scholarly journals Service learning in pharmacy: An effective pedagogical approach to undergraduate education

2021 ◽  
pp. 255-262
Author(s):  
Rebecca Rafferty ◽  
Emma Williams ◽  
Sarah C Willis ◽  
David G Allison

Master of Pharmacy (MPharm) students at the University of Manchester experience service learning during the third year of the course. The students put their academic learning into practice and develop many professional skills whilst teaching and enthusing local high school pupils about various public health topics. This article explores how this example of service learning helps prepare the next generation of pharmacists for their future roles and summarises the practical aspects of the project and its success.

Author(s):  
Cheresa Greene Simpson ◽  
Gerrelyn Chunn Patterson

This chapter will address an engaging pedagogical strategy to prepare pre-service teachers to work in diverse communities challenged by social issues such as poverty and food instability. The chapter presents a service-learning pedagogical approach that creates a collaborative partnership between faculty, students, the university, and the greater community. It demonstrates how stakeholders can work and learn together within a common service-learning project that positively impacts change in diverse communities. The chapter will benefit faculty at the secondary and post-secondary education levels who are interested in enhancing teaching and learning through service learning, collaboration and community engagement.


2017 ◽  
Vol 10 (2) ◽  
pp. 25-40
Author(s):  
Stephanie A. Limoncelli

The increasing internationalisation of social science curricula in undergraduate education along with the growth of service-learning has provided new opportunities to join the two. This article offers a reflection and discussion of service-learning with placements in international nongovernmental organisations (INGOs), drawing from its application in an undergraduate globalisation course in the United States. I argue that service-learning can be a useful pedagogical approach for helping students to think actively about themselves in relation to other people, other places and as part of broader global and transnational processes.


2016 ◽  
Vol 10 (2) ◽  
pp. 129
Author(s):  
Sławomir Godek

Some Remarks on the Role of the Third Statute of Lithuania in Courses on National Law at the Turn of the Nineteenth CenturySummary The long-term validity of the Third Lithuanian Statute of 1588 is a factor often highlighted in the scientific literature devoted to the history of the Lithuanian-Russian lands. The two and a half centuries that the codex operated have left a lasting imprint on the legal relations of these vast territories. In Belarusian lands once belonging the Republic and separated from it by the First Partition, the Statute was abolished as a consequence of the repression after the November Uprising in 1831. In the western and south-western guberniyas, the Statute survived somewhat longer; it was repealed in 1840. In academic circles, both Polish and international, the post-Partition fate of the Lithuanian codex has not yet been clarified. It seems that one aspect which is worth paying attention to in studies on the condition of the Statute after the Partitions is its role in the teaching of law in the late eighteenth and early nineteenth centuries. Surviving sources, in form of the lecture courses, students’ notes, reports intended for educational authorities and examination tables leave no doubt that the Statute of Lithuania was the very basis of national law lecture courses, both at the University of Vilnius, as well as at the High School and then Lyceum in Kremenets and the Academy of Polotsk. In the lectures of Adam Powstański, Ignacy Danilowicz, Aleksander Korowicki, Józef Jaroszewicz, Ignacy Ołdakowski, and Aleksander Mickiewicz, the Statute was always depicted as one of the most important sources of national law, which maintained its currency, and whose provisions were cited most frequently to illustrate the legal institutions under discussion.


1984 ◽  
Vol 30 ◽  
pp. 297-316

Sydney Cross Harland was born in Snainton, near Scarborough, Yorkshire, on 19 July 1891. He went to school, first in the village school and then at Scarborough High School. From there he was awarded a scholarship, and went to King’s College, London, and read geology. He graduated with honours in 1912. He grew up a short, stocky man. He was brisk and active in his movements, in spite of a limp which he had through out his life. He went overseas and worked in the West Indies, Brazil and Peru. Here turned to England to become Reader in Genetics and then Professor of Botany in the University of Manchester. In 1919, while working in the West Indies, he was awarded a D.Sc. in botany by King’s College, London. He was elected F. R. S. in 1943 and F.R.S.E. in 1951, and he was made an Honorary Fellow of the Textile Institute for his work on the technological characters of raw cotton. When he retired he lived for some time in Blackheath and then on a property he had acquired in Peru. In old age he returned to a house he had owned since 1932 in Snainton, and there he died on 8 November 1982, at the age of 91.


10.28945/4708 ◽  
2021 ◽  
Vol 6 ◽  
pp. 001-024
Author(s):  
Sarah Combs

Josie Rocco hung up the phone and wiped away the tears streaming down her face as she contemplated what her next move would be. This was the third call she'd received that day where all she could say was, “I am so sorry to hear that.” Words that felt empty with no real solutions or answers attached to them. Josie was the Chief Operations Officer for the University Area Community Development Corporation, Inc. (UACDC), a nonprofit organization dedicated to improving community through resident empowerment and self-sufficiency. Josie was in charge of all the programs and services, and in her 25 years of doing this work, she had never heard such hopelessness in her community's collective voice. The number of residents who had lost their jobs due to COVID-19 was overwhelming. This public health pandemic came out of nowhere, like a thief in the night stealing away security and peace, leaving behind the devastating effects of death, unemployment, loss of housing, and crippling food insecurity.


2017 ◽  
Author(s):  
◽  
Marina A. Hendricks

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Like their professional counterparts, high school journalists are confronting the societal and technological forces that are reshaping journalism. As members of journalism's next generation, high school journalists are charged with the responsibility of carrying journalism forward long after senior journalists exit the newsroom. This case study incorporated ethnographic observation and interviews to examine how high school journalists are socialized into journalism as an occupational ideology (Deuze, 2005). It focused on how high school journalists make meaning of public service, objectivity, autonomy, immediacy, and ethics through the intersection of their journalistic roles. It also looked at how high school journalists are socialized into journalism in the educational setting. Lastly, it considered the role of agents of socialization, such as individual educators, peers, family, part-time work, and the media. The findings suggest that high school journalists who practice free of threats from prior review and restraint are acclimating to the shared autonomy of the multimedia environment. High school journalists also are adapting to new considerations of immediacy that provide them with flexibility to act as disseminators or interpreters, as the situation warrants. Finally, high school journalists in an autonomous environment exert a strong socialization influence on their peers.


Author(s):  
Cheresa Greene Simpson ◽  
Gerrelyn Chunn Patterson

This chapter will address an engaging pedagogical strategy to prepare pre-service teachers to work in diverse communities challenged by social issues such as poverty and food instability. The chapter presents a service-learning pedagogical approach that creates a collaborative partnership between faculty, students, the university, and the greater community. It demonstrates how stakeholders can work and learn together within a common service-learning project that positively impacts change in diverse communities. The chapter will benefit faculty at the secondary and post-secondary education levels who are interested in enhancing teaching and learning through service learning, collaboration and community engagement.


2011 ◽  
Vol 669 ◽  
pp. 1-2 ◽  
Author(s):  
Stewart Turner

Owen Phillips grew up in Sydney, Australia, and following a distinguished record at a State high school and in the final NSW school examinations, he enrolled in the Faculty of Engineering at the University of Sydney in 1948. In the third year, he transferred to the Faculty of Science to do more advanced courses in Mathematics and Physics (with the idea of going back to Engineering after one year and qualifying for a Science degree on the way). Owen did so well, however, that he went on to do a fourth year in Mathematics and graduated with First Class Honours.


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