45 CFR 2517.400 - What must a State Commission or grantmaking entity include in an application for a grant?

Code of Federal Regulations, 2014 CFR

2014-10-01

... Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Application Contents § 2517.400 What must a State Commission or grantmaking entity... promoting service-learning through programs under this part. The plan must describe the types of community...

45 CFR 2517.400 - What must a State Commission or grantmaking entity include in an application for a grant?

Code of Federal Regulations, 2013 CFR

2013-10-01

... Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Application Contents § 2517.400 What must a State Commission or grantmaking entity... promoting service-learning through programs under this part. The plan must describe the types of community...

45 CFR 2517.400 - What must a State Commission or grantmaking entity include in an application for a grant?

Code of Federal Regulations, 2012 CFR

2012-10-01

... Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Application Contents § 2517.400 What must a State Commission or grantmaking entity... promoting service-learning through programs under this part. The plan must describe the types of community...

45 CFR 2516.840 - By what standards will the Corporation evaluate individual Learn and Serve America programs?

Code of Federal Regulations, 2010 CFR

2010-10-01

... individual Learn and Serve America programs? 2516.840 Section 2516.840 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING... Learn and Serve America programs? The Corporation will evaluate programs based on the following: (a) The...

45 CFR 2516.120 - Who may apply for funding a subgrant?

Code of Federal Regulations, 2010 CFR

2010-10-01

... NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Apply § 2516.120 Who...-learning programs. (b) A local partnership, for a grant from a State to implement, operate, or expand a school-based service learning program. (1) The local partnership must include an LEA and one or more...

45 CFR 2516.200 - How may grant funds be used?

Code of Federal Regulations, 2012 CFR

2012-10-01

...-learning activities on communities. (v) Establishing effective outreach and dissemination of information to... COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Use of Grant Funds § 2516.200 How may grant funds be used? Funds under a school-based service learning grant may be used for the purposes described in...

45 CFR 2516.200 - How may grant funds be used?

Code of Federal Regulations, 2014 CFR

2014-10-01

...-learning activities on communities. (v) Establishing effective outreach and dissemination of information to... COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Use of Grant Funds § 2516.200 How may grant funds be used? Funds under a school-based service learning grant may be used for the purposes described in...

45 CFR 2516.200 - How may grant funds be used?

Code of Federal Regulations, 2013 CFR

2013-10-01

...-learning activities on communities. (v) Establishing effective outreach and dissemination of information to... COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Use of Grant Funds § 2516.200 How may grant funds be used? Funds under a school-based service learning grant may be used for the purposes described in...

Undergraduate nursing students' perceptions of service-learning through a school-based community project.

PubMed

Bassi, Sherry

2011-01-01

Service-learning (SL) is an experiential teaching method that combines instruction with community service, with the aim of enriching students' academic learning, interpersonal skills and sense of responsibility while making meaningful contributions to the community. However, measuring outcomes of service-learning projects is difficult. This article reports on the perceptions of 18 third-year undergraduate nursing students who took part in a pilot service-learning project targeting tobacco use in a local elementary school. Faculty members evaluated the program's outcomes by engaging students in structured reflection on the program about its relevance to their future careers as practicing professionals, especially in community-based settings. The students' perceptions were elicited through three sets of reflective assignments following the project. Findings from the reflective assignments suggest that the pilot program was successful in enhancing the students' academic, social, and personal development while building a partnership between the school of nursing and key players in the community, including school-based nurses, teachers, administrators, families, and community leaders. The author suggests that service-learning projects can help nursing students accomplish key developmental tasks of the college years (such as building their competence, autonomy, and integrity), while helping impart the skills and values they will need as they graduate and seek professional nursing roles.

Centering Faith-Based Identities in Collaborative Contexts: Critically Prophetic Action at the Robinson Community Learning Center

ERIC Educational Resources Information Center

Miller, Peter M.; Caponigro, Jay; Tyson, Luther

2008-01-01

This paper examines the working philosophy of a university-community collaborative program--the Robinson Community Learning Center (RCLC), a multifaceted community service center located in the Northeast Neighborhood of South Bend, Indiana, in the United States. This program's multitude of educational and social services includes individualized…

45 CFR 2516.600 - How are funds for school-based service-learning programs distributed?

Code of Federal Regulations, 2014 CFR

2014-10-01

... remainder as the number of school-age youth in the State bears to the total number of school-age youth of... 45 Public Welfare 4 2014-10-01 2014-10-01 false How are funds for school-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS...

45 CFR 2516.600 - How are funds for school-based service-learning programs distributed?

Code of Federal Regulations, 2013 CFR

2013-10-01

... remainder as the number of school-age youth in the State bears to the total number of school-age youth of... 45 Public Welfare 4 2013-10-01 2013-10-01 false How are funds for school-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS...

45 CFR 2516.600 - How are funds for school-based service-learning programs distributed?

Code of Federal Regulations, 2012 CFR

2012-10-01

... remainder as the number of school-age youth in the State bears to the total number of school-age youth of... 45 Public Welfare 4 2012-10-01 2012-10-01 false How are funds for school-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS...

34 CFR 692.30 - How does a State administer its community service-learning job program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... for work and not a grant. (b)(1) The community service-learning job program must be administered by... reasonable, based on such factors as type of work performed, geographical region, and proficiency of the...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of...

34 CFR 692.30 - How does a State administer its community service-learning job program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... for work and not a grant. (b)(1) The community service-learning job program must be administered by... reasonable, based on such factors as type of work performed, geographical region, and proficiency of the...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of...

34 CFR 692.30 - How does a State administer its community service-learning job program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... for work and not a grant. (b)(1) The community service-learning job program must be administered by... reasonable, based on such factors as type of work performed, geographical region, and proficiency of the...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of...

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2010 CFR

2010-07-01

... through campus-based community service work learning study programs, hereinafter referred to as community service-learning job programs. (Authority: 20 U.S.C. 1070c-1070c-4) [52 FR 45433, Nov. 27, 1987, as...

Promoting Community Renewal through Civic Literacy and Service Learning. New Directions for Community Colleges, Number 93.

ERIC Educational Resources Information Center

Parsons, Michael H., Ed.; Lisman, C. David, Ed.

1996-01-01

Based on the idea that community colleges have a critical role in enhancing civic literacy through community-based programming and service learning, this volume provides descriptions of theoretical frameworks and practical models for incorporating community renewal into the college mission. The following articles are provided: (1) "Service…

45 CFR 2517.200 - How may grant funds be used?

Code of Federal Regulations, 2010 CFR

2010-10-01

... COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Use of Grant Funds § 2517.200 How may grant funds be used? Funds under a community-based Learn and Serve grant may be used for the purposes... environmental service by participants, who must be school-age youth; and (2) To provide training and technical...

45 CFR 2517.200 - How may grant funds be used?

Code of Federal Regulations, 2011 CFR

2011-10-01

... COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Use of Grant Funds § 2517.200 How may grant funds be used? Funds under a community-based Learn and Serve grant may be used for the purposes... environmental service by participants, who must be school-age youth; and (2) To provide training and technical...

Community action research track: Community-based participatory research and service-learning experiences for medical students.

PubMed

Gimpel, Nora; Kindratt, Tiffany; Dawson, Alvin; Pagels, Patti

2018-04-01

Community-based participatory research (CBPR) and service-learning are unique experiential approaches designed to train medical students how to provide individualized patient care from a population perspective. Medical schools in the US are required to provide support for service-learning and community projects. Despite this requirement, few medical schools offer structured service-learning. We developed the Community Action Research Track (CART) to integrate population medicine, health promotion/disease prevention and the social determinants of health into the medical school curriculum through CBPR and service-learning experiences. This article provides an overview of CART and reports the program impact based on students' participation, preliminary evaluations and accomplishments. CART is an optional 4‑year service-learning experience for medical students interested in community health. The curriculum includes a coordinated longitudinal program of electives, community service-learning and lecture-based instruction. From 2009-2015, 146 CART students participated. Interests in public health (93%), community service (73%), primary care (73%), CBPR (60%) and community medicine (60%) were the top reasons for enrolment. Significant improvements in mean knowledge were found when measuring the principles of CBPR, levels of prevention, determining health literacy and patient communication strategies (all p's < 0.05). Most students (73%) were satisfied with CART. Projects were disseminated by at least 65 posters and four oral presentations at local, national and international professional meetings. Six manuscripts were published in peer-reviewed journals. CART is an innovative curriculum for training future physicians to be community-responsive physicians. CART can be replicated by other medical schools interested in offering a longitudinal CBPR and service-learning track in an urban metropolitan setting.

45 CFR 2516.410 - What must a community-based entity include in an application for a grant?

Code of Federal Regulations, 2011 CFR

2011-10-01

... protect the rights of those employees; (3) Develop an age-appropriate learning component for participants... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Application...

45 CFR 2516.410 - What must a community-based entity include in an application for a grant?

Code of Federal Regulations, 2010 CFR

2010-10-01

... protect the rights of those employees; (3) Develop an age-appropriate learning component for participants... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Application...

Layered Learning, Eustress, and Support: Impact of a Pre-Service-Learning Training on Students' Self-Efficacy in Teaching in the Community

ERIC Educational Resources Information Center

Cooke, Natalie K.; Pursifull, Anne K.; Jones, Kerry M.; Goodell, L. Suzanne

2017-01-01

Service-learning programs provide students with opportunities to gain discipline-specific skills, while providing community organizations with a steady pool of volunteers. However, because students may lack the skills needed to effectively serve the community, skills-based training may need to be incorporated into service-learning courses.…

The fundamentals of integrating service in a post-licensure RN to BSN program.

PubMed

Washington-Brown, Linda; Ritchie, Arlene

2014-01-01

Integrating service in a post-licensure registered nurse to bachelor of science in nursing (RN to BSN) program provides licensed registered nurse (RN) students the opportunity to learn, develop, and experience different cultures while serving the community and populations in need (McKinnon & Fitzpatrick, 2012). Service to the community, integrated with academic learning can be applied in a wide variety of settings, including schools, universities, and community faith-based organizations. Academic service-learning (ASL) can involve a group of students, a classroom, or an entire school. In the RN to BSN program, the authors use a student-directed service learning approach that integrates service-learning throughout the curriculum. RN students are introduced to service-learning at program orientation prior to the start of classes and receive reinforcement and active engagement throughout the curriculum. The students and volunteer agencies receive and give benefits from the services provided and the life lessons gained through mentorship, education, and hands-on experiences.

34 CFR 675.45 - Allowable costs, Federal share, and institutional share.

Code of Federal Regulations, 2010 CFR

2010-07-01

... education, financial self-help, and community service-learning opportunities. (3) Carry out activities in... programs including— (i) Community-based work-learning-service alternatives that expand opportunities for community service and career-related work; and (ii) Alternatives that develop sound citizenship, encourage...

45 CFR 2516.200 - How may grant funds be used?

Code of Federal Regulations, 2010 CFR

2010-10-01

... integrated into academic programs, including the age-appropriate learning components for students to analyze... COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Use of Grant Funds § 2516.200 How may grant funds be used? Funds under a school-based service learning grant may be used for the purposes described in...

45 CFR 2516.200 - How may grant funds be used?

Code of Federal Regulations, 2011 CFR

2011-10-01

... integrated into academic programs, including the age-appropriate learning components for students to analyze... COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Use of Grant Funds § 2516.200 How may grant funds be used? Funds under a school-based service learning grant may be used for the purposes described in...

45 CFR 2515.10 - What are the service-learning programs of the Corporation for National and Community Service?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false What are the service-learning programs of the... Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SERVICE-LEARNING PROGRAM PURPOSES § 2515.10 What are the service-learning programs of the Corporation for National and Community...

45 CFR 2515.10 - What are the service-learning programs of the Corporation for National and Community Service?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false What are the service-learning programs of the... Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SERVICE-LEARNING PROGRAM PURPOSES § 2515.10 What are the service-learning programs of the Corporation for National and Community...

Elements for Successful Collaboration between K-8 School, Community Agency, and University Partners: The Lead Peace Partnership

ERIC Educational Resources Information Center

Bosma, Linda M.; Sieving, Renee E.; Ericson, Annie; Russ, Pamela; Cavender, Laura; Bonine, Mark

2010-01-01

Background: Researchers, schools, and community organizations are increasingly interested in forming partnerships to improve health and learning outcomes for adolescents. School-based service learning programs with young adolescents have been shown to improve students' health and educational outcomes. Quality school-based service learning practice…

Cultural Competence Development, Critical Service Learning, and Latino/a Youth Empowerment: A Qualitative Case Study

ERIC Educational Resources Information Center

Vargas, Lucila C.; Erba, Joseph

2017-01-01

As universities create service-learning programs, educators are experimenting with pedagogical approaches that enhance learning outcomes while benefiting communities. We present a qualitative case study of a radio-based, service-learning program, grounded in a Freirean foundation and aimed at developing the cultural competence and sense of…

Students Promoting Economic Development and Environmental Sustainability: An Analysis of the Impact of Involvement in a Community-Based Research and Service-Learning Program

ERIC Educational Resources Information Center

Keen, Cheryl; Baldwin, Elizabeth

2004-01-01

Community-based research has been suggested as a particularly effective form of service learning in college-community collaborations. This paper reviews findings from interviews with alumni/ae and community partners of an environmental and economic sustainability center at Allegheny College in Northwest Pennsylvania, the Center for Economic and…

Innovative Graduate Research Education for Advancement of Implementation Science in Adolescent Behavioral Health.

PubMed

Burton, Donna L; Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather

2016-04-01

An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program's curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships.

45 CFR 2516.400 - What must a State or Indian tribe include in an application for a grant?

Code of Federal Regulations, 2010 CFR

2010-10-01

... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Application... following: (a) A three-year strategic plan for promoting service-learning through programs under this part... include a description of how the SEA will coordinate its service-learning plan with the State Plan under...

45 CFR 2516.400 - What must a State or Indian tribe include in an application for a grant?

Code of Federal Regulations, 2011 CFR

2011-10-01

... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Application... following: (a) A three-year strategic plan for promoting service-learning through programs under this part... include a description of how the SEA will coordinate its service-learning plan with the State Plan under...

Can Institutions Have Quality Programming without Utilizing a Systematic Outcomes-Based Assessment Process?

ERIC Educational Resources Information Center

Weiner, Lauren; Bresciani, Marilee J.

2011-01-01

The researchers explored whether implementation of a systematic outcomes-based assessment process is necessary for demonstrating quality in service learning programs at a two-year and a four-year institution. The findings revealed that Western Community College and the University of the Coast maintained quality service-learning programs, which met…

The Use of Economic Impact Studies as a Service Learning Tool in Undergraduate Business Programs

ERIC Educational Resources Information Center

Misner, John M.

2004-01-01

This paper examines the use of community based economic impact studies as service learning tools for undergraduate business programs. Economic impact studies are used to measure the economic benefits of a variety of activities such as community redevelopment, tourism, and expansions of existing facilities for both private and public producers.…

45 CFR 2516.110 - Who may apply for a direct grant from the Corporation?

Code of Federal Regulations, 2010 CFR

2010-10-01

...) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Apply...-learning programs. (2) An Indian Tribe. (3) For activities in a nonparticipating State or Indian Tribe, a...

45 CFR 2516.110 - Who may apply for a direct grant from the Corporation?

Code of Federal Regulations, 2011 CFR

2011-10-01

...) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Apply...-learning programs. (2) An Indian Tribe. (3) For activities in a nonparticipating State or Indian Tribe, a...

Innovative Graduate Research Education for Advancement of Implementation Science in Adolescent Behavioral Health

PubMed Central

Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather

2016-01-01

An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program’s curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships. PMID:26746638

Community-Based Learning. Adding Value to Programs Involving Service Agencies and Schools.

ERIC Educational Resources Information Center

Cumming, Jim

Community-based learning (CBL) is a structured approach to learning and teaching that connects meaningful community experience with intellectual development, personal growth, and active citizenship. Enthusiasm for CBL is emerging in Australia and elsewhere because it is seen as the following: strategy for whole-school reform, especially in…

Differential Outcomes for American College Students Engaged in Community Service-Learning Involving Youth and Adults

ERIC Educational Resources Information Center

Seider, Scott; Rabinowicz, Samantha; Gillmor, Susan

2012-01-01

The Serve Program at Ignatius University is a community service-learning program that combines academic study of philosophy with a yearlong field-based project at one of approximately 50 different sites. Half of these projects entail working with youth, while the other half entail working with adults. This mixed methods analysis found that college…

34 CFR 692.30 - How does a State administer its community service-learning job program?

Code of Federal Regulations, 2010 CFR

2010-07-01

...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of... Administer Its Community Service-Learning Job Program? § 692.30 How does a State administer its community service-learning job program? (a)(1) Each year, a State may use up to 20 percent of its allotment for a...

34 CFR 692.30 - How does a State administer its community service-learning job program?

Code of Federal Regulations, 2011 CFR

2011-07-01

...-learning job program? 692.30 Section 692.30 Education Regulations of the Offices of the Department of... State Administer Its Community Service-Learning Job Program? § 692.30 How does a State administer its community service-learning job program? (a)(1) Each year, a State may use up to 20 percent of its allotment...

Community-Based Philosophy and Service-Learning: A Case Study at Barry University

ERIC Educational Resources Information Center

Schlaerth, Christian A.

2014-01-01

Service-learning, as a pedagogical technique, presents unique learning opportunities for students, where they get to use their skills and knowledge from courses to help improve communities that have particular needs. Barry University has recently begun to expand it program across the school, reaching into disciplines that are not often associated…

Learning Communities in Teacher Education Programs: Four Success Stories.

ERIC Educational Resources Information Center

Cox, Barbara, Ed.

This report describes a program implemented by the Tomas Rivera Center (Claremont, California) to increase the number of well-prepared Latino teachers. Based on the concept of learning communities, the program aims to reduce the isolation experienced by minority students, offer support services that help nontraditional students satisfy academic…

Improving teaching strategies in an undergraduate community health nursing (CHN) program: implementation of a service-learning preceptor program.

PubMed

Kazemi, Donna; Behan, Jennifer; Boniauto, Maria

2011-08-01

A service-learning component was added to the existing preceptor practicum program at the University of North Carolina Charlotte's School of Nursing (UNCC SON) in the fall of 2007 for nursing students in the community health nursing (CHN) practicum course. The preceptorship model is commonly used in undergraduate nursing education. The aim of this study was to improve teaching strategies in the existing school health nursing (SHN) preceptor program by the addition of a service-learning community partnership. Adding the service-learning component was based on the Polvika model. A total of 27 nursing students and 33 preceptors participated in the study. Percentages, means, standard deviations, and rankings were used to analyze the data. The participants completed a multiple-choice survey and ranked a list of tasks. The students were able to fulfill their task responsibilities, and the service-learning preceptor program was cost effective for the SHN preceptors through hours saved by the nursing students. The preceptor role is associated with many factors, including perceived burden, which affects their willingness to work with students. The findings demonstrated that service learning is an effective teaching strategy in the CHN nursing students' learning by fostering the preceptors' benefits, rewards, support, and commitment to the role. Published by Elsevier Ltd.

Community-University Partnerships for Mutual Learning.

ERIC Educational Resources Information Center

Gelmon, Sherril B.; Holland, Barbara A.; Seifer, Sarena D.; Shinnamon, Anu; Connors, Kara

1998-01-01

Discusses what has been learned about building school/community partnerships through the "Health Professions Schools in Service to the Nation Program," a national demonstration program of service-learning in health-professions education. Issues include: the challenge of distinguishing service learning from clinical experience; community attitudes…

The Urban Nutrition Initiative: Bringing Academically-Based Community Service to the University of Pennsylvania's Department of Anthropology

ERIC Educational Resources Information Center

Johnston, Francis E.; Harkavy, Ira; Barg, Frances; Gerber, Danny; Rulf, Jennifer

2004-01-01

The Urban Nutrition Initiative (UNI) is a University of Pennsylvania/West Philadelphia schools academically-based community service program that integrates academics, research, and service through service-learning and participatory action research. UNI is based academically within Penn's Department of Anthropology and administratively within the…

Stop waiting and start creating: service learning with an outpatient bone marrow transplant unit art cart program.

PubMed

Fletcher, Tina; Bayer, Christina; Beyer, Emily; Gonzales, Jessica; Ralston, Ashley; Yount, Phyllis

2013-01-01

This paper examines how master of occupational therapy students, their occupational therapy instructor, and a community-based licensed clinical social worker collaborated in a service learning art cart program on an outpatient bone marrow transplant unit. As they progressed through the phases of Kolb's model of service learning, occupational therapy students, their occupational therapy instructor, and the licensed clinical social worker were all able to meet mutual goals of serving a unique patient population, increasing knowledge of best practices, and building and fostering university/community relationships.

45 CFR 2516.320 - Is a participant eligible to receive an AmeriCorps educational award?

Code of Federal Regulations, 2010 CFR

2010-10-01

...) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To..., service-learning coordinators who are approved AmeriCorps positions are eligible for AmeriCorps...

45 CFR 2516.320 - Is a participant eligible to receive an AmeriCorps educational award?

Code of Federal Regulations, 2011 CFR

2011-10-01

...) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To..., service-learning coordinators who are approved AmeriCorps positions are eligible for AmeriCorps...

Evaluating Reactions to Community Bridge Initiative Pilot Classes

ERIC Educational Resources Information Center

Koldewyn, Julie; Brain, Roslynn; Stephens, Kate

2017-01-01

Does participating in an integrated service-learning project aimed at improving local sustainability issues result in significant professional real-world application for students? This study aimed to answer that question by evaluating student reactions to pilot classes featuring a sustainability-based service-learning program, Community Bridge…

Service-Learning among Nontraditional Age Community College Students

ERIC Educational Resources Information Center

Largent, Liz

2013-01-01

In recent decades, many institutions of higher education have responded to community and student learning needs through the development of service-learning programs (Sapp & Crabtree, 2002). Community colleges have been noted as leaders in the establishment of service-learning programs. The purpose of this study was to better understand the…

45 CFR 2516.710 - What are the limits on the use of funds?

Code of Federal Regulations, 2010 CFR

2010-10-01

... NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Funding Requirements § 2516.710 What... to pay any stipend, allowance, or other financial support to any participant in a service-learning...

45 CFR 2516.710 - What are the limits on the use of funds?

Code of Federal Regulations, 2011 CFR

2011-10-01

... NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Funding Requirements § 2516.710 What... to pay any stipend, allowance, or other financial support to any participant in a service-learning...

45 CFR 2516.410 - What must a community-based entity include in an application for a grant?

Code of Federal Regulations, 2014 CFR

2014-10-01

... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Application Contents § 2516.410 What must a community-based entity include in an application for a grant? In order to... 45 Public Welfare 4 2014-10-01 2014-10-01 false What must a community-based entity include in an...

45 CFR 2516.410 - What must a community-based entity include in an application for a grant?

Code of Federal Regulations, 2013 CFR

2013-10-01

... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Application Contents § 2516.410 What must a community-based entity include in an application for a grant? In order to... 45 Public Welfare 4 2013-10-01 2013-10-01 false What must a community-based entity include in an...

45 CFR 2516.410 - What must a community-based entity include in an application for a grant?

Code of Federal Regulations, 2012 CFR

2012-10-01

... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Application Contents § 2516.410 What must a community-based entity include in an application for a grant? In order to... 45 Public Welfare 4 2012-10-01 2012-10-01 false What must a community-based entity include in an...

45 CFR 2517.500 - How is an application reviewed?

Code of Federal Regulations, 2011 CFR

2011-10-01

... COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Application Review § 2517.500 How is an... ensure that the projects are open to participants of different ages, races, genders, ethnicities...

An international, multidisciplinary, service-learning program: an option in the dental school curriculum.

PubMed

Martinez-Mier, Esperanza A; Soto-Rojas, Armando E; Stelzner, Sarah M; Lorant, Diane E; Riner, Mary E; Yoder, Karen M

2011-04-01

Many health professions students who treat Spanish-speaking patients in the United States have little concept of their culture and health related traditions. The lack of understanding of these concepts may constitute major barriers to healthcare for these patients. International service-learning experiences allow students to work directly in communities from which patients immigrate and, as a result, students gain a better understanding of these barriers. This article describes the implementation of an international, multidisciplinary, service-learning program in a dental school in the United States. The Indiana University International Service-Learning program in Hidalgo, Mexico began in 1999 as an alternative spring break travel and clinical experience for medical students, focusing on the treatment of acute health problems. Travel-related preparatory sessions were offered, and no learning or service objectives had been developed. The program has evolved to include a multidisciplinary team of dental, medical, nursing, public health and social work students and faculty. The experience is now integrated into a curriculum based on the service-learning model that allows students to use their clinical skills in real-life situations and provides structured time for reflection. The program aims to enhance teaching and foster civic responsibility in explicit partnership with the community. Preparatory sessions have evolved into a multidisciplinary graduate level course with defined learning and service objectives. PROGRAM EVALUATION METHODS: In order to assess the program's operation as perceived by students and faculty and to evaluate student's perceptions of learning outcomes, evaluation tools were developed. These tools included student and faculty evaluation questionnaires, experiential learning journals, and a strengths, weaknesses, opportunities and threats analysis. Evaluation data show that after program participation, students perceived an increase in their cultural awareness, cross-cultural communication skills and understanding of barriers and disparities faced by Latinos in the United States. Faculty evaluations offer insights into the lessons learned through the implementation process. The development of a service-learning based curriculum has posed challenges but has enriched international service experiences.

Teaching Service Learning in the Geosciences: An On the Cutting Edge Workshop Report

NASA Astrophysics Data System (ADS)

Bruckner, M. Z.; Laine, E. P.; Mogk, D. W.; O'Connell, S.; Kirk, K. B.

2010-12-01

Service learning is an instructional method that combines community service and academic instruction within the context of an established academic course. It is a particularly effective approach that uses active and experiential learning to develop the academic skills required of a course of study and to simultaneously address authentic community needs. Service learning projects can energize and motivate students by engaging a sense of civic responsibility by working in concert with community partners. The geosciences provide abundant opportunities to develop service learning projects on topics related to natural hazards, resources, land use, water quality, community planning, public policy, and education (K-12 and public outreach). To explore the opportunities of teaching service learning in the geosciences, the On the Cutting Edge program convened an online workshop in February 2010. The goals of the workshop were to: 1) introduce the principles and practices of effective service learning instructional activities; 2) provide examples of successful service learning projects and practical advice about "what works;" 3) provide participants with the opportunity to design, develop, and refine their own service learning courses or projects; 4) develop collections of supporting resources related to the pedagogy of service learning; and 5) support a community of scholars interested in continued work on service learning in the geoscience curriculum. The workshop consisted of a series of web-based synchronous and asynchronous sessions, including presentations from experienced practitioners of service learning, panel discussions, threaded discussions, and editable web pages used to develop new material for the website. Time was also provided for small group and individual work and for participants to peer-review each others' service learning projects and to revise their own activities based on reviewer comments. Insights from the workshop were integrated into new web pages that can help others implement service learning projects in their own institutions and communities. Online resources developed by the workshop participants, conveners, and supporting staff include an assemblage of online and print resources, a searchable collection of peer-reviewed examples of service learning projects, a tutorial on using the "8-Block Model" to design and implement a service learning project, tips on finding service learning partners, advice on motivating students, departments and the community, and example assessment instruments. Faculty are encouraged to submit their own examples of additional service learning projects in the geosciences. The entire workshop program, resources and activities are available online at: http://serc.carleton.edu/NAGTWorkshops/servicelearning/index.html

Connecting Curriculum with Community

ERIC Educational Resources Information Center

Gonsalves, Susan

2011-01-01

Identifying a community problem or need and helping to solve it via student-led initiatives is at the heart of service learning. Elson Nash, associate director for program management at Learn and Serve America, a grant program of the Corporation for National and Community Service and USA Freedom Corps, calls service learning "the glue that…

An Online Learning Community for Beginning In-Service Teachers

ERIC Educational Resources Information Center

Taranto, Gregory A.

2011-01-01

The purpose of this study was to design, implement, and evaluate the effectiveness of incorporating an online learning community as part of a comprehensive new teacher induction program. First, the researcher created an online learning community model based on the results of a comprehensive review of literature and from the previous year's…

Using Quality Schemes in Adult and Community Learning: A Guide for Managers.

ERIC Educational Resources Information Center

Ewens, David; Watters, Kate

This document examines adult and community learning (ACL) and quality programs across England. The difficulties faced by local education agencies' ACL services in delivering quality are noted, along with ways quality improvement has been supported. Quality programs--whether internal or external, based on awards, or used as diagnostic tools--are…

Student experiences of the adolescent diversion project: a community-based exemplar in the pedagogy of service-learning.

PubMed

Davidson, William S; Jimenez, Tiffeny R; Onifade, Eyitayo; Hankins, Sean S

2010-12-01

Service-learning partnerships between universities and surrounding communities striving to create systems-level change must consider an emphasis in critical community service; a community centered paradigm where students are taught to work with communities to better understand contexts surrounding a social problem, as opposed to merely volunteering to provide a service to a community. The Adolescent Diversion Project (ADP), which has been operating for over 30 years, demonstrates critical community service through the type of relationship built between students and the local community. This article describes: a qualitative study with ADP students, the historical context of ADP, what and how students learned through their involvement in ADP, and reframes the work of this project as a form of service-learning pedagogy. Inductive content analysis was employed to identify underlying themes across participants related to their personal experiences of ADP and its impact in their lives. Findings were compared with service-learning outcomes and other quantitative studies conducted with past ADP cohorts from the literature. Consistent with past studies, ADP students become more negative toward social systems involved with their youth. This finding may explain an increase in feelings of political commitment following involvement in ADP. Consistent with service-learning outcomes, results demonstrate that ADP should be further documented as not only an effective community-based program but also as an exemplar in the pedagogy of service-learning. This study highlights why service-learning opportunities for students are not just one way to teach students, they are opportunities to bridge relationships within communities, bring life to theoretical concepts, and build the foundations necessary for educated citizens that will one day take lead roles in our society.

Service-Based Learning for Residents: A Success for Communities and Medical Education.

PubMed

Gefter, Liana; Merrell, Sylvia Bereknyei; Rosas, Lisa G; Morioka-Douglas, Nancy; Rodriguez, Eunice

2015-01-01

Community-based service-learning opportunities could support residents' acquisition of Accreditation Council for Graduate Medical Education (ACGME) competencies, but this concept has not been tested, and such programs are difficult to find. The objective of this work was to assess the value and the ACGME competency relevance of a service-learning program for residents that could be easily replicated nationally. Forty-one family medicine residents from three training programs participated in the Stanford Youth Diabetes Coaches Program at six high schools in California and Georgia serving minority students of low socioeconomic status. Residents completed online surveys to provide qualitative feedback and assess the program's impact on their acquisition of residency program competencies and self-management support proficiencies, including prior use and planned use of action plans-a key self-management support strategy. Ninety-five percent of residents indicated that the program was a valuable experience that contributed to acquisition of residency program competencies, including interpersonal and communication skills and communication with teens. Compared with baseline, significantly more residents reported intention to use action plans with patients following participation. Themes from qualitative feedback included: valuing the overall experience, increasing opportunities to practice teaching, enhancing their ability to communicate with adolescents, contributing to the health of the community, recognizing the potential of action plans, and increasing intent to use action plans. This pilot demonstrated that a brief service-learning program can enhance standard residency curriculum by encouraging acquisition of ACGME competencies and promoting utilization of self-management support in clinical practice.

Civic Engagement: A Pathway to Service and Learning

ERIC Educational Resources Information Center

Garcia, Rudy

2004-01-01

This article features a service learning program at Albuquerque TVI Community College which provides hands-on civic education to its students. The Service Learning Program began in 1994 with a $5,000 grant from the American Association of Community Colleges (AACC). The success of the program provided for the development of the Department of…

Community Engaged Service-Learning: The Effect on University Students and Community Partners

ERIC Educational Resources Information Center

Steele, Susan C.

2012-01-01

The notion that an ethic of service can be fostered through participation in an academic community engaged service-learning program was the underlying premise for this program evaluation study. The purpose of this program evaluation study, using both quantitative and qualitative measures in a thoughtfully organized setting of university and…

Academic-practice collaboration in nursing education: service-learning for injury prevention.

PubMed

Alexander, Gina K; Canclini, Sharon B; Krauser, Debbie L

2014-01-01

Teams of senior-level baccalaureate nursing students at a private, urban university complete a population-focused public health nursing practicum through service-learning partnerships. Recently, students collaborated with local service agencies for Safe Communities America, a program of the National Safety Council in affiliation with the World Health Organization. This article describes the student-led process of community assessment, followed by systematic planning, implementation, and evaluation of evidence-based interventions to advance prescription drug overdose/poisoning prevention efforts in the community.

Redefining Scientist-Educator Partnerships: Science in Service at Stanford

NASA Astrophysics Data System (ADS)

Beck, K.

2005-05-01

The Stanford Solar Observatories Group and Haas Center for Public Service have created an innovative model for scientist-educator partnerships in which science students are trained and mentored by public service education professionals to create outreach events for local communities. The program, Science in Service, is part of the EPO plan for the Solar Group's participation in NASA's Solar Dynamics Observatory mission. Based on the principles of service learning, the Science in Service Program mentors college science students in best practices for communicating science and engages these students in public service projects that center on teaching solar science. The program goals are to - Enhance and expand the learning experiences that pre-college students, from underserved and underrepresented groups in particular, have in science and technology. - Promote leadership in community service in the area of science and engineering among the next generation of scientists and engineers, today's undergraduate students. - Encourage science and engineering faculty to think creatively about their outreach requirements and to create a community of faculty committed to quality outreach programs. This talk will describe the unique advantages and challenges of a research-public service partnership, explain the structure of Stanford's Science in Service Program, and present the experiences of the undergraduates and the outreach communities that have been involved in the program.

A Peer-Based Financial Planning & Education Service Program: An Innovative Pedagogic Approach

ERIC Educational Resources Information Center

Goetz, Joseph W.; Durband, Dorothy B.; Halley, Ryan E.; Davis, Kimberlee

2011-01-01

This paper presents a peer-based financial planning and education program as a strategy to address the lack of financial literacy among college students and provide an experiential learning opportunity for students majoring in financial planning or other financial services-related disciplines. Benefits of such programs to campus communities are…

The impacts of mandatory service on students in service-learning classes.

PubMed

Dienhart, Carolyn; Maruyama, Geoffrey; Snyder, Mark; Furco, Andrew; McKay, Monica Siems; Hirt, Laurel; Huesman, Ronald

2016-01-01

This naturalistic study examined differences in students' motivations for elective versus required service-learning (SL) classes. Students in two successive academic years' cohorts were surveyed by the SL center at a large Midwestern university. Analyses compared classes differing in requirements for community-based service. Students required to participate in community service as part of a class within a program required for admission to a university were less likely to: want to be involved in future community work; enroll in another SL class; and recommend their class, compared to other groups of students, including others from classes in which SL was required as part of the program in which students were enrolled. These findings suggest that students' motivations to participate in community-engaged activities are not shaped simply by whether or not community engagement is required in SL classes, but also by other factors including how the engagement opportunity is contextualized.

Service Learning in the Rural Community College.

ERIC Educational Resources Information Center

Holton, Nicholas

Service learning is a pedagogical model that connects community service experiences with academic course learning. Large urban centers are often the leaders in developing service learning programs, due to the central locations of both institutions of higher education and community needs. This paper argues that rural areas have the same problems…

Rehabilitation Prevocational Support Services. Program Outline.

ERIC Educational Resources Information Center

Musgrove, Ann

This outline decribes the Rehabilitation Prevocational Support Service program at Northwest Community College (Alabama), designed to help prepare selected students for occupational training programs or job placement and to enhance their academic level. Students are assigned to individualized learning modules based on pretesting by a variety of…

Creating a Climate for Service Learning Success

ERIC Educational Resources Information Center

Jeandron, Carol; Robinson, Gail

2010-01-01

The American Association of Community Colleges (AACC) defines service learning as the combination of classroom instruction with community service, focusing on critical, reflective thinking as well as personal and civic responsibility. Service learning programs involve students in activities that address local, community-identified needs while…

Elements for successful collaboration between K-8 school, community agency, and university partners: the lead peace partnership.

PubMed

Bosma, Linda M; Sieving, Renee E; Ericson, Annie; Russ, Pamela; Cavender, Laura; Bonine, Mark

2010-10-01

Researchers, schools, and community organizations are increasingly interested in forming partnerships to improve health and learning outcomes for adolescents. School-based service learning programs with young adolescents have been shown to improve students' health and educational outcomes. Quality school-based service learning practice requires partnerships that are collaborative, mutually beneficial, and address community needs. This article examines core elements of a community-school-university partnership engaged in implementing and evaluating Lead Peace, a service learning program for urban middle school youth. The partnership was assessed through (1) semistructured group interviews with program facilitators at each school at the end of the 2006 to 2007 and 2007 to 2008 school years; (2) key informant interviews with school administrators; and (3) participant observations of partnership meetings. Qualitative analysis was conducted to identify common and emerging themes that contribute to the success of the Lead Peace partnership. Ten themes were identified as keys to the success of the Lead Peace partnership: (1) communication; (2) shared decision making; (3) shared resources; (4) expertise and credibility; (5) sufficient time to develop and maintain relationships; (6) champions and patron saints; (7) being present; (8) flexibility; (9) a shared youth development orientation; and (10) recognition of other partners' priorities. Partnerships that are essential to quality service learning practice require deliberate planning and ongoing attention. Elements of the successful Lead Peace partnership may be useful for other collaborators to consider. © 2010, American School Health Association.

