scholarly journals Layering Learning for Work-Readiness in a Science Programme

2018 ◽  
Author(s):  
Marianne McKay ◽  
Antoinette Smith-Tolken ◽  
Anne Alessandri
Keyword(s):  
South Africa ◽  
Service Learning ◽  
Learning Environment ◽  
Learning Strategies ◽  
Personal Growth ◽  
Working Life ◽  
Natural Sciences ◽  
Work Readiness ◽  
Engaged Learning ◽  
Research Project

In order to prepare our students for a challenging workplace, the Department of Viticulture and Oenology at Stellenbosch University in South Africa have ‘layered’ Engaged Learning strategies throughout the four-year undergraduate degree in an approach that is innovative in a science-based programme. In this research project, we assessed the effects of service-learning (SL) and a six-month internship on student employability by analysing reflections that were collected over a number of years. We also asked industry members whether they felt students had improved in key areas after the final year internship. The student submissions for SL showed evidence of personal growth and transformation, and those for the internship reflected industry requirements for professional skills in a complex and technically demanding milieu. It was found that these engaged experiences provided sound preparation for working life, as well as  giving students opportunities for self-questioning and personal growth, which is unusual in the natural sciences learning environment.

scholarly journals Who is the Teacher and Who is the Student? The Dual Service- and Engaged-Learning Pedagogical Model of Anatomy Academy

2019 ◽  
Vol 6 ◽  
pp. 238212051988327
Author(s):  
Molly M Diaz ◽  
Kenechukwu Ojukwu ◽  
Jessica Padilla ◽  
Kevin Steed ◽  
Naomi Schmalz ◽  
...  
Keyword(s):  
Service Learning ◽  
Classroom Management ◽  
Undergraduate Students ◽  
Personal Growth ◽  
Self Efficacy ◽  
Learning Experience ◽  
Early Years ◽  
Engaged Learning ◽  
Science Knowledge ◽  
Science Interest

Anatomy Academy is a simultaneous service-learning experience for preprofessional school undergraduate students and preclinical professional students acting as classroom paraprofessional teachers (Mentors), and engaged-learning experience for fourth to sixth grade elementary school children (Students). Using didactic and kinesthetic active learning teaching strategies in small-group classroom environments, Mentors taught anatomy, physiology, and nutrition concepts to Students. In this study of the program’s early years (2012-2014), overall objectives of improving Mentors’ pedagogical confidence; and Students’ science interest, science knowledge, and exercise self-efficacy were assessed. Mentors showed (89% response of 595 surveyed) improvement in content delivery ( P < .001), student engagement ( P < .001), classroom management ( P < .001), and professionalism ( P = .0001). Postprogram Mentor reflections were categorized into 7 major themes that demonstrated personal growth through the service-learning opportunity: (1) realization of an ability to make a difference in the world now; (2) acknowledgment of the importance of listening in teaching; (3) recognition that lives can and will change with “a little love”; (4) insight into the effectiveness of guiding Students through material rather than lecturing; (5) awareness of the value of respect in the learning environment; (6) cognizance of the power of individualized attention to motivate Students; and (7) reflection of one’s own personal growth through the open influence of Students. Students showed (88% response of 1259 surveyed) improvement in science knowledge ( P = .014) and exercise self-efficacy ( P = .038), but not science interest ( P = .371). Thus, while Students are learning more science and becoming more aware of their health, we need to be more overt in our presence as scientists in the educational arena.

scholarly journals Status of undergraduate community-based and public health physiotherapy education South Africa

2013 ◽  
Vol 69 (1) ◽  
Author(s):  
K. Mostert-Wentzel ◽  
J. Frantz ◽  
A. J. Van Rooijen
Keyword(s):  
South Africa ◽  
Service Learning ◽  
South African ◽  
Learning Strategies ◽  
The South ◽  
Or Education ◽  
Study Guides ◽  
The Government ◽  
Teaching Learning ◽  
The University

Curricula of health education institutions need to be periodically revised to be aligned with its context. This study explored the status of physiotherapy curricula in South Africa as point of departure for benchmarking by individual institutions. A document analysis was done of the university physiotherapy departments (N=8) in South Africa. institutional ethical clearance and permission from the heads of departments were obtained. Content analysis was used to analyse the South African Qualifications Authority exit-level outcomes and the university study guides for community placements. Most universities employed a form of service-learning, with interventions in a range of settings. Five themes emerged: practice of evidence-based physiotherapy, rendering physiotherapy services, acting professionally, communication, and collaboration. The country’s priority conditions were addressed. Teaching-learning strategies included group activities (class or education sessions), community projects, home visits and portfolios of evidence. Personal and small-group reflections were prominent. The undergraduate community physiotherapy curricula in South Africa address the health profile of the population and priorities in the health system to different degrees. The variation between universities should be interpreted with caution as the study guides only gave a limited snapshot into each institution’s curriculum. However, findings suggest that each physiotherapy university department may have gaps in preparing physiotherapy undergraduate students for the needs of the South African population and expectations of the government. Possible ways to share teaching-learning resources are recommended

scholarly journals Combining novel research and community-engaged learning in an undergraduate physiology laboratory course

