori Hanna ◽  
Mike Vehar
Keyword(s):  
Service Learning ◽  
Medical Device ◽  
Research Design ◽  
Rural Areas ◽  
Local Community ◽  
Business Students ◽  
International Experience ◽  
The University ◽  
University Of Dayton

The University of Dayton (UD) Engineers in Technical Humanitarian Opportunities for Service-Learning (ETHOS), in collaboration with UD’s School of Business, UD’s Design Clinic, Grupo Fenix (Nicaragua), and the local Nicaraguan community, is currently working on an 18 month project to research and develop a solar medical device sterilizer (sterilizer) that can be used in rural areas of Nicaragua. Engineering and business students are working in a variety of capacities with the local community and Grupo Fenix in Nicaragua to research, design and develop the device. Once developed, the engineering and business students will continue to work with the community and Grupo Fenix to establish a micro-business for the manufacture and distribution of the device. Although this project will address a particular technical need, the infrastructure and unique partnerships that are being developed and optimized through its facilitation will serve as a model for other projects and programs that will be shared within the University of Dayton and with other universities.

scholarly journals Water Purification in South Africa: Reflections on Curriculum Development Tools and Best Practices for Implementing Student-Led Sustainable Development Projects in Rural Communities

2009 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Eric Harshfield ◽  
Ana Jemec ◽  
Ofhani Makhado ◽  
Elias Ramarumo
Keyword(s):  
South Africa ◽  
Sustainable Development ◽  
Service Learning ◽  
Water Purification ◽  
Distribution System ◽  
Local Community ◽  
Development Project ◽  
Limpopo Province ◽  
University Of Virginia ◽  
The University

This paper presents a sustainable development project in which University of Virginia students collaborated with University of Venda faculty, Global Sustainability Club students, and local community members to address water problems in a village in the Venda region of the Limpopo Province, South Africa. The cohort’s goal was to implement a sustainable and contextually appropriate water purification and distribution system. The authors present the design and constructed process for a slow sand filtration system intended to provide clean drinking water to most households in the community. They present and analyze the successes, failures, and ethical dilemmas encountered throughout project execution. Also, the authors assess the project based on three evaluation criteria for service learning projects and explore possibilities for follow-up through the collaboration between the University of Virginia and the University of Venda. The paper ends with a reflection examining aspects of engineering community engagement projects including site assessments prior to project implementation, project timeframes, and crosscultural institutional collaborations.

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.

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