Fitness, Friendship, and Fun: University Sponsored Community PE Program

ERIC Educational Resources Information Center

Stanley, Wendi Wilcox; De Marco, George Mario Paul; Laubach, Lloyd L.; Daprano, Corinne M.

2006-01-01

The purpose of this article is to describe that program, called Fitness, Friendship, and Fun. It is only one of a series of community based, physical education service learning programs. These programs are sponsored by the University of Dayton Health and Sport Science Department in collaboration with a neighboring professional development school,…

Improving Student Learning Outcomes with Service Learning

ERIC Educational Resources Information Center

Prentice, Mary; Robinson, Gail

2010-01-01

In 2006 the Learn and Serve America program of the Corporation for National and Community Service awarded a three-year grant to the American Association of Community Colleges (AACC). Selected through a national competition, thirteen colleges participated in AACC's "Community Colleges Broadening Horizons through Service Learning" grant project.…

45 CFR 2517.410 - What must a qualified organization include in an application for a grant or a subgrant?

Code of Federal Regulations, 2014 CFR

2014-10-01

... Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING... the program will be carried out who are engaged in the same or similar work as the work proposed to be...

45 CFR 2517.410 - What must a qualified organization include in an application for a grant or a subgrant?

Code of Federal Regulations, 2013 CFR

2013-10-01

... Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING... the program will be carried out who are engaged in the same or similar work as the work proposed to be...

45 CFR 2517.410 - What must a qualified organization include in an application for a grant or a subgrant?

Code of Federal Regulations, 2012 CFR

2012-10-01

... Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING... the program will be carried out who are engaged in the same or similar work as the work proposed to be...

Carry the Torch for Your Department into the Community.

ERIC Educational Resources Information Center

Conss, Lyvier; Tyler-Higgins, Nancy

The early childhood education program at Massachusetts' Middlesex Community College has included a service learning component for the past 3 years. Service learning participants have the opportunity to observe several different public and private early care and education programs in the community and to discuss the programs with other students.…

45 CFR 2517.700 - Are matching funds required?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Are matching funds required? 2517.700 Section 2517.700 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Funding Requirements § 2517.700 Are matching...

45 CFR 2517.700 - Are matching funds required?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Are matching funds required? 2517.700 Section 2517.700 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Funding Requirements § 2517.700 Are matching...

Beyond Superheroes and Sidekicks: Empowerment, Efficacy, and Education in Community Partnerships

ERIC Educational Resources Information Center

Stanlick, Sarah; Sell, Marla

2016-01-01

To support the work of service-learning and community engagement (SLCE) being done in a high-quality, sustainable way, ("Combining Service and Learning: A Resource Book for Community and Public Service"), Kendall offered three Principles of Good Practice: (1) integrating service-learning programs into the central mission and goals of the…

Strategies used by interdisciplinary rural health training programs to assure community responsiveness and recruit practitioners.

PubMed

Slack, Marion K; Cummings, Doyle M; Borrego, Matthew E; Fuller, Kathi; Cook, Sherrie

2002-05-01

In this article, the strategies used by five US rural interdisciplinary training grant programs to respond to local needs and to promote recruitment in rural communities are described. The programs provide training to 17 health care disciplines and serve disadvantaged Hispanic, African-American, Amish, Native American, and Anglo populations. Four programs are based in academic institutions; one is based in a community health center. The programs provide services to the rural communities through individual clinical or case management services, population-level interventions, and collaborative research. All programs use specific mechanisms (e.g. case conferences or participation in local coalitions) to facilitate collaboration with residents and to link student activities with community or individual needs. Unique strategies include the use of problem-based learning and community health workers on the interdisciplinary team to increase responsiveness. The programs also provide educational support to students while they work in the rural communities. Finally, the primary strategy used to promote recruitment is the training experience in rural communities. The programs also appear to indirectly improve the environment of rural practice.

Mechanisms for Institutionalizing Service-Learning and Community Partner Outcomes

ERIC Educational Resources Information Center

Stater, Keely Jones; Fotheringham, Eric

2009-01-01

Using data on service-learning partnerships from 255 universities receiving Learn and Serve America Grants in 2005, we ask (1) how different strategies used to institutionalize service-learning shape the perceived impact of the partnership on community groups, (2) how the level of service-learning program formality affects the perceived impact of…

Using an academic-community partnership model and blended learning to advance community health nursing pedagogy.

PubMed

Ezeonwu, Mabel; Berkowitz, Bobbie; Vlasses, Frances R

2014-01-01

This article describes a model of teaching community health nursing that evolved from a long-term partnership with a community with limited existing health programs. The partnership supported RN-BSN students' integration in the community and resulted in reciprocal gains for faculty, students and community members. Community clients accessed public health services as a result of the partnership. A blended learning approach that combines face-to-face interactions, service learning and online activities was utilized to enhance students' learning. Following classroom sessions, students actively participated in community-based educational process through comprehensive health needs assessments, planning and implementation of disease prevention and health promotion activities for community clients. Such active involvement in an underserved community deepened students' awareness of the fundamentals of community health practice. Students were challenged to view public health from a broader perspective while analyzing the impacts of social determinants of health on underserved populations. Through asynchronous online interactions, students synthesized classroom and community activities through critical thinking. This paper describes a model for teaching community health nursing that informs students' learning through blended learning, and meets the demands for community health nursing services delivery. © 2013 Wiley Periodicals, Inc.

Engaging a Developmentally Disabled Community through Arts-Based Service-Learning

ERIC Educational Resources Information Center

Alexander, Amanda

2015-01-01

This study examined whether teaching in a community arts organization that provides services for people with developmental disabilities enabled preservice art teachers to better understand diverse contexts of art programs and the benefits of teaching the arts to others. Through this activity, the author also examined whether preservice art…

A systematic review on US-based community health navigator (CHN) interventions for cancer screening promotion--comparing community- versus clinic-based navigator models.

PubMed

Hou, Su-I; Roberson, Kiersten

2015-03-01

This study synthesized lessons learned from US-based community and clinic health navigator (CHN) interventions on cancer screening promotion to identify characteristics of models and approaches for addressing cancer disparities. The combination terms "cancer screening" and "community health workers or navigators" or "patient navigators" were used in searching Medline, CINAHL, and PsycInfo. A total of 27 articles published during January 2005∼April 2014 were included. Two CHN models were identified: community-based (15 studies) and clinic/hospital-based (12 studies). While both models used the term "navigators," most community-based programs referred them as community health workers/navigators/advisors, whereas clinic-based programs often called them patient navigators. Most community-based CHN interventions targeted specific racial/ethnic minority or rural groups, while clinic-based programs mostly targeted urban low income or mixed ethnic groups. Most community-based CHN programs outreached members from community networks, while clinic-based programs commonly worked with pre-identified in-service clients. Overall, regardless model type, CHNs had similar roles and responsibilities, and interventions demonstrated effective outcomes. Our review identified characteristics of CHN interventions with attention to different settings. Lessons learned have implication on the dissemination and implementation of CHN interventions for cancer screening promotion across setting and target groups.

EpiAssist: Service-learning in public health education.

PubMed

Horney, Jennifer A; Bamrara, Sanjana; Macik, Maria Lazo; Shehane, Melissa

2016-01-01

Although public health degree programs typically require practica and other field experiences, service-learning courses, with a focus on civic engagement and the application of classroom learning in real world settings, can go beyond these requirements and provide benefits to students and community-based practice partners. The goal of this paper is to assess potential benefits of service-learning programs for both graduate-level public health students and state and local public health agency partners. EpiAssist is a new service-learning program developed at the School of Public Health of the Texas A and M University Health Science Center, USA, in January 2015. EpiAssist was integrated into a new course, Methods in Field Epidemiology. The integration of service-learning was guided by a partnership with the Texas A and M Center for Teaching Excellence. State, regional, and local public health partners requested EpiAssist via email or telephone. A listserv was used to recruit student volunteers to meet requests. 54 of 86 registered EpiAssist students (63%) participated in at least one of ten service-learning and three training activities between January and June, 2015. Service-learning activities included questionnaire development, in-person and telephone data collection, and data analysis. Training topics for students included the Epi Info™ software, community assessment and communicable disease reporting. Students and partner organizations provided generally positive assessments of this service learning program through an online evaluation. Service-learning provides students with enhanced classroom learning through applied public health experience in state, regional and local health departments. These experiences provide both needed surge capacity to public health departments and valuable hands-on field experience to students.

How a community-based organization and an academic health center are creating an effective partnership for training and service.

PubMed

Meyer, Dodi; Armstrong-Coben, Anne; Batista, Milagros

2005-04-01

Community-academic partnerships in the training of doctors offer unique learning opportunities of great importance. Such partnerships can induce a paradigm shift such that physicians view community as a teaching resource and partner rather than as a passive recipient of services or solely as a placement site. The authors describe a model of a community-academic partnership in New York City, begun in 1995, in which, for training and service, pediatric residents are integrally involved in a community-based program. Principles adapted from the Community-Campus Partnerships for Health's principles of partnership provide a framework for portraying the essential elements of developing and maintaining the partnership. The authors explain the clashes that may arise between partners and show how the principles of partnership guide partnership members in working and learning within a setting that by its nature entails conflict and inequality. This report is based on the knowledge gained from the structured reflections of both members of this partnership: the residency program at a large academic health center and the community-based social service organization. Such partnerships provide the training ground for the development of physicians who understand the social and cultural determinants of health and constructively use community agencies' input in promoting child health and well-being. Within this framework, community-based organizations are not solely service providers but become educators of physicians-in-training who, with new knowledge gained through the partnership, more effectively contribute to the overall health of the communities they serve.

Implementing Quality Service-Learning Programs in Community Colleges

ERIC Educational Resources Information Center

Vaknin, Lauren Weiner; Bresciani, Marilee J.

2013-01-01

This cross-case comparative study at Western Community College and the University of the Coast explored through a constructive lens the characteristics that lead to sustainable, high quality service-learning programs and how they are implemented at institutions of higher education. The researchers determined that both Western Community College and…

Service-learning, personal development, and social commitment: a case study of university students in Hong Kong.

PubMed

Ngai, Steven Sek-yum

2006-01-01

Service-learning, which combines academic study with community service, is becoming increasingly popular throughout the world. It is ideally suited to achieving both the personal and academic goals of students and the broader goals of civic responsibility and social justice. This paper describes the design of a local service-learning program the author implemented at a university in Hong Kong. Based on survey data collected from 93 university student participants in the program, it illustrates the impact of service-learning on student outcomes. Results show that the majority of the students benefitted as follows: (1) By developing personal autonomy through real world experiences, students develop a recognition of and faith in their potential. It enhances self-assurance, assumption of new responsibilities, and achievement of individual growth. (2) Students move toward becoming responsible citizens and agents of social change. By learning to care for deprived groups in the community, they are assuming meaningful roles and responding to real issues in ways that have a long-lasting impact on their own lives. Recommendations, based on the shortcomings we have witnessed and the changes we have implemented, are also made.

Integrating Interprofessional Education and Cultural Competency Training to Address Health Disparities.

PubMed

McElfish, Pearl Anna; Moore, Ramey; Buron, Bill; Hudson, Jonell; Long, Christopher R; Purvis, Rachel S; Schulz, Thomas K; Rowland, Brett; Warmack, T Scott

2018-01-01

Many U.S. medical schools have accreditation requirements for interprofessional education and training in cultural competency, yet few programs have developed programs to meet both of these requirements simultaneously. Furthermore, most training programs to address these requirements are broad in nature and do not focus on addressing health disparities. The lack of integration may reduce the students' ability to apply the knowledge learned. Innovative programs that combine these two learning objectives and focus on disenfranchised communities are needed to train the next generation of health professionals. A unique interprofessional education program was developed at the University of Arkansas for Medical Sciences Northwest. The program includes experiential learning, cultural exposure, and competence-building activities for interprofessional teams of medicine, nursing, and pharmacy students. The activities include (a) educational seminars, (b) clinical experiential learning in a student-led clinic, and (c) community-based service-learning through health assessments and survey research events. The program focuses on interprofessional collaboration to address the health disparities experienced by the Marshallese community in northwest Arkansas. The Marshallese are Pacific Islanders who suffer from significant health disparities related to chronic and infectious diseases. Comparison tests revealed statistically significant changes in participants' retrospectively reported pre/posttest scores for Subscales 1 and 2 of the Readiness for Interpersonal Learning Scale and for the Caffrey Cultural Competence in Healthcare Scale. However, no significant change was found for Subscale 3 of the Readiness for Interpersonal Learning Scale. Qualitative findings demonstrated a change in students' knowledge, attitudes, and behavior toward working with other professions and the underserved population. The program had to be flexible enough to meet the educational requirements and class schedules of the different health professions' education programs. The target community spoke limited English, so providing interpretation services using bilingual Marshallese community health workers was integral to the program's success.

Service-Learning: A Language of "We"

ERIC Educational Resources Information Center

Taylor, Pamela G.; Ballengee-Morris, Christine

2004-01-01

This article focuses on service-learning, a method whereby students learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of communities. It is coordinated with an elementary school, secondary school, institution of higher education, or community service program and the…

Community-based dental education and the importance of faculty development.

PubMed

McAndrew, Maureen

2010-09-01

Community-based dental education offers a variety of positive learning experiences for students while providing needed dental services for the underserved. More dental students are being instructed by a growing body of largely volunteer community-based faculty who practice in a wide range of community settings including community hospitals and clinics, nursing homes, and private practices. These geographically dispersed instructors may have little experience as educators. Their practice styles and their motivation to improve teaching effectiveness are likely to differ from the styles and motivation of school-based faculty members. Moreover, many dental schools have begun to emphasize practices that may be unfamiliar to community-based faculty such as evidence-based practice. Providing faculty development for them is challenging, yet crucial to the success of these programs and dental education in general. Fundamental elements that must be considered for effective community faculty development programming include fostering a culture of respect between school-based and community faculty members, basing programs on the actual needs of these educators, integrating principles of adult learning theory, and establishing ongoing institutional support. This article provides background on this movement, reviews the literature for faculty development programs geared specifically to community-based educators, makes recommendations for development programs for these dental educators, and includes suggestions for future research.

Service-learning’s Impact on Dental Students’ Attitude toward Community Service

PubMed Central

Coe, J. M.; Best, A. M.; Warren, J. J.; McQuistan, M. R.; Kolker, J. L.; Isringhausen, K. T.

2014-01-01

Introduction This study evaluated service-learning program’s impact on senior dental students’ attitude toward community service at Virginia Commonwealth University (VCU) School of Dentistry. Experience gained through service-learning in dental school may positively impact dental students’ attitude toward community service that will eventually lead into providing care to the underserved. Materials and methods Two surveys (pre and post-test) were administered to 105 senior dental students. For the first survey (post-test), seventy six students out of 105 responded and reported their attitude toward community service immediately after the service-learning program completion. Three weeks later, fifty six students out of the 76 responded to the second survey (retrospective pre-test) and reported their recalled attitude prior to the program retrospectively. Results A repeated-measure mixed-model analysis indicated that overall there was improvement between pre-test and post-test. Scales of connectedness, normative helping behavior, benefits1, career benefits, and intention showed a significant pre-test and post-test difference. An association between attitude toward community service and student characteristics such as age, gender, ethnicity, and volunteer activity was also examined. Only ethnicity showed an overall significant difference. White dental students appear to have a differing perception of the costs of community service. Conclusions The service-learning program at VCU School of Dentistry has positively impacted senior dental students’ attitude toward community service. PMID:25142286

Learning as Community Service: Thinking with New Media

ERIC Educational Resources Information Center

Hughes, Janette; Gadanidis, George

2010-01-01

This paper is exploratory in nature and our research goal is to develop a conceptualization of "learning as community service" in a new media context. The setting for the study is an after-school program involving middle school children in a First Nations community. In the after-school program, children developed knowledge about (1) their…

Sustainable Planning Education as Intercultural Service Learning: Kefalonia Program in Sustainable Community Development

ERIC Educational Resources Information Center

Zaferatos, Nicholas C.

2007-01-01

This article presents an overview of a community development service learning programme operating in the Greek Ionian Island community of Farsa Village. The philosophical approach of the Kefalonia Program is one of "threading the past with the future". It seeks to combine traditional knowledge with contemporary technologies in order to…

45 CFR 2517.110 - Who may apply for a subgrant from a Corporation grantee?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Who may apply for a subgrant from a Corporation grantee? 2517.110 Section 2517.110 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Eligibility To Apply...

45 CFR 2517.100 - Who may apply for a direct grant from the Corporation?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Who may apply for a direct grant from the Corporation? 2517.100 Section 2517.100 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Eligibility To Apply...

45 CFR 2517.720 - What is the length of a grant?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false What is the length of a grant? 2517.720 Section 2517.720 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Funding Requirements § 2517.720 What is the...

45 CFR 2517.110 - Who may apply for a subgrant from a Corporation grantee?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Who may apply for a subgrant from a Corporation grantee? 2517.110 Section 2517.110 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Eligibility To Apply...

45 CFR 2517.720 - What is the length of a grant?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false What is the length of a grant? 2517.720 Section 2517.720 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Funding Requirements § 2517.720 What is the...

45 CFR 2517.100 - Who may apply for a direct grant from the Corporation?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Who may apply for a direct grant from the Corporation? 2517.100 Section 2517.100 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE COMMUNITY-BASED SERVICE-LEARNING PROGRAMS Eligibility To Apply...

Research-based recommendations for implementing international service-learning.

PubMed

Amerson, Roxanne

2014-01-01

An increasing number of schools of nursing are incorporating international service-learning and/or immersion experiences into their curriculum to promote cultural competence. The purpose of this paper is to identify research-based recommendations for implementing an international service-learning program. A review of literature was conducted in the Cumulative Index of Nursing and Allied Health Literature database using the keywords international, immersion, cultural competence, nursing, and international service-learning. Additional references were located from the reference lists of related articles. Planning of international or immersion experiences requires consideration of the type of country, the length of time, and design of the program; the use of a service-learning framework; opportunities that require the student to live and work in the community, provide hands-on care, participate in unstructured activities, and make home visits; and a method of reflection. Increasing cultural competence does not require foreign travel, but it does necessitate that students are challenged to move outside their comfort zone and work directly with diverse populations. These research-based recommendations may be used either internationally or locally to promote the most effective service-learning opportunities for nursing students. © 2014.

Benefits and Challenges of Service-Learning in Baccalaureate Social Work Programs

ERIC Educational Resources Information Center

Schelbe, Lisa; Petracchi, Helen E.; Weaver, Addie

2014-01-01

Service-learning is a pedagogical approach that integrates students' classroom instruction with community experience. This article discusses qualitative results from a national survey examining service-learning in Council on Social Work Education--accredited baccalaureate programs. Almost 80% of the 202 program respondents required…

A Cultured Learning Environment: Implementing a Problem- and Service-Based Microbiology Capstone Course to Assess Process- and Skill-Based Learning Objectives

ERIC Educational Resources Information Center

Watson, Rachel M.; Willford, John D.; Pfeifer, Mariel A.

2018-01-01

In this study, a problem-based capstone course was designed to assess the University of Wyoming Microbiology Program's skill-based and process-based student learning objectives. Students partnered with a local farm, a community garden, and a free downtown clinic in order to conceptualize, propose, perform, and present studies addressing problems…

Addressing the needs of Nicaraguan older adults living on the edge: A university-community partnership in international service-learning.

PubMed

Neal, Margaret B; Cannon, Melissa; DeLaTorre, Alan; Bolkan, Cory R; Wernher, Iris; Nolan, Elisabeth; López Norori, Milton; Largaespada-Fredersdorff, Carmen; Brown Wilson, Keren

2017-01-01

Nicaragua is a very low-income country entering a period of rapid aging with limited geriatric training for health care professionals. To help build capacity and to enhance student learning, a short-term international service-learning program was implemented in 2004 in partnership with the Jessie F. Richardson Foundation and Nicaraguan community stakeholders. Graduate and undergraduate students at Portland State University complete coursework for one term in the United States then travel to Nicaragua for about two weeks to participate in educational, research, and service activities, primarily in group homes for older Nicaraguans. Students learn about global aging, gerontology, community development, service learning, and Nicaraguan history and culture, then apply their gerontology-related knowledge by training direct care staff, older adults and their family members, and students. The authors describe the impetus for and evolution of the program, students' evaluation of the program, faculty observations on program benefits and challenges, lessons learned, and future plans.

Innovations in service learning: a novel program for community service at NYU School of Medicine.

PubMed

Herlihy, Nola Seta; Brown, Christina

2015-01-01

As NYU medical students, the authors determined that there was no structured form of service learning in their curriculum. They sought to establish a service program that recognizes students for their dedication to community service in both the NYU and NYC communities. In 2012, with the support of the Office of Student Affairs (OSA), the authors created the NYU School of Medicine Community Service Program (CSP). The program tracks and verifies students' participation in service projects. It sets a goal for students to complete 100 service hours through at least five unique service initiatives. Two reflective essays at the completion of pre-clinical and core clerkship curricula challenge students to express how their service experiences will inform their future careers in medicine. The authors developed an innovative online portal for students to track their service involvement and allow the committee to easily approve hours. They created the Community Service Committee, made up of two representatives from each class year, to be in charge of regulating the program together with the OSA. The class of 2015 is the first class to participate; thus far, 13 students have met program requirements. In the classes of 2016 and 2017, 20 and 41 students, respectively, are expected to receive the award. Total participation has significantly increased in successive class years. The authors seek to gather data on CSP participants' changing perspectives and hope the program can serve as a model for other schools to build service learning into their curricula.

Complicating College Students' Conception of the American Dream through Community Service Learning

ERIC Educational Resources Information Center

Seider, Scott C.; Gillmor, Susan C.; Rabinowicz, Samantha A.

2010-01-01

This study considered the impact of the SERVE Program upon participating college students' belief in the American Dream. The SERVE Program is a community service learning program sponsored by the philosophy and theology departments at Ignatius University. Using a mixed methods approach, the authors found that participating students demonstrated…

The Impact of Community Service Learning upon the Expected Political Voice of Participating College Students

ERIC Educational Resources Information Center

Seider, Scott C.; Gillmor, Susan; Rabinowicz, Samantha

2012-01-01

This study considered the impact of the SERVE Program at Ignatius University upon participating students' expected political involvement. The SERVE Program is a community service learning program sponsored jointly by Ignatius University's philosophy and theology departments. Through a mixed methods research design, the authors found that Ignatius…

Innovation in a Learning Health Care System: Veteran-Directed Home- and Community-Based Services.

PubMed

Garrido, Melissa M; Allman, Richard M; Pizer, Steven D; Rudolph, James L; Thomas, Kali S; Sperber, Nina R; Van Houtven, Courtney H; Frakt, Austin B

2017-11-01

A path-breaking example of the interplay between geriatrics and learning healthcare systems is the Veterans Health Administration's (VHA's) planned roll-out of a program for providing participant-directed home- and community-based services to veterans with cognitive and functional limitations. We describe the design of a large-scale, stepped-wedge, cluster-randomized trial of the Veteran-Directed Home- and Community-Based Services (VD-HCBS) program. From March 2017 through December 2019, up to 77 Veterans Affairs Medical Centers will be randomized to times to begin offering VD-HCBS to veterans at risk of nursing home placement. Services will be provided to community-dwelling participants with support from Aging and Disability Network Agencies. The VHA Partnered Evidence-based Policy Resource Center (PEPReC) is coordinating the evaluation, which includes collaboration from operational stakeholders from the VHA and Administration for Community Living and interdisciplinary researchers from the Center of Innovation in Long-Term Services and Supports and the Center for Health Services Research in Primary Care. For older veterans with functional limitations who are eligible for VD-HCBS, we will evaluate health outcomes (hospitalizations, emergency department visits, nursing home admissions, days at home) and healthcare costs associated with VD-HCBS availability. Learning healthcare systems facilitate diffusion of innovation while enabling rigorous evaluation of effects on patient outcomes. The VHA's randomized rollout of VD-HCBS to veterans at risk of nursing home placement is an example of how to achieve these goals simultaneously. PEPReC's experience designing an evaluation with researchers and operations stakeholders may serve as a framework for others seeking to develop rapid, rigorous, large-scale evaluations of delivery system innovations targeted to older adults. © 2017, Copyright the Authors Journal compilation © 2017, The American Geriatrics Society.

"Into the Realm of the Politically Incorrect": Intercultural Encounters in a Service-Learning Program

ERIC Educational Resources Information Center

Palpacuer-Lee, Christelle; Curtis, Jessie Hutchison

2017-01-01

Now more than ever, teachers of world languages are encouraged to become intercultural mediators in their communities and classrooms. This study describes the impact of an innovative community-based teacher education program for developing participants' interculturality. Building on narrative methods of investigation, we explore the potential of…

Service-Learning in the Financial Planning Curriculum: Expanding Access to the Community

ERIC Educational Resources Information Center

Annis, Paul M.; Palmer, Lance; Goetz, Joseph

2010-01-01

Service-learning projects are a cornerstone of student experiential learning. Such programs have proven to be mutually beneficial to communities and students within a variety of family and consumer sciences courses. However, there is a paucity of literature addressing service-learning efforts within the field of financial planning. There is an…

Establishing community partnerships to support late-life anxiety research: lessons learned from the Calmer Life project.

PubMed

Jameson, John Paul; Shrestha, Srijana; Escamilla, Monica; Clark, Sharonda; Wilson, Nancy; Kunik, Mark; Zeno, Darrell; Harris, Toi B; Peters, Alice; Varner, Ivory L; Scantlebury, Carolyn; Scott-Gurnell, Kathy; Stanley, Melinda

2012-01-01

This article outlines the development of the Calmer Life project, a partnership established between researchers and faith-based and social service organizations to examine the effectiveness of cognitive behavioral therapy (CBT) incorporating religious/spiritual components for older African Americans in low-income communities. The program was designed to bypass several barriers to delivery of CBT within the specified community; it allows multimodal delivery (in person or by telephone) that occurs outside traditional mental health settings through faith-based organizations and neighborhood community centers. It includes religion/spirituality as an element, dependent upon the preference of the participant, and is modular, so that people can select the skills they wish to learn. Established relationships within the community were built upon, and initial meetings were held in community settings, allowing feedback from community organizations. This ongoing program is functioning successfully and has strengthened relationships with community partners and facilitated increased availability of education and services in the community. The lessons learned in establishing these partnerships are outlined. The growth of effectiveness research for late-life anxiety treatments in underserved minority populations requires development of functional partnerships between academic institutions and community stakeholders, along with treatment modifications to effectively address barriers faced by these consumers. The Calmer Life project may serve as a model.

A University-Assisted, Place-Based Model for Enhancing Students' Peer, Family, and Community Ecologies

ERIC Educational Resources Information Center

Lawson, Michael A.; Alameda-Lawson, Tania; Richards, K. Andrew R.

2016-01-01

Community schools have recently (re)emerged in the United States as a vital, comprehensive strategy for addressing poverty-related barriers to children's school learning. However, not all low-income school communities are endowed with the resources needed to launch a comprehensive array of school-based/linked services and programs. In this…

A systematic review of service-learning in medical education: 1998-2012.

PubMed

Stewart, Trae; Wubbena, Zane C

2015-01-01

PHENOMENON: In the United States, the Affordable Care Act has increased the need for community-centered pedagogy for medical education such as service-learning, wherein students connect academic curriculum and reflections to address a community need. Yet heterogeneity among service-learning programs suggests the need for a framework to understand variations among service-learning programs in medical education. A qualitative systematic review of literature on service-learning and medical education was conducted for the period between 1998 and 2012. A two-stage inclusion criteria process resulted in articles (n = 32) on service-learning and Doctor of Medicine or Doctor of Osteopathic Medicine being included for both coding and analysis. Focused and selective coding were employed to identify recurring themes and subthemes from the literature. The findings of the qualitative thematic analysis of service-learning variation in medical education identified a total of seven themes with subthemes. The themes identified from the analysis were (a) geographic location and setting, (b) program design, (c) funding, (d) participation, (e) program implementation, (f) assessment, and (g) student outcomes. Insights: This systematic review of literature confirmed the existence of program heterogeneity among service-learning program in medical education. However, the findings of this study provide key insights into the nature of service-learning in medical education building a framework for which to organize differences among service-learning programs. A list of recommendations for future areas of inquiry is provided to guide future research.

The Influence of Parental Support on the Community Service Learning Experiences of American College Students

ERIC Educational Resources Information Center

Seider, Scott

2012-01-01

This mixed methods study considered the relationship between the civic development of college students participating in the Serve Program at Ignatius University and the influence of these students' parents. The Serve Program is a community service learning program that combines coursework in philosophy and theology with a year-long service…

Evaluating community-based public health leadership training.

PubMed

Ceraso, Marion; Gruebling, Kirsten; Layde, Peter; Remington, Patrick; Hill, Barbara; Morzinski, Jeffrey; Ore, Peggy

2011-01-01

Addressing the nation's increasingly complex public health challenges will require more effective multisector collaboration and stronger public health leadership. In 2005, the Healthy Wisconsin Leadership Institute launched an annual, year-long intensive "community teams" program. The goal of this program is to develop collaborative leadership and public health skills among Wisconsin-based multisectoral teams mobilizing their communities to improve public health. To measure the scope of participation and program impacts on individual learning and practice, including application of new knowledge and collective achievements of teams on coalition and short-term community outcomes. End-of-year participant program evaluations and follow-up telephone interviews with participants 20 months after program completion. Community-based public health leadership training program. Sixty-eight participants in the Community Teams Program during the years 2006 to 2007 and 2007 to 2008. Professional diversity of program participants; individual learning and practice, including application of new knowledge; and collective achievements of teams, including coalition and short-term community outcomes. Participants in the Community Teams Program represent a diversity of sectors, including nonprofit, governmental, academic, business, and local public health. Participation increased knowledge across all public health and leadership competency areas covered in the program. Participating teams reported outcomes, including increased engagement of community leadership, expansion of preventive services, increased media coverage, strengthened community coalitions, and increased grant funding. Evaluation of this community-based approach to public health leadership training has shown it to be a promising model for building collaborative and public health leadership skills and initiating sustained community change for health improvement.

Factors Affecting Students' Evaluation in a Community Service-Learning Program

ERIC Educational Resources Information Center

Leung, Kai-Kuen; Liu, Wen-Jing; Wang, Wei-Dan; Chen, Ching-Yu

2007-01-01

A community service-learning curriculum was established to give students opportunities to understand the interrelationship between family and community health, the differences between community and hospital medicine, and to be able to identify and solve community health problems. Students were divided into small groups to participate in community…

Community Service Learning: A Vital Component of Secondary School Education.

ERIC Educational Resources Information Center

Ruggenberg, John

1993-01-01

Asserts that the purpose of the school must be more than a celebration of individual achievement; schools should incorporate opportunities for learning that involve altruism and community participation. Describes a secondary school community service program. (CFR)

Acompanar Obediciendo: Learning to Help in Collaboration with Zapatista Communities

ERIC Educational Resources Information Center

Simonelli, Jeanne; Earle, Duncan; Story, Elizabeth

2004-01-01

Joint service-learning programs of Wake Forest University and the University of Texas-El Paso are working to develop an anthropologically-informed service model for/with the authors' Universities, our students, and our community colleagues. Building on extensive ethnographic fieldwork and experience leading experiential programs, the model results…

Pregnancy and Parenting Support for Incarcerated Women: Lessons Learned

PubMed Central

Shlafer, Rebecca J.; Gerrity, Erica; Duwe, Grant

2017-01-01

Background There are more than 200,000 incarcerated women in U.S. prisons and jails, and it is estimated that 6% to 10% are pregnant. Pregnant incarcerated women experience complex risks that can compromise their health and the health of their offspring. Objectives Identify lessons learned from a community–university pilot study of a prison-based pregnancy and parenting support program. Methods A community–university–corrections partnership was formed to provide education and support to pregnant incarcerated women through a prison-based pilot program. Evaluation data assessed women’s physical and mental health concerns and satisfaction with the program. Between October 2011 and December 2012, 48 women participated. Lessons Learned We learned that providing services for pregnant incarcerated women requires an effective partnership with the Department of Corrections, adaptations to traditional community-based participatory research (CBPR) approaches, and resources that support both direct service and ongoing evaluation. Conclusions Effective services for pregnant incarcerated women can be provided through a successful community– university–corrections partnership. PMID:26548788

Enhancing Schools’ Capacity to Support Children in Poverty: An Ecological Model of School-Based Mental Health Services

PubMed Central

Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K.; Glisson, Charles

2013-01-01

School based mental health services for children in poverty can capitalize on schools’ inherent capacity to support development and bridge home and neighborhood ecologies. We propose an ecological model informed by public health and organizational theories to refocus school based services in poor communities on the core function of schools to promote learning. We describe how coalescing mental health resources around school goals includes a focus on universal programming, mobilizing indigenous school and community resources, and supporting core teaching technologies. We suggest an iterative research–practice approach to program adaptation and implementation as a means toward advancing science and developing healthy children. PMID:18581225

Use of Service-Learning to Teach Health Literacy with Online Graduate Nursing Students.

PubMed

George, Tracy P; DeCristofaro, Claire

To meet Healthy People 2020 goals, health literacy must be included in health care program curricula. In a fully online graduate nursing course, an innovative service-learning activity asked students to collaborate in the creation of low-literacy patient education pamphlets for practice partners at a community rehabilitation facility. Involvement with community stakeholders such as support groups and interprofessional team members enhanced interdisciplinary educational outcomes. Through this innovative project-based activity, students were able to meet the clinical education and decision support needs of rehabilitation patients while translating academic coursework to support actual community needs.

45 CFR 2516.720 - What is the length of each type of grant?

Code of Federal Regulations, 2011 CFR

2011-10-01

... NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Funding Requirements § 2516.720 What... under § 2516.200 (a), (c) or (e); and (2) A grant to a local partnership for activities in a...

Implementing Change through the Creation of Graduation Requirements for Community and Service Learning

ERIC Educational Resources Information Center

Mogle, Andrew Lee

2014-01-01

As school districts and communities struggle to increase civic engagement for their students, a medium-sized suburban school district implemented required community service hours as part of their high school graduation requirements. The purpose of this qualitative program evaluation was to investigate how the community service program was meeting…

Public Scholarship within an Urban School District: A Community and University Partnership Approach to Service-Learning

ERIC Educational Resources Information Center

Booker, Angela; Montgomery-Block, Kindra; Scott, Zenae; Reyes, bel; Onyewuenyi, Adaurennaya

2011-01-01

This article reports on a collaborative partnership, based in principles of public scholarship and designed to serve local, at-risk or high-risk youth. The program is a six-week summer service-learning initiative in the Sacramento, California, area developed for transitioning 9th grade students through a multi-agency partnership. The project…

Students' Perception of a Required Community Service Program in Kenya

ERIC Educational Resources Information Center

Odongo, Rispa Achieng'

2018-01-01

The use of community service to promote learning and civic responsibility in higher education has blossomed since the 1980s. The problem addressed in this study was that although the X University initiated the required community service program in 2004, it had not assessed the effectiveness of the program from students' perspectives. Using Kolb…

Assessing All Dimensions of Learning

ERIC Educational Resources Information Center

Furco, Andrew

2010-01-01

At its most basic level, service learning integrates community service activities with intentional learning components to enhance students' understanding of subject content and to meet identified community needs. Although service learning is similar to other active learning pedagogies--such as project-based, problem-based, inquiry-based, and…

Business Unusual: Transforming Business School Curricula through Community Engagement

ERIC Educational Resources Information Center

Ehrich, Kristine; Ceranic, Tara; Liu, Judith

2014-01-01

As part of a Community Service-Learning Faculty Scholars Program, University of San Diego business faculty members created community engagement projects that connected students with the local community, exposed them to the realities of a global business world and showed the inherent value of community engagement. By utilizing service-learning and…

Service-Learning as a Catalyst for Community Development: How Do Community Partners Benefit From Service-Learning?

ERIC Educational Resources Information Center

Geller, Joanna D.; Zuckerman, Natalie; Seidel, Adam

2016-01-01

Service-learning has the potential to create mutually beneficial relationships between schools and communities, but little research explores service-learning from the community's perspective. The purpose of this study was to (a) understand how community-based organizations (CBOs) benefited from partnering with students and (b) examine whether…

Science Talk: Preservice Teachers Facilitating Science Learning in Diverse Afterschool Environments

ERIC Educational Resources Information Center

Cartwright, Tina Johnson

2012-01-01

The purpose of this study was to assess the impact a community-based service learning program might have on preservice teachers' science instruction during student teaching. Designed to promote science inquiry, preservice teachers learned how to offer students more opportunities to develop their own ways of thinking through utilization of an…

A Brief History of Service-Learning Internship Programs.

ERIC Educational Resources Information Center

Corey, John F., Ed.