2019 ◽  
Vol 43 (2) ◽  
pp. 110-120 ◽  
Author(s):  
Sarah K. Woodley ◽  
Peter E. Freeman ◽  
Tiffany D. Ricketts
Keyword(s):  
Service Learning ◽  
Personal Growth ◽  
Undergraduate Research ◽  
College Level ◽  
Research Experience ◽  
Engaged Learning ◽  
Learning Gains ◽  
Laboratory Course ◽  
Physiology Laboratory ◽  
Physiology Students

To better prepare physiology students for 21st century careers, we incorporated classroom-based undergraduate research experiences and service learning/community-engaged learning (SLCE) into a college-level physiology laboratory course. The interventions were incorporated over 4 yr and assessed using validated surveys of student-reported learning gains related to attitudes toward science, the scientific process, and career paths. Students reported the greatest learning gains in those years when students did novel research oriented around a common theme of water quality. The gains were greater than those of a matched cohort that participated in an apprentice-style summer undergraduate research experience. With respect to the SLCE related to youth science literacy, students provided evidence of learning related to academics, personal growth, and civic mindedness. For example, many expressed discomfort about being in a new situation, often describing the differences between themselves and the youth with whom they interacted. However, students also grew in confidence about collaborating with people who were different from them and in their role as the “scientist.” Limitations of the study include the quasi-experimental design and the incorporation of multiple interventions at the same time. Future studies should examine improvement in content acquisition and competency-based learning skills. Nonetheless, these results suggest that both novel research and SLCE increase student learning in the context of an undergraduate physiology laboratory course. Many of the learning gains observed with the SLCE are particularly important for physiology students, many of whom aspire to careers in health sciences, where they will be regularly working with nonscientists.

PEMBINAAN PENGELOLAAN KEUANGAN KELUARGA DAN PENINGKATAN KEMAMPUAN BAHASA INGGRIS PADA IBU RUMAH TANGGA DI PERUMAHAN GRIYA TAHAP 1 BATU AJI

2020 ◽  
Vol 2 (1) ◽  
pp. 45-54
Author(s):  
Hikmah ◽  
Ance Jusmaya
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Real World ◽  
Financial Management ◽  
Learning Activities ◽  
Teaching English ◽  
Financial Survival ◽  
Stage 1 ◽  
Everyday Learning ◽  
At Home

Being a housewife is a multi-tasking  tasks and it is not an easy thing. In this case, a housewife has many roles such as should be a mother , a counselor for her daughter  as well as taking care of everything. Besides, the mother is also a teacher. As we know that,  the  first  teacher of a child is a mother. Then,  the mother is also a financial manager and general administration  at home. Many problems have been encountered, so a housewife  tasks are  very hard, in this case they have to  harmonize and regulate the amount of income and increase in some basic needs and daily needs. Except the problems that regarding  with financial management, the problem  face also relates with the lack of knowledge of housewives in English.  As a housewife needs an ability of English skill  to help their children  in studying later on.  Those phenomenon  happens in  families who live in Griya Batu Aji stage 1.The solution offered housewife  that a family financial management is very important for financial survival of a family. As a financial manager at home, a housewife must be able to manage expenditure and income posts. Besides, for teaching English,  parents should implement a fun learning environment and learning strategies that can motivate children to learn English. A learning environment that suits the real-world context is needed so that parents can apply it to everyday learning activities with children.

Sludge Disposal to Sea in South Africa

1982 ◽  
Vol 14 (3) ◽  
pp. 93-107 ◽  
Author(s):  
D C Macleod
Keyword(s):  
Public Health ◽  
South Africa ◽  
Marine Environment ◽  
Industrial Waste ◽  
Domestic Sewage ◽  
Monitoring Programme ◽  
Environment And Public Health ◽  
Research Project ◽  
Sludge Disposal ◽  
Sea Outfalls

The performance of two sea outfalls that have been in operation off the coast of Durban for over 10 years has been monitored for effects on the marine environment and public health. The discharge has been a mixture of domestic sewage and industrial waste from which a large proportion of the sludge has been removed but a 2-year research project, in which the balance of the sludge is also being discharged, has commenced. Performance of the outfalls and details of the monitoring programme are reviewed.

From practical nurse to bachelor of nursing student: bridging the transition

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Kathryn M. Chachula ◽  
Kathryn J. Hyndman ◽  
Mary E. Smith
Keyword(s):  
Learning Strategies ◽  
Degree Completion ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Nursing Student ◽  
Human Resources For Health ◽  
Health Care Systems ◽  
National Council ◽  
Care Systems ◽  
Curricular Model

AbstractBackgroundA streamlined academic approach for career advancement is needed that allows practical or enrolled nurses to obtain a Bachelor of Nursing (BN) degree. One strategy in this approach is offering college-prepared Practical Nurses (PNs) the opportunity to transition into a baccalaureate program through a bridging course. Bridging initiatives serve as professional development opportunities for learners with personal growth and financial advantages on degree completion and enhance health and human resources for health care systems within national and international landscapes.Objective and methodsA curricular model and strategies on how such a bridging course can be constructed are discussed in this article. The model integrates teaching and learning strategies as well as course sequencing, structure, and assessment strategies.Results and conclusionThis innovative bridging curriculum offers Canadian and international nurse educators a programmatic guideline to create educational pathways for practical or enrolled nurses to obtain a baccalaureate degree. Completion of the bridging curriculum and BN program allow graduates to assume the RN role following a successful pass on the National Council Licensure Examination (NCLEX).

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