1972-01-01

Recent educational conferences indicate not only that community-based experiential learning has grown dramatically in recent years as a curricular feature of higher education, but also that this empirical learning style is to be a major trend in the immediate academic future of the nation. The State of North Carolina has, since 1969, supported…

Voices from the Community: A Case for Reciprocity in Service-Learning

ERIC Educational Resources Information Center

d'Arlach, Lucia; Sanchez, Bernadette; Feuer, Rachel

2009-01-01

Few studies have directly examined how recipients of service view the service. This qualitative study presents the results of interviews and observations of nine community members who participated in a service-learning, language exchange program, Intercambio, in which Spanish-speaking Latino immigrants were paired with English-speaking university…

Cultural Diversity and the National Parks: Working Together for Change. The National Parks Community Partners Program.

ERIC Educational Resources Information Center

Spears, Alan

This guidebook was developed to assist in the creation of partnerships. It discusses some of the best practices and lessons learned in the program's first year, and gives novice community-based organizers a sense of how effective partnerships can be formed. The guidebook will help the more experienced organizers of National Park Service employees…

Students mentoring students in a service-learning clinical supervision experience: an educational case report.

PubMed

Lattanzi, Jill Black; Campbell, Sandra L; Dole, Robin L; Palombaro, Kerstin M

2011-10-01

Service-learning projects present the opportunity to combine academic skill practice and peer mentorship with meaningful community service. Implicit learning outcomes include an enhanced understanding of social responsibility and professional development-concepts difficult to teach in the classroom. The purpose of this educational case report is to describe the development, application, and outcomes of a service-learning project designed to facilitate peer mentorship and the development of social responsibility. DEVELOPMENT OF THE PROCESS: Widener University mandated that all programs offer student community service opportunities on Martin Luther King Day. In response, the physical therapy program developed a plan to clean and screen assistive and mobility devices and provide blood pressure screening at designated community sites. APPLICATION OF THE PROCESS: All faculty and all members of the first-year and third-year Doctor of Physical Therapy (DPT) classes participated. The students and a faculty member traveled to designated community sites in teams. First-year students were able to practice newly acquired skills under the supervision and peer mentorship of third-year students. Outcomes of the service-learning project were assessed through a tally of services rendered, measurement of curricular goal achievement, a survey of the community partners' satisfaction with the event, and consideration of both first-year and third-year DPT student reflection papers. The service-learning project was effective in meeting a community need, enhancing community partner relationships, fostering student understandings of social responsibility, and creating a valuable peer mentorship experience.

Becoming "Servants": Experiencing Difference While Forming Community, Servant & Civic Identities in a Service-Learning Classroom

ERIC Educational Resources Information Center

Swarts, Gabriel P.

2017-01-01

This qualitative study addressed the formation of student identity (servant and civic) as well as how students formed community through experiencing difference in a service-learning classroom. An interpretive qualitative study of five high school students was conducted in a service-learning program at Willow Falls High School, a public high school…

Reducing overall health care costs for a city municipality: a real life community based learning model.

PubMed

Hodges, Linda C; Harper, Tricia Satkowski; Hall-Barrow, Julie; Tatom, Iris D

2004-06-01

City municipalities implementing health and wellness programs patterned after North Little Rock, Arkansas, can significantly reduce the cost of health care for employees, as well as reduce costs associated with workers' compensation claims and lost time caused by injury. In addition to primary care services, effective programs include health risk assessments through pre-placement physicals, employee physicals, drug screening, employee health and wellness promotion programs, and immunization and registry. In implementing the program, a team from the University of Arkansas for Medical Sciences College of Nursing worked with city officials to establish a steering committee, safety initiatives through first responders, systems for monitoring immunizations, criteria for pre-placement physicals, and an employee health and wellness program. While the benefits for the city are well documented, the contract also created opportunities for education, research, and services in a real life community based learning laboratory for students in the College of Nursing. In addition, it provided opportunities for faculty to participate in faculty practice and meet the College's service missions. The College's model program holds promise for use by other major health care centers across the region and nation.

Old and Young Dogs Teaching Each Other Tricks: The Importance of Developing Agency for Community Partners in Community Learning

ERIC Educational Resources Information Center

Bucher, Jacob

2012-01-01

This article covers the importance of creating and developing agency in community partners when engaging in community-based learning. Often when faculty incorporate service- or community-based learning into their classes, we measure the "learning" part but not the "service" or "community." Focusing more on the latter involves working "with"…

45 CFR 2516.310 - May private school students participate?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false May private school students participate? 2516.310 Section 2516.310 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Participate § 2516.310...

An Evaluation of a Train-the-Trainer Workshop for Social Service Workers to Develop Community-Based Family Interventions.

PubMed

Lai, Agnes Y; Stewart, Sunita M; Mui, Moses W; Wan, Alice; Yew, Carol; Lam, Tai Hing; Chan, Sophia S

2017-01-01

Evaluation studies on train-the-trainer workshops (TTTs) to develop family well-being interventions are limited in the literature. The Logic Model offers a framework to place some important concepts and tools of intervention science in the hands of frontline service providers. This paper reports on the evaluation of a TTT for a large community-based program to enhance family well-being in Hong Kong. The 2-day TTT introduced positive psychology themes (relevant to the programs that the trainees would deliver) and the Logic Model (which provides a framework to guide intervention development and evaluation) for social service workers to guide their community-based family interventions. The effectiveness of the TTT was examined by self-administered questionnaires that assessed trainees' changes in learning (perceived knowledge, self-efficacy, attitude, and intention), trainees' reactions to training content, knowledge sharing, and benefits to their service organizations before and after the training and then 6 months and 1 year later. Missing data were replaced by baseline values in an intention-to-treat analysis. Focus group interviews were conducted approximately 6 months after training. Fifty-six trainees (79% women) joined the TTT. Forty-four and 31 trainees completed the 6-month and 1-year questionnaires, respectively. The trainees indicated that the workshop was informative and well organized. The TTT-enhanced trainees' perceived knowledge, self-efficacy, and attitudes toward the application of the Logic Model and positive psychology constructs in program design. These changes were present with small to large effect size that persisted to the 1 year follow-up. The skills learned were used to develop 31 family interventions that were delivered to about 1,000 families. Qualitative feedback supported the quantitative results. This TTT offers a practical example of academic-community partnerships that promote capacity among community social service workers. Goals included sharing basic tools of intervention development and evaluation, and the TTT offered, therefore, the potential of learning skills that extended beyond the lifetime of a single program. The research protocol was registered at the National Institutes of Health (identifier number: NCT01796275).

Recycling Mentors: an intergenerational, service-learning program to promote recycling and environmental awareness.

PubMed

D'abundo, Michelle L; Fugate-Whitlock, Elizabeth I; Fiala, Kelly A

2011-01-01

The purpose of Recycling Mentors was to implement an intergenerational, service-learning program focused on promoting recycling and environmental awareness among students enrolled in Community Health (HEA 301) and Current Issues in Gerontology (GRN 440/540) and adults older than 60 years. Recycling Mentors was conducted in New Hanover County (NHC), North Carolina, where a moderate climate and coastal location attracts many tourists, retirees, and college students. A community like NHC is a good place to implement service-learning that educates both students and older adults about the benefits of recycling to individual health and the environment. During the Fall 2009 semester, undergraduate and graduate students completed institutional review board training and then conducted the program with older adults. The education component of Recycling Mentors included a pre/post survey, brochure, and scheduled visits. Overall, Recycling Mentors was positive service-learning experience with students identifying salient outcomes such as learning about recycling and the environment and working with older adults. In addition, teaching the education component of Recycling Mentors was good practice for students who will be the future health professionals. While service-learning and environmentally themed projects are common, a program that combines the 2 like Recycling Mentors is unique and has the potential to motivate individual change while positively impacting the local community and the environment.

Higher Education and Nonprofit Community Collaboration: Innovative Teaching and Learning for Graduate Student Education

ERIC Educational Resources Information Center

Lucas, Chris M.; Sherman, Nancy E.; Fischer, Cindy

2013-01-01

Current graduate student models of education reflect both traditional and contemporary pedagogical strategies. For professional degree programs centered on leadership and human services providing traditional instruction combined with experience-based and real-world learning is necessary. This paper shares a brief overview of graduate education…

Sustainability Education as a Catalyst for University and Community Partnerships

ERIC Educational Resources Information Center

Lishawa, Shane; Schubel, Adam; Varty, Alison; Tuchman, Nancy

2010-01-01

Universities are uniquely positioned to lead society toward sustainability and their collaborations with community organizations are essential to this transition. The Biodiesel Program at Loyola University at Chicago Center for Urban Environmental Research and Policy provides a case study of course-based service learning projects facilitating…

Learning through Dissonance: Critical Service-Learning in a Juvenile Detention Center as Field Experience in Music Teacher Education

ERIC Educational Resources Information Center

Nichols, Jeananne; Sullivan, Brian M.

2016-01-01

Though many pre-service music teachers have received exemplary instruction in their high school music programs, these programs may not be representative of the social, cultural, and economic diversity of their broader communities. This insularity may hinder their perceptions of their community as they step into an increasingly diverse school…

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2013 CFR

2013-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2012 CFR

2012-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2011 CFR

2011-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...

34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2014 CFR

2014-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...

Considerations for Community-Based mHealth Initiatives: Insights From Three Beacon Communities

PubMed Central

2013-01-01

Mobile health (mHealth) is gaining widespread attention for its potential to engage patients in their health and health care in their daily lives. Emerging evidence suggests that mHealth interventions can be used effectively to support behavior change, but numerous challenges remain when implementing these programs at the community level. This paper provides an overview of considerations when implementing community-based mHealth initiatives, based on the experiences of three Beacon Communities across the United States that have launched text messaging (short message service, SMS) pilot programs aimed at diabetes risk reduction and disease management. The paper addresses lessons learned and suggests strategies to overcome challenges related to developing text message content, conducting marketing and outreach, enrolling participants, engaging providers, evaluating program effectiveness, and sustaining and scaling the programs. PMID:24128406

Community-Based Service-Learning: Partnerships of Reciprocal Exchange?

ERIC Educational Resources Information Center

Hammersley, Laura

2012-01-01

Community-based service-learning (CBSL) integrates experiential learning and academic goals with organized activities designed to meet the objectives of community partners. CBSL has potential to enhance (1) academic learning, (2) foster civic responsibility, (3) develop life skills and (4) transform student attitudes. However, little research…

45 CFR 2516.810 - What types of evaluations are grantees and subgrantees required to perform?

Code of Federal Regulations, 2010 CFR

2010-10-01

... Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS...? All grantees and subgrantees are required to perform internal evaluations which are ongoing efforts to assess performance and improve quality. Grantees and subgrantees may, but are not required to, arrange...

45 CFR 2516.800 - What are the purposes of an evaluation?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false What are the purposes of an evaluation? 2516.800 Section 2516.800 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Evaluation Requirements § 2516.800...

45 CFR 2516.860 - Will information on individual participants be kept confidential?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false Will information on individual participants be kept confidential? 2516.860 Section 2516.860 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Evaluation...

45 CFR 2516.700 - What matching funds are required?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false What matching funds are required? 2516.700 Section 2516.700 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Funding Requirements § 2516.700 What matching funds...

45 CFR 2516.800 - What are the purposes of an evaluation?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false What are the purposes of an evaluation? 2516.800 Section 2516.800 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Evaluation Requirements § 2516.800...

45 CFR 2516.700 - What matching funds are required?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false What matching funds are required? 2516.700 Section 2516.700 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Funding Requirements § 2516.700 What matching funds...

45 CFR 2516.860 - Will information on individual participants be kept confidential?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false Will information on individual participants be kept confidential? 2516.860 Section 2516.860 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Evaluation...

45 CFR 2516.310 - May private school students participate?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false May private school students participate? 2516.310... NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Participate § 2516.310 May private school students participate? (a) Yes. To the extent consistent with the number of students...

International service learning programs: ethical issues and recommendations.

PubMed

Reisch, Rebecca A

2011-08-01

Inequities in global health are increasingly of interest to health care providers in developed countries. In response, many academic healthcare programs have begun to offer international service learning programs. Participants in these programs are motivated by ethical principles, but this type of work presents significant ethical challenges, and no formalized ethical guidelines for these activities exist. In this paper the ethical issues presented by international service learning programs are described and recommendations are made for how academic healthcare programs can carry out international service learning programs in a way that minimizes ethical conflicts and maximizes benefits for all stakeholders. Issues related to project sustainability and community involvement are emphasized. © 2011 Blackwell Publishing Ltd.

Perspective Transformation through College Summer Service Immersion Programs: Is Learning Enhanced by Sustained Engagement?

ERIC Educational Resources Information Center

Hudson, Tara D.; Serra, Susan; Shappell, Andrea Smith; Gray-Girton, Angela; Brandenberger, Jay

2017-01-01

Summer offers the opportunity for sustained community engagement through immersions in summer service-learning programs. A group of 16 colleges and universities that sponsor domestic and international summer service initiatives have formed a Summer Service Collaborative (SSC) to enhance preparation, immersion, and follow-up in light of the unique…

An Analysis of Gender and Major Differences upon Undergraduate Student Attitudes about Community Service Learning

ERIC Educational Resources Information Center

Shukla, P. K.; Shukla, Monica P.

2014-01-01

Community Service Learning (CSL) believes that university and colleges should incorporate community based service projects into courses. There are faculty and administrator supporters who argue for such proposals to require community service learning components into classes, but there are also faculty and administrator critics of such proposals.…

Lessons learned from community-based participatory research: establishing a partnership to support lesbian, gay, bisexual and transgender ageing in place.

PubMed

Wright, Leslie A; King, Diane K; Retrum, Jessica H; Helander, Kenneth; Wilkins, Shari; Boggs, Jennifer M; Portz, Jennifer Dickman; Nearing, Kathryn; Gozansky, Wendolyn S

2017-06-01

Due to a history of oppression and lack of culturally competent services, lesbian, gay, bisexual and transgender (LGBT) seniors experience barriers to accessing social services. Tailoring an evidence-based ageing in place intervention to address the unique needs of LGBT seniors may decrease the isolation often faced by this population. To describe practices used in the formation of a community-based participatory research (CBPR), partnership involving social workers, health services providers, researchers and community members who engaged to establish a LGBT ageing in place model called Seniors Using Supports To Age In Neighborhoods (SUSTAIN). A case study approach was employed to describe the partnership development process by reflecting on past meeting minutes, progress reports and interviews with SUSTAIN's partners. Key partnering practices utilized by SUSTAIN included (i) development of a shared commitment and vision; (ii) identifying partners with intersecting spheres of influence in multiple communities of identity (ageing services, LGBT, health research); (iii) attending to power dynamics (e.g. equitable sharing of funds); and (iv) building community capacity through reciprocal learning. Although the partnership dissolved after 4 years, it served as a successful catalyst to establish community programming to support ageing in place for LGBT seniors. Multi-sector stakeholder involvement with capacity to connect communities and use frameworks that formalize equity was key to establishing a high-trust CBPR partnership. However, lack of focus on external forces impacting each partner (e.g. individual organizational strategic planning, community funding agency perspectives) ultimately led to dissolution of the SUSTAIN partnership even though implementation of community programming was realized. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Learning Resource Services in the Community College: On the Road to the Emerald City.

ERIC Educational Resources Information Center

Hisle, W. Lee

1989-01-01

Summarizes the history and growth of learning resources services (LRS) programs at community colleges. Challenges for the future are identified as focus, instructional involvement, adapting to technology, service to nontraditional students, and professional commitment. It is argued that, although the LRS concept is widely accepted, these…

Young and Old Serving Together: Meeting Community Needs through Intergenerational Partnerships.

ERIC Educational Resources Information Center

Scannell, Tess; Roberts, Angela

This document is designed to enlarge and expand the intergenerational community service mission and serve as a practical tool to anyone (including policymakers and program planning professionals) who wishes to learn about or start intergenerational community service programs (ICSPs). The following ICSP topics are discussed: rationale (building…

Understanding Our Service-Learning Community: An Exploratory Study of Parent, Teacher, and Student Perceptions about Childhood Obesity

ERIC Educational Resources Information Center

Massey-Sokes, Marilyn; Meaney, Karen S.

2006-01-01

Childhood obesity has reached epidemic proportions in the U.S. University health and physical education programs have a unique opportunity to assist in childhood obesity prevention through service-learning programs. However, prior to the implementation of service-learning curricula, it is imperative to gain insight in the unique needs of the…

Student Learning in Student Services Extended Opportunity Program & Services

ERIC Educational Resources Information Center

Soltani, Parisa

2013-01-01

The purpose of this mixed methods study was to investigate the relationship between student learning and participation in Equal Opportunity Programs and Services (EOP&S) at Irvine Valley College (IVC). An embedded survey design was developed using William Sedlacek's non-cognitive questionnaire (NCQ), items from the Community College Survey of…

QuikSCience: Effective Linkage of Competitive, Cooperative, and Service Learning in Science Education

ERIC Educational Resources Information Center

Lemus, Judith D.; Bishop, Kristina; Walters, Howard

2010-01-01

The QuikSCience Challenge science education program combines a cooperative team project emphasizing community service with an academic competition for middle and high school students. The program aims to develop leadership abilities, motivate interest in ocean sciences, engage students in community service and environmental stewardship, and…

International academic service learning: lessons learned from students' travel experiences of diverse cultural and health care practices in morocco.

PubMed

Kaddoura, Mahmoud; Puri, Aditi; Dominick, Christine A

2014-01-01

Academic service learning (ASL) is an active teaching-learning approach to engage students in meaningful hands-on activities to serve community-based needs. Nine health professions students from a private college and a private university in the northeastern United States volunteered to participate in an ASL trip to Morocco. The participants were interviewed to reflect on their experiences. This article discusses the lessons learned from students' ASL experiences regarding integrating ASL into educational programs. The authors recommend a paradigm shift in nursing and dental hygiene curricula to appreciate diversity and promote cultural competency, multidisciplinary teamwork, and ethics-based education. Copyright 2014, SLACK Incorporated.

Community oriented interprofessional health education in Mozambique: one student/one family program.

PubMed

Ferrão, L J; Fernandes, Tito H

2014-01-01

In the remote northern region of Mozambique the ratio of doctors to patients is 1:50,000. In 2007, Lúrio University initiated an innovative, "One Student/One Family" program of teaching and learning for health professions students, to complement their traditional core curriculum. All students of each of the school's six health degree programs complete a curriculum in "Family and Community Health" in each year of their training. Groups of six students from six different health professions training programs make weekly visits to communities, where each student is allocated to a family. Students learn from their families about community life and health issues, within a community where 80% of the population still lacks access to modern health care and rely on indigenous doctors and traditional remedies. In turn, students transmit information to families about modern health care and report to the faculty any major health problems they find. The educational/experiential approach is interprofessional and community-oriented. The main perceived advantages of the program are that it is applied and problem-based learning for students, while simultaneously providing needed healthcare services to the community. The major disadvantages include the complexity of coordinating multidisciplinary groups, the time and distance required of students in traveling to communities, and interpretation of multiple reports with variable data. This community-oriented education program involving students from six disciplines uses nontraditional teaching/learning methods is the basis of the ex libris of Lúrio University.

The Impact of Service-Learning in Supporting Family Empowerment and Welfare Program

ERIC Educational Resources Information Center

Natadjaja, Listia; Cahyono, Yohanes Budi

2009-01-01

Background: Facilitated by Community Outreach Centre, the Packaging Design class of Visual Communication Design major at Petra Christian University implements Service-Learning Program to assist micro-industries that have joined in the Family Empowerment and Welfare Program in Kabupaten Kediri. Students, in cooperation with lecturer assist…

Sustaining and improving an international service-learning partnership: Evaluation of an evidence-based service delivery model.

PubMed

Hayward, Lorna M; Li, Li

2017-06-01

International service learning (ISL) is an instructional method used by physical therapist educators in the United States (US) to prepare students for rendering culturally competent care. ISL is a faculty led student learning opportunity that includes academic instruction and community service in an international context. Research exists that explores student experiences with ISL, but studies that evaluate ISL partnerships and include global stakeholder feedback are lacking. The purposes of this study were to: 1) integrate a partnership evaluation component into an existing curriculum-based ISL model and 2) through evaluation identify benefits, drawbacks, and suggestions for improving and sustaining the academic-community partnership. Community-based participatory research design using a mixed methods approach was used to evaluate a ISL partnership between a US-based physical therapy program and a service site in Ecuador. Participants were 31 staff working at the global service site. Over three years, 11 interviews were conducted and 26 surveys were administered to global partner staff. Data were analyzed using qualitative thematic content analysis and descriptive statistics. Partnership benefits included the following: continuity of ISL team leadership, targeted rehabilitative efforts, sensitivity to cultural norms, respectful communication, and interaction with local community. Drawbacks were as follows: deficits in cultural awareness, language barriers, and poor treatment carryover. Suggestions for sustaining the relationship incorporated: additional pre-trip communication, education of staff, and improved language skills. As more US teams deliver clinical services abroad, intentional evaluation approaches must include the global stakeholder in the planning, implementation, and evaluation phases to maximize partnerships benefits.

Interpersonal social responsibility model of service learning: A longitudinal study.

PubMed

Lahav, Orit; Daniely, Noa; Yalon-Chamovitz, Shira

2018-01-01

Service-learning (SL) is commonly used in Occupational Therapy (OT) programs worldwide as a community placement educational strategy. However, most SL models are not clearly defined in terms of both methodology and learning outcomes. This longitudinal study explores a structured model of Service-Learning (Interpersonal Social Responsibility-Service Learning: ISR-SL) aimed towards the development of professional identity among OT students. Based on OT students experiences from the end of the course through later stages as mature students and professionals. A qualitative research design was used to explore the perceptions and experiences of 150 first, second, and third-year OT students and graduates who have participated in ISR-SL during their first academic year. Our findings suggest that the structured, long-term relationship with a person with a disability in the natural environment, which is the core of the ISR-SL, allowed students to develop a professional identity based on seeing the person as a whole and recognizing his/her centrality in the therapeutic relationship. This study suggests ISR-SL as future direction or next step for implementing SL in OT and other healthcare disciplines programs.

Developing the Music Pre-Service Teacher through International Service Learning

ERIC Educational Resources Information Center

Power, Anne

2013-01-01

Service learning in tertiary education is about partnerships between higher education institutions and communities, as co-generators of knowledge. Arts programs in service learning engage what Rendon (2009) calls "sentipensante" (sensing/thinking) pedagogy, in which critical examinations of ways of thinking and doing sit alongside…

Innovative Use of Service-Learning to Enhance Baccalaureate Nursing Education.

PubMed

Taylor, Wanda; Pruitt, Rosanne; Fasolino, Tracy

2017-09-01

Service-learning is an established pedagogical approach to nursing education found primarily in community nursing. With changing health care landscapes, the expansion of service-learning projects throughout the nursing program provides opportunities to enrich assessment and critical thinking and amplify exposure to determinants of health. Implementing service-learning in foundational nursing courses allows students to be challenged with the application of complex care management within a context of caring, cultural competence, social responsibility, and self-care initiatives. Integrating service-learning throughout the nursing curriculum has the potential to make positive, sustainable changes within a community, while simultaneously preparing students to view clients holistically, think critically, and develop cultural competence. Enhancing nursing curriculum by integrating service-learning opportunities can strengthen the learning experience and foster concepts of caring, social responsibility, cultural competence, and self-care. Working with community leaders from diverse groups can lead to sustainable projects that simultaneously benefit the community and nursing education. [J Nurs Educ. 2017;56(9):560-563.]. Copyright 2017, SLACK Incorporated.

Community-Based Research: From Practice to Theory and Back Again.

ERIC Educational Resources Information Center

Stoecker, Randy

2003-01-01

Explores the theoretical strands being combined in community-based research--charity service learning, social justice service learning, action research, and participatory research. Shows how different models of community-based research, based in different theories of society and different approaches to community work, may combine or conflict. (EV)

Learning through teaching: empowering students and culturally diverse patients at a community-based nursing care center.

PubMed

Sensenig, Julia A

2007-08-01

This article addresses the effect of a nursing care center on student learning. Associate degree nursing students spend clinical days at a nursing care center that was created in collaboration with an inner-city clinic serving individuals who are uninsured and underinsured. The nursing students learn cultural sensitivity, teaching strategies, and interdisciplinary skills. The service-learning experience benefits the nursing students, the nursing department of the college, the patients who visit the nursing care center, the clinic, and the community. This article describes the development of the nursing care center, examples of teaching-learning opportunities, and evidence of student learning. This successful collaboration between a community college and an inner-city clinic can be Associareplicated by other nursing programs.

Extending the Stay: Using Community-Based Research and Service Learning to Enhance Short-Term Study Abroad

ERIC Educational Resources Information Center

Lewis, Tammy L.; Niesenbaum, Richard A.

2005-01-01

Short-term study abroad (STSA) is an important alternative for students not likely to participate in semester-long or yearlong international study abroad programs. The authors present an assessment of their short-term study abroad program, Environmental and Cultural Conservation in Latin America. The authors show that STSA programs appeal to…

Proposing Community-Based Learning in the Marketing Curriculum

ERIC Educational Resources Information Center

Cadwallader, Susan; Atwong, Catherine; Lebard, Aubrey

2013-01-01

Community service and service learning (CS&SL) exposes students to the business practice of giving back to society while reinforcing classroom learning in an applied real-world setting. However, does the CS&SL format provide a better means of instilling the benefits of community service among marketing students than community-based…

Earth Systems Field Work: Service Learning at Local and Global Scales

NASA Astrophysics Data System (ADS)

Moore, A.; Derry, L. A.

2016-12-01

The Earth & Environmental Systems (EES) Field Program engages students in hands-on exploration along the boundaries of the living earth, solid earth, ocean, and atmosphere. Based on Hawaíi Island, the semester-length program integrates scientific study with environmental stewardship and service learning. Each year EES students contribute 3000 hours of service to their host community. Throughout the semester students engage in different service activities. Most courses includes a service component - for example - study of the role of invasive species in native ecosystems includes an invasive species removal project. Each student completes a 4-week service internship with a local school, NGO, state or federal agency. Finally, the student group works to offset the carbon footprint of the program in collaboration with local conservation projects. This effort sequesters CO2 emissions while at the same time contributing to reforestation of degraded native ecosystems. Students learn that expertise is not confined to "the academy," and that wisdom and inspiration can be found in unexpected venues. Much of the service learning in the EES Program occurs in collaboration with local partners. Service internships require students to identify a partner and to design a tractable project. Students work daily with their sponsor and make a formal presentation of their project at the end of the internship period. This includes speaking to a non-technical community gathering as well as to a scientific audience. For many students the opportunity to work on a real problem, of interest in the real world, is a highlight of the semester. Beyond working in support of local community groups, the EES Prograḿs C-neutral project engages students with work in service to the global commons. Here the outcome is not measurable within the time frame of a semester, yet the intangible result makes the experience even more powerful. Students take responsibility for an important issue that is not quantified in terms of an end-of-semester grade and without feedback from the academic or local community. By working through the process of calculating and offsetting their carbon footprint - entirely with their own labor - students learn that every individual has the tools and the ability to create change, and that they have the responsibility to do so.

20 CFR 668.510 - What services may INA grantees provide to the community at large under section 166?

Code of Federal Regulations, 2011 CFR

2011-04-01

...) Strengthen the capacity of Native American-controlled institutions to provide education and work-based learning services to Native American youth and adults, whether directly or through other Native American... and retain employment; (3) Use program participants engaged in education, training, work experience...

A Curriculum-Based Health Service Program in Hypertension, Diabetes, Venereal Diseases and Cardiopulmonary Resuscitation

ERIC Educational Resources Information Center

Coker, Samuel T.; Janer, Ann L.

1978-01-01

Special screening and education courses in hypertension, diabetes, venereal disease, and cardiopulmonary resuscitation were added as electives at the Auburn University School of Pharmacy. Applied learning experiences for students and services to the community are achieved. Course goals and content and behavioral objectives in each area are…

45 CFR 2516.720 - What is the length of each type of grant?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false What is the length of each type of grant? 2516.720 Section 2516.720 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Funding Requirements § 2516.720 What...

45 CFR 2516.810 - What types of evaluations are grantees and subgrantees required to perform?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false What types of evaluations are grantees and subgrantees required to perform? 2516.810 Section 2516.810 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS...

Adult Health Learning and Transformation: A Case Study of a Canadian Community-Based Program

ERIC Educational Resources Information Center

Coady, Maureen

2013-01-01

This article describes a case study of adult learning in a Canadian multisite Community Cardiovascular Hearts in Motion program. The researcher highlights the informal learning of 40 adult participants in this 12-week community-based cardiac rehabilitation/education program in five rural Nova Scotia communities. The effects of this learning and…

Impact of a Child-Based Health Promotion Service-Learning Project on the Growth of Occupational Therapy Students.

PubMed

Lau, Cynthia

2016-01-01

This phenomenological study revealed the lived experiences of occupational therapy students as they embarked on a semester-long volunteer health promotion service-learning project during their entry-level master's program. Data analysis extrapolated themes from student journals, transcriptions of pre- and postinterviews, and field notes. Student roles were exemplified by what students wanted to learn, what they actually learned, and the unexpected benefits they experienced. In particular, issues with teaming, interprofessional development, and time management were discovered. The findings add to the growing literature about the benefits of service learning as a teaching strategy and how it facilitates mindfulness of community service, communication, and clinical reasoning of future therapists. Implications for learning and practice are discussed. Copyright © 2016 by the American Occupational Therapy Association, Inc.

Teaching social responsibility through community service-learning in predoctoral dental education.

PubMed

Brondani, Mario A

2012-05-01

Social responsibility refers to one's sense of duty to the society in which he or she lives. The Professionalism and Community Service (PACS) dental module at the University of British Columbia is based upon community service-learning and helps dental students to understand the challenges faced by vulnerable segments of the population as they actively reflect on experiences gathered from didactic and experiential activities. This article aims to illustrate the extent to which PACS has fostered awareness of social responsibility through the British Columbia Ministry of Education's Performance Standards Framework for Social Responsibility. Reflections were gathered from students in all four years of the D.M.D. program and were analyzed thematically in three categories of the framework: Contribution to the Classroom and Community, Value of Diversity in the Community, and Exercise of Responsibilities. The constant comparison analysis of the reflective qualitative data revealed that the students directly or indirectly addressed these three categories in their reflections as they synthesized their understanding of community issues and their collaborative roles as socially responsible members of the dental profession. Follow-up studies are needed to explore the impact of community-based dental education upon students' perceptions and understanding of social responsibility and professionalism regarding underserved communities.

Brighter Smiles Africa--translation of a Canadian community-based health-promoting school program to Uganda.

PubMed

Macnab, A J; Radziminski, N; Budden, H; Kasangaki, A; Zavuga, R; Gagnon, F A; Mbabali, M

2010-08-01

PROJECT GOAL: To adapt a successful Canadian health-promoting school initiative to a Ugandan context through international partnership. Rural children face many health challenges worldwide; health professionals in training understand these better through community-based learning. Aboriginal leaders in a Canadian First-Nations community identified poor oral health as a child health issue with major long-term societal impact and intervened successfully with university partners through a school-based program called "Brighter Smiles". Makerere University, Kampala, Uganda (MUK) sought to implement this delivery model for both the benefit of communities and the dental students. MUK identified rural communities where hospitals could provide dental students with community-based learning and recruited four local schools. A joint Ugandan and Canadian team of both trainees and faculty planned the program, obtained ethics consent and baseline data, initiated the Brighter Smiles intervention model (daily at-school tooth-brushing; in-class education), and recruited a cohort to receive additional bi-annual topical fluoride. Hurdles included: challenging international communication and planning due to inconsistent internet connections; discrepancies between Canadian and developing world concepts of research ethics and informed consent; complex dynamics for community engagement and steep learning curve for accurate data collection; an itinerant population at one school; and difficulties coordinating Canadian and Ugandan university schedules. Four health-promoting schools were established; teachers, children, and families were engaged in the initiative; community-based learning was adopted for the university students; quarterly team education/evaluation/service delivery visits to schools were initiated; oral health improved, and new knowledge and practices were evident; an effective international partnership was formed providing global health education, research and health care delivery.

Alternative Breaks: The Impact of Student-to-Student Connections in Non-Classroom Service-Learning Experiences

ERIC Educational Resources Information Center

Johnson, Zac D.

2013-01-01

Alternative breaks represent a new tradition in collegiate service learning (Campus Connect, 2011), wherein students forego traditional break activities (e.g., vacations) to participate in community service with their peers through university sponsored programs. Despite their growing popularity these programs are understudied. Research that has…

Can Service Learning be a Component of the Geoscience PhD?

NASA Astrophysics Data System (ADS)

Nyquist, J. E.

2008-12-01

Service learning in the science and engineering has traditionally been conducted through student clubs, or student involvement with non-profit organizations such as Engineers Without Borders or Chemists Without Borders. The newly created foundation, Geoscientists Without Borders (GWB), demonstrates that the geoscience industry and professional societies are also increasingly interested in supporting philanthropic efforts. GWB proclaims that its role is to 11Connect universities and industries with communities in need through projects using applied geophysics to benefit people and the environment around the world." In 2007, NSF convened a workshop on Humanitarian Service Science and Engineering to examine research issues and how they are being addressed. Clearly, the scientific community is eager to increase its involvement. The graduate program of Temple University's Department of Earth and Environmental Science is planning to offer a PhD degree option starting in 2009. Temple University has a long history of service learning, and our department deliberating over how to make service learning a component of a geoscience PhD. Attempting to incorporate humanitarian project formally into a PhD degree program, however, raises a number of difficult questions: Is it possible to sustain a graduate program focused on research funding and publishable results while simultaneously pursuing projects of practical humanitarian benefit? Would such a program be more effective if designed in partnership with graduate studies in the social sciences? Will graduates be competitive in industry or as candidates for new faculty positions, and will such a degree open non-traditional employment opportunities within government and non-government agencies? We hope to answer these questions by studying existing degree programs, polling service learning groups and non-profit agencies, and organizing workshops and meeting sessions to discuss service learning with the geosciences community.

The development and refinement of models of less established and more established high school environmental service-learning programs in Florida

NASA Astrophysics Data System (ADS)

Malikova, Yuliya

2005-07-01

Environmental Service-Learning (Env. S-L) appears to show great promise and practitioners tout its benefits, although there have been fewer than ten studies in this emerging area of environmental education. The overall study purpose was to describe the nature, status, and effects of Grade 9--16 Env. S-L programs in Florida, and develop descriptive models of those programs. The purpose of Phase I was to describe these programs and associated partnerships. Based on Phase I results, the purpose of Phase II was to develop, compare, and refine models for less and more established high school programs. This study involved: (1) defining the population of Florida 9--16 Env. S-L programs (Phase I); (2) developing and administering program surveys (Phase I, quantitative); (3) analyzing Phase I survey data and identifications of options for Phase II (Intermediate stage); (4) designing and implementing methodology for further data collection (Phase II, qualitative); (5) refining and finalizing program models (Phase II, descriptive); and (6) summarizing program data, changes, and comparisons. This study revealed that Env. S-L has been practiced in a variety of ways at the high school and college levels in Florida. There, the number of high school programs, and participating teachers and students has been growing. Among others, major program features include block scheduling, indirect S-L activities, external funding sources, and formal and ongoing community partnerships. Findings based on self-reported program assessment results indicate that S-L has had positive effects on students across Furco's S-L outcome domains (i.e., academic achievement/success, school participation/behavior, carrier development, personal development, interpersonal development, ethical/moral development, and development of civic responsibility). Differences existed between less established and more established Env. S-L programs. Less established programs had relatively few participating teachers, courses, projects, community partners, and service sites. Most S-L activities were offered as electives. Lead teachers used reflection to integrate academic learning with service experience to a moderate extent. More established programs had a larger number of participating teachers, courses, projects, community partners, partner representatives, and service sites. Students were consistently engaged in multiple forms of reflection. These teachers also practiced S-L before their exposure to the wider field of S-L.

Study of the Effectiveness of "Privatizing" Remedial Services.

ERIC Educational Resources Information Center

Maryland State Higher Education Commission, Annapolis.

This study evaluated a pilot project for privatizing or outsourcing remedial education programs in the state of Maryland. The program was conducted by the mathematics department at Howard Community College and Sylvan Learning Systems, a Baltimore-based tutoring company, and covered four periods the summer, spring, and fall semesters of 1995 and…

Homebound Learning Opportunities: reaching out to older shut-ins and their caregivers.

PubMed

Penning, M; Wasyliw, D

1992-10-01

Homebound Learning Opportunities (HLO) represents an innovative health promotion and educational outreach service for homebound older adults and their caregivers. It provides over 125 topics for individualized learning programs delivered to participants in their own places of residence, an audiovisual lending library, educational television programming, and a peer counseling service. Shut-ins are recruited as instructors and as participants in service projects that benefit the greater community. Preliminary assessments reveal high levels of participation and satisfaction with the program.

Reframing Service-Learning as Learning and Participation with Urban Youth

ERIC Educational Resources Information Center

Kinloch, Valerie; Nemeth, Emily; Patterson, Ashley

2015-01-01

This article describes a critical service-learning project that resulted from an educational partnership among a national teachers' union, a local teachers' union, and a major research university. The partnership-funded by a grant from the Corporation for National and Community Service, Learn and Serve program--focused on professional development…

Stepping from Service-Learning to SERVICE-LEARNING Pedagogy

ERIC Educational Resources Information Center

Phelps, Amy L.

2012-01-01

Service-learning can mean different things and look quite different in varying statistics curricula that may include undergraduates, graduates, majors and non-majors across a wide array of higher institutions. The terms community engagement, volunteerism, community-based projects and service-learning are tossed around on various institutions'…

College Makes New Connections with Service-Learning Program

ERIC Educational Resources Information Center

Ashburn, Elyse

2009-01-01

The service learning movement has gained new energy with the election of President Obama, who has made increasing service a central plank of his higher-education agenda. But across the board, colleges and universities struggle with service learning's twin goals of providing meaningful help to the community and academic rigor to students. The…

Interdisciplinary knowledge translation: lessons learned from a mental health: fire service collaboration.

PubMed

Henderson, Joanna L; Mackay, Sherri; Peterson-Badali, Michele

2010-12-01

Collaborative approaches are being increasingly advocated for addressing a variety of health, mental health and social needs for children, youth and families. Factors important for effective knowledge translation of collaborative approaches of service delivery across disciplines, however, have not been rigorously examined. TAPP-C: The Arson Prevention Program for Children is an intervention program for child and adolescent firesetters provided collaboratively by fire service and mental health professionals. The present study examined the adopter, innovation, and dissemination characteristics associated with TAPP-C implementation, protocol adherence and extent of collaboration by 241 community-based fire service professionals from communities across Ontario. Results revealed that dissemination factors are particularly important for understanding program implementation, adherence and cross-discipline collaboration. Moreover, the findings of this study show significant benefits to both within discipline (intra-disciplinary) and across discipline (interdisciplinary) knowledge translation strategies.

Student Participation in a Dementia-Outreach Research Project as Community-Based Experiential Learning

ERIC Educational Resources Information Center

Choi, Sora; Park, Myonghwa

2017-01-01

People with dementia (PWD) and their family caregivers need an increasing number of diverse health and social services. A multidisciplinary person-centered approach to dementia services is required to meet the complex needs of PWD and their family caregivers. However, educational programs struggle to prepare health and social work students to meet…

45 CFR 2516.510 - What happens if the Corporation rejects a State's application for an allotment grant?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false What happens if the Corporation rejects a State's application for an allotment grant? 2516.510 Section 2516.510 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS...

Group Training of Applied Behavior Analysis (ABA) Knowledge Competencies to Community-Based Service Providers for Adults with Developmental Disabilities

ERIC Educational Resources Information Center

Luiselli, James K.; St. Amand, CarrieAnne; MaGee, Christine; Sperry, James M.

2008-01-01

We describe a training program to teach applied behavior analysis (ABA) knowledge competencies to paraprofessional staff (N = 47) at a habilitation services agency for adults with developmental disabilities. Before and following training, staff completed assessment of knowledge tests for three content areas: basic learning principles,…

"Bringing It All Back Home": An Interdisciplinary Model for Community-Based Learning

ERIC Educational Resources Information Center

Schwartz, Earl

2015-01-01

Leaders of community-based learning programs must prove the worth of their programs to community hosts, while engaging students at appropriate levels of learning. Pitfalls multiply when programs are interdisciplinary, involve multiple sites, and/or deal with questions of social equity. Such programs must effectively match and prepare students and…

Student and community outcomes in service-learning: part 2--community outcomes.

PubMed

Reising, Deanna L; Allen, Patricia N; Hall, Susan G

2006-12-01

This article is the second of a two-part series reporting outcomes from a service-learning program implemented in a bachelor of science in nursing program. Part 1 (on pages 512-515) described students' perceptions of outcomes realized from the program, and Part 2 describes the community outcomes. The purposes of the program were to provide students with history-taking, blood pressure, and heart rate assessment skills, and beginning counseling skills, as well as to provide the university community with blood pressure screening and counseling in a convenient and accessible location. Data on community outcomes were collected on a continual basis during the hypertension screening and counseling program implementation. Clients were anonymously surveyed on health behavior actions taken after their screening and on the screening process. More than 700 client screenings were performed over 2 years, with positive health behavior changes being reported by clients.

The Development of Media Activities by Undergraduate Students in Order to Promote Agricultural Tourism Community Enterprise According to the Principles of Social Service Learning and Community-Based Leaning

ERIC Educational Resources Information Center

Thamwipat, Kuntida; Princhankol, Pornpapatsorn; Yampinij, Sakesun; Meejaleurn, Sopon

2018-01-01

This research was aimed to develop media activities by undergraduate students to promote agricultural tourism community enterprise according to the principles of social service learning and community-based learning, 2) to evaluate the quality of such media activities, 3) to measure the income of the community after the development of media…

Experiential Learning through a Physical Activity Program for Children with Disabilities

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Eberline, Andrew D.; Padaruth, Sookhenlall; Templin, Thomas J.

2015-01-01

Service-learning has become a popular pedagogical tool to promote academic and civic learning. One form of service-learning provides physical activity for underrepresented community groups, including children with disabilities. Using experiential learning theory, the purpose of this descriptive case study was to evaluate college students'…

A Service-Learning Exercise in Building Civil Engagement in Teacher Education

ERIC Educational Resources Information Center

Moguel, David L.

2003-01-01

Service learning can be a vehicle to promote democracy in the teacher education classroom. Incorporating service learning into a teacher education program is an uphill battle: teacher candidates lead complicated lives with professional and family responsibilities, some continue long-standing volunteer commitments to their communities, and course…

Service Learning and Criminal Justice: An Exploratory Study of Student Perceptions

ERIC Educational Resources Information Center

Burke, Alison S.; Bush, Michael D.

2013-01-01

In recent years, more university programs have been encompassing service learning components to augment their academic studies. Service learning engages students in activities that meet community needs. The students acquire a deeper understanding of course content, requirements within the discipline, and civic responsibilities. This paper will…

Difficult Dialogues about Service Learning: Embrace the Messiness

ERIC Educational Resources Information Center

Hui, S. Mei-Yen

2009-01-01

When she was graduate coordinator for the Office of Community Service-Learning's Alternative Breaks (AB) program at the University of Maryland-College Park, the author had the privilege of working with undergraduate student trip leaders as they researched, planned, and coordinated weeklong service-learning immersion trips in which students would…

Enhancing Intercultural Engagement through Service Learning and Music Making with Indigenous Communities in Australia

ERIC Educational Resources Information Center

Bartleet, Brydie-Leigh; Sunderland, Naomi; Carfoot, Gavin

2016-01-01

This article explores the potential for music making activities such as jamming, song writing, and performance to act as a medium for intercultural connection and relationship building during service learning programs with Indigenous communities in Australia. To set the context, the paper begins with an overview of current international…

Pause...Before Rushing In: Examining Motivations to Help in Trauma Impacted Communities Internationally

ERIC Educational Resources Information Center

Streets, Barbara Faye; Nicolas, Guerda; Wolford, Karen

2015-01-01

International service learning courses, cultural immersion projects, and international disaster response teams have provided valuable aid, services, supplies and programs to trauma-impacted communities across the globe. Many colleges and universities support global learning and the creation of global citizens, and this ethic is reflected in many…

College Students, Diversity, and Community Service Learning

ERIC Educational Resources Information Center

Seider, Scott; Huguley, James P.; Novick, Sarah

2013-01-01

Background/Context: Over the past two decades, more than 200 studies have been published on the effects of community service learning on university students. However, the majority of these studies have focused on the effects of such programming on White and affluent college students, and few have considered whether there are differential effects…

Telemental Health Training, Team Building, and Workforce Development in Cultural Context: The Hawaii Experience.

PubMed

Alicata, Daniel; Schroepfer, Amanda; Unten, Tim; Agoha, Ruby; Helm, Susana; Fukuda, Michael; Ulrich, Daniel; Michels, Stanton

2016-04-01

The goal of the University of Hawaii (UH) child and adolescent psychiatry telemental health (TMH) program is to train child and adolescent psychiatry fellows to provide behavioral health services for the children of Hawaii and the Pacific Islands in the cultural context of their rural communities using interactive videoteleconferencing (IVTC). The training experience balances learning objectives with community service. Learning objectives include: Understanding mental health disparities in rural communities, leveraging community resources in ongoing treatment, providing culturally effective care, and improving health care access and delivery through TMH service research and evaluation. We describe the UH experience. Several UH faculty are experienced with IVTC technology. They are triple-board trained, are recognized for their research in program evaluation and mental health disparities, and are committed to serving Hawaii's rural communities. We demonstrate the role of TMH in linking children and their families living in rural communities with multiple mental health treatment providers. The service-learning curriculum and a unique collaboration with Mayo Clinic provide the opportunity to examine the role of TMH in global service, and training, education, and research. TMH provides direct services to patients and consultation on Hawaii Island and Maui County. The collaboration with the Mayo Clinic brings further consultation in complex diagnostics, pharmacogenomics, and cross-cultural psychiatry. A curriculum provides trainees experience with IVTC with the goal of potential recruitment to underserved rural communities. The TMH program at UH is unique in its team building and workforce development by joining multiple entities through IVTC and translating expertise from the Mayo Clinic to rural communities, and strengthening collaboration with local child and adolescent psychiatrists, and primary care and other mental health providers. The UH psychiatry program is a model program to develop an expert mental health workforce in cultural context for children living in rural communities.

The School of Public Safety at Valencia College: Visioning and Implementation of a College-Wide Distributive and Collaborative Program Model for the Central Florida Community

ERIC Educational Resources Information Center

Goltz, Jeffrey W.

2016-01-01

The central Florida region, faced with record tourism, a large service population, and significant population growth over the next few decades, must rely on a community-based institution of higher education with lifelong learning offerings, a local community college, to create world class public safety education and training for the region.…

Lessons Learned from Implementing a Prostate Cancer Risk Assessment Program for Underserved High-Risk Men in the Community: the Prostate REACH Project.

PubMed

Fleisher, Linda; Davis, Stacy N; Gross, Laura; Bagden, Loretta; Zakrzewski, Debra; González, Evelyn; Kandadai, Venk; Rusten, Cheryl; Baskett, Jerilyn; Obeid, Elias; Giri, Veda N

2016-03-01

Prostate cancer disproportionately affects Black men, who may also encounter barriers to participation in prostate cancer risk assessment. The Prostate Risk, Education and Assessment in the Community with Help (REACH) project was a community-based extension of a comprehensive prostate cancer risk assessment program at a comprehensive cancer center. The goals of the REACH project were the following: (1) establish a community prostate cancer risk assessment clinic, (2) conduct targeted recruitment, and (3) provide navigation services including follow-up for uninsured men. Key implementation steps included the following: (1) choosing a clinic site, (2) establishing patient access procedures, (3) establishing navigator services, (4) developing subsidy fund use guidelines, and (5) designing recruitment and promotion. Through community-based promotion, 64 men inquired about the program and 26 (41 %) participated. Of those screened, 46 % had abnormal results, and 2 men were diagnosed with prostate cancer. Here, we describe a unique demonstration project to implement a comprehensive prostate cancer risk assessment program in an underserved Black community and describe successes and challenges to inform future efforts to promote access to underserved men.

Student Service Learning and Student Activities--A Perfect Fit.

ERIC Educational Resources Information Center

Craig, Deborah

1990-01-01

The coordination and purpose of a student service learning program fits appropriately within the mission of a student activities center. Some national associations that focus on community volunteerism are identified and the volunteer program at East Tennessee State University is described. Volunteer experiences included campus blood drive,…

At-Risk Students and Virtual Enterprise: Tourism and Hospitality Simulations in Applied and Academic Learning.

ERIC Educational Resources Information Center

Borgese, Anthony

This paper discusses Virtual Enterprise (VE), a technology-driven business simulation program in which students conceive, create, and operate enterprises that utilize Web-based and other technologies to trade products and services around the world. The study examined the effects of VE on a learning community of at-risk students, defined as those…

Back from the Future: Community Demands Reshape a College.

ERIC Educational Resources Information Center

Doty, Ralph; And Others

When given the opportunity to plan a new community learning center, Lakeland Community College's program planners sought the assistance of The College Board's Office of Adult Learning and Services. Thousands of scientifically weighted interviews involving households, students, and business leaders were evaluated to determine the community's…

Tests of the Validity and Reliability of the Community Service Attitudes Scale

ERIC Educational Resources Information Center

Perry, Brian; Osbaldiston, Richard; Henning, Jaime

2014-01-01

Community service is deeply rooted in American culture. There have been repeated calls for the necessity of evaluating these programs, especially for service-learning. The purpose of this research was to validate an easy-to-use scale that measures 10 components of students' attitudes toward community service. The sample was drawn from two…

Training medical students in the social determinants of health: the Health Scholars Program at Puentes de Salud.

PubMed

O'Brien, Matthew J; Garland, Joseph M; Murphy, Katie M; Shuman, Sarah J; Whitaker, Robert C; Larson, Steven C

2014-01-01

Given the large influence of social conditions on health, physicians may be more effective if they are trained to identify and address social factors that impact health. Despite increasing interest in teaching the social determinants of health in undergraduate medical education, few models exist. We present a 9-month pilot course on the social determinants of health for medical and other health professional students, which is based at Puentes de Salud, Philadelphia, PA, USA, a community health center serving a Latino immigrant population. This service-learning course, called the Health Scholars Program (HSP), was developed and implemented by volunteer medical and public health faculty in partnership with the community-based clinic. The HSP curriculum combines didactic instruction with service experiences at Puentes de Salud and opportunities for critical reflection. The HSP curriculum also includes a longitudinal project where students develop, implement, and evaluate an intervention to address a community-defined need. In our quantitative evaluation, students reported high levels of agreement with the HSP meeting stated course goals, including developing an understanding of the social determinants of health and working effectively with peers to implement community-based projects. Qualitative assessments revealed students' perception of learning more about this topic in the HSP than in their formal medical training and of developing a long-term desire to serve vulnerable communities as a result. Our experience with the HSP suggests that partnerships between academic medical centers and community-based organizations can create a feasible, effective, and sustainable platform for teaching medical students about the social determinants of health. Similar medical education programs in the future should seek to achieve a larger scale and to evaluate both students' educational experiences and community-defined outcomes.

Developing Enlightened Leaders for Industry and Community: Executive Education and Service-Learning

ERIC Educational Resources Information Center

Rhee, Kenneth S.; Sigler, Tracey Honeycutt

2010-01-01

What does it take to develop enlightened leaders who can transform their organizations and communities? The quest to develop enlightened leaders who are self-aware, learning centered, adaptable, interpersonally competent, and team oriented is a challenge faced by many management programs. The Master of Science program in Executive Leadership and…

Service Learning In Physics: The Consultant Model

NASA Astrophysics Data System (ADS)

Guerra, David

2005-04-01

Each year thousands of students across the country and across the academic disciplines participate in service learning. Unfortunately, with no clear model for integrating community service into the physics curriculum, there are very few physics students engaged in service learning. To overcome this shortfall, a consultant based service-learning program has been developed and successfully implemented at Saint Anselm College (SAC). As consultants, students in upper level physics courses apply their problem solving skills in the service of others. Most recently, SAC students provided technical and managerial support to a group from Girl's Inc., a national empowerment program for girls in high-risk, underserved areas, who were participating in the national FIRST Lego League Robotics competition. In their role as consultants the SAC students provided technical information through brainstorming sessions and helped the girls stay on task with project management techniques, like milestone charting. This consultant model of service-learning, provides technical support to groups that may not have a great deal of resources and gives physics students a way to improve their interpersonal skills, test their technical expertise, and better define the marketable skill set they are developing through the physics curriculum.

A Community-Based Research Approach to Develop an Educational Web Portal

ERIC Educational Resources Information Center

Preiser-Houy, Lara; Navarrete, Carlos J.

2011-01-01

Service-learning projects are becoming more prevalent in Information Systems education. This study explores the use of community-based research, a special kind of a service-learning strategy, in an Information Systems web development course. The paper presents a case study of a service-learning project to develop an educational web portal for a…

Interprofessional education through service-learning: lessons from a student-led free clinic.

PubMed

Farlow, Janice L; Goodwin, Charles; Sevilla, Javier

2015-05-01

The academic community must replicate and strengthen existing models for interprofessional education (IPE) to meet widespread calls for team-based patient-centered care. One effective but under-explored possibility for IPE is through student-led clinics, which now exist in the majority of medical schools. This short report presents the Indiana University Student Outreach Clinic (IU-SOC), which involves seven different professional programs across three institutions, as a model for how IPE can be delivered formally through service learning. Lessons learned, such as nurturing an intentional interprofessional program, structured orientation and reflection, and resource and knowledge sharing between the clinic and academic institutions, can be applied to all student-led clinics, but also can inform other IPE initiatives in health professional curricula.

Science Alive!: Connecting with Elementary Students through Science Exploration.

PubMed

Raja, Aarti; Lavin, Emily Schmitt; Gali, Tamara; Donovan, Kaitlin

2016-05-01

A novel program called Science Alive! was developed by undergraduate faculty members, K-12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM) literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach.

The feasibility of implementing cognitive remediation for work in community based psychiatric rehabilitation programs.

PubMed

McGurk, Susan R; Mueser, Kim T; Watkins, Melanie A; Dalton, Carline M; Deutsch, Heather

2017-03-01

Adding cognitive remediation to vocational rehabilitation services improves cognitive and work functioning in people with serious mental illness, but despite interest, the uptake of cognitive programs into community services has been slow. This study evaluated the feasibility of implementing an empirically supported cognitive remediation program in routine rehabilitation services at 2 sites. The Thinking Skills for Work (TSW) program was adapted for implementation at 2 sites of a large psychiatric rehabilitation agency providing prevocational services, but not community-based vocational services, which were provided off-site. Agency staff were trained to deliver TSW to clients with work or educational goals. Cognitive assessments were conducted at baseline and posttreatment, with work and school activity tracked for 2 years. Eighty-three participants enrolled in TSW, of whom 79.5% completed at least 6 of the 24 computer cognitive exercise sessions (M = 16.7) over an average of 18 weeks. Participants improved significantly from baseline to posttreatment in verbal learning and memory, speed of processing, and overall cognitive functioning. Over the follow-up, 25.3% of participants worked and 47.0% were involved in work or school activity. Higher work rates were observed at the site where participants had easier access to vocational services. The results support the feasibility of implementing the TSW program by frontline staff in agencies providing psychiatric rehabilitation, and suggest that ease of access to vocational services may influence work outcomes. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Building Effective Community-University Partnerships: Are Universities Truly Ready?

ERIC Educational Resources Information Center

Curwood, Susan Eckerle; Munger, Felix; Mitchell, Terry; Mackeigan, Mary; Farrar, Ashley

2011-01-01

Community service learning and community-based research necessitate the development of strong community-university partnerships. In this paper, students, faculty, and a community partner critically reflect upon the process of establishing a long-term community-university partnership through the integration of a community service learning component…

Partnering to enhance interprofessional service-learning innovations and addictions recovery.

PubMed

Mihalynuk, T V; Soule Odegard, P; Kang, R; Kedzierski, M; Johnson Crowley, N

2007-11-01

Service-learning programs are reported to benefit students, faculty, higher education institutions, community agencies and the relationships among these groups. An interprofessional service-learning paradigm may strengthen these benefits. Community settings can expose students to social and cultural determinants of health, in addition to those biomedical determinants more commonly addressed in health sciences curricula. These experiences can also enhance student understanding of the complexities underlying treatment and prevention of modern health problems, particularly chronic diseases. The purpose of this initiative was to create and deliver interprofessional service-learning innovations that would enhance student learning and addictions recovery. To address this initiative, the University of Washington's Health Science Partnerships in Interdisciplinary Clinical Education (HSPICE) and the Salvation Army Adult Rehabilitation Center (ARC) began a community-campus partnership in 1997. Innovations took into account student educational objectives established by HSPICE which included: participation in interdisciplinary teams, in conjunction with community partners to identify and reduce population-based health issues, realization and articulation of biases regarding issues faced by the participating community, acquiring an understanding of the broader determinants of health and developing an understanding of why the complexity of population health requires interdisciplinary strategies for cost effectiveness. Findings are reported from evaluations, needs assessments and ongoing feedback of men recovering from addictions, as applied to health education materials and presentations developed for the ARC. Future directions are highlighted, including the need for further research and evaluation efforts aimed at rigorously assessing cost savings and student knowledge, skills and cultural sensitivity, among others.

34 CFR 675.45 - Allowable costs, Federal share, and institutional share.

Code of Federal Regulations, 2013 CFR

2013-07-01

...-help payments or credits provided under the work-learning-service program within the limits of part F of title IV of the HEA. (2) Promote the work-learning-service experience as a tool of postsecondary education, financial self-help, and community service-learning opportunities. (3) Carry out activities in...

34 CFR 675.45 - Allowable costs, Federal share, and institutional share.

Code of Federal Regulations, 2011 CFR

2011-07-01

...-help payments or credits provided under the work-learning-service program within the limits of part F of title IV of the HEA. (2) Promote the work-learning-service experience as a tool of postsecondary education, financial self-help, and community service-learning opportunities. (3) Carry out activities in...

34 CFR 675.45 - Allowable costs, Federal share, and institutional share.

Code of Federal Regulations, 2012 CFR

2012-07-01

...-help payments or credits provided under the work-learning-service program within the limits of part F of title IV of the HEA. (2) Promote the work-learning-service experience as a tool of postsecondary education, financial self-help, and community service-learning opportunities. (3) Carry out activities in...

34 CFR 675.45 - Allowable costs, Federal share, and institutional share.

Code of Federal Regulations, 2014 CFR

2014-07-01

...-help payments or credits provided under the work-learning-service program within the limits of part F of title IV of the HEA. (2) Promote the work-learning-service experience as a tool of postsecondary education, financial self-help, and community service-learning opportunities. (3) Carry out activities in...

Languages for Specific Purposes Curriculum Creation and Implementation in Service to the U.S. Community

ERIC Educational Resources Information Center

Lear, Darcy

2012-01-01

Community service learning (CSL) is a type of experiential learning that blends specific course content with real-world applications and ties them together through structured reflection. It is an ideal pedagogy for 21st-century language for specific purposes (LSP) programs. This article frames that argument around sociocultural theory, moves to a…

Service-Learning Program at University and It's Role in Building Child-Friendly Community

ERIC Educational Resources Information Center

Krumes Šimunovic, Irena

2014-01-01

This paper presents an action research associated with Faculty of Education in Osijek, dislocated study in Slavonski Brod with pre-service teachers during the four academic years. The study follows the process of improving student learning through collaboration colleges and local communities for the benefit of gifted children in lower grades of…

Why "Where" Matters: Exploring the Role of Space in Service-Learning

ERIC Educational Resources Information Center

Bailey, Megan Snider

2017-01-01

This article represents the culmination of a two-year qualitative case study concerning how 33 students in a service-learning course understood poverty as they prepared taxes for low-income families through the IRS's Volunteer Income Tax Assistance program. Because the tax site communities are seen as community partners in their own right, this…

Education and the Environment: Creating Standards-Based Programs in Schools and Districts

ERIC Educational Resources Information Center

Lieberman, Gerald A.

2013-01-01

In this timely book, curriculum expert Gerald A. Lieberman provides an innovative guide to creating and implementing a new type of environmental education that combines standards-based lessons on English language arts, math, history, and science with community investigations and service learning projects. By connecting academic content with local…

45 CFR 2516.730 - May an applicant submit more than one application to the Corporation for the same project at the...

Code of Federal Regulations, 2010 CFR

2010-10-01

... to the Corporation for the same project at the same time? 2516.730 Section 2516.730 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Funding Requirements § 2516.730 May an applicant submit more than one...

Noncognitive Variables and Student Learning in Extended Opportunity Programs and Services (EOPS)

ERIC Educational Resources Information Center

Soltani, Parisa; Gutierrez Keeton, Rebecca; Hoffman, John L.

2017-01-01

The purpose of this mixed methods study was to investigate the relationship between participation in Extended Opportunity Programs and Services (EOPS) at California Valley College (CVC) (one of the 113 California Community Colleges in California) and several measures of student learning. An embedded survey design was developed using William…

Stone Soup Partnership: A Grassroots Model of Community Service.

ERIC Educational Resources Information Center

Kittredge, Robert E.

1997-01-01

Stone Soup Partnership is a collaboration between California State University at Fresno and its surrounding community to address serious problems in a high-crime, impoverished apartment complex near the university. The program involves students in service learning for university credit, and has expanded from a single summer youth program to a…

Integrating STEM Place-Based, Culturally Responsive and Citizen Science Learning in Exploring the Impacts and Feedbacks of a Changing Arctic

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Spellman, K. V.; Fabbri, C.; Comiso, J. C.; Chase, M.; Fochesatto, G. J.; Butcher, C. E.; Jones, D.; Bacsujlaky, M.; Yoshikawa, K.; Gho, C. L.; Wegner, K.

2016-12-01

To build capacity in navigating challenges associated with a changing climate, learning in Arctic communities must not only increase STEM and climate change literacy, but also generate new knowledge as the rapid changes occur. Among the new NASA Science Mission Directorate Science Education projects, Arctic and Earth SIGNs (STEM Integrating GLOBE and NASA assets) is providing opportunities for K-12 pre-service and in-service teachers, their students, and lifelong learners to engage in citizen science using the Global Learning and Observations to Benefit the Environment (GLOBE) methods and culturally responsive learning to help address climate change challenges within their unique community, and contribute to hypothesis driven research. This project will weave traditional knowledge and western science, and use ground observations and satellite data and best teaching practices in STEM learning, supported through a NASA cooperative agreement and collaborative partnerships. Implementation will begin in rural Alaska and grow within Alaska and throughout the United States to reach underserved and STEM underrepresented populations, through face-to-face and on-line teaching and learning as well as building partnerships among educators, scientists, local and indigenous experts, institutions, agencies, and learning communities. Partners include research and teaching institutions at the University of Alaska Fairbanks, the Association of Interior Native Educators, the North Slope Borough School District and other school districts, the Kenaitze Tribe Environmental Education program, NASA science education and research programs as well as those of NOAA and NSF, the GLOBE Implementation Office, the 4-H program and others. The program resources and model will be shared and disseminated within the United States and globally through partners for local, national and worldwide use in STEM climate change education and citizen empowerment.

Students Active in Leadership.

ERIC Educational Resources Information Center

Brutcher, Robert

2001-01-01

Describes SAIL (Students Active in Leadership) as a school-based, youth-directed group. States that the program helps teenagers learn leadership skills by developing and implementing community service activities. SAIL finds partners with whom to collaborate among local businesses, government, and health associations, and these partners provide the…

Nurses on a mission: a professional service learning experience with the inner-city homeless.

PubMed

Lashley, Mary

2007-01-01

Nursing students can play a vital role in addressing the health care needs of the homeless. Through professional service learning experiences in community-based settings, students learn how to partner with key community leaders and agencies to meet the needs of underserved populations and provide culturally competent care to diverse populations. This article describes the development of a professional service learning experience with the homeless in which a community-academic partnership was created to meet community needs. In an era of declining health care resources, such innovative partnerships serve to reduce health disparities and improve access to care while preparing students for community-based practice with at-risk and vulnerable populations.

Going Domestic: Importing the Study Abroad Experience. The Development of a Multicultural New York City Study Away Program.

PubMed

Lane, Susan Hayes; Huffman, Carolyn; Brackney, Dana E; Cuddy, Alyssa

2017-07-01

Significant off-campus domestic study away experiences have been shown to be a transformative active learning environment for students and achieve similar learning outcomes as study abroad programs. This manuscript describes the conception, development, and pedagogical approach of a faculty-led domestic study away experience in New York City for pre-licensure and post-licensure nursing students as an active learning strategy for developing cultural competence. Students participated in service-learning activities that illuminated the realities and challenges persons from other cultures face as they interact with health care in a culture that is not their own. In partnership with New York Cares©, students were immersed in well-established ongoing sustainable community-based projects. These experiences fostered reflective conversations between community members, student participants, and faculty regarding social factors, cultural issues and needs, and global issues and trends. Through the New York study away program, students were able to broaden their perspectives about social factors and culture beyond geographic or ethnic boundaries and apply these service experiences to their nursing practice. Study away programs are an excellent strategy for nursing educators to prepare students for care of multicultural populations and for proficiency in cultural competency within the globalization of the United States. © 2016 Wiley Periodicals, Inc.

Community as Teacher Model: Health Profession Students Learn Cultural Safety from an Aboriginal Community

ERIC Educational Resources Information Center

Kline, Cathy C.; Godolphin, William J.; Chhina, Gagun S.; Towle, Angela

2013-01-01

Communication between health care professionals and Aboriginal patients is complicated by cultural differences and the enduring effects of colonization. Health care providers need better training to meet the needs of Aboriginal patients and communities. We describe the development and outcomes of a community-driven service-learning program in…

Teaching and Learning Technology and New Media in a Community-Based Program: Adult Educators and Older Learners' Experiences

ERIC Educational Resources Information Center

Hernandez, Regina

2016-01-01

This qualitative case study documented the experiences of two adult educators and four older learners' teaching and learning technology and new media in a community-based program in Texas. The research questions guiding this study included: (1) What can we learn from looking at the educational efforts of a community-based programs offering…

21st Century Community Learning Centers Descriptive Study of Program Practices

ERIC Educational Resources Information Center

Penuel, William R.; McGhee, Raymond, Jr.

2010-01-01

In 2004, the U.S. Department of Education's Policy and Program Studies Service contracted with SRI International and its partner, Policy Studies Associates, to undertake an evaluation of the 21st Century Community Learning Centers. The following evaluation questions informed this study: (1) What is the nature of activities in centers that are…

A Standardized Certification Program for Case Managers Serving Frail Elderly Texans. Module II: Assessment and Care Plan Development.

ERIC Educational Resources Information Center

Lusky, Richard A.; And Others

This learning module is one of three training modules that were developed for members of the Texas Gerontological Consortium for Continuing Education to use in preparing case managers working in human service professions coordinating community-based programs for frail elderly Texans. Module II deals with the following topics: assessment (role of…

The pattern of performance management of community service learning empowerment in improving the entrepreneurship on the graduation candidate of Vocational Technology Education Institution

NASA Astrophysics Data System (ADS)

Hadromi

2017-03-01

The purpose of this research is to evaluate the pattern of performance management of Community Service Empowerment Learning-Universitas Negeri Semarang in improving the entrepreneurship of the graduate candidate of Vocational Technology Education Institution. This evaluation research uses Context Evaluation, Input evaluation, Process evaluation and Product evaluation method (CIPP) to evaluate the performance management of Community Service of Empowerment Learning-Universitas Negeri Semarang. The location of research was in Kandri Subdistrict-Indonesia. The subject of research is the Kandri Subdistrict community, especially the groups of the youth, students, subdistrict organizers, community organization, and culinery and handicraft industry, as well as the students who join the program of Community Service of Empowerment Learning-Universitas Negeri Semarang. The object of research is the pattern of perfomance management of Community Service Empowerment Learning-Universitas Negeri Semarang in improving the entrepreneurship of the graduation candidate of Vocational Technology Education Institution. The research result shows the pattern of Community Service Empowerment Learning-Universitas Negeri Semarang is able to improve the enterpreneurship of graduate candidate of Vocational Technology Education Institution. The pattern of Community Service Empowerment Community-Universitas Negeri Semarang which is Education for Sustainable Development (ESD)in the field of education, training, and assistance continuously can grasp and develop competency and balance mindset of students including triple bottom line which mutually connectedamong the sectors of social, economic, cultural, and environment so that it can increase the entrerpreneurship on the graduates candidate of Vocational Technology Education Institution

Formative Reflections of University Recreation Science Students in South Africa as Catalyst for an Adapted Service-Learning Program

ERIC Educational Resources Information Center

Goslin, Anneliese; van der Klashorst, Engela; Kluka, Darlene A.; van Wyk, Johannes G. U.

2016-01-01

Community-university partnerships through service-learning have progressively developed as part of institutions of higher education's mission statements. This paper explores the qualitative reflections of 410 undergraduate students enrolled in an academic recreation science course on a first time service-learning experience in South Africa. The…

Exploring international clinical education in US-based programs: identifying common practices and modifying an existing conceptual model of international service-learning.

PubMed

Pechak, Celia M; Black, Jill D

2014-02-01

Increasingly physical therapist students complete part of their clinical training outside of their home country. This trend is understudied. The purposes of this study were to: (1) explore, in depth, various international clinical education (ICE) programs; and (2) determine whether the Conceptual Model of Optimal International Service-Learning (ISL) could be applied or adapted to represent ICE. Qualitative content analysis was used to analyze ICE programs and consider modification of an existing ISL conceptual model for ICE. Fifteen faculty in the United States currently involved in ICE were interviewed. The interview transcriptions were systematically analyzed by two researchers. Three models of ICE practices emerged: (1) a traditional clinical education model where local clinical instructors (CIs) focus on the development of clinical skills; (2) a global health model where US-based CIs provide the supervision in the international setting, and learning outcomes emphasized global health and cultural competency; and (3) an ICE/ISL hybrid where US-based CIs supervise the students, and the foci includes community service. Additionally the data supported revising the ISL model's essential core conditions, components and consequence for ICE. The ICE conceptual model may provide a useful framework for future ICE program development and research.

Reconciliation and Transformation through Mutual Learning: Outlining a Framework for Arts-Based Service Learning with Indigenous Communities in Australia

ERIC Educational Resources Information Center

Bartleet, Brydie-Leigh; Bennett, Dawn; Marsh, Kathryn; Power, Anne; Sunderland, Naomi

2014-01-01

Service learning is described as a socially just educational process that develops two-way learning and social outcomes for community and student participants. Despite the focus on mutuality in service learning, very little of this literature specifically deals with the intense importance of mutuality and reciprocity when working with Indigenous…

Service-Learning Instructional Design Considerations

ERIC Educational Resources Information Center

Maddrell, Jennifer

2014-01-01

This paper explores the design of "service-learning" experiences to engage college students in the real-world application of course subject matter. Service learning is an educational approach that combines community service, academic coursework, and work-based applied learning. Based on data gathered during a series of recent interviews…

Implementing a Service Learning Model for Teaching Research Methods and Program Evaluation

ERIC Educational Resources Information Center

Shannon, Patrick; Kim, Wooksoo; Robinson, Adjoa

2012-01-01

In an effort to teach students the basic knowledge of research methods and the realities of conducting research in the context of agencies in the community, faculty developed and implemented a service learning model for teaching research and program evaluation to foundation-year MSW students. A year-long foundation course was designed in which one…

Teaching community oriented primary care in a traditional medical school: a two year progress report.

PubMed

Klevens, J; Valderrama, C; Restrepo, O; Vargas, P; Casasbuenas, M; Avella, M M

1992-08-01

Efforts are being made to extend the practice of Community Oriented Primary Care by reorienting existing health services or restructuring medical education curricula. Nevertheless, changes in education must be simultaneous to changes in health services so that health professionals trained in COPC will find areas to practice COPC. The experience described in this article presents an effort in these two directions. A teaching program was introduced in a traditional medical school curriculum and was extended to six health services by training the directors of the health service as teaching instructors of COPC or closely coordinating actions with the director of the health service. The results of the program show fulfillment of learning objectives and student satisfaction with the program. Evaluations of the development of COPC in the health services involved show modifications in health programs to meet community needs and stronger community leadership and organization.

Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-Learning Programs

ERIC Educational Resources Information Center

Zhang, Guili; Zeller, Nancy; Griffith, Robin; Metcalf, Debbie; Williams, Jennifer; Shea, Christine; Misulis, Katherine

2011-01-01

Planning, implementing, and assessing a service-learning project can be a complex task because service-learning projects often involve multiple constituencies and aim to meet both the needs of service providers and community partners. In this article, Stufflebeam's Context, Input, Process, and Product (CIPP) evaluation model is recommended as a…

Academic-Hospital Partnership: Conducting a Community Health Needs Assessment as a Service Learning Project.

PubMed

Krumwiede, Kelly A; Van Gelderen, Stacey A; Krumwiede, Norma K

2015-01-01

The purposes of this service learning project were to trial nursing student application of the Community-Based Collaborative Action Research (CBCAR) framework while conducting a community health needs assessment and to assess the effectiveness of the CBCAR framework in providing real-world learning opportunities for enhancing baccalaureate nursing students' public health knowledge. In this case study analysis, the CBCAR framework linked service learning and community health needs assessment with public health nursing core competencies. Fifteen nursing students partnered with collaborative members. Student observational field notes and narrative reflections were analyzed qualitatively for fidelity to the CBCAR framework and to evaluate student public health knowledge. Students successfully employed the CBCAR framework in collaboration with the critical access hospital and community stakeholders to design and conduct the community health needs assessment. Service learning themes were real-world solutions, professional development, community collaboration, and making a difference. Students developed skills in six of the eight domains of the Quad Council's core competencies for public health nurses. Community-Based Collaborative Action Research facilitates collaborative partnerships and relationships throughout the research process. Students benefited by applying what they have learned from their education to a real community who lacks resources. © 2014 Wiley Periodicals, Inc.

The Impact of Philosophy and Theology Service-Learning Experiences upon the Public Service Motivation of Participating College Students

ERIC Educational Resources Information Center

Seider, Scott C.; Rabinowicz, Samantha A.; Gillmor, Susan C.

2011-01-01

This mixed-methods study demonstrates that the SERVE Program at Ignatius University strengthened the public service motivation of participating undergraduates by combining weekly community service with readings in philosophy and theology. These findings offer insights about the role that philosophy and theology service-learning experiences can…

Creating International Community Service Learning Experiences in a Capstone Marketing-Projects Course

ERIC Educational Resources Information Center

Metcalf, Lynn E.

2010-01-01

This article outlines the development of a project-based capstone marketing course, specifically designed to provide marketing students with an international community service learning experience. It differs significantly from previous studies, which focus on integrating service learning into existing marketing courses and on helping local…

Science Alive!: Connecting with Elementary Students through Science Exploration†

PubMed Central

Raja, Aarti; Lavin, Emily Schmitt; Gali, Tamara; Donovan, Kaitlin

2016-01-01

A novel program called Science Alive! was developed by undergraduate faculty members, K–12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM) literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach. PMID:27158309

Mental health in the Solomon Islands: developing reforms and partnerships.

PubMed

Ryan, Brigid; Orotaloa, Paul; Araitewa, Stephen; Gaoifa, Daniel; Moreen, John; Kiloe, Edwin; Same, William; Goding, Margaret; Ng, Chee

2015-12-01

The Solomon Islands face significant shortages and geographical imbalances in the distribution of skilled health workers and resources, which severely impact the delivery of mental health services. The government's Integrated Mental Health Service has emphasised the importance of greater community ownership and involvement in community-based mental health care, and of moving from centralised services to increased local and accessible care. From 2012 to 2014, the Solomon Islands Integrated Mental Health service worked with Asia-Australia Mental Health to build workforce capacity and deliver sustainable community mental health programs. Supported by the Australian Aid Program's Public Sector Linkages Program, this project shared resources and fostered links between public sector agencies in Australia, Fiji and the Solomon Islands. Key learning points from the collaboration included the critical need to establish partnerships with community stakeholders, the importance of sustaining a well-functioning mental health team, and optimising the strengths of the local resources in the Solomon Islands. Through this project, national policies, promotion and service delivery were strengthened, through the exchange of experiences and mobilisation of north-south (Australia-Solomon Islands) and south-south (Solomon Islands-other Pacific nations) technical expertise. This project demonstrates the potential for international partnerships to contribute to the development of culturally-appropriate and integrated mental health services. © The Royal Australian and New Zealand College of Psychiatrists 2015.

Portrait of a Work-Study Program Assessment

ERIC Educational Resources Information Center

Ghant, Walter A.; Horst, S. Jeanne; Whetstone, Devon H.

2016-01-01

Institutions of higher education invest time and money directing cocurricular programs that allow students to formally engage in the local community. Community-service learning is one type of program recently dubbed "high impact" (Kuh, 2008). However, it is not enough to simply refer to a program as "high impact": it is…

Implementing a university-community-retail partnership model to facilitate community education on universal design.

PubMed

Price, Christine A; Zavotka, Susan L; Teaford, Margaret H

2004-10-01

A collaborative partnership model was used to develop and implement a state-wide community education program on universal design. University faculty, extension professionals, older adult service agencies, service learning students, and a community retail chain made up the original partnership. This collaboration resulted in a five-stage partnership model. The model was used to develop and disseminate a consumer education program to promote aging in place. The five stages include (a) identifying partner strengths and shared learning, (b) program development, (c) implementing the universal design program, (d) facilitating collaborative outreach, and (e) shifting toward sustainable outreach. A lack of knowledge exists among consumers, builders, and health care professionals regarding strategies for aging in place. Collaborations between educators, outreach professionals, students, and a retail partner resulted in increased interest and awareness about universal design changes that enable seniors to age in place.

45 CFR 2516.300 - Who may participate in a school-based service-learning program?

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 4 2014-10-01 2014-10-01 false Who may participate in a school-based service-learning program? 2516.300 Section 2516.300 Public Welfare Regulations Relating to Public Welfare... To Participate § 2516.300 Who may participate in a school-based service-learning program? Students...

The Quality Imperative: A State Guide to Achieving the Promise of Extended Learning Opportunities

ERIC Educational Resources Information Center

Princiotta, Daniel; Fortune, Ayeola

2009-01-01

Extended learning opportunities (ELOs) provide safe, structured learning environments for students outside the traditional school day. ELOs include afterschool and summer learning programs as well as before-school, evening, and weekend programs. ELOs come in many forms and can include tutoring, volunteering, academic support, community service,…

Two Decades of Community-Based Learning

ERIC Educational Resources Information Center

Zlotkowski, Edward; Duffy, Donna

2010-01-01

From a variation on community service to a discipline-specific strategy to a powerful pedagogy to a vehicle of democracy and the common good, community-based learning has proven itself to be an educational resource whose time has come. In this article, the authors trace the recent history of community-based teaching and learning and its symbiotic…

Developing Dental Students' Awareness of Health Care Disparities and Desire to Serve Vulnerable Populations Through Service-Learning.

PubMed

Behar-Horenstein, Linda S; Feng, Xiaoying; Roberts, Kellie W; Gibbs, Micaela; Catalanotto, Frank A; Hudson-Vassell, Charisse M

2015-10-01

Service-learning in dental education helps students integrate knowledge with practice in an underserved community setting. The aim of this study was to explore how a service-learning experience affected a small group of dental students' beliefs about cultural competence, professionalism, career development, desire to practice in a community service setting, and perceptions about access and disparities issues. Prior to beginning their first year of dental school, five first-year dental students at one U.S. dental school participated in a six-week service-learning program in which they interned at one of three at-risk settings in order to experience health care delivery there. After the program, 60 reflective writing assignments completed by the participants were analyzed using grounded theory methods; interviews with the students were used to corroborate the findings from that analysis. Seven themes identified in the journal reflections and interview findings showed enhanced awareness of social health care issues and patient differences, as well as a social justice orientation and desire to address disparities. Building on this study, future research should explore the curricular components of service-learning programs to ensure students receive ample opportunity to reflect upon their experiences in order to integrate previously held assumptions with their newfound knowledge.

The Learning Enrichment Service: A Triad-Based Secondary School Model for Enrichment Programming.

ERIC Educational Resources Information Center

Smyth, Elizabeth; And Others

1983-01-01

Three secondary teachers describe a school-wide support system for meeting the needs of gifted students in and beyond the regular classroom. A management team coordinates enrichment within the school and community while a computerized data bank of enrichment resources is accessible to all learners. (CL)

"It Didn't Seem Like Race Mattered": Exploring the Implications of Service-learning Pedagogy for Reproducing or Challenging Color-Blind Racism

ERIC Educational Resources Information Center

Becker, Sarah; Paul, Crystal

2015-01-01

Prior research measuring service-learning program successes reveals the approach can positively affect students' attitudes toward community service, can increase students' motivation to learn and ability to internalize class material, and can change their view of social issues. Studies also suggest that college students sometimes enter and leave a…

Outcomes of an International Audiology Service-Learning Study-Abroad Program.

PubMed

Krishnan, Lata A; Richards, K Andrew R; Simpson, Jennifer M

2016-03-01

The purpose of this study was to evaluate students' academic and civic learning, with particular interest in cultural competence, gained through participation in the Speech, Language, and Hearing Sciences in Zambia study-abroad program. Twelve female students participated in the program. Quantitative data collected included pre- and postprogram administration of the Public Affairs Scale (Levesque-Bristol & Cornelius-White, 2012) to measure changes in participants' civic learning. Qualitative data included journals, end-of-program reflection papers, videos, and researcher field notes. Feedback was also obtained from community-partner organizations via a questionnaire and rating scale. Comparison of the pre- and postprogram Public Affairs Scale data showed a significant increase in cultural competence and a marginal increase in community engagement at the conclusion of the program. Qualitative data showed that participants' cultural awareness was increased, they benefited from hands-on learning, and they experienced a variety of emotions and emotional and personal growth. Results show that a short-term study-abroad program with a service-learning component can be a mechanism for students to enhance academic and civic learning, specifically cultural competence and clinical skills. Sustainability of programs is a challenge that needs to be addressed.

Andragogical Modeling and the Success of the "EMPACTS" project-based learning model in the STEM disciplines: A decade of growth and learner success in the 2Y College Learning Environment.

NASA Astrophysics Data System (ADS)

Phillips, C. D.; Thomason, R.; Galloway, M.; Sorey, N.; Stidham, L.; Torgerson, M.

2014-12-01

EMPACTS (Educationally Managed Projects Advancing Curriculum, Technology/Teamwork and Service) is a project-based, adult learning modelthat is designed to enhance learning of course content through real-world application and problem solving self directed and collaborative learning use of technology service to the community EMPACTS students are self-directed in their learning, often working in teams to develop, implement, report and present final project results. EMPACTS faculty use community based projects to increase deeper learning of course content through "real-world" service experiences. Learners develop personal and interpersonal work and communication skills as they plan, execute and complete project goals together. Technology is used as a tool to solve problems and to publish the products of their learning experiences. Courses across a broad STEM curriculum integrate the EMPACTS project experience into the overall learning outcomes as part of the learning college mission of preparing 2Y graduates for future academic and/or workforce success. Since the program began in 2005, there have been over 200 completed projects/year. Student driven successes have led to the establishment of an EMPACTS Technology Corp, which is funded through scholarship and allows EMPACTS learners the opportunity to serve and learn from one another as "peer instructors." Engineering and 3D graphic design teams have written technology proposals and received funding for 3D printing replication projects, which have benefited the college as a whole through grant opportunities tied to these small scale successes. EMPACTS students engage in a variety of outreachprojects with area schools as they share the successes and joys of self directed, inquiry, project based learning. The EMPACTS Program has successfully trained faculty and students in the implementation of the model and conduct semester to semester and once a year workshops for college and K-12 faculty, who are interested in enhancing the learning experience and retention of course content through meaningful, engaging, character building projects. Learner Project successes are celebrated and archived within the framework of the EMPACTS Student Project website. http://faculty.nwacc.edu/EAST_original/Spring2014/Spring2014index.htm

Educational program for middle-level public health nurses to develop new health services regarding community health needs: protocol for a randomized controlled trial.

PubMed

Yoshioka-Maeda, Kyoko; Katayama, Takafumi; Shiomi, Misa; Hosoya, Noriko

2018-01-01

Developing health services is a key strategy for improving the community health provided by public health nurses. However, an effective educational program for improving their skills in planning such services has not been developed. To describe our program and its evaluation protocol for the education of middle-level public health nurses to improve their skills in developing new health services to fulfil community health needs in Japan. In this randomized control trial, eligible participants in Japan will be randomly allocated to an intervention group and a control wait-list group. We will provide 8 modules of web-based learning for public health nurses from July to October 2018. To ensure fairness of educational opportunity, the wait-list group will participate in the same program as the intervention group after collection of follow-up data of the intervention group. The primary outcomes will be evaluated using the scale of competency measurement of creativity for public health nurses at baseline, immediately after the intervention. Secondary outcomes will be knowledge and performance regarding program development of public health nurses. This study will enable the analysis of the effects of the educational program on public health nurses for improving their competency to develop new health services for fulfilling community health needs and enriching health care systems. We registered our study protocol to the University hospital Medical Information Network- Clinical Trials Registry approved by International Committee of Medical Journal Editors (No. UMIN000032176, April, 2018).

Natural Resource Service Learning to Link Students, Communities, and the Land

ERIC Educational Resources Information Center

Barlow, Rebecca J.

2013-01-01

University-based Extension specialists often face the dilemma of scheduling time for both teaching and outreach activities. Service learning projects that give hands-on experience in the application of classroom activities while giving back to the community can bridge this gap. A demonstration forest and service learning techniques were used to…

A Matter of Facts: The North Carolina Community College System Fact Book, 2003.

ERIC Educational Resources Information Center

North Carolina Community Coll. System, Raleigh.

This 2003 fact book for the North Carolina Community College System (NCCCS) is divided into the following sections: (1) Introduction, which covers mission, history, programs, governance, funding and other areas. (2) Program Briefs, which covers basic skills, distance learning, community service, occupational continuing education, workforce…

Redesigning community mental health services for urban children: Supporting schooling to promote mental health.

PubMed

Atkins, Marc S; Shernoff, Elisa S; Frazier, Stacy L; Schoenwald, Sonja K; Cappella, Elise; Marinez-Lora, Ane; Mehta, Tara G; Lakind, Davielle; Cua, Grace; Bhaumik, Runa; Bhaumik, Dulal

2015-10-01

This study examined a school- and home-based mental health service model, Links to Learning, focused on empirical predictors of learning as primary goals for services in high-poverty urban communities. Teacher key opinion leaders were identified through sociometric surveys and trained, with mental health providers and parent advocates, on evidence-based practices to enhance children's learning. Teacher key opinion leaders and mental health providers cofacilitated professional development sessions for classroom teachers to disseminate 2 universal (Good Behavior Game, peer-assisted learning) and 2 targeted (Good News Notes, Daily Report Card) interventions. Group-based and home-based family education and support were delivered by mental health providers and parent advocates for children in kindergarten through 4th grade diagnosed with 1 or more disruptive behavior disorders. Services were Medicaid-funded through 4 social service agencies (N = 17 providers) in 7 schools (N = 136 teachers, 171 children) in a 2 (Links to Learning vs. services as usual) × 6 (pre- and posttests for 3 years) longitudinal design with random assignment of schools to conditions. Services as usual consisted of supported referral to a nearby social service agency. Mixed effects regression models indicated significant positive effects of Links to Learning on mental health service use, classroom observations of academic engagement, teacher report of academic competence and social skills, and parent report of social skills. Nonsignificant between-groups effects were found on teacher and parent report of problem behaviors, daily hassles, and curriculum-based measures. Effects were strongest for young children, girls, and children with fewer symptoms. Community mental health services targeting empirical predictors of learning can improve school and home behavior for children living in high-poverty urban communities. (c) 2015 APA, all rights reserved).

The Effects of an Experiential Service-Learning Project on Residential Interior Design Students' Attitudes toward Design and Community

ERIC Educational Resources Information Center

Gomez-Lanier, Lilia

2016-01-01

This mixed research methods study explores whether project-based service-learning projects promote greater learning than standard project-based projects and whether introduced earlier into the curriculum promotes a greater student understanding of the world issues affecting their community. The present study focused on comparing sophomore and…

A Service-Learning Initiative within a Community-Based Small Business

ERIC Educational Resources Information Center

Simola, Sheldene

2009-01-01

Purpose: The purpose of this paper is to extend previous scholarly writing on community service-learning (SL) initiatives by looking beyond their use in the not-for-profit sector to their potential use in community-based small businesses. Design/methodology/approach: A rationale for the appropriateness of using SL projects in small businesses is…

Healthy Families America state systems development: an emerging practice to ensure program growth and sustainability.

PubMed

Friedman, Lori; Schreiber, Lisa

2007-01-01

In an era of fiscal constraints and increased accountability for social service programs, having a centralized and efficient infrastructure is critical. A well-functioning infrastructure helps a state reduce duplication of services, creates economies of scale, coordinates resources, supports high-quality site development and promotes the self-sufficiency and growth of community-based programs. Throughout the Healthy Families America home visitation network, both program growth and contraction have been managed by in-state collaborations, referred to as "state systems." This article explores the research base that supports the rationale for implementing state systems, describes the evolution of state systems for Healthy Families America, and discusses the benefits, challenges and lessons learned of utilizing a systems approach.

A "Service-Learning Approach" to Teaching Computer Graphics

ERIC Educational Resources Information Center

Hutzel, Karen

2007-01-01

The author taught a computer graphics course through a service-learning framework to undergraduate and graduate students in the spring of 2003 at Florida State University (FSU). The students in this course participated in learning a software program along with youths from a neighboring, low-income, primarily African-American community. Together,…

Service-Learning in Disaster Recovery: Rebuilding the Mississippi Gulf Coast

ERIC Educational Resources Information Center

Evans-Cowley, Jennifer

2006-01-01

This article describes a course in the City and Regional Planning program at the Ohio State University. Its overarching goal was to offer service-learning by providing students with an opportunity to apply what they learned in the classroom by meeting community needs following Hurricane Katrina and to reflect on their experiences through…

An innovative partnership in service.

PubMed

Lazarus, Cathy J; Krane, N Kevin; Bowdish, Bruce

2002-07-01

Stimulated by the need for better alignment of educational content and goals with evolving societal needs, practice patterns, and scientific developments, many medical schools are implementing new and creative educational experiences for students. Tulane University School of Medicine and Apple Computers have established an innovative partnership in which Apple laptop computers support and enhance students' service learning projects. The partnership also provides a unique opportunity to meet the Medical School Objectives Project (MSOP) objectives in Medical Informatics and Population Health, as outlined in Report II.(1) Apple Computers has a commitment to the New Orleans community as part of its corporate strategic plan to support educational programs at all levels; Tulane has a longstanding commitment to and experience with student-led service learning as part of the Foundations in Medicine Course.(2) Senior administrative personnel from Tulane and Apple discussed these common interests, resulting in a partnership to enhance the potential impact on the community served. Apple agreed to donate 20 G3 Powerbooks and a complete set of the Apple Learning series of software to support new and ongoing service-learning projects. A committee of Tulane faculty and students, information technology staff, and an Apple representative developed the project. To maximize students' access to the laptops while managing the administration's liability, the laptops were identically configured with standardized software packages (database development and maintenance, Web access, word processing, presentation development and execution, automated backup, and individual project access to protected server space). To maximize the use of the laptops, students from the service-learning organizations can check out the laptops on a just-in-time basis, because the projects have different needs over time. Student-service leaders are currently defining and developing the exact uses for the laptops. We anticipate that this project will enhance the administrative management of service-learning programs (e.g., schedules, directions to sites), the presentation of educational programs (e.g., teaching in schools), the creation of new media to support programs (e.g., our restaurant choking program has a partnership with the American Heart Association to create a video and training manual to be used nationwide), and data tracking (e.g., sites and clients served, outcomes achieved). Students' use of the laptops should support the achievement of several of the MSOP Report II Medical Informatics objectives. To assess that, all first-year medical students are completing a pre- and post-project survey based on those objectives. The availability of laptops and software should significantly enhance the service-learning programs. The students participating should gain important skills in the use of computer technology related to their roles as lifelong learners, educators and communicators, researchers, and managers.(1) We plan to report the results of the pre- and post-project surveys once they have been completed. Students' feedback on the project has been very positive, and we hope it can serve as a model for other medical school, corporate, and community partnerships.

How a Personal Development Program Enhances Social Connection and Mobilises Women in the Community

ERIC Educational Resources Information Center

Spry, Nandila; Marchant, Teresa

2014-01-01

Gender equity and the empowerment of women is a significant international issue. Successful adult education programs are vital to enhance women's situation. Lessons learned from a personal development program provided for thousands of women are analysed. The program is conducted by community service providers in Australia and internationally, with…

Building flexibility and managing complexity in community mental health: lessons learned in a large urban centre.

PubMed

Stergiopoulos, Vicky; Saab, Dima; Francombe Pridham, Kate; Aery, Anjana; Nakhost, Arash

2018-01-24

Across many jurisdictions, adults with complex mental health and social needs face challenges accessing appropriate supports due to system fragmentation and strict eligibility criteria of existing services. To support this underserviced population, Toronto's local health authority launched two novel community mental health models in 2014, inspired by Flexible Assertive Community Team principles. This study explores service user and provider perspectives on the acceptability of these services, and lessons learned during early implementation. We purposively sampled 49 stakeholders (staff, physicians, service users, health systems stakeholders) and conducted 17 semi-structured qualitative interviews and 5 focus groups between October 23, 2014 and March 2, 2015, exploring stakeholder perspectives on the newly launched team based models, as well as activities and strategies employed to support early implementation. Interviews and focus groups were audio recorded, transcribed verbatim and analyzed using thematic analysis. Findings revealed wide-ranging endorsement for the two team-based models' success in engaging the target population of adults with complex service needs. Implementation strengths included the broad recognition of existing service gaps, the use of interdisciplinary teams and experienced service providers, broad partnerships and collaboration among various service sectors, training and team building activities. Emerging challenges included lack of complementary support services such as suitable housing, organizational contexts reluctant to embrace change and risk associated with complexity, as well as limited service provider and organizational capacity to deliver evidence-based interventions. Findings identified implementation drivers at the practitioner, program, and system levels, specific to the implementation of community mental health interventions for adults with complex health and social needs. These can inform future efforts to address the health and support needs of this vulnerable population.

Teaching Community on and off Campus: An Intersectional Approach to Community Engagement

ERIC Educational Resources Information Center

Mitchell, Tania D.

2017-01-01

The author explores how taking an intersectional approach to the analysis of social problems, identity, and planned interventions can enhance service learning programs and student preparation for community engagement.

Incorporating service-learning within engineering and technology education in secondary schools

NASA Astrophysics Data System (ADS)

Smiley, Craig L.

This study focuses the status of service-learning incorporated into the secondary engineering and technology classroom in the State of Indiana. Post-secondary engineering service-learning programs have been found to increase student interest in engineering to attract females into engineering (Coyle, Jamieson, & Oakes, 2005). Engineering, Design, and Development (EDD) is the capstone class of Project Lead The Way (PLTW) curriculum taught in many schools across Indiana, in which students design and develop a project that addresses an open-ended engineering problem. Of all the courses offered in the PLTW curriculum, this has the greatest potential for students to engage in a service-learning project, because the open-ended engineering problem could be used to help the community. A Likert-type survey was sent to the 62 secondary technology education teachers in Indiana who were certified to teach EDD during the 2011-2012 school year to identify the frequency at which the core components of service-learning, as identified by the National Service-Learning Clearinghouse (2006), were being implemented in the EDD curriculum. Fifteen teachers completed the survey by the end of the 2011-2012 academic calendar. Four of the 15 EDD teachers (27%) reported that a majority of their students' projects addressed a need in the community, and therefore were considered to be service-learning projects. The percentage of projects that were called service-learning projects by the respondents appeared to have a direct relationship with the total number of students enrolled in the PLTW program, and an inverse relationship with the number of years the teacher had been teaching technology education. Upon further study, only 2 of these EDD teachers (13%) were guiding students to collaborate with their community partner frequently enough to have an experience indicative of high quality service-learning according to the National Service-Learning Clearinghouse.

ICLIS: A Model for Extending Knowledge to Residents in Rural Communities. A Planning Workbook.

ERIC Educational Resources Information Center

Utah State Univ., Logan.

The Intermountain Community Learning and Information Services (ICLIS) project was begun in 1985 to provide rural communities in Colorado, Montana, Utah, and Wyoming with greater access to information and educational programming. Computer centers were housed in nine rural public libraries to provide services related to literacy, career guidance,…

Deconstructing Service-Learning: Research Exploring Context, Participation, and Impacts. Advances in Service-Learning Research.

ERIC Educational Resources Information Center

Billig, Shelley H., Ed.; Eyler, Janet, Ed.

This book presents service-learning research that focuses on units of analysis ranging from the individual student to the community partnership. It contains the following chapters/articles: "Enhancing Theory-Based Research on Service-Learning" (Robert G. Bringle); "The Missing Link: Exploring the Content of Learning in Service-Learning" (Deborah…

Alternatives for Revitalizing Student Services Programs.

ERIC Educational Resources Information Center

Deegan, William L.

1984-01-01

Reviews alternatives for revitalizing the programs and management of community college student services. As program development models, considers Miami-Dade Community College's computer-based instructional management system; entrepreneurial fee-based services; and divestment of situational or special-interest services to student groups. In…

Katimavik Participant's Manual, Book III, Work Skills = Katimavik manuel du participant, cahier III, les techniques de travail.

ERIC Educational Resources Information Center

Crelinsten, Michael, Ed.

Part of the documentation for Katimavik, a nine-month volunteer community service and learning program for 17 to 21-year-old Canadians, the bilingual student manual focuses on the work skills portion of the learning program. The manual includes learning program objectives, trimester guidelines and a checklist for activity participation, optional…

LOCUS: immunizing medical students against the loss of professional values.

PubMed

Carufel-Wert, Donald A; Younkin, Sharon; Foertsch, Julie; Eisenberg, Todd; Haq, Cynthia L; Crouse, Byron J; Frey Iii, John J

2007-05-01

The Leadership Opportunities with Communities, the Underserved, and Special populations (LOCUS) program at the University of Wisconsin School of Medicine and Public Health is a longitudinal, extracurricular experience for medical students who wish to develop leadership skills and expand their involvement in community health activities during medical school. The program consists of a core curriculum delivered through retreats, workshops, and seminars; a mentor relationship with a physician who is engaged in community health services; and a community service project. On-line surveys and interviews with current and past participants as well as direct observations were used to evaluate the effects of the program on participants. Participants indicated that the program was worthwhile, relevant, and effective in building a community of like-minded peers and physician role models. Participants also reported that the program sustained their interest in and commitment to community service and allowed them to cultivate new skills during medical school. The curriculum and structure of the LOCUS program offers a successful method for helping medical students learn important leadership skills and maintain an altruistic commitment to service.

Analysis of a STEM Education Professional Development Conference for Pre-Service Educators

NASA Astrophysics Data System (ADS)

Hughes, Christina W.

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM pedagogy, and focused on innovative classroom resources, hands-on learning and increasing content confidence when incorporating STEM into classroom instruction. iSTEM 2017 was held in February, 2017, and offered twenty refereed presentations and workshop sessions, a keynote address, and a closing session to over 200 pre-service teachers. Conference participants chose sessions, participated in game-like experiences and shared their learning with each other as well as with conference organizers. Results from participant self-reported surveys were analyzed to measure the impact of the conference on improving participants' confidence in teaching STEM topics, and their attitudes about the instructional methods. These results were added to the conference proceedings, which also contain documentation of each iSTEM 2017 session. Findings suggest that the iSTEM 2017 conference had an overall positive impact on participants' familiarity with STEM education, their belief in the importance of STEM education, and their confidence to integrate STEM education into future instructional practices.

Analysis of a STEM Education Professional Development Conference for Pre-Service Educators

NASA Astrophysics Data System (ADS)

Hardrict-Ewing, Gloria

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a mid-sized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM pedagogy, and focused on innovative classroom resources, hands-on learning and increasing content confidence when incorporating STEM into classroom instruction. iSTEM 2017 was held in February, 2017, and offered twenty refereed presentations and workshop sessions, a keynote address, and a closing session to over 200 pre-service teachers. Conference participants chose sessions, participated in game-like experiences and shared their learning with each other as well as with conference organizers. Results from participant self-reported surveys were analyzed to measure the impact of the conference on improving participants' confidence in teaching STEM topics, and their attitudes about the instructional methods. These results were added to the conference proceedings, which also contain documentation of each iSTEM 2017 session. Findings suggest that the iSTEM 2017 conference had an overall positive impact on participants' familiarity with STEM education, their belief in the importance of STEM education, and their confidence to integrate STEM education into future instructional practices.

Community-Based Summer Learning Programs for School- Age Children: Research-to-Policy Resources

ERIC Educational Resources Information Center

Stephens, Samuel A.

2016-01-01

Summer learning experiences for school-age children can be provided in a variety of ways and settings, including summer school programs (often remedial), community-based programs (often a continuation of afterschool programs), and home-based programs (in which families are provided with information and resources to encourage reading, often run by…

Insights from a pilot program to integrate medical and social services.

PubMed

Meiners, Mark R; Mokler, Pamela M; Kasunic, Mary Lynn; Hawthornthwaite, Scott; Foster, Susan; Scheer, David; Maldonado, Anna Maria

2014-01-01

This study examines lessons learned from the design, implementation, and early results of an integrated managed care pilot program linking member benefits of a Medicare-Medicaid health care plan with community services and supports. The health plan's average monthly costs for members receiving an assessment and services declined by an economically meaningful, statistically significant amount in the postintervention period relative to the preintervention period compared with those who did not accept an assessment or services. The results along with the lesson learned from the pilot are viewed by the parties as supportive of further program development.

"Classroom in Community: Serving the Elderly People, Learning from Senior Citizens" Community-Based Service Learning for Secondary Schools Students in Hong Kong

ERIC Educational Resources Information Center

Kwok-bong, Chan

2009-01-01

Background: In recent years, more and more secondary schools in Hong Kong begin to employ service learning in designing student learning activities. A vast majority of these attempts is developed based on the philanthropic ideas of altruism, love and care; it involves serving elderly people living in the elderly homes far away from the school…

42 CFR 440.180 - Home or community-based services.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 4 2011-10-01 2011-10-01 false Home or community-based services. 440.180 Section... SERVICES (CONTINUED) MEDICAL ASSISTANCE PROGRAMS SERVICES: GENERAL PROVISIONS Definitions § 440.180 Home or community-based services. (a) Description and requirements for services. “Home or community-based services...

42 CFR 440.180 - Home or community-based services.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 4 2013-10-01 2013-10-01 false Home or community-based services. 440.180 Section... SERVICES (CONTINUED) MEDICAL ASSISTANCE PROGRAMS SERVICES: GENERAL PROVISIONS Definitions § 440.180 Home or community-based services. (a) Description and requirements for services. “Home or community-based services...

42 CFR 440.180 - Home or community-based services.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 4 2012-10-01 2012-10-01 false Home or community-based services. 440.180 Section... SERVICES (CONTINUED) MEDICAL ASSISTANCE PROGRAMS SERVICES: GENERAL PROVISIONS Definitions § 440.180 Home or community-based services. (a) Description and requirements for services. “Home or community-based services...

The Challenge of Experiential Learning.

ERIC Educational Resources Information Center

Blower, Deborah F.; Parsons, Nancy A.

The Child Care Services Course (CCSC) at Red River Community College in Manitoba offers an innovative experiential learning component for the first year of a two-year diploma program. To apply for the experiential learning program (ELP), applicants must have 2 years of full-time experience in a children's center or licensed day care home working…

Katimavik Participant's Manual, Book X, International Awareness = Katimavik manuel du participant, cahier X, sensibilisation a la vie internationale.

ERIC Educational Resources Information Center

Crelinsten, Michael, Ed.

Devoted to the international awareness learning activities of Katimavik (a nine-month volunteer community service and experiential learning program for 17 to 21 year old Canadians), the bilingual student manual contains sections on learning program objectives and trimester guidelines, optional activities, resume recordkeeping, global perspectives…

Katimavik Participant's Manual, Book IX, Active Leisure = Katimavik manuel du participant, cahier IX, loisirs actifs.

ERIC Educational Resources Information Center

Crelinsten, Michael, Ed.

The bilingual student manual, devoted to the active leisure learning activity portion of Katimavik (the nine-month volunteer community service and experiential learning program for 17 to 21 year old Canadians) contains sections on learning program objectives and trimester guidelines; optional activities; resume recordkeeping; general information…

45 CFR 2517.400 - What must a State Commission or grantmaking entity include in an application for a grant?

Code of Federal Regulations, 2010 CFR

2010-10-01

...-LEARNING PROGRAMS Application Contents § 2517.400 What must a State Commission or grantmaking entity... promoting service-learning through programs under this part. The plan must describe the types of community...

45 CFR 2517.400 - What must a State Commission or grantmaking entity include in an application for a grant?

Code of Federal Regulations, 2011 CFR

2011-10-01

...-LEARNING PROGRAMS Application Contents § 2517.400 What must a State Commission or grantmaking entity... promoting service-learning through programs under this part. The plan must describe the types of community...

Linked Learning Communities. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

Linked learning communities in postsecondary education are programs defined by having social and curricular linkages that provide undergraduate students with intentional integration of the themes and concepts that they are learning. The theory behind these programs is that active learning in a community-based setting can improve academic outcomes…

Service-Learning in Communities of Elders (SLICE): Development and Evaluation of an Introductory Geriatrics Course for Medical Students.

PubMed

Laks, Jordana; Wilson, Lindsay A; Khandelwal, Christine; Footman, Eleni; Jamison, Margaret; Roberts, Ellen

2016-01-01

Medical students have limited exposure to Geriatrics in their traditional training. Service-learning offers students the opportunity to engage with older adult communities and become more comfortable interacting with this population. A preclinical elective course was developed to expand medical students' experiences in Geriatrics through service-learning. In this course, students conducted needs assessments in diverse older adult communities, created health education projects to address community-identified needs, and reflected on their experiences through written assignments and presentations. The course instructor presented lectures on special topics in Geriatrics, including ageism and health literacy. The curriculum aimed to familiarize students with older adults' needs in a variety of settings. Over 3 years, 74 students participated in the service-learning course. Students were assigned to older adult community sites, where they conducted needs assessments and designed and implemented original educational projects targeting community concerns. Program evaluation methods included a validated survey assessing students' attitudes toward older adults, course evaluations, review of student assignments and projects, and feedback from older adult participants and site coordinators. Students gained hands-on experience working with older adults and designing appropriate health education projects. Analysis of attitude surveys demonstrated students' increased interest in Geriatrics as a career. Both students and older adult participants described enjoyable, valuable experiences gained from service-learning activities. Students appreciated the combination of community and classroom learning about Geriatrics. Service-learning was most constructive at sites with responsive coordinators, engaged older adults, and a need for health education resources. The course challenged students to assess health needs in communities that included cognitively impaired elders and to design educational projects tailored to older adults.

Providing Health Sciences Services in a Joint-Use Distributed Learning Library System: An Organizational Case Study.

PubMed

Enslow, Electra; Fricke, Suzanne; Vela, Kathryn

2017-01-01

The purpose of this organizational case study is to describe the complexities librarians face when serving a multi-campus institution that supports both a joint-use library and expanding health sciences academic partnerships. In a system without a centralized health science library administration, liaison librarians are identifying dispersed programs and user groups and collaborating to define their unique service and outreach needs within a larger land-grant university. Using a team-based approach, health sciences librarians are communicating to integrate research and teaching support, systems differences across dispersed campuses, and future needs of a new community-based medical program.

Cultivating Sustainable and Authentic Service-Learning Partnerships in the Environmental Sciences

NASA Astrophysics Data System (ADS)

Ivanochko, Tara; Grain, Kari

2017-04-01

The two-term, community service-learning capstone course for Environmental Sciences at the University of British Columbia, Canada, aims to support both community and students using authentic science practice in service of the community. During the course development, we implemented a routine process for student and community feedback, instructor reflection and course revision. Drawing on data from 23 interviews and 9 focus groups collected over three years, findings from this study highlight ways that community partnerships can be sustained while students have an authentic science experience. Based on data collected from community partners, we highlight the key processes, challenges, successes, and practical considerations in the creation and sustainability of a scientifically robust service-learning course.

Community-Based Service-Learning for Youth Empowerment in Palestine

ERIC Educational Resources Information Center

Stewart, Trae

2012-01-01

Palestinian youth face developmental, cultural, and political barriers that impede them from fully engaging in civic life. Non-traditional, youth-centered pedagogies of engagement, like community-based service-learning (CBSL), have shown promise to motivate marginalized populations and provide space and roles for them to form individual identities…

Service learning: Priority 4 Paws mobile surgical service for shelter animals.

PubMed

Freeman, Lynetta J; Ferguson, Nancy; Litster, Annette; Arighi, Mimi

2013-01-01

The increasing attention given to competencies needed to enter the workforce has revealed a need for veterinary students to gain more experience in performing small-animal elective surgery before graduation. In addition, guidelines for standards of care for shelter animals recommend that all dogs and cats should be spayed or neutered before adoption. Teaching surgical skills while serving the needs of local animal shelters represents an ideal service-learning opportunity. Following a pilot study and the benchmarking of other programs, an elective course in shelter medicine and surgery was created at Purdue University College of Veterinary Medicine (PVM) to allow senior DVM students an opportunity to spend 2 weeks on a mobile surgery unit (Priority 4 Paws) and 1 week at an animal shelter. With financial assistance from sponsors and donors, PVM purchased and equipped a mobile surgery unit, hired a full-time veterinarian and a registered veterinary technician, and established relationships with 12 animal shelters. From July 30, 2012, to March 22, 2013, 1,941 spays and neuters were performed with excellent postsurgical outcomes while training 33 veterinary students on rotation and 26 veterinary technician students. The program was well accepted by both students and the shelters being served. The Priority 4 Paws program is an example of an integrated, community-based service-learning opportunity that not only helps to improve the surgical skills of veterinary students but also helps to meet an identified community need.

Decisions on Implementing Service-Learning: Perceptions of Physical Therapist Assistant Faculty within a State Technical College System

ERIC Educational Resources Information Center

Herlitzke, Mary Ann

2012-01-01

The Commission on Accreditation of Physical Therapy Education (CAPTE) requires that graduates of physical therapist assistant programs demonstrate a commitment to social responsibility. Service-learning, a method of instruction in which students apply knowledge and skills learned in the classroom to a community need, can assist in the development…

Community as classroom: teaching and learning public health in rural Appalachia.

PubMed

Florence, James; Behringer, Bruce

2011-01-01

Traditional models for public health professional education tend to be didactic, with brief, discrete practica appended. National reports of both practitioners and academicians have called for more competency-driven, interdisciplinary-focused, community-based, service-oriented, and experientially-guided learning for students across the curriculum. East Tennessee State University began its own curricular revisioning in health professions education nearly 2 decades ago with a grant from the W.K. Kellogg Foundation, emphasizing competencies development through community-based learning in community-academic partnerships. This article describes 3 examples that grew from that initiative. In the first example, students in multiple classes delivered a longitudinal community-based employee wellness intervention for a rural county school district. BS public health students conducted needs assessments and prepared health education materials; MPH students conducted health assessments and worked with school wellness councils to deliver client-centered interventions; DrPH students supervised the project and provided feedback to the schools using participatory methods. In the second example, MPH students in a social-behavioral foundations course used experiential learning to investigate the region's elevated cancer mortality ranking. Following meetings with multiple community groups, students employed theoretical constructs to frame regional beliefs about cancer and presented findings to community leaders. One outcome was a 5-year community-based participatory research study of cancer in rural Appalachia. In the third example, MPH students in a health-consulting course assessed local African Americans' awareness of the university's health and education programs and perceptions of their community health issues. Students learned consultation methods by assisting at multiple regional African American community meetings to discover issues and interest that resulted in the organization of a regional African American health coalition, multiple community health interventions, and the region's first health disparities summit. Lessons learned are presented which identify key elements of success and factors that influence adoption of community-based teaching and learning in public health.

Community Colleges Broadening Horizons through Service Learning, 2003-2006. Project Brief. AACC-PB-04-2

ERIC Educational Resources Information Center

Robinson, Gail

2004-01-01

The "Horizons" project features model programs, national data collection and dissemination, and an information clearinghouse. In addition, "Horizons" provides professional development opportunities and technical assistance through regional workshops on service learning and civic responsibility, chief academic officer summits,…

The Effects of NSTP on the Lives of Saint Louis University Students

ERIC Educational Resources Information Center

Balmeo, Marilyn L.; Falinchao, Jeffry P.; Biay, Kathleen Kaye L.; Ebes, Joyce Karen M.; Eclarino, Julienne G.; Lao-ang, Ivy Gail P.

2015-01-01

The National Service Training Program (NSTP) of the Philippines is a form of service learning which is defined as the integration of community services to instruction in order to strengthen the civic and community responsibilities of the students. The purpose of this study is to determine the effectiveness of the NSTP for the students, its…

Food Allergy Training for Schools and Restaurants (The Food Allergy Community Program): Protocol to Evaluate the Effectiveness of a Web-Based Program.

PubMed

Pádua, Inês; Moreira, André; Moreira, Pedro; Barros, Renata

2018-06-12

Food allergy is a growing public health concern. The literature suggests that a significant number of reactions occur in community services, such as schools and restaurants. Therefore, suitable training and education for education and catering professionals using viable and practical tools is needed. The objective of this study is to evaluate the effectiveness of a Web-based food allergy training program for professionals working in schools and restaurants, designed to improve knowledge and good practices in the community. Free learning programs which contain educational animated videos about food allergy were developed for professionals working at schools and restaurants. The learning programs comprise of nine 5-minute videos, developed in video animation format using GoAnimate, with a total course length of 45-60 minutes. The courses for professionals at both schools and restaurants include contents about food allergy epidemiology, clinical manifestations, diagnosis and treatment, dietary avoidance, emergencies, labelling, and accidental exposure prevention. Additionally, specific topics for work practices at schools and restaurants were provided. Food allergy knowledge survey tools were developed to access the knowledge and management skills about food allergy of school and restaurant staff, at baseline and at the end of the food allergy program. The courses will be provided on the e-learning platform of the University of Porto and professionals from catering and education sectors will be invited to participate. Data collection will take place between September 2017 and October 2017, corresponding to a 2-month intervention. Final results will be disseminated in scientific journals and presented at national and international conferences. The Food Allergy Community Program intervention may improve school and restaurant professionals' commitment and skills to deal with food allergy in the community. Furthermore, this e-intervention program will provide an innovative contribution to understanding the impact of electronic health technologies on the learning process and the development of strategies for community interventions. RR1-10.2196/9770. ©Inês Pádua, André Moreira, Pedro Moreira, Renata Barros. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 12.06.2018.

Negotiating Service Learning through Community Engagement: Adaptive Leadership, Knowledge, Dialogue and Power

ERIC Educational Resources Information Center

Preece, Julia

2016-01-01

This article builds on two recent publications (Preece 2013; 2013a) concerning the application of asset-based community development and adaptive leadership theories when negotiating university service learning placements with community organisations in one South African province. The first publication introduced the concept of 'adaptive…

Reciprocal and Scholarly Service Learning: Emergent Theoretical Understandings of the University-Community Interface in South Africa

ERIC Educational Resources Information Center

Smith-Tolken, Antoinette; Bitzer, Eli

2017-01-01

This study addresses underlying principles to interpret scholarly-based service-related teaching and learning. Such principles include addressing specific concerns of communities, transforming theoretical knowledge into lived experiences for students, making the knowledge generated within communities meaningful and forging constant growth and…

Participatory Evaluation and Learning: A Case Example Involving Ripple Effects Mapping of a Tourism Assessment Program

ERIC Educational Resources Information Center

Bhattacharyya, Rani; Templin, Elizabeth; Messer, Cynthia; Chazdon, Scott

2017-01-01

Engaging communities through research-based participatory evaluation and learning methods can be rewarding for both a community and Extension. A case study of a community tourism development program evaluation shows how participatory evaluation and learning can be mutually reinforcing activities. Many communities value the opportunity to reflect…

"The feasibility of implementing cognitive remediation for work in community based psychiatric rehabilitation programs": Correction to McGurk et al. (2017).

PubMed

2017-06-01

Reports an error in "The feasibility of implementing cognitive remediation for work in community based psychiatric rehabilitation programs" by Susan R. McGurk, Kim T. Mueser, Melanie A. Watkins, Carline M. Dalton and Heather Deutsch ( Psychiatric Rehabilitation Journal , 2017[Mar], Vol 40[1], 79-86). In the article, the author order was incorrect due to a printer error. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2017-13255-004.) Objective: Adding cognitive remediation to vocational rehabilitation services improves cognitive and work functioning in people with serious mental illness, but despite interest, the uptake of cognitive programs into community services has been slow. This study evaluated the feasibility of implementing an empirically supported cognitive remediation program in routine rehabilitation services at 2 sites. The Thinking Skills for Work (TSW) program was adapted for implementation at 2 sites of a large psychiatric rehabilitation agency providing prevocational services, but not community-based vocational services, which were provided off-site. Agency staff were trained to deliver TSW to clients with work or educational goals. Cognitive assessments were conducted at baseline and posttreatment, with work and school activity tracked for 2 years. Eighty-three participants enrolled in TSW, of whom 79.5% completed at least 6 of the 24 computer cognitive exercise sessions (M = 16.7) over an average of 18 weeks. Participants improved significantly from baseline to posttreatment in verbal learning and memory, speed of processing, and overall cognitive functioning. Over the follow-up, 25.3% of participants worked and 47.0% were involved in work or school activity. Higher work rates were observed at the site where participants had easier access to vocational services. The results support the feasibility of implementing the TSW program by frontline staff in agencies providing psychiatric rehabilitation, and suggest that ease of access to vocational services may influence work outcomes. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Linking Research, Education and Public Engagement in Geoscience: Leadership and Strategic Partnerships.

NASA Astrophysics Data System (ADS)

Moosavi, S. C.

2017-12-01

By their very nature, the geosciences address societal challenges requiring a complex interplay between the research community, geoscience educators and public engagement with the general population to build their knowledge base and convince them to act appropriately to implement policies guided by scientific understanding. The most effective responses to geoscience challenges arise when strong collaborative structures connecting research, education and the public are in place to afford rapid communication and trust at all stages of the investigative and policy implementation processes. Educational programs that involve students and scientists via service learning exploring high profile issues of community interest and outreach to teachers through professional development build the network of relationships with geoscientists to respond rapidly to solve societal problems. These pre-existing personal connections simultaneously hold wider credibility with the public than unfamiliar scientific experts less accustomed to speaking to general audiences. The Geological Society of America is leveraging the research and educational experience of its members to build a self-sustaining state/regional network of K-12 professional development workshops designed to link the academic, research, governmental and industrial communities. The goal is not only to improve the content knowledge and pedagogical skills which teachers bring to their students, but also to build a diverse community of trust capable of responding to geoscience challenges in a fashion relevant to local communities. Dr. Moosavi is building this program by drawing on his background as a biogeochemistry researcher with 20 years experience focused on use of place-based approaches in general education and pre- and in-service teacher preparation in Research 1 and comprehensive universities, liberal arts and community colleges and high school. Experience with K-12 professional development working with the Minnesota Mineral Education Workshop and an undergraduate service learning research program related to beach erosion and the BP Oil Spill on Grand Isle, Louisiana are of particular value to this effort.

Nursing faculty roles in international service-learning projects.

PubMed

Kohlbry, Pamela; Daugherty, JoAnn

2013-01-01

The purpose of this article is to describe faculty roles related to the design and implementation of an international nursing service-learning project. The impetus for this project was the 2008 American Association of Colleges of Nursing (AACN) recommendations for using service-learning and immersion of students in diverse communities to improve nursing education in the area of cultural competency (American Association of Colleges of Nursing, 2008a). We define service-learning as a learning experience engaging students in meeting community needs in an international setting so as to offer a different perspective into community health practices and to promote cultural competency. Based on our experience with service-learning, we identified four faculty roles in developing these types of projects. We define these roles as initiator, collaborator, facilitator, and advocate. This article will discuss the application of these faculty roles in developing service-learning opportunities with students. Copyright © 2013 Elsevier Inc. All rights reserved.

An anthropological approach to teaching health sciences students cultural competency in a field school program.

PubMed

Hutchins, Frank T; Brown, Lori DiPrete; Poulsen, Keith P

2014-02-01

International immersion experiences do not, in themselves, provide students with the opportunity to develop cultural competence. However, using an anthropological lens to educate students allows them to learn how to negotiate cultural differences by removing their own cultural filters and seeing events through the eyes of those who are culturally different. Faculty at the University of Wisconsin-Madison's Global Health Institute believed that an embedded experience, in which students engaged with local communities, would encourage them to adopt this Cultural Competency 2.0 position. With this goal in mind, they started the Field School for the Study of Language, Culture, and Community Health in Ecuador in 2003 to teach cultural competency to medical, veterinary, pharmacy, and nursing students. The program was rooted in medical anthropology and embraced the One Health initiative, which is a collaborative effort of multiple disciplines working locally, nationally, and globally to obtain optimal health for people, animals, and the environment. In this article, the authors identify effective practices and challenges for using a biocultural approach to educating students. In a semester-long preparatory class, students study the Spanish language, region-specific topics, and community engagement principles. While in Ecuador for five weeks, students apply their knowledge during community visits that involve homestays and service learning projects, for which they partner with local communities to meet their health needs. This combination of language and anthropological course work and community-based service learning has led to positive outcomes for the local communities as well as professional development for students and faculty.

Learning To Serve, Serving To Learn: A View from Higher Education. Integrating Service-Learning into Curriculum: Lessons Learned. Teacher Education Consortium in Service-Learning.

ERIC Educational Resources Information Center

2003

This collection of papers includes lessons learned from a 3-year collaboration among faculty who had pursued a scholarly inquiry of service-learning, integrated service-learning into their curricula, altered their teaching, forged partnerships with community based organizations, and developed measures and methodologies for assessing results. The…

Sex workers as peer health advocates: community empowerment and transformative learning through a Canadian pilot program.

PubMed

Benoit, Cecilia; Belle-Isle, Lynne; Smith, Michaela; Phillips, Rachel; Shumka, Leah; Atchison, Chris; Jansson, Mikael; Loppie, Charlotte; Flagg, Jackson

2017-08-30

Social marginalization and criminalization create health and safety risks for sex workers and reduce their access to health promotion and prevention services compared to the general population. Community empowerment-based interventions that prioritize the engagement of sex workers show promising results. Peer-to-peer interventions, wherein sex workers act as educators of their colleagues, managers, clients and romantic partners, foster community mobilization and critical consciousness among sex workers and equip them to exercise agency in their work and personal lives. A pilot peer health education program was developed and implemented, with and for sex workers in one urban centre in Canada. To explore how the training program contributed to community empowerment and transformative learning among participants, the authors conducted qualitative interviews, asked participants to keep personal journals and to fill out feedback forms after each session. Thematic analysis was conducted on these three data sources, with emerging themes identified, organized and presented in the findings. Five themes emerged from the analysis. Our findings show that the pilot program led to reduced internalized stigma and increased self-esteem in participants. Participants' critical consciousness increased concerning issues of diversity in cultural background, sexual orientation, work experiences and gender identity. Participants gained knowledge about how sex work stigma is enacted and perpetuated. They also became increasingly comfortable challenging negative judgments from others, including frontline service providers. Participants were encouraged to actively shape the training program, which fostered positive relationships and solidarity among them, as well as with colleagues in their social network and with the local sex worker organization housing the program. Resources were also mobilized within the sex worker community through skills building and knowledge acquisition. The peer education program proved successful in enhancing sex workers' community empowerment in one urban setting by increasing their knowledge about health issues, sharing information about and building confidence in accessing services, and expanding capacity to disseminate this knowledge to others. This 'proof of concept' built the foundation for a long-term initiative in this setting and has promise for other jurisdictions wishing to adapt similar programs.

45 CFR 2519.200 - How may grant funds be used?

Code of Federal Regulations, 2010 CFR

2010-10-01

... COMMUNITY SERVICE HIGHER EDUCATION INNOVATIVE PROGRAMS FOR COMMUNITY SERVICE Use of Grant Funds § 2519.200... following activities: (a) Enabling an institution of higher education, a higher education partnership or a...-learning as a key component of the preservice teacher education of the institution; and (2) Encouraging the...

45 CFR 2519.200 - How may grant funds be used?

Code of Federal Regulations, 2011 CFR

2011-10-01

... COMMUNITY SERVICE HIGHER EDUCATION INNOVATIVE PROGRAMS FOR COMMUNITY SERVICE Use of Grant Funds § 2519.200... following activities: (a) Enabling an institution of higher education, a higher education partnership or a...-learning as a key component of the preservice teacher education of the institution; and (2) Encouraging the...

Service beyond the Classroom: Teachers and School Community Relationships

ERIC Educational Resources Information Center

Schuttloffel, Merylann J.; Thompson, Joan; Pickert, Sarah

2004-01-01

This article focuses on a model for incorporating academic service learning into a teacher preparation program intended to enable preservice teachers to develop an understanding of social justice and diversity through school and community relationships. Linked to the theme of knowledge construction, diffusion, and transformation, this article…

75 FR 37409 - Information Collection; Submission for OMB Review, Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-29

..., mechanical, or other technological collection techniques or other forms of information technology, e.g... programs and practices. This program helps fulfill the Corporation's strategic goals of engaging Americans... provide, or stimulate the creation of resources to coordinate service, service-learning, and community...

Adult Learning, Transformative Education, and Indigenous Epistemology

ERIC Educational Resources Information Center

McEachern, Diane

2016-01-01

This chapter describes an innovative program that weaves together adult learning, transformative education, and indigenous epistemology in order to prepare Alaskan rural indigenous social service providers to better serve their communities.

Pulling It Together: Using Integrative Assignments as Empirical Direct Measures of Student Learning for Learning Community Program Assessment

ERIC Educational Resources Information Center

Huerta, Juan Carlos; Sperry, Rita

2013-01-01

This article outlines a systematic and manageable method for learning community program assessment based on collecting empirical direct measures of student learning. Developed at Texas A&M University--Corpus Christi where all full-time, first-year students are in learning communities, the approach ties integrative assignment design to a rubric…

South Dakota's Resource List for Children, Youth, and Families.

ERIC Educational Resources Information Center

South Dakota State Dept. of Education and Cultural Affairs, Pierre.

This directory lists contact information for educational programs, human services, and other resources for children, youth, and families in South Dakota. Sections cover adult basic education programs, alcohol and drug treatment facilities, career learning centers, clothing, community health nurses, community mental health centers, consumer credit…

International Community-Based Service Learning: Two Comparative Case Studies of Benefits and Tensions

ERIC Educational Resources Information Center

Akhurst, Jacqueline

2016-01-01

The drives to internationalise the UK curriculum and psychology students' desires to work in communities are brought together in this paper. International community-based learning (ICBL) links with many psychology students' motivations to make contributions to others; with the potential to enhance students' learning and cultural sensitivities. The…

Boundary crossing and brokering between disciplines in pre-service mathematics teacher education

NASA Astrophysics Data System (ADS)

Goos, Merrilyn; Bennison, Anne

2017-12-01

In many countries, pre-service teacher education programs are structured so that mathematics content is taught in the university's mathematics department and mathematics pedagogy in the education department. Such program structures make it difficult to authentically interweave content with pedagogy in ways that acknowledge the roles of both mathematicians and mathematics educators in preparing future teachers. This article reports on a project that deliberately fostered collaboration between mathematicians and mathematics educators in six Australian universities in order to investigate the potential for learning at the boundaries between the two disciplinary communities. Data sources included two rounds of interviews with mathematicians and mathematics educators and annual reports prepared by each participating university over the three years of the project. The study identified interdisciplinary boundary practices that led to integration of content and pedagogy through new courses co-developed and co-taught by mathematicians and mathematics educators, and new approaches to building communities of pre-service teachers. It also developed an evidence-based classification of conditions that enable or hinder sustained collaboration across disciplinary boundaries, together with an empirical grounding for Akkerman and Bakker's conceptualisation of transformation as a mechanism for learning at the boundary between communities. The study additionally highlighted the ambiguous nature of boundaries and implications for brokers who work there to connect disciplinary paradigms.

The University of St. Thomas' Service-Learning Program: Matching the University's Catholic Mission to Greater Community Needs

ERIC Educational Resources Information Center

Garcia-Contreras, Rogelio; Faletta, Jean-Philippe; Krustchinsky, Rick

2011-01-01

The University of St. Thomas (UST) is a private Catholic liberal arts university in Houston, Texas, whose mission includes a commitment to service. The pedagogy of service-learning aligns well with the school's mission and with the teachings and social doctrine of the Catholic Church. Designed to expand opportunities for the procurement of the…

Service-Learning and Emergent Communities of Practice: A Teacher Education Case Study

ERIC Educational Resources Information Center

Kaschak, Jennifer Cutsforth; Letwinsky, Karim Medico

2015-01-01

This study investigates the unexpected emergence of a community of practice in a middle level mathematics and science methods course. The authors describe how preservice teacher participation in a collaborative, project-based service-learning experience resulted in the formation of a community of practice characterized by teamwork, meaningful…

Analysis of a STEM Education Professional Development Conference for Pre-Service Educators

NASA Astrophysics Data System (ADS)

Young-El, Christopher M.

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM pedagogy and focused on innovative classroom resources, hands-on learning, and increasing content confidence when incorporating STEM into classroom instruction. iSTEM 2017 was held in February 2017 and offered twenty refereed presentations and workshop sessions, a keynote address, and a closing session to over 200 pre-service teachers. Conference participants chose sessions, participated in game-like experiences and shared their learning with each other as well as with conference organizers. Results from participant self-reported surveys were analyzed to measure the impact of the conference on improving participants' confidence in teaching STEM topics, and their attitudes about the instructional methods. These results were added to the conference proceedings, which also contain documentation of each iSTEM 2017 session. Findings suggest that the iSTEM 2017 conference had an overall positive impact on participants' familiarity with Academic Analysis of a STEM Education Professional Development Conference STEM education, their belief in the importance of STEM education, and their confidence to integrate STEM education into future instructional practices.

Service Learning for Medical Students: Program Development and Students' Reflections

ERIC Educational Resources Information Center

Yang, Shu-Huei; Shih, Chun-Kuang; Liu, Chu-Hsiu; Peng, Hsiang-Ting; Chan, Wing P.

2014-01-01

We designed a cross-disciplinary interdepartmental volunteer program, which involved student participation in "community care teams for the elderly living alone." Our aim was to enhance communication between students and the elderly. Students were expected to meet and learn to get along with the elderly, to develop listening and…

Dancing through Cape Coast: ethical and practical considerations for health-related service-learning programs.

PubMed

Saffran, Lise

2013-09-01

Short-term service-learning programs that focus on global health are expanding rapidly, spurred by students' desire to be of service in a world that has been made to seem small by new technology and universities' willingness to embrace the goal of educating global citizens. In this commentary, the author uses experiences from a recent trip she led to Ghana as a backdrop against which to explore some of the ethical and practical issues that arise when U.S. students work in health-related programs in developing countries. At minimum, the author argues, these programs should lead students to consider issues such as which basic services people are entitled to, regardless of where and in what circumstances they live, and how differences in access to social and economic resources contribute to health disparities on a global scale. She also suggests that sponsoring institutions should consider what is owed to the countries and communities in which their students learn. Finally, she underscores the circumstances under which service-learning programs can truly benefit the cause of global health.

Promoting Community-Based Services: Implications for Program Design, Implementation, and Public Policy.

ERIC Educational Resources Information Center

Powers, Michael D.

1986-01-01

Program design, implementation, and public policy issues are discussed for five urban community-based programs for the developmentally disabled: (1) direct services in intermediate care facilities; (2) a High Risk Infant project; (3) group home consultative services; (4) training for support services to adoptive families; (5) a national…

From the bush to the big smoke--development of a hybrid urban community based medical education program in the Northern Territory, Australia.

PubMed

Morgan, S; Smedts, A; Campbell, N; Sager, R; Lowe, M; Strasser, S

2009-01-01

The Northern Territory (NT) of Australia is a unique setting for training medical students. This learning environment is characterised by Aboriginal health and an emphasis on rural and remote primary care practice. For over a decade the NT Clinical School (NTCS) of Flinders University has been teaching undergraduate medical students in the NT. Community based medical education (CBME) has been demonstrated to be an effective method of learning medicine, particularly in rural settings. As a result, it is rapidly gaining popularity in Australia and other countries. The NTCS adopted this model some years ago with the implementation of its Rural Clinical School; however, urban models of CBME are much less well developed than those in rural areas. There is considerable pressure to better incorporate CBME into medical student teaching environment, particularly because of the projected massive increase in student numbers over the next few years. To date, the community setting of urban Darwin, the NT capital city, has not been well utilised for medical student training. In 2008, the NTCS enrolled its first cohort of students in a new hybrid CBME program based in urban Darwin. This report describes the process and challenges involved in development of the program, including justification for a hybrid model and the adaptation of a rural model to an urban setting. Relationships were established and formalised with key partners and stakeholders, including GPs and general practices, Aboriginal medical services, community based healthcare providers and other general practice and community organisations. Other significant issues included curriculum development and review, development of learning materials and the establishment of robust evaluation methods. Development of the CBME model in Darwin posed a number of key challenges. Although the experience of past rural programs was useful, a number of distinct differences were evident in the urban setting. Change leadership and inter-professional collaboration were key strengths in the implementation and ongoing evaluation of the program. The program will provide important information about medical student training in urban community settings, and help inform other clinical schools considering the adoption of similar models.

Alberta Healthy Living Program--a model for successful integration of chronic disease management services.

PubMed

Morrin, Louise; Britten, Judith; Davachi, Shahnaz; Knight, Holly

2013-08-01

The most common presentation of chronic disease is multimorbidity. Disease management strategies are similar across most chronic diseases. Given the prevalence of multimorbidity and the commonality in approaches, fragmented single disease management must be replaced with integrated care of the whole person. The Alberta Healthy Living Program, a community-based chronic disease management program, supports adults with, or at risk for, chronic disease to improve their health and well being. Participants gain confidence and skills in how to manage their chronic disease(s) by learning to understand their health condition, make healthy eating choices, exercise safely and cope emotionally. The program includes 3 service pillars: disease-specific and general health patient education, disease-spanning supervised exercise and Better Choices, Better Health(TM) self-management workshops. Services are delivered in the community by an interprofessional team and can be tailored to target specific diverse and vulnerable populations, such as Aboriginal, ethno-cultural and francophone groups and those experiencing homelessness. Programs may be offered as a partnership between Alberta Health Services, primary care and community organizations. Common standards reduce provincial variation in care, yet maintain sufficient flexibility to meet local and diverse needs and achieve equity in care. The model has been implemented successfully in 108 communities across Alberta. This approach is associated with reduced acute care utilization and improved clinical indicators, and achieves efficiencies through an integrated, disease-spanning patient-centred approach. Crown Copyright © 2013. Published by Elsevier Inc. All rights reserved.

Adult and Community Education in the 1980's. A Compendium of Lectures from Series in Adult Education at the University of New Mexico (1979-1984).

ERIC Educational Resources Information Center

Bowes, S. Gregory, Ed.

This compendium contains lectures on programs, administration, and services and on teaching and learning in adult and community education. The following lectures are included: "Working Effectively with Adults: What Research and Practice Tell Us," by Mark Rossman; "Learning How to Learn," by Robert Smith; "Assessing Teaching Style in Adult…

To Serve and Learn: The Spirit of Community in Liberal Education. Counterpoints: Studies in the Postmodern Theory of Education, Volume 37.

ERIC Educational Resources Information Center

DeVitis, Joseph L., Ed.; Johns, Robert W., Ed.; Simpson, Douglas J., Ed.

The product of faculty, staff, and students from 10 exemplary programs in service learning at selected liberal arts colleges across the country, this collection of essays addresses vital issues in liberal learning and education for community. The collection's focus is the creation of educational goals and strategies for developing a service…

Melding Service Learning and Leadership Skills Development: Keys to Effective Course Design

ERIC Educational Resources Information Center

Lester, Scott W.

2015-01-01

The author presents keys to designing a class that successfully melds service learning and student leadership development. These prescriptions are based on the lessons learned over 8 years of teaching a class titled "Community Leadership." This class emphasizes experiential learning and revolves around service learning projects. The…

Preceptors' Experience of Nursing Service-Learning Projects.

PubMed

Voss, Heather C

2016-03-01

Service-learning is a teaching-learning strategy in higher education that provides hands-on experiences in authentic clinical environments. Mutual decision making, shared goals, reciprocity, and tangible benefits to organizations and the people they serve are hallmarks of service-learning. However, the literature is sparse pertaining to preceptor experiences with service-learning projects, the extent of reciprocity, or the projects' impact on those who received the service. A small phenomenological study was conducted to better understand the experiences of four community-based health professionals who worked with nursing students on service-learning projects. Four themes emerged from face-to-face interviews and written reflections: (a) reciprocity among preceptor, clinical faculty, and student, (b) intentional planning and project clarity, (c) meaningful and authentic experience, and (d) valued and beneficial contributions that addressed a need. Insight gained from the experiences of the four preceptors in this study suggest that through careful planning and reciprocity, service-learning can have a positive impact on community-based organizations and the people they serve. Copyright 2016, SLACK Incorporated.

Stakeholders' Home and Community Based Services Settings Rule Knowledge

ERIC Educational Resources Information Center

Friedman, Carli

2018-01-01

Medicaid Home and Community Based Services (HCBS) waiver programs provide the majority of long-term services and supports for people with intellectual and developmental disabilities (IDD). Relatively new (2014) HCBS rules (CMS 2249-F/2296-F) governing these programs require "meaningful community" integration of people with disabilities…

Active Learning through Service-Learning

ERIC Educational Resources Information Center

Goldberg, Lynette R.; Richburg, Cynthia McCormick; Wood, Lisa A.

2006-01-01

Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active…

Teaching, Learning, and Leading with Schools and Communities: Preparing Sophisticated and Resilient Elementary STEM Educators

ERIC Educational Resources Information Center

Smetana, Lara K.; Coleman, Elizabeth R.; Ryan, Ann Marie; Tocci, Charles

2013-01-01

Loyola University Chicago's Teaching, Learning, and Leading With Schools and Communities (TLLSC) program is an ambitious break from traditional university-based teacher preparation models. This clinically based initial teacher preparation program, fully embedded in local schools and community organizations, takes an ecological perspective on the…

Katimavik Participant's Manual, Book V, Environmental Awareness and Appropriate Technology = Katimavik manuel du participant, cahier V, sensibilisation a l'environment et technologie appropriee.

ERIC Educational Resources Information Center

Crelinsten, Michael, Ed.

Focusing on the environmental awareness and appropriate technology learning activity portion of Katimavik (a nine-month volunteer community service and experiential learning program for 17 to 21-year-old Canadians), the bilingual student manual contains sections on learning program objectives and trimester guidelines, optional activities, resume…

The Benefits of Physician Training Programs for Rural Communities: Lessons Learned from the Teaching Health Center Graduate Medical Education Program.

PubMed

Lee, Marshala; Newton, Helen; Smith, Tracey; Crawford, Malena; Kepley, Hayden; Regenstein, Marsha; Chen, Candice

2016-01-01

Rural communities disproportionately face preventable chronic diseases and death from treatable conditions. Health workforce shortages contribute to limited health care access and health disparities. Efforts to address workforce shortages have included establishing graduate medical education programs with the goal of recruiting and retaining physicians in the communities in which they train. However, rural communities face a number of challenges in developing and maintaining successful residency programs, including concerns over financial sustainability and the integration of resident trainees into existing clinical practices. Despite these challenges, rural communities are increasingly interested in investing in residency programs; those that are successful see additional benefits in workforce recruitment, access, and quality of care that have immediate and direct impact on the health of rural communities. This commentary examines the challenges and benefits of rural residency programs, drawing from lessons learned from the Health Resources and Services Administration's Teaching Health Center Graduate Medical Education program.

Barriers and facilitators to implementation of VA home-based primary care on American Indian reservations: a qualitative multi-case study.

PubMed

Kramer, B Josea; Cote, Sarah D; Lee, Diane I; Creekmur, Beth; Saliba, Debra

2017-09-02

Veterans Health Affairs (VA) home-based primary care (HBPC) is an evidence-based interdisciplinary approach to non-institutional long-term care that was developed in urban settings to provide longitudinal care for vulnerable older patients. Under the authority of a Memorandum of Understanding between VA and Indian Health Service (IHS) to improve access to healthcare, 14 VA medical centers (VAMC) independently initiated plans to expand HBPC programs to rural American Indian reservations and 12 VAMC successfully implemented programs. The purpose of this study is to describe barriers and facilitators to implementation in rural Native communities with the aim of informing planners and policy-makers for future program expansions. A qualitative comparative case study approach was used, treating each of the 14 VAMC as a case. Using the Consolidated Framework for Implementation Research (CFIR) to inform an open-ended interview guide, telephone interviews (n = 37) were conducted with HBPC staff and clinicians and local/regional managers, who participated or oversaw implementation. The interviews were transcribed, coded, and then analyzed using CFIR domains and constructs to describe and compare experiences and to identify facilitators, barriers, and adaptations that emerged in common across VAMC and HBPC programs. There was considerable variation in local contexts across VAMC. Nevertheless, implementation was typically facilitated by key individuals who were able to build trust and faith in VA healthcare among American Indian communities. Policy promoted clinical collaboration but collaborations generally occurred on an ad hoc basis between VA and IHS clinicians to optimize patient resources. All programs required some adaptations to address barriers in rural areas, such as distances, caseloads, or delays in hiring additional clinicians. VA funding opportunities facilitated expansion and sustainment of these programs. Since program expansion is a responsibility of the HBPC program director, there is little sharing of lessons learned across VA facilities. Opportunities for shared learning would benefit federal healthcare organizations to expand other medical services to additional American Indian communities and other rural and underserved communities, as well as to coordinate with other healthcare organizations. The CFIR structure was an effective analytic tool to compare programs addressing multiple inner and outer settings.

Effect of a Community-Based Service Learning Experience in Geriatrics on Internal Medicine Residents and Community Participants.

PubMed

Miller, Rachel K; Michener, Jennifer; Yang, Phyllis; Goldstein, Karen; Groce-Martin, Jennine; True, Gala; Johnson, Jerry

2017-09-01

Community-based service learning (CBSL) provides an opportunity to teach internal medicine residents the social context of aging and clinical concepts. The objectives of the current study were to demonstrate the feasibility of a CBSL program targeting internal medicine residents and to assess its effect on medical residents and community participants. internal medicine residents participated in a CBSL experience for half a day during ambulatory blocks from 2011 to 2014. Residents attended a senior housing unit or center, delivered a presentation about a geriatric health topic, toured the facility, and received information about local older adult resources. Residents evaluated the experience. Postgraduate Year 3 internal medicine residents (n = 71) delivered 64 sessions. Residents felt that the experience increased their ability to communicate effectively with older adults (mean 3.91 ± 0.73 on a Likert scale with 5 = strongly agree), increased their knowledge of resources (4.09 ± 1.01), expanded their knowledge of a health topic pertinent to aging (3.48 ± 1.09), and contributed to their capacity to evaluate and care for older adults (3.84 ± 0.67). Free-text responses demonstrated that residents thought that this program would change their practice. Of 815 older adults surveyed from 36 discrete teaching sessions, 461 (56%) thought that the medical residents delivered health information clearly (4.55 ± 0.88) and that the health topics were relevant (4.26 ± 0.92). Free-text responses showed that the program helped them understand their health concerns. This CBSL program is a feasible and effective tool for teaching internal medicine residents and older adults. © 2017, Copyright the Authors Journal compilation © 2017, The American Geriatrics Society.

Re-Designing Community Mental Health Services for Urban Children: Supporting Schooling to Promote Mental Health

PubMed Central

Atkins, Marc S.; Shernoff, Elisa S.; Frazier, Stacy L.; Schoenwald, Sonja K.; Cappella, Elise; Marinez-Lora, Ane; Mehta, Tara G.; Lakind, Davielle; Cua, Grace; Bhaumik, Runa; Bhaumik, Dulal

2015-01-01

Objective This study examined a school- and home-based mental health service model, Links to Learning (L2L), focused on empirical predictors of learning as primary goals for services in high poverty urban communities. Method Teacher key opinion leaders (KOLs) were identified through sociometric surveys and trained, with mental health providers (MHPs) and parent advocates (PAs), on evidence-based practices to enhance children’s learning. KOLs and MHPs co-facilitated professional development sessions for classroom teachers to disseminate two universal (Good Behavior Game, Peer Assisted Learning) and two targeted (Good News Notes, Daily Report Card) interventions. Group-based and home-based family education and support were delivered by MHPs and PAs for K-4th grade children diagnosed with one or more disruptive behavior disorder. Services were Medicaid-funded through four social service agencies (N = 17 providers) in seven schools (N = 136 teachers, 171 children) in a two (L2L vs. services-as-usual SAU]) by six (pre- and post-tests for three years) longitudinal design with random assignment of schools to conditions. SAU consisted of supported referral to a nearby social service agency. Results Mixed effects regression models indicated significant positive effects of L2L on mental health service use, classroom observations of academic engagement, teacher report of academic competence and social skills, and parent report of social skills. Nonsignificant between-group effects were found on teacher and parent report of problem behaviors, daily hassles, and curriculum based measures. Effects were strongest for young children, girls, and children with fewer symptoms. Conclusions Community mental health services targeting empirical predictors of learning can improve school and home behavior for children living in high poverty urban communities. PMID:26302252

Cervical Cancer Control for Hispanic Women in Texas: Effective Strategies from Research and Practice

PubMed Central

Fernandez, Maria E.; Savas, Lara S.; Lipizzi, Erica; Smith, Jennifer S.; Vernon, Sally W.

2014-01-01

Purpose Hispanic women in Texas have among the highest rates of cervical cancer incidence and mortality in the country. Increasing regular Papanicolaou test screening and HPV vaccination are crucial to reduce the burden of cervical cancer among Hispanics. This paper presents lessons learned from community-based cervical cancer control programs in Texas and highlights effective intervention programs, methods and strategies. Methods We reviewed and summarized cervical cancer control efforts targeting Hispanic women in Texas, focusing on interventions developed by researchers at the University of Texas, School of Public Health. We identified commonalities across programs, highlighted effective methods, and summarized lessons learned to help guide future intervention efforts. Results Community-academic partnerships were fundamental in all steps of program development and implementation. Programs reviewed addressed psychosocial, cultural, and access barriers to cervical cancer control among low-income Hispanic women. Intervention approaches included lay health worker (LHW) and navigation models and used print media, interactive tailored media, photonovellas, client reminders, one-on-one and group education sessions. Conclusions Small media materials combined with LHW and navigation approaches were effective in delivering Pap test screening and HPV vaccination messages and in linking women to services. Common theoretical methods included in these approaches were modeling, verbal persuasion, and facilitating access. Adaptation of programs to an urban environment revealed that intensive navigation was needed to link women with multiple access barriers to health services. Collectively, this review reveals 1) the importance of using a systematic approach for planning and adapting cervical cancer control programs; 2) advantages of collaborative academic-community partnerships to develop feasible interventions with broad reach; 3) the use of small media and LHW approaches and the need for tailored phone navigation in urban settings; and 4) coordination and technical assistance of community-based efforts as a way to maximize resources. PMID:24398135

A Critical Reflection on the Multiple Roles Required to Facilitate Mutual Learning during Service-Learning in Creative Arts Education

ERIC Educational Resources Information Center

Meyer, Merna; Wood, Lesley

2017-01-01

In this article, I critically reflect on my own learning during a community-based, service-learning pilot project, highlighting the multiple roles that were required of me as facilitator. I provided opportunity for student teachers in a Creative Arts module to engage with youth from a local township community. The purpose of the participatory…

Stepping up and Out: Strategies for Promoting Feminist Activism within Community Service-Learning

ERIC Educational Resources Information Center

Rojas, Maythee

2014-01-01

This essay provides a critical analysis of the Community Service-Learning in Women's Issues (CSLWI) course and its impact on California State University, Long Beach (CSULB) students and the Long Beach community-based organizations (CBOs) that they worked with between 2008 and 2013. Specifically, it offers a pedagogical approach to creating…

Developing a student-led health and wellbeing clinic in an underserved community: collaborative learning, health outcomes and cost savings.

PubMed

Stuhlmiller, Cynthia M; Tolchard, Barry

2015-01-01

The University of New England (UNE), Australia decided to develop innovative placement opportunities for its increasing numbers of nursing students. Extensive community and stakeholder consultation determined that a community centre in rural New South Wales was the welcomed site of the student-led clinic because it fit the goals of the project-to increase access to health care services in an underserved area while providing service learning for students. Supported by a grant from Health Workforce Australia and in partnership with several community organisations, UNE established a student-led clinic in a disadvantaged community using an engaged scholarship approach which joins academic service learning with community based action research. The clinic was managed and run by the students, who were supervised by university staff and worked in collaboration with residents and local health and community services. Local families, many of whom were Indigenous Australians, received increased access to culturally appropriate health services. In the first year, the clinic increased from a one day per week to a three day per week service and offered over 1000 occasions of care and involved 1500 additional community members in health promotion activities. This has led to improved health outcomes for the community and cost savings to the health service estimated to be $430,000. The students learned from members of the community and community members learned from the students, in a collaborative process. Community members benefited from access to drop in help that was self-determined. The model of developing student-led community health and wellbeing clinics in underserved communities not only fulfils the local, State Government, Federal Government and international health reform agenda but it also represents good value for money. It offers free health services in a disadvantaged community, thereby improving overall health and wellbeing. The student-led clinic is an invaluable and sustainable link between students, health care professionals, community based organisations, the university, and the community. The community benefits from the clinic by learning to self-manage health and wellbeing issues. The benefits for students are that they gain practical experience in an interdisciplinary setting and through exposure to a community with unique and severe needs.

From Malaysia to America: Community-Based Character Education for Children and Youth

ERIC Educational Resources Information Center

Haslip, Meishi Lim; Haslip, Michael J.

2013-01-01

This article shares lessons learned from the implementation of a community-based character education program in Malaysia. The program at Jenjarom Learning Center is directed toward the transformation and empowerment of local children and youth through moral and character education. The stated purpose of the program has been to awaken the…

"Nuestra Tierra Dinamica" Global Climate Change STEM Education Fostering Environmental Stewardship

NASA Astrophysics Data System (ADS)

La Grave, M.; de Valenzuela, M.; Russell, R.

2012-12-01

CLUB ECO LÓGICO is a democratic and participatory program that provides active citizenship in schools and community, placing climate change into context for the Latino Community. The program's objectives focus on: 1. The Environment. Reducing the school and community impact on the environment through environmental footprint through stewardship actions. 2. Empowerment. Engaging participants through project and service learning and make decisions about how to improve their schools, their homes and their community's environment. 3. Community and Research Partnerships. Fostering collaborations with local community, stakeholders, government, universities, research organizations, and businesses that have expertise in environmental research, management, education and climate change. 4. Awareness. Increasing environmental and climate science knowledge of participants through STEM activities and hands-on access to technology. 5. Research and evaluation. Assessing the relevance of program activities through the engagement of the Latino community in planning and the effectiveness and impact of STEM activities through formative and summative evaluation. To address these objectives, the program has several inter related components in an after school setting: SUN EARTH Connections: Elementary (grades K to 2) students learn the basic climate change concepts through inquiry and hands on STEM activities. Bilingual 8 facilitators adapt relevant NASA educational resources for use in inquiry based, hands on activities. Drama and the arts provide unique experiences as well as play a key role in learning, participation and facilitation. GREEN LABS: Elementary students (grades 3 to 5) participate in stations where each Lab is staffed by at least two professionals: a College level fully bilingual Latin American Professional and a stakeholder representing either a research organization or other relevant environmental organization. Our current Green Lab themes include: Air, Soils, Water, Energy, Health, Waste and Communicating Science. Parental and Community Engagement: Family or Community Nights and community events showcasing student products, videos, and service learning projects in a bilingual format; and presentations by research scientists on climate and environmental science topics of interest to the Latino community. Our events have been highlighted on Univision television evening news, reaching Latinos across the state. Digital Story Telling: Our Video Lab involves Latino high school students who are trained as mentors, encouraged to research climate change topics, meet scientists and learn about video technology. By fall 2013, our HS Video Lab will mentor local middle school students. Throughout the year students take field trips to film and interview key scientists and educators. The project will share lessons learned concerning several issues: 1. What environmental and climate science issues are most relevant for Latinos; 2. What strategies are effective in engaging the Latino community in program planning and in engaging participation; 3. What approaches are effective in developing or adapting environmental and climate science education activities for Latino students and families; 4. How to develop effective partnerships with research and other environmental organizations; 5. How to develop culturally sensitive evaluation strategies.

What do you do with success? The science of scaling up a health systems strengthening intervention in Ghana.

PubMed

Phillips, James F; Awoonor-Williams, John Koku; Bawah, Ayaga A; Nimako, Belinda Afriyie; Kanlisi, Nicholas S; Sheff, Mallory C; Asuming, Patrick O; Kyei, Pearl E; Biney, Adriana; Jackson, Elizabeth F

2018-06-22

The completion of an implementation research project typically signals the end of research. In contrast, the Ghana Health Service has embraced a continuous process of evidence-based programming, wherein each research episode is followed by action and a new program of research that monitors and guides the utilization of lessons learned. This paper reviews the objectives and design of the most recent phase in this process, known as a National Program for Strengthening the Implementation of the Community-based Health Planning and Services (CHPS) Initiative in Ghana (CHPS+). A mixed method evaluation strategy has been launched involving: i) baseline and endline randomized sample surveys with 247 clusters dispersed in 14 districts of the Northern and Volta Regions to assess the difference in difference effect of stepped wedge differential cluster exposure to CHPS+ activities on childhood survival, ii) a monitoring system to assess the association of changes in service system readiness with CHPS+ interventions, and iii) a program of qualitative systems appraisal to gauge stakeholder perceptions of systems problems, reactions to interventions, and perceptions of change. Integrated survey and monitoring data will permit multi-level longitudinal models of impact; longitudinal QSA data will provide data on the implementation process. A process of exchanges, team interaction, and catalytic financing has accelerated the expansion of community-based primary health care in Ghana's Upper East Region (UER). Using two Northern and two Volta Region districts, the UER systems learning concept will be transferred to counterpart districts where a program of team-based peer training will be instituted. A mixed method research system will be used to assess the impact of this transfer of innovation in collaboration with national and regional program management. This arrangement will generate embedded science that optimizes prospects that results will contribute to national CHPS reform policies and action.

Developing and marketing a community pharmacy-based asthma management program.

PubMed

Rupp, M T; McCallian, D J; Sheth, K K

1997-01-01

To develop a community pharmacy-based asthma management program and successfully market the program to a managed care organization. Community-based ambulatory care. Independent community pharmacy. Development of a structured, stepwise approach to creating, testing, delivering, and marketing a community pharmacy-based disease management program. Peak expiratory flow rates, quality of life, use of health care services, HMO contract renewal. A pharmacy-based asthma management program was developed, pilot tested, and successfully marketed to a local HMO. During the first full year of the program, HMO patients experienced significant improvements in quality of life and decreases in use of health care services, including a 77% decrease in hospitalization, a 78% decrease in emergency room visits, and a 25% decrease in urgent care visits. A contract that pays the pharmacy a flat fee for each patient admitted to the program has recently been renewed for a third year. The program has proved to be an effective, practical, and profitable addition to the portfolio of services offered by the pharmacy.

Conceptualisation of knowledge construction in community service-learning programmes in nursing education.

PubMed

Mthembu, Sindi Z; Mtshali, Fikile G

2013-01-01

Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL) is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience, students create and test generated knowledge in different contextual health settings. It was concluded that knowledge is constructed by students as a result of their interaction with the communities in their socio-cultural context and is mediated by their prior concrete experiences. The implication of this is that students construct knowledge that can be applied in their future work places.

The Learning Fund: Income Generation through NFE. Technical Note No. 22.

ERIC Educational Resources Information Center

Iskander, Anwas; And Others

The Learning Fund Program sponsored by PENMAS, the Indonesian Directorate of Community Education, successfully uses community-based learning activities to promote entrepreneurship and managerial skills among Indonesia's rural poor. Currently, the program integrates the learning, financial, and equipment resources necessary to help over 5,400 small…

Measuring the Impact of Termite Prevention Curricula in Hawaii Public Schools in an Area-Wide Extension Program

ERIC Educational Resources Information Center

Mason, Makena; Aihara-Sasaki, Maria; Grace, J. Kenneth

2013-01-01

The efficacy of Educate to Eradicate, a K-12 service-learning science curricula developed as part of a statewide, community-based Extension effort for termite prevention, was evaluated. The curricula use termite biology and control as the basis for science education and have been implemented in over 350 Hawaii public school classrooms with more…

Academic health departments as training sites for future public health leaders: a partnership model in Wisconsin.

PubMed

Ceraso, Marion; Swain, Geoffrey R; Vergeront, James M; Oliver, Thomas R; Remington, Patrick L

2014-01-01

In 2004, 2 Wisconsin academic health departments partnered with the School of Medicine and Public Health, University of Wisconsin-Madison to strengthen the public health workforce through a service-learning program that prepares the next generation of leaders while addressing local public health needs. The Wisconsin Population Health Service Fellowship annually provides 4 to 6 master's or doctorally trained fellows with 2-year service-learning placements in health departments and community-based organizations. Placement communities benefit from fellows' contributions to a broad range of public health issues, including chronic and communicable disease prevention, health equity, community practice, and policy and systems change. Academic health departments and the UW School of Medicine and Public Health enjoy additional program benefits, along with the advantages that accrue to the fellows themselves. For the academic health departments, this includes increased organizational capacity, generation of resources for public health, and a stronger and more diverse public health workforce. The success of the partnership depends upon shared decision making and management, written agreements to clarify partner expectations, shared financial and in-kind contributions, and collaboration on program evaluation and dissemination. By building upon their respective organizational strengths, Wisconsin's academic health departments and the UW School of Medicine and Public Health have developed a successful model for transforming talented, highly motivated young professionals into confident, emerging public health leaders with the cutting-edge skills and connections necessary to improve population health outcomes and advance health equity.

Connecting to Communities: Powerful Pedagogies for Leading for Social Change.

PubMed

Wagner, Wendy; Mathison, Patricia

2015-01-01

This chapter explores the use of powerful pedagogies such as service-learning, cultural immersion, and community-based research to enhance leadership development. Four key principles are presented that describe how leadership educators can facilitate community-based learning in a way that creates an optimal learning environment for students, while also engaging ethically with individuals and organizations in the community. © 2015 Wiley Periodicals, Inc., A Wiley Company.

Community-Based Service-Learning as a Source of Personal Self-Efficacy: Preparing Preservice Elementary Teachers to Teach Science for Diversity

ERIC Educational Resources Information Center

Cone, Neporcha

2009-01-01

Bandura (1997) contends that when compared to other sources of efficacy, mastery experiences, when presented appropriately, have the most powerful influence on self-efficacy. The purpose of this study was to investigate the effects of community-based service learning (CBSL) experiences on preservice elementary teachers' personal self-efficacy…

Community-Based Services for Independent Living: Topic Paper G.

ERIC Educational Resources Information Center

National Council on the Handicapped, Washington, DC.

This paper assesses federal legislation and programs affecting community-based services for independent living for people with disabilities. Independent living entitlement programs are contained in Title VII of the Rehabilitation Act of 1973, and include comprehensive services, centers for independent living, and independent living services for…

Enhancing student perspectives of humanism in medicine: reflections from the Kalaupapa service learning project.

PubMed

Lee, Winona K; Harris, Chessa C D; Mortensen, Kawika A; Long, Linsey M; Sugimoto-Matsuda, Jeanelle

2016-05-09

Service learning is endorsed by the Liaison Committee on Medical Education (LCME) as an integral part of U.S. medical school curricula for future physicians. Service learning has been shown to help physicians in training rediscover the altruistic reasons for pursuing medicine and has the potential to enhance students' perspectives of humanism in medicine. The Kalaupapa service learning project is a unique collaboration between disadvantaged post-baccalaureate students with an underserved rural community. This study was conducted to determine whether the Kalaupapa service learning curricula enhanced student perspectives of humanism in medicine at an early stage of their medical training. Program participants between 2008 and 2014 (n = 41) completed written reflections following the conclusion of the service learning project. Four prompts guided student responses. Reflections were thematically analyzed. Once all essays were read, team members compared their findings to condense or expand themes and assess levels of agreement. Emerging themes of resilience and unity were prominent throughout the student reflections. Students expressed respect and empathy for the patients' struggles and strengths, as well as those of their peers. The experience also reinforced students' commitment to service, particularly to populations in rural and underserved communities. Students also gained a deeper understanding of the patient experience and also of themselves as future physicians. To identify and address underserved and rural patients' health care needs, training programs must prepare an altruistic health care workforce that embraces the humanistic element of medicine. The Kalaupapa service learning project is a potential curricular model that can be used to enhance students' awareness and perspectives of humanism in medicine.

Service-learning in Higher Education Relevant to the Promotion of Physical Activity, Healthful Eating, and Prevention of Obesity

PubMed Central

Rosenkranz, Richard R

2012-01-01

Service-learning is a type of experiential teaching and learning strategy combining classroom instruction and meaningful community service and guided activities for reflection. This educational approach has been used frequently in higher education settings, including an array of disciplines such as medicine, theology, public health, physical education, nutrition, psychology, anthropology, and sociology. The purpose of the present review paper was to provide guidance on the use of service-learning within higher education, relevant to the preventive medicine and public health topics of healthful eating, physical activity, and obesity prevention. In service-learning, coursework is structured to address community needs, and to benefit students through the real-world application of knowledge. The benefits for students include positive impacts on social skills, empathy, awareness, understanding, and concern regarding community issues, plus greater confidence and skills to work with diverse populations, increased awareness of community resources, improved motivation, and enhanced knowledge. Educational institutions may also benefit through improved “town and gown” relations, as strong ties, partnerships, and mutually beneficial activities take place. The present literature review describes several service-learning applications such as nutrition education for kids, dietary improvement for seniors, foodservice recipe modification on a college campus, an intergenerational physical activity program for nursing home residents, motor skill development in kindergarteners, organized elementary school recess physical activities, health education, and obesity prevention in children. From this review, service-learning appears to have great potential as a flexible component of academic coursework in the areas of preventive medicine and public health. PMID:23112892

Service-learning in Higher Education Relevant to the Promotion of Physical Activity, Healthful Eating, and Prevention of Obesity.

PubMed

Rosenkranz, Richard R

2012-10-01

Service-learning is a type of experiential teaching and learning strategy combining classroom instruction and meaningful community service and guided activities for reflection. This educational approach has been used frequently in higher education settings, including an array of disciplines such as medicine, theology, public health, physical education, nutrition, psychology, anthropology, and sociology. The purpose of the present review paper was to provide guidance on the use of service-learning within higher education, relevant to the preventive medicine and public health topics of healthful eating, physical activity, and obesity prevention. In service-learning, coursework is structured to address community needs, and to benefit students through the real-world application of knowledge. The benefits for students include positive impacts on social skills, empathy, awareness, understanding, and concern regarding community issues, plus greater confidence and skills to work with diverse populations, increased awareness of community resources, improved motivation, and enhanced knowledge. Educational institutions may also benefit through improved "town and gown" relations, as strong ties, partnerships, and mutually beneficial activities take place. The present literature review describes several service-learning applications such as nutrition education for kids, dietary improvement for seniors, foodservice recipe modification on a college campus, an intergenerational physical activity program for nursing home residents, motor skill development in kindergarteners, organized elementary school recess physical activities, health education, and obesity prevention in children. From this review, service-learning appears to have great potential as a flexible component of academic coursework in the areas of preventive medicine and public health.

Impacting Home Health Care Services--A Community-Based Approach

ERIC Educational Resources Information Center

Andrews, Hans A.; And Others

1978-01-01

Describes a community-based alternative to institutionalization of the elderly. Calhoun County, Michigan's home health care services depend on community college resources and a growing model program training health care aides in a 150-clock-hour certificate program. Trained aides are readily absorbed into the community employment market. (TR)

From the Perspective of Community of Inquiry Framework: An Examination of Facebook Uses by Pre-Service Teachers as a Learning Environment

ERIC Educational Resources Information Center

Kucuk, Sirin; Sahin, Ismail

2013-01-01

Online and blended learning, developed with advances in technology, have gained relative importance in modern communities. In recent years, the concept of creating learning communities has been coined to increase effectiveness of these learning environments. Based on this concept, Garrison, Anderson, and Archer (2000) developed the Community of…

A volunteer citizen-servant pilot program using tailored messages to empower Alabamians to live healthier lives.

PubMed

McMillan, Libba R; Smith-Hendricks, Constance; Gore, Teresa

2010-01-01

This study examines the use of tailored messages as a learning tool to volunteer citizen servants to promote health and empower Alabama citizens to live healthier lives. Descriptive data of formative and summative questionnaires were analyzed from convenience sampling in this study, which encompassed 12 months. Researchers formed unique partnerships among community service organizations (CSO), faith-based organizations (FBO), author affiliated school of nursing, and community organizations to implement Healthy People 2010 goals. The program provided "health information stations" to focus on delivery of monthly culturally relevant messages to meet the health needs in the community. This program provided tailored health messages to 11 CSO and FBO. Outcome measures include an increase in health promotion knowledge, desire for furtherance and expansion of programs, and improved contacts within the community. The results from this study provide achievement of overall program goals, suggestions for improved evaluation strategies, implementation plans, and examples of specific topical messages. © 2010 Wiley Periodicals, Inc.

Recovery Act - Sustainable Transportation: Advanced Electric Drive Vehicle Education Program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Caille, Gary

The collective goals of this effort include: 1) reach all facets of this society with education regarding electric vehicles (EV) and plug–in hybrid electric vehicles (PHEV), 2) prepare a workforce to service these advanced vehicles, 3) create web–based learning at an unparalleled level, 4) educate secondary school students to prepare for their future and 5) train the next generation of professional engineers regarding electric vehicles. The Team provided an integrated approach combining secondary schools, community colleges, four–year colleges and community outreach to provide a consistent message (Figure 1). Colorado State University Ventures (CSUV), as the prime contractor, plays a keymore » program management and co–ordination role. CSUV is an affiliate of Colorado State University (CSU) and is a separate 501(c)(3) company. The Team consists of CSUV acting as the prime contractor subcontracted to Arapahoe Community College (ACC), CSU, Motion Reality Inc. (MRI), Georgia Institute of Technology (Georgia Tech) and Ricardo. Collaborators are Douglas County Educational Foundation/School District and Gooru (www.goorulearning.org), a nonprofit web–based learning resource and Google spin–off.« less

Employing continuous quality improvement in community-based substance abuse programs.

PubMed

Chinman, Matthew; Hunter, Sarah B; Ebener, Patricia

2012-01-01

This article aims to describe continuous quality improvement (CQI) for substance abuse prevention and treatment programs in a community-based organization setting. CQI (e.g., plan-do-study-act cycles (PDSA)) applied in healthcare and industry was adapted for substance abuse prevention and treatment programs in a community setting. The authors assessed the resources needed, acceptability and CQI feasibility for ten programs by evaluating CQI training workshops with program staff and a series of three qualitative interviews over a nine-month implementation period with program participants. The CQI activities, PDSA cycle progress, effort, enthusiasm, benefits and challenges were examined. Results indicated that CQI was feasible and acceptable for community-based substance abuse prevention and treatment programs; however, some notable resource challenges remain. Future studies should examine CQI impact on service quality and intended program outcomes. The study was conducted on a small number of programs. It did not assess CQI impact on service quality and intended program outcomes. Practical implications- This project shows that it is feasible to adapt CQI techniques and processes for community-based programs substance abuse prevention and treatment programs. These techniques may help community-based program managers to improve service quality and achieve program outcomes. This is one of the first studies to adapt traditional CQI techniques for community-based settings delivering substance abuse prevention and treatment programs.

Including a Service Learning Educational Research Project in a Biology Course-II: Assessing Community Awareness of Legionnaires' Disease?

ERIC Educational Resources Information Center

Abu-Shakra, Amal

2012-01-01

For a university service learning educational research project addressing Legionnaires' disease (LD), a Yes/No questionnaire on community awareness of LD was developed and distributed in an urban community in North Carolina, USA. The 456 questionnaires completed by the participants were sorted into yes and no sets based on responses obtained to…

International learning on increasing the value and effectiveness of primary care (I LIVE PC) New Zealand.

PubMed

Goodyear-Smith, Felicity; Gauld, Robin; Cumming, Jacqueline; O'Keefe, Bev; Pert, Harry; McCormack, Paul

2012-03-01

New Zealand (NZ) has a central government-driven, tax-funded health system with the state as dominant payer. The NZ experience precedes and endorses the US concept of patient-centered medical homes providing population-based, nonepisodic care supported by network organizations. These networks provide administration, budget holding, incentivized programs, data feedback, peer review, education, human relations, and health information technology support and resources. Key elements include enrolled populations; an interdisciplinary team approach; health information technology interoperability and access between all providers as well as patients; devolution of hospital-based services into the community; intersectorial integration; blended payments (a combination of universal capitated funding, patient copayments, and targeted fee-for-service for specific items); and a balance of clinical, corporate, and community governance. In this article, we discuss reforms to NZ's primary care arrangements over the past 2 decades and reflect on the lessons learned, their relevance to the United States, and issues that remain to be resolved.

Alternative Break Programs: From Isolated Enthusiasm to Best Practices--The Haiti Compact

ERIC Educational Resources Information Center

Piacitelli, Jill; Barwick, Molly; Doerr, Elizabeth; Porter, Melody; Sumka, Shoshanna

2013-01-01

Alternative break programs, which are short-term service-learning trips, immerse students in direct service and education, resulting in the creation of active citizens who think and act critically around the root causes of social issues. Over the last 20 years, domestic alternative breaks have effectively created strong community partnerships and…

Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program

ERIC Educational Resources Information Center

Paris, Lisa F.; Boston, Julie; Morris, Julia

2015-01-01

Australian pre-service teachers (PST) frequently report feeling isolated and vulnerable during the high stakes Assistant Teacher Program (ATP) final practicum. Mentoring and online learning communities have been shown to offer effective support during periods in which pre-service and beginning teachers feel challenged. As social media…

Gateway to Learning: Empowering Individuals?

ERIC Educational Resources Information Center

Salveson, Paul; And Others

Gateway to Learning is a British government initiative that aims to provide new guidance opportunities for adults through a voucher system. In Leeds (England), Gateway to Learning services are targeted toward the following groups: long-term unemployed; short-term unemployed; people facing redundancy; and Asian communities. The program's…

Project-Based Learning Communities in Developmental Education: A Case Study of Lessons Learned

ERIC Educational Resources Information Center

Butler, Alison; Christofili, Monica

2014-01-01

This case study tracks the application of project-based learning (PBL) during four separate college terms at Portland Community College in Portland, Oregon. Each term follows a different learning community of first-term college students enrolled in a program of developmental education (DE), reading, writing, math, and college survival and success…

Quality Is Key--The Impact of Community Service, Community Service Quality, and Reflection on Adolescents' Volunteering Intentions

ERIC Educational Resources Information Center

van Goethem, Anne A. J.; van Hoof, Anne; Orobio de Castro, Bram; van Aken, Marcel A. G.

2014-01-01

This study examined the effect of community service program-quality on changes in adolescents' intentions to volunteer. Based on the literature, volunteering intentions were expected to increase by programs with high quality community service activities (e.g., instructive activities) and educational activities including reflection. Adolescents (N=…

Faculty Use of Community-Based Learning: What Factors Really Matter?

ERIC Educational Resources Information Center

Russell-Stamp, Melinda

2015-01-01

The purpose of this study was to determine what factors really matter to faculty at a teaching institution in deciding whether or not to use community-based learning (CBL) in their classrooms. The Web-based Faculty Service Learning Beliefs Inventory (wFSLBI), developed and used with faculty at a research university, was administered to faculty at…

The Intersection of Community-Based Writing and Computer-Based Writing: A Cyberliteracy Case Study.

ERIC Educational Resources Information Center

Gabor, Catherine

The learning goals that inform service learning as a whole can contribute to the computers and writing field significantly. This paper demonstrates how two lines of inquiry can be furthered, community-based writing and computers and writing, through new data and critical reflection on learning goals and communication tools. The paper presents a…

The Impacts of Service-Learning Participation upon Postsecondary Students' Academic and Social Development

ERIC Educational Resources Information Center

Penniston, Thomas Andrew

2014-01-01

Service-Learning is a form of applied learning that engages students in solving social problems within community-based settings. It is rooted in the social and educational philosophy of John Dewey's Pragmatism. As a pedagogy, service-learning presents students with opportunities for social and intellectual growth by complementing classroom…

Reflections on Service-Learning: Student Experiences in a Sport-Based Youth Development Course

ERIC Educational Resources Information Center

Whitley, Meredith A.; Farrell, Kelly; Maisonet, Cindy; Hoffer, Andrew

2017-01-01

Service-learning courses provide students with practical opportunities to enhance their learning and development in the field, along with getting students engaged in different communities and settings. However, there are still many challenges to designing and offering effective service-learning courses, such as requiring all students to…

The urban and community health pathway: preparing socially responsive physicians through community-engaged learning.

PubMed

Meurer, Linda N; Young, Staci A; Meurer, John R; Johnson, Sheri L; Gilbert, Ileen A; Diehr, Sabina

2011-10-01

One of five options for the new required Medical College of Wisconsin Pathways program, the Urban and Community Health Pathway (UCHP), links training with community needs and assets to prepare students with the knowledge, skills, and attitudes to provide effective care in urban, underserved settings; promote community health; and reduce health disparities. Students spend at least 10 hours per month on pathway activities: 4 hours of core material delivered through readings, didactics, case discussions, and site visits; and at least 6 hours of experiential noncore activities applying core competencies, guided by an Individualized Learning Plan and faculty advisor. Noncore activities include community-engaged research, service-learning activities or other relevant experiences, and submission of a synthesis paper addressing pathway competencies. The first cohort of students began their pathways in January 2010. Of 560 participating students, 95 (of which 48 were first-year, 21 second-year, and 26 third-year students) selected UCHP. Core sessions focused on public health, social determinants, cultural humility, poverty, the local healthcare system, and safety net. During noncore time, students engaged in projects addressing homelessness, obesity, advocacy, Hmong and Latino health, HIV, asthma, and violence prevention. Students enjoyed working with peers across classes and favored interactive, community-based sessions over didactics in the classroom. Students' papers reflected a range of service and scholarly activities and a deepened appreciation of social and economic influences on health. The UCHP enriches the traditional curriculum with individualized, community-based experiences to build knowledge about health determinants and skills in partnering with communities to improve health. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Dublin Institute of Technology's Programme for Students Learning with Communities: A Critical Account of Practice

ERIC Educational Resources Information Center

Gamble, Elena; Bates, Catherine

2011-01-01

Purpose: This paper aims to focus on the process of critically evaluating Dublin Institute of Technology's Programme for Students Learning With Communities after its first year of operation. The programme supports and promotes community-based learning/service-learning across DIT. Design/methodology/approach: The paper is presented in the form of a…

An Academic Club Service Learning Project as a Demonstration of Experiential Teaching Tools

ERIC Educational Resources Information Center

Bonczek, James L.; Snyder, Lori Unruh; Ellis, Larry R.

2007-01-01

We describe our pedagogical approaches and experiences with an academic club service learning project (one semester, 20 club participants, including both graduate students and lower and upper-level undergraduates). Our service learning project responds to the recent demand for more community service-based club projects within the College of…

Engaging Past and Present: Service-Learning in the College History Classroom

ERIC Educational Resources Information Center

Straus, Emily E.; Eckenrode, Dawn M.

2014-01-01

Service-learning as a pedagogical approach has become a popular trend in undergraduate teaching. according to Robert Bringle and Julie Hatcher, service-learning is a "course-based, credit-bearing educational experience that allows students to (a) participate in an organized service activity that meets identified community needs and (b)…

Lessons from a local government unit - health academic partnership.

PubMed

Paterno, Elizabeth R

2007-08-01

The devolution of health services from the Department of Health to the Local Government Unit in the Philippines in 1992 led to the deterioration of the management of local health services. The UP College of Medicine (UPCM) has forged a partnership with a Local Government Unit of a rural municipality to implement a community based health program geared towards the development of local health systems. Program objectives were: (1) to provide learning opportunities for UPCM faculty, medical residents and students in community medicine; and (2) to assist communities develop their health systems. In July, 2004, the UPCM jointly drafted a municipal health plan with its partner municipality. Before the actual planning session, the rural health midwives were assisted by the UPCM students in determining the health needs of their communities and in drafting community health plans. The plans were then presented by the midwives in a 2-day planning workshop, and became the basis of the municipal health plan. The outcome of the workshop was the first municipal health plan that this health office had drafted. Main outcomes from the implementation of the plan included the organization of the Local Health Board, improved health service provision by the municipal health office, active health committees in selected villages and better learning opportunities for medical residents and interns. Colleges of Medicine in the Philippines can and should play a role in the development of local health systems within the overall framework of Alma Ata Primary Health Care. National health planners should seriously consider this role of the health academe.

What We Can Learn from Developing Countries: The Community Based Rehabilitation Model.

ERIC Educational Resources Information Center

Zambone, Alana M.; Suarez, Stephanie Cox

1996-01-01

The community-based rehabilitation model has successfully trained community members in rural areas of Asia, Africa, and Latin America to deliver educational and rehabilitation services to disabled individuals and their families. Practices applicable to improving educational and rehabilitation services in the United States involve staff…

How to Trigger Emergence and Self-Organisation in Learning Networks

NASA Astrophysics Data System (ADS)

Brouns, Francis; Fetter, Sibren; van Rosmalen, Peter

The previous chapters of this section discussed why the social structure of Learning Networks is important and present guidelines on how to maintain and allow the emergence of communities in Learning Networks. Chapter 2 explains how Learning Networks rely on social interaction and active participations of the participants. Chapter 3 then continues by presenting guidelines and policies that should be incorporated into Learning Network Services in order to maintain existing communities by creating conditions that promote social interaction and knowledge sharing. Chapter 4 discusses the necessary conditions required for knowledge sharing to occur and to trigger communities to self-organise and emerge. As pointed out in Chap. 4, ad-hoc transient communities facilitate the emergence of social interaction in Learning Networks, self-organising them into communities, taking into account personal characteristics, community characteristics and general guidelines. As explained in Chap. 4 community members would benefit from a service that brings suitable people together for a specific purpose, because it will allow the participant to focus on the knowledge sharing process by reducing the effort or costs. In the current chapter, we describe an example of a peer support Learning Network Service based on the mechanism of peer tutoring in ad-hoc transient communities.

An ARC-Informed Family Centered Care Intervention for Children’s Community Based Mental Health Programs

PubMed Central

Madenwald, Kappy; Hoagwood, Kimberly E.

2017-01-01

The experience of parents in helping their children access and use mental health services is linked to service outcomes. Parent peer support service, based on the principles of family-centered care, is one model to improve parent experience and engagement in services. Yet, little is known about how best to integrate this service into the existing array of mental health services. Integration is challenged by philosophical differences between family-centered services and traditional children’s treatment services, and is influenced by the organizational social contexts in which these services are embedded. We describe an organizational and frontline team intervention that draws on research in behavior change, technology transfer, and organizational social context for youth with serious emotional disturbance. The two-pronged intervention, called FAMILY (FCC and ARC Model to Improve the Lives of Youth) is guided by the evidence-based Availability, Responsiveness, and Continuity (ARC) organizational intervention, targeted primarily at program and upper management leadership and includes a family-centered care (FCC) intervention, targeted at frontline providers. The approach employs multilevel implementation strategies to promote the uptake, implementation and sustainability of new practices. We include examples of exercises and tools, and highlight implementation challenges and lessons learned in facilitating program and staff level changes in family-centered service delivery. PMID:28781510

Developing cultural competence and social responsibility in preclinical dental students.

PubMed

Rubin, Richard W

2004-04-01

Dental student development of cultural competence and social responsibility is recognized by educators as an important element in the overall shaping of minds and attitudes of modem dental practitioners. Yet training modalities to achieve these competencies are not clearly defined, and outcome measurements are elusive. This article shows an effective method to meet these desired outcomes. Sixty-one freshmen (class of 2005) participated in forty hours of nondental community service, and reflective journals were completed by the end of second year. Competency outcomes were measured by selecting key words and phrases found in the individual journals. Key phrases were related to compassion, righteousness, propriety, and wisdom. Also, phrases had to be accompanied by written indications of direct program causation. The combination of active-learning (based upon service learning models) in public health settings outside of the dental realm, accompanied by reflective journaling, enhanced cultural understanding and community spirit in the majority of students.

Lane Community College Library Policy Manual. First Edition.

ERIC Educational Resources Information Center

Macnaughtan, Don, Ed.

In support of the stated goals and objectives of Lane Community College (LCC) in Oregon, the college library is developing a unified program of library and media resources and services. The purpose of the program is to enhance instruction and learning in a manner consistent with the philosophy and curriculum of the college. The goals of the…

Benefits a Community College Can Realize by Providing Older Adult Programs: A Trustee's Viewpoint.

ERIC Educational Resources Information Center

Hartstein, Ray

Board members of community colleges need to carefully consider and actively support feasible programs for older people with a firm commitment to fiscal and programmatic decisions assuring lifelong learning opportunities and public service activities. Trustees must be aware of and understand problems and issues of older adults, secure data for…

The Community Research Scholars Initiative: A Mid‐Project Assessment

PubMed Central

Pike, Earl; Sehgal, Ashwini R.; Fischer, Robert L.; Collins, Cyleste

2015-01-01

Abstract Community organizations addressing health and human service needs generally have minimal capacity for research and evaluation. As a result, they are often inadequately equipped to independently carry out activities that can be critical for their own success, such as conducting needs assessments, identifying best practices, and evaluating outcomes. Moreover, they are unable to develop equitable partnerships with academic researchers to conduct community‐based research. This paper reports on the progress of the Community Research Scholar Initiative (CRSI), a program that aims to enhance community research and evaluation capacity through training of selected employees from Greater Cleveland community organizations. The intensive 2‐year CRSI program includes didactic instruction, fieldwork, multiple levels of community and academic engagement, leadership training, and a mentored research project. The first cohort of CRSI Scholars, their community organizations, and other community stakeholders have incorporated program lessons into their practices and operations. The CRSI program evaluation indicates: the importance of careful Scholar selection; the need to engage executive leadership from Scholar organizations; the value of a curriculum integrating classwork, fieldwork, and community engagement; and the need for continual scholar skill and knowledge assessment. These findings and lessons learned guide other efforts to enhance community organization research and evaluation capacity. PMID:26073663

Encounters with Difference: Community-Based New Media Programs and Practices

ERIC Educational Resources Information Center

Grauer, Kit; Castro, Juan Carlos; Lin, Ching-Chiu

2012-01-01

Community-based new media programs offer a distinct place of arts learning in the larger learning and media ecologies that teens and young adults navigate. As part of a 3-year case study of new media programs, the Gulf Islands Film and Television School (GIFTS) presents pedagogical and curricular insights that are relevant to both out-of- and…

PubMed Central

Légaré, F.; Bélanger, N.; Doyon, H.

2000-01-01

PROBLEM BEING ADDRESSED: Family medicine training programs are required to teach the four principles of family medicine, two of which deal with community responsibilities. Teachers in the Family Practice Unit at the Centre hospitalier de Québec, pavillon St-François d'Assise (UMF-SFA) have developed a learning activity that introduces residents to community agencies in the area. OBJECTIVE OF PROGRAM: To introduce family medicine residents to community aspects of the principles of family medicine, to help them identify community resources in the area served by UMF-SFA, to discuss these services so that they can use them effectively, and to offer new residents an opportunity to become better acquainted with these services and with the UMF-SFA team. MAIN COMPONENTS OF PROGRAM: In early September, a half-day is set aside for a rally during which mixed teams of supervisors and residents (four to eight to a team) visit about 10 community agencies in the vicinity of UMF-SFA. Walking from place to place, the teams spend 15 to 20 minutes with staff or users of each agency. The informal tone of the rally makes it easier for residents to understand these agencies. CONCLUSION: Each year for the past 10 years, all UMF-SFA members have taken part in a rally that introduces residents to the community-based resources of family medicine. PMID:11153411

Katimavik Field Staff Manual = Katimavik Manuel du Personnel D'Encadrement. Revised Edition.

ERIC Educational Resources Information Center

OPCAN, Montreal (Quebec).

Based upon accumulated field staff experience from years past, the bilingual manual is designed to be used on both a day-to-day basis as needs present themselves and for long-term planning by staff of Katimavik, a nine-month volunteer community service and learning program for 17 to 21-year-old Canadian youth. The manual is divided into three…

The Effects of Two Schedules of Instruction with Constant Time Delay on the Receptive Word Learning Skills of Preschool Children with Developmental Delays

ERIC Educational Resources Information Center

Spino, Margie A.

2013-01-01

Young children with special needs in inclusive settings may be provided special education services by itinerant early childhood special education (ECSE) teachers. These teachers typically travel to the community-based preschool program and work with a child for about 1 hour, 1 day each week. Research suggests that once itinerant ECSE teachers…

Five Cities, One Vision. CORAL: Linking Communities, Children and Learning.

ERIC Educational Resources Information Center

James G. Irvine Foundation, San Francisco, CA.

This booklet describes the CORAL (Communities Organizing Resources To Advance Learning) program within five California communities: Pasadena, Long Beach, San Jose, Fresno, and Sacramento. This initiative, begun in 1999, is committed to a community-based and community-building approach to supporting learning and focuses on improving academic…

Sustaining Change: Successes, Challenges, and Lessons Learned from Twenty Years of Empowering Students through Community-Based Learning Capstones

ERIC Educational Resources Information Center

Kerrigan, Seanna M.

2015-01-01

More than four thousand students engage in the community-based learning capstone program every year by enrolling in one of 240 senior-level courses that culminate their undergraduate education. In this article, the author shares the context and history of the program, its foundational principles and processes, and the nuts-and-bolts details of the…

Service-Learning Integrated throughout a College of Engineering (SLICE)

ERIC Educational Resources Information Center

Duffy, John; Barrington, Linda; West, Cheryl; Heredia, Manuel; Barry, Carol

2011-01-01

In the fall of 2004 a college began a program to integrate service-learning (S-L) projects into required engineering courses throughout the curriculum, so that students would be exposed to S-L in at least one course in each of eight semesters. The ultimate goal is to graduate better engineers and more engaged citizens and to improve communities,…

Service-Learning in Afterschool: Helping Students Grow and Communities Prosper. MetLife Foundation Afterschool Alert. Issue Brief No. 52

ERIC Educational Resources Information Center

Afterschool Alliance, 2011

2011-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on service-learning opportunities for middle schoolers. Pairing service…

Distance Education Programs in Texas Community & Technical Colleges: Assessing Student Support Services in a Virtual Environment.

ERIC Educational Resources Information Center

Luedtke, Cherry Beth

This project evaluates the status of distance learning at 54 public, two-year community, and technical colleges in Texas. Data was collected from the Web sites of each of the institutions. The Web site data indicted that 44 of the colleges refer specifically to distance education courses offered. To assess what student support services are…

Mandatory Community-Based Learning in U.S. Urban High Schools: Fair Equality of Opportunity?

ERIC Educational Resources Information Center

Bennett, Jeffrey V.; Alsbury, Thomas L.; Fan, Jingjing

2016-01-01

This study explores participant experiences at two contrasting high schools in a large, urban school district in crisis who implemented mandatory community-based learning (CBL) (e.g. community service, work-based internships) as a policy of reform. Rawls' theory of justice as fairness is used to examine capacity of the district formal policy to…

Preservice Physical Education Teachers' Service Learning Experiences Related to Comprehensive School Physical Activity Programming

ERIC Educational Resources Information Center

Webster, Collin A.; Nesbitt, Danielle; Lee, Heesu; Egan, Cate

2017-01-01

Purpose: The purpose of this study was to examine preservice physical education teachers' (PPET) service learning experiences planning and implementing course assignments aligned with comprehensive school physical activity program (CSPAP) recommendations. Methods: Based on service learning principles, PPETs (N = 18) enrolled in a physical…

The Effects of an Alternative Spring Break Program on Student Development

ERIC Educational Resources Information Center

Beatty, Stephanie Hayne; Meadows, Ken N.; SwamiNathan, Richard; Mulvihill, Catherine

2016-01-01

This study examined the potential impact of a week-long cocurricular community service-learning (CSL) program on undergraduate students' psychosocial development. Participants in the Alternative Spring Break program and a matched control group completed surveys assessing a number of psychosocial variables immediately before and after the program,…

Integrating Problem-Based Learning with Community-Engaged Learning in Teaching Program Development and Implementation

ERIC Educational Resources Information Center

Hou, Su-I

2014-01-01

Purpose: Problem-based learning (PBL) challenges students to learn and work in groups to seek solutions to real world problems. Connecting academic study with community-engaged learning (CEL) experience can deeper learning and thinking. This paper highlights the integration of PBL with CEL in the Implementation Course to engage graduate students…

Moving from Science to Service: Transposing and Sustaining the Early Risers Prevention Program in a Community Service System

ERIC Educational Resources Information Center

Bloomquist, Michael L.; August, Gerald J.; Horowitz, Jason L.; Lee, Susanne S.; Jensen, Cheryl

2008-01-01

This paper summarizes an effort to transpose and sustain the evidence-based Early Risers "Skills for Success" conduct problems prevention program in a real world community service system. The Early Risers program had previously been implemented by a local agency within the context of research-based operations. In the current initiative,…

Characteristics of Sports-Based Youth Development Programs

ERIC Educational Resources Information Center

Perkins, Daniel F.; Noam, Gil G.

2007-01-01

The term "sports-based youth development programs" is coined and defined in the context of the community youth development framework. Sports-based youth development programs are out-of-school-time programs that use a particular sport to facilitate learning and life skill development in youth. Community youth development programs use a community…

An interprofessional service-learning course: uniting students across educational levels and promoting patient-centered care.

PubMed

Dacey, Marie; Murphy, Judy I; Anderson, Delia Castro; McCloskey, William W

2010-12-01

Recognizing the importance of interprofessional education, we developed a pilot interprofessional education course at our institution that included a total of 10 nursing, BS health psychology, premedical, and pharmacy students. Course goals were for students to: 1) learn about, practice, and enhance their skills as members of an interprofessional team, and 2) create and deliver a community-based service-learning program to help prevent or slow the progression of cardiovascular disease in older adults. Teaching methods included lecture, role-play, case studies, peer editing, oral and poster presentation, and discussion. Interprofessional student teams created and delivered two different health promotion programs at an older adult care facility. Despite barriers such as scheduling conflicts and various educational experiences, this course enabled students to gain greater respect for the contributions of other professions and made them more patient centered. In addition, inter-professional student teams positively influenced the health attitudes and behaviors of the older adults whom they encountered. Copyright 2010, SLACK Incorporated.

Bringing authentic service learning to the classroom: benefits and lessons learned

NASA Astrophysics Data System (ADS)

Chamberlain, Leslie C.

2016-06-01

Project-based learning, which has gained significant attention within K-12 education, provides rich hands-on experiences for students. Bringing an element of service to the projects allow students to engage in a local or global community, providing an abundance of benefits to the students’ learning. For example, service projects build confidence, increase motivation, and exercise problem-solving and communication skills in addition to developing a deep understanding of content. I will present lessons I have learned through four years of providing service learning opportunities in my classroom. I share ideas for astronomy projects, tips for connecting and listening to a community, and helpful guidelines to hold students accountable in order to ensure a productive and educational project.

Analysing a Web-Based E-Commerce Learning Community: A Case Study in Brazil.

ERIC Educational Resources Information Center

Joia, Luiz Antonio

2002-01-01

Demonstrates the use of a Web-based participative virtual learning environment for graduate students in Brazil enrolled in an electronic commerce course in a Masters in Business Administration program. Discusses learning communities; computer-supported collaborative work and collaborative learning; influences on student participation; the role of…

Fostering Sociopolitical Consciousness with Minoritized Youth: Insights from Community-Based Arts Programs

ERIC Educational Resources Information Center

Ngo, Bic; Lewis, Cynthia; Maloney Leaf, Betsy

2017-01-01

In this chapter, we review the literature on community-based arts programs serving minoritized youth to identify the conditions and practices for fostering sociopolitical consciousness. Community-based arts programs have the capacity to promote teaching and learning practices in ways that engage youth in the use of academic skills to pursue…

Caring Prescriptions: Comprehensive Health Care Strategies for Young Children in Poverty.

ERIC Educational Resources Information Center

Bell, Karen N.; Simkin, Linda S.

This report examines how communities and groups can shape the content of health services to bring more comprehensive health services to poor children and families. The report is based on a study of 11 comprehensive primary care programs and systems some of which offer school-based services: 4 freestanding community-based programs, 4 local systems…

UFM: A Community Learning Center. Agency Report [1982-83].

ERIC Educational Resources Information Center

Kansas State Univ., Manhattan. University for Man.

During 1982-83, University for Man (UFM) focused on three areas: the Manhattan, Kansas, community where over 1,000 course programs and community service projects, led by more than 1,000 volunteers ranging in age from 8 to 80, involved over 10,000 participants; the state of Kansas where UFM served 46 communities with rural development/community…

Reflections on experiential learning in evaluation capacity building with a community organization, Dancing With Parkinson's.

PubMed

Nakaima, April; Sridharan, Sanjeev

2017-05-08

This paper discusses what was learned about evaluation capacity building with community organizations who deliver services to individuals with neurological disorders. Evaluation specialists engaged by the Ontario Brain Institute Evaluation Support Program were paired with community organizations, such as Dancing With Parkinson's. Some of the learning included: relationship building is key for this model of capacity building; community organizations often have had negative experiences with evaluation and the idea that evaluations can be friendly tools in implementing meaningful programs is one key mechanism by which such an initiative can work; community organizations often need evaluation most to be able to demonstrate their value; a strength of this initiative was that the focus was not just on creating products but mostly on developing a learning process in which capacities would remain; evaluation tools and skills that organizations found useful were developing a theory of change and the concept of heterogeneous mechanisms (informed by a realist evaluation lens). Copyright © 2017. Published by Elsevier Ltd.

Creating and Sustaining Learning Communities.

ERIC Educational Resources Information Center

Groff, Warren H.

According to this paper, the ultimate purpose of graduate and postgraduate education is to design programs to promote improvement in the quality of services that are provided in a variety of different contexts and systems--health and human services, business and industry, government and public service, and education and training. Nova Southeastern…

Blueprint for Incorporating Service Learning: A Basic, Developmental, K-12 Service Learning Typology

ERIC Educational Resources Information Center

Terry, Alice W.; Bohnenberger, Jann E.

2004-01-01

Citing the need for a basic, K-12 developmental framework for service learning, this article describes such a model. This model, an inclusive typology of service learning, distinguishes three levels of service learning: Community Service, Community Exploration, and Community Action. The authors correlate this typology to Piaget's cognitive…

African early childhood development curriculum and pedagogy for Turkana nomadic pastoralist communities of Kenya.

PubMed

Ng'asike, John T

2014-01-01

Western conceptions of child development and the models of early education they engender predominantly shape services for young children in the first eight years of life all over Africa. This chapter brings a reconceptualist perspective to the critique of Kenya's continuing failure to ground early childhood programs and services in local cultural conceptions, developmental values, childrearing practices, and the practical day-to-day realities of children's learning through participation and apprenticeship in the contexts of family routines, community experiences, and economic survival activities. The chapter draws on work I have conducted in nomadic pastoralist communities in Kenya. That research reveals the disconcerting reality that (a) early childhood education programs privilege Western pedagogical practices over equally effective and locally more relevant ones, and (b) local communities are increasingly resentful of an educational system that alienates their children from their cultural roots in the name of modernization. Asserting the educational value of indigenous knowledge, I present a framework for integrating that knowledge and the naturalistic learning processes in local contexts into instructional programs in formal ECE settings. © 2014 Wiley Periodicals, Inc.

Stirring up the Mud: Using a Community-Based Participatory Approach to Address Health Disparities through a Faith-Based Initiative

PubMed Central

Kaplan, Sue A.; Ruddock, Charmaine; Golub, Maxine; Davis, Joyce; Foley, Robert; Devia, Carlos; Rosen, Rosa; Berry, Carolyn; Barretto, Brenda; Carter, Toni; Irish-Spencer, Evalina; Marchena, Maria; Purcaro, Ellenrita; Calman, Neil

2011-01-01

This case study provides a mid-course assessment of the Bronx Health REACH faith-based initiative four years into its implementation. The study uses qualitative methods to identify lessons learned and to reflect on the benefits and challenges of using a community-based participatory approach for the development and evaluation of a faith-based program designed to address health disparities. Key findings concern the role of pastoral leadership, the importance of providing a religious context for health promotion and health equality messages, the challenges of creating a bilingual/bi-cultural program, and the need to provide management support to the lay program coordinators. The study also identifies lessons learned about community-based evaluation and the importance of addressing community concern about the balance between evaluation and program. Finally, the study identifies the challenges that lie ahead, including issues of program institution-alization and sustainability. PMID:20168022

Impact of Using Facebook as a Social Learning Platform to Connect High School Students with Working Adults

ERIC Educational Resources Information Center

Yamauchi, Yuhei; Fujimoto, Toru; Takahashi, Kaoru; Araki, Junko; Otsuji, Yusuke; Suzuki, Hisashi

2012-01-01

This study examines "the Socla study program" to build a social learning community for high school students using Facebook and other Internet services. In the two-week program, the students worked on individual study projects that focused on their future plans. With the help of volunteer supporters and facilitators, the students found…

Public Libraries and Community-Based Education: Making the Connection for Lifelong Learning. Volume 2: Commissioned Papers. A Conference Sponsored by the National Institute on Postsecondary Education, Libraries, and Lifelong Learning, Office of Educational Research and Improvement (Washington, D.C., April 12-13, 1995).

ERIC Educational Resources Information Center

National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.

This conference explored the relationship between the public library, community-based adult education, and lifelong learning. The eight commissioned papers presented include: "Community Based Adult Jewish Learning Program: Issues and Concerns" (Paul A. Flexner); "Rural and Small Libraries: Provisions for Lifelong Learning" (Bernard Vavrek);…

Place-Based Learning: Action Learning in MA Program for Educational Practitioners

ERIC Educational Resources Information Center

Glassner, Amnon; Eran-Zoran, Yael

2016-01-01

The study presents a new pedagogical idea and practice for educational practitioners. The practice was developed as a workshop of MA program in order to change and expand the meaning of education for the wellbeing of the community. The "place-based learning" workshop combined action learning (AL) with project-based learning (PBL). The…

Learning Communities for Students in Developmental Reading: An Impact Study at Hillsborough Community College. NCPR Brief

ERIC Educational Resources Information Center

Weiss, Michael J.; Visher, Mary G.; Wathington, Heather

2010-01-01

This Brief, based on a report of the same title, presents results from a rigorous study of a basic learning communities program operated at Hillsborough Community College. Hillsborough, one of six community colleges participating in the National Center for Postsecondary Research's (NCPR) Learning Communities Demonstration, is a large, urban…

Oral health status and dental service use of adults with learning disabilities living in residential institutions and in the community.

PubMed

Tiller, S; Wilson, K I; Gallagher, J E

2001-09-01

To investigate the oral health status of adults on Sheffield's Learning Disability Case Register, and their reported use of dental services. A short questionnaire interview of subjects with learning disabilities or their carers followed by a standardised epidemiological examination, by one trained and calibrated examiner. Residential homes, day centres or community homes of people with learning disabilities in Sheffield. A 20% random sample of adults (18-65 years) on the register. A response rate of 209 (67%) was achieved, 62% (n=130) of whom were living in the community. People living in residential care were significantly older (43.2 years) than those based in the community (36.3 years) (P<0.05). Both groups had similar mean DMFT scores; however, adults living in the community had significantly more untreated decay (DT = 1.6) and poorer oral hygiene than their counterparts in residential care (DT = 0.7). Adults in residential care had significantly more missing teeth (MT = 10.1) than those in community care (MT = 7.5). General and community dental services were the main providers of dental care. Subjects living in the community were significantly less likely to have a dentist and to use community dental services than their residential counterparts; they were more likely to attend only when having trouble. Adults with learning disabilities living in the community have greater unmet oral health needs than their residential counterparts and are less likely to have regular contact with dental services. Commissioners and providers of dental services have a responsibility to ensure that the health of adults with learning disabilities is not compromised by 'normalisation'.

Community-Academic Partnerships: Developing a Service-Learning Framework.

PubMed

Voss, Heather C; Mathews, Launa Rae; Fossen, Traci; Scott, Ginger; Schaefer, Michele

2015-01-01

Academic partnerships with hospitals and health care agencies for authentic clinical learning have become a major focus of schools of nursing and professional nursing organizations. Formal academic partnerships in community settings are less common despite evolving models of care delivery outside of inpatient settings. Community-Academic partnerships are commonly developed as a means to engage nursing students in service-learning experiences with an emphasis on student outcomes. The benefit of service-learning projects on community partners and populations receiving the service is largely unknown primarily due to the lack of structure for identifying and measuring outcomes specific to service-learning. Nursing students and their faculty engaged in service-learning have a unique opportunity to collaborate with community partners to evaluate benefits of service-learning projects on those receiving the service. This article describes the development of a service-learning framework as a first step toward successful measurement of the benefits of undergraduate nursing students' service-learning projects on community agencies and the people they serve through a collaborative community-academic partnership. Copyright © 2015 Elsevier Inc. All rights reserved.

The Impact of a Sport-Based Life Skill Program on Adolescent Prosocial Values

ERIC Educational Resources Information Center

Brunelle, John; Danish, Steven J.; Forneris, Tanya

2007-01-01

This article describes the implementation and evaluation of a sport-based life skills and community service program. The purpose of this investigation was to determine the impact of a combined life skills and community service program on adolescents' prosocial values. The program was part of a national golf and life skills enrichment academy for…

Developing an Empirical Account of a Community of Practice: Characterizing the Essential Tensions

ERIC Educational Resources Information Center

Barab, Sasha A.; Barnett, Michael; Squire, Kurt

2002-01-01

This article examines the potential of a learning-as-a-part-of-a-community approach, focusing on the participatory process of learning in a community-based, teacher education program; a Community of Teachers (CoT). CoT is a preparation program for preservice teachers working toward secondary teacher certification in which they join an on-going…

Conducting a Community-Based Experiential-Learning Project to Address Youth Fitness

ERIC Educational Resources Information Center

Petersen, Jeffrey C.; Judge, Lawrence; Pierce, David A.

2012-01-01

There is a need within health, physical education, recreation, dance, and sport programs to increase community engagement via experiential learning. The Chase Charlie Races are presented in this article as a model pedagogical strategy to engage community youths and families in a training program and running event to help promote fitness. Key…

The Agatston Urban Nutrition Initiative: Working to Reverse the Obesity Epidemic through Academically Based Community Service

ERIC Educational Resources Information Center

Johnston, Francis E.

2009-01-01

The Agatston Urban Nutrition Initiative (AUNI) presents a fruitful partnership between faculty and students at a premier research university and members of the surrounding community aimed at addressing the problem of childhood obesity. AUNI uses a problem-solving approach to learning by focusing course activities, including service-learning, on…

A break-even analysis of a community rehabilitation falls prevention service.

PubMed

Comans, Tracy; Brauer, Sandy; Haines, Terry

2009-06-01

To identify and compare the minimum number of clients that a multidisciplinary falls prevention service delivered through domiciliary or centre-based care needs to treat to allow the service to reach a 'break-even' point. A break-even analysis was undertaken for each of two models of care for a multidisciplinary community rehabilitation falls prevention service. The two models comprised either a centre-based group exercise and education program or a similar program delivered individually in the client's home. The service consisted of a physiotherapist, occupational therapist and therapy assistant. The participants were adults aged over 65 years who had experienced previous falls. Costs were based on the actual cost of running a community rehabilitation team located in Brisbane. Benefits were obtained by estimating the savings gained to society from the number of falls prevented by the program on the basis of the falls reduction rates obtained in similar multidisciplinary programs. It is estimated that a multi-disciplinary community falls prevention team would need to see 57 clients per year to make the service break-even using a centre-based model of care and 78 clients for a domiciliary-based model. The service this study was based on has the capability to see around 300 clients per year in a centre-based service or 200-250 clients per year in a home-based service. Based on the best available estimates of costs of falls, multidisciplinary falls prevention teams in the community targeting people at high risk of falls are worthwhile funding from a societal viewpoint.

Promoting Critical Thinking through Service Learning: A Home-Visiting Case Study

ERIC Educational Resources Information Center

Campbell, Cynthia G.; Oswald, Brianna R.

2018-01-01

As stated in APA Learning Outcomes 2 and 3, two central goals of higher education instruction are promoting students' critical thinking skills and connecting student learning to real-life applications. To meet these goals, a community-based service-learning experience was designed using task value, interpersonal accountability, cognitive…

Teaching About the Brain and Reaching the Community: Undergraduates in the Pipeline Neuroscience Program at the University of Pennsylvania

PubMed Central

Edlow, Brian L.; Hamilton, Karen; Hamilton, Roy H.

2007-01-01

This article provides an overview of the University of Pennsylvania School of Medicine’s Pipeline Neuroscience Program, a multi-tiered mentorship and education program for Philadelphia high school students in which University of Pennsylvania undergraduates are integrally involved. The Pipeline Neuroscience Program provides mentorship and education for students at all levels. High school students are taught by undergraduates, who learn from medical students who, in turn, are guided by neurology residents and fellows. Throughout a semester-long course, undergraduates receive instruction in neuroanatomy, neuroscience, and clinical neurology as part of the Pipeline’s case-based curriculum. During weekly classes, undergraduates make the transition from students to community educators by integrating their new knowledge into lesson plans that they teach to small groups of medically and academically underrepresented Philadelphia high school students. The Pipeline program thus achieves the dual goals of educating undergraduates about neuroscience and providing them with an opportunity to perform community service. PMID:23493190

A Cross-Sectional Cohort Study of a Large, Statewide Medicaid Home and Community-Based Services Autism Waiver Program

ERIC Educational Resources Information Center

Eskow, Karen Goldrich; Chasson, Gregory S.; Summers, Jean Ann

2015-01-01

State-specific 1915(c) Medicaid Home and Community-Based Services waiver programs have become central in the provision of services specifically tailored to children with autism spectrum disorders (ASD). Using propensity score matching, 130 families receiving waiver services for a child with ASD were matched with and compared to 130 families…

Michigan Journal of Community Service Learning. Volume 13, Number 1, Fall 2006

ERIC Educational Resources Information Center

Howard, Jeffrey, Ed.

2006-01-01

The "Michigan Journal of Community Service Learning" ("MJCSL") is a national, peer-reviewed journal consisting of articles written by faculty and service-learning educators on research, theory, pedagogy, and issues pertinent to the service-learning community. The "MJCSL" aims to: (1) widen the community of…

Creating community-based access to primary healthcare for the uninsured through strategic alliances and restructuring local health department programs.

PubMed

Scotten, E Shirin L; Absher, Ann C

2006-01-01

In 2003, the Wilkes County Health Department joined with county healthcare providers to develop the HealthCare Connection, a coordinated and continuous system of low-cost quality care for uninsured and low-income working poor. Through this program, local providers of primary and specialty care donate specialty care or ancillary services not provided by the Health Department, which provides case management for the program. Basing their methods on business models learned through the UNC Management Academy for Public Health, planners investigated the best practices for extending healthcare coverage to the underinsured and uninsured, analyzed operational costs, discovered underutilized local resources, and built capacity within the organization. The HealthCare Connection is an example of how a rural community can join together in a common business practice to improve healthcare access for uninsured and/or low-income adults.

Home and Community-Based Services Waivers

PubMed Central

Duckett, Mary Jean; Guy, Mary R.

2000-01-01

The history and current status of the Medicaid Home and Community-Based Services Waiver Program are presented. The article discusses the States' role in developing and implementing creative alternatives to institutional care for individuals who are Medicaid eligible. Also described are services that may be provided under the waiver program and populations served. PMID:25372343

Socially Accountable Medical Education: An Innovative Approach at Florida International University Herbert Wertheim College of Medicine.

PubMed

Greer, Pedro J; Brown, David R; Brewster, Luther G; Lage, Onelia G; Esposito, Karin F; Whisenant, Ebony B; Anderson, Frederick W; Castellanos, Natalie K; Stefano, Troy A; Rock, John A

2018-01-01

Despite medical advances, health disparities persist, resulting in medicine's renewed emphasis on the social determinants of health and calls for reform in medical education. The Green Family Foundation Neighborhood Health Education Learning Program (NeighborhoodHELP) at Herbert Wertheim College of Medicine provides a platform for the school's community-focused mission. NeighborhoodHELP emphasizes social accountability and interprofessional education while providing evidence-based, patient- and household-centered care. NeighborhoodHELP is a required, longitudinal service-learning outreach program in which each medical student is assigned a household in a medically underserved community. Students, teamed with learners from other professional schools, provide social and clinical services to their household for three years. Here the authors describe the program's engagement approach, logistics, and educational goals and structure. During the first six years of NeighborhoodHELP (September 2010-August 2016), 1,470 interprofessional students conducted 7,452 visits to 848 households with, collectively, 2,252 members. From August 2012, when mobile health centers were added to the program, through August 2016, students saw a total of 1,021 household members through 7,207 mobile health center visits. Throughout this time, households received a variety of free health and social services (e.g., legal aid, tutoring). Compared with peers from other schools, graduating medical students reported more experience with clinical interprofessional education and health disparities. Surveyed residency program directors rated graduates highly for their cultural sensitivity, teamwork, and accountability. Faculty and administrators are focusing on social accountability curriculum integration, systems for assessing and tracking relevant educational and household outcomes, and policy analysis.

Garden Mosaics

ERIC Educational Resources Information Center

Kennedy, Ann Marie; Krasny, Marianne E.

2005-01-01

This article describes Garden Mosaics, a program funded by the National Science Foundation. Garden Mosaics combines science learning with intergenerational mentoring, multicultural understanding, and community service. The program's mission is "connecting youth and elders to explore the mosaics of plants, people, and cultures in gardens, to learn…

“I’m stronger than I thought”: Native women reconnecting to body, health, and place

PubMed Central

Schultz, Katie; Walters, Karina L.; Beltran, Ramona; Stroud, Sandy; Johnson-Jennings, Michelle

2016-01-01

This community-based research applied principles of wilderness experience programming and Indigenous knowledges in an exploratory intervention designed to address health disparities in a tribal community. Drawing on historical trauma frameworks, tribal members rewalked the Trail of Tears to consider its effect on contemporary tribal health. Qualitative data from tribal members suggest that engagement with place and experiential learning, particularly the physical and emotional challenge of the Trail, facilitated changes in health beliefs, attitudes, and behaviors. Deep engagement outside of traditional health service settings should be considered in interventions and may be particularly effective in promoting positive health behaviors in Native communities. PMID:27164432

Teen Pregnancy Prevention: Implementation of a Multicomponent, Community-Wide Approach.

PubMed

Mueller, Trisha; Tevendale, Heather D; Fuller, Taleria R; House, L Duane; Romero, Lisa M; Brittain, Anna; Varanasi, Bala

2017-03-01

This article provides an overview and description of implementation activities of the multicomponent, community-wide initiatives of the Teenage Pregnancy Prevention Program initiated in 2010 by the Office of Adolescent Health and the Centers for Disease Control and Prevention. The community-wide initiatives applied the Interactive Systems Framework for dissemination and implementation through training and technical assistance on the key elements of the initiative: implementation of evidence-based teen pregnancy prevention (TPP) interventions; enhancing quality of and access to youth-friendly reproductive health services; educating stakeholders about TPP; working with youth in communities most at risk of teen pregnancy; and mobilizing the community to garner support. Of nearly 12,000 hours of training and technical assistance provided, the majority was for selecting, implementing, and evaluating an evidence-based TPP program. Real-world implementation of a community-wide approach to TPP takes time and effort. This report describes implementation within each of the components and shares lessons learned during planning and implementation phases of the initiative. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

The Community Resource Person's Guide for Experience-Based Learning.

ERIC Educational Resources Information Center

Burt, Ruth Fredine; Douglas, Marcia

The booklet is a guide for community resource people who have agreed to share their job experiences with high school students involved in experience-based learning programs. The programs allow students to observe and participate in the daily routines required in careers they may wish to pursue. Resource people can use this booklet to determine how…

The Development of a Service-Learning Program for First-Year Students Based on the Hallmarks of High Quality Service-Learning and Rigorous Program Evaluation

ERIC Educational Resources Information Center

Smith, Bradley H.; Gahagan, James; McQuillin, Samuel; Haywood, Benjamin; Cole, Caroline Pender; Bolton, Clay; Wampler, Mary Katherine

2011-01-01

We describe six hallmarks of high quality service-learning and explain how these considerations guided the development of a Transitional Coaching Program (TCP) during the first three years of implementation. We have demonstrated that the TCP is acceptable, feasible, and sustainable. Improvements have been seen in the degree of impact on learning…

34 CFR 692.21 - What requirements must be met by a State program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... State Administer Its Community Service-Learning Job Program? ... students; (h) Provides that— (1) The State will pay an amount for grants and work-study jobs under this... jobs under the LEAP Program represents an additional amount for grants and work-study jobs for students...

Evaluation of an Internet-Based, Bibliographic Database: Results of the NASA STI Program's ASAP User Test

NASA Technical Reports Server (NTRS)

Reid, John; Egge, Robert; McAfee, Nancy

2000-01-01

This document summarizes the feedback gathered during the user-testing phase in the development of an electronic library application: the Aeronautics and Space Access Pages (ASAP). It first provides some historical background on the NASA Scientific and Technical Information (STI) program and its efforts to enhance the services it offers the aerospace community. Following a brief overview of the ASAP project, it reviews the results of an online user survey, and from the lessons learned therein, outlines direction for future development of the project.

Reflective learning in community-based dental education.

PubMed

Deogade, Suryakant C; Naitam, Dinesh

2016-01-01

Community-based dental education (CBDE) is the implementation of dental education in a specific social context, which shifts a substantial part of dental clinical education from dental teaching institutional clinics to mainly public health settings. Dental students gain additional value from CBDE when they are guided through a reflective process of learning. We propose some key elements to the existing CBDE program that support meaningful personal learning experiences. Dental rotations of 'externships' in community-based clinical settings (CBCS) are year-long community-based placements and have proven to be strong learning environments where students develop good communication skills and better clinical reasoning and management skills. We look at the characteristics of CBDE and how the social and personal context provided in communities enhances dental education. Meaningfulness is created by the authentic context, which develops over a period of time. Structured reflection assignments and methods are suggested as key elements in the existing CBDE program. Strategies to enrich community-based learning experiences for dental students include: Photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. A directed process of reflection is suggested as a way to increase the impact of the community learning experiences. We suggest key elements to the existing CBDE module so that the context-rich environment of CBDE allows for meaningful relations and experiences for dental students and enhanced learning.

Maximizing the Promise of Community Schools: Streamlining Wraparound Services for ESEA

ERIC Educational Resources Information Center

Chang, Theodora

2011-01-01

As Congress moves to reauthorize the Elementary and Secondary Education Act, or ESEA, it should authorize a program to provide comprehensive services that create the conditions for students to learn in the classroom. These "wraparound" support services range from primary health and dental care to family engagement strategies. For many…

Imaginative Use of Nonbroadcast Technology Directs Social Services to Isolated Audiences.

ERIC Educational Resources Information Center

Erdman, Ann

1981-01-01

The keynote article in this issue summarizes some of the lessons learned after a decade of using satellites for public service, and after five years of experimentation with information technologies designed for specialized audiences. Community service programs in the Appalachian Mountain and Rocky Mountain regions and in the state of Alaska are…

Developing Community-Based Learning Centers for Older Adults. A Technical Assistance Manual.

ERIC Educational Resources Information Center

Sprouse, Betsy M.; Brown, Karen

Designed for community groups and organizations, groups of older adults, senior clubs, and agencies, this manual documents the process of developing community education programs for older adults. The first section introduces the concept of a community learning center, while the second section considers whether a learning center should be…

Learning Outcomes Assessment Step-By-Step: Enhancing Evidence-Based Practice in Career Services

ERIC Educational Resources Information Center

Makela, Julia Panke; Rooney, Gail S.

2012-01-01

What difference do your career programs and services make in clients' lives? How do you know? Answer these questions and more. Learn a practical approach to learning outcomes assessment that helps you tell the story of your career programs and services, celebrate your successes, and continuously improve your practice. Within this monograph, you…

Reconceptualizing Teacher Education Programs: Applying Dewey's Theories to Service-Learning with Early Childhood Preservice Teachers

ERIC Educational Resources Information Center

Lake, Vickie E.; Winterbottom, Christian; Ethridge, Elizabeth A.; Kelly, Loreen

2015-01-01

Dewey's concept of enabling children to explore based on their own interests has evolved into investigations and projects using methods of exploration, experimentation, and discovery--three tenets of service-learning. Using mixed methodology, the authors examined the implementation of service-learning in a teacher education program. A total of 155…

Implementing School-Based Services: Strategies from New Mexico's School-Based Health and Extended Learning Services. Research-to-Results Practitioners Insights. Publication #2009-01

ERIC Educational Resources Information Center

Collins, Ashleigh; Moore, Kristin Anderson; Paisano-Trujillo, Renee

2009-01-01

Practitioners and policy makers from throughout New Mexico convened in Albuquerque in May 2008 for three Roundtable discussions on implementing school-based health services and extended learning opportunities in the state. Several of the Roundtable participants were involved in the New Mexico Community Foundation's Elev8 New Mexico initiative.…

Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers

NASA Astrophysics Data System (ADS)

Hamzeh, Fouada

Lesson Study is a widely used pedagogical approach that has been used for decades in its country of origin, Japan. It is a teacher-led form of professional development that involves the collaborative efforts of teachers in co-planning and observing the teaching of a lesson within a unit for evidence that the teaching practices used help the learning process (Lewis, 2002a). The purpose of this research was to investigate if Lesson Study enables pre-service teachers to improve their own teaching in the area of science inquiry-based approaches. Also explored are the self-efficacy beliefs of one group of science pre-service teachers related to their experiences in Lesson Study. The research investigated four questions: 1) Does Lesson Study influence teacher preparation for inquiry-based instruction? 2) Does Lesson Study improve teacher efficacy? 3) Does Lesson Study impact teachers' aspiration to collaborate with colleagues? 4) What are the attitudes and perceptions of pre-service teachers to the Lesson Study idea in Science? The 12 participants completed two pre- and post-study surveys: STEBI- B, Science Teaching Efficacy Belief Instrument (Enochs & Riggs, 1990) and ASTQ, Attitude towards Science Teaching. Data sources included student teaching lesson observations, lesson debriefing notes and focus group interviews. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. This study added to the body of research on teaching learning communities, professional development programs and teacher empowerment.

Safe, Disciplined, Drug-Free Schools. A Background Paper for the Goals 2000: Educate America Satellite Town Meeting July 20, 1993.

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

What can be done to solve the problem of crime in schools? "Project Freedom," in Wichita, Kansas, is creating programs to help children learn about dangers that come with joining gangs and becoming involved in drugs. A community program in Los Angeles, Community Youth Gang Services," is a crisis intervention team working with…

Reflections on Museums as Effective Field Sites for Teacher Candidates

ERIC Educational Resources Information Center

Clark, Megan; Ensminger, David; Incandela, Colleen; Moisan, Heidi

2016-01-01

A unique partnership among six museums and Loyola University Chicago's "Teaching Learning and Leading with Schools and Communities" teacher preparation program provided cross-disciplinary field sites for understanding and witnessing developmental and learning theories. Pre-service teacher candidates were able to identify constructs and…

Katimavik Out-Trip Protocol.

ERIC Educational Resources Information Center

OPCAN, Montreal (Quebec).

A supplement to the active leisure learning student manual for Katimavik (the 9-month volunteer community service and experiential learning program for 17-21 year old Canadians) provides in greater detail the procedure for preparing and implementing the Outdoor Wilderness Trip. Sections presented are definition of terms, national training,…

The Agatston Urban Nutrition Initiative: working to reverse the obesity epidemic through academically based community service.

PubMed

Johnston, Francis E

2009-01-01

The Agatston Urban Nutrition Initiative (AUNI) presents a fruitful partnership between faculty and students at a premier research university and members of the surrounding community aimed at addressing the problem of childhood obesity. AUNI uses a problem-solving approach to learning by focusing course activities, including service-learning, on understanding and mitigating the obesity culture.

Service-Learning and Learning Communities: Tools for Integration and Assessment.

ERIC Educational Resources Information Center

Oates, Karen K.; Leavitt, Lynn H.

This publication attempts to provide fundamental theory about service-learning and learning communities, along with descriptions of best practices, lessons learned, and assessment strategies. The text is designed to provide resources to help readers offer service-learning experiences for their students. Learning communities are now commonly…

Toward a Social Approach to Learning in Community Service Learning

ERIC Educational Resources Information Center

Cooks, Leda; Scharrer, Erica; Paredes, Mari Castaneda

2004-01-01

The authors describe a social approach to learning in community service learning that extends the contributions of three theoretical bodies of scholarship on learning: social constructionism, critical pedagogy, and community service learning. Building on the assumptions about learning described in each of these areas, engagement, identity, and…

Implementing and Sustaining Higher Education Service-Learning Initiatives: Revisiting Young et al.'s Organizational Tactics

ERIC Educational Resources Information Center

Bennett, Dawn; Sunderland, Naomi; Bartleet, Brydie-Leigh; Power, Anne

2016-01-01

Although the value of service-learning opportunities has long been aligned to student engagement, global citizenship, and employability, the rhetoric can be far removed from the reality of coordinating such activities within higher education. This article stems from arts-based service-learning initiatives with Indigenous communities in Australia.…

Home and Community Based Services (HCBS) Waivers: A Nationwide Study of the States

ERIC Educational Resources Information Center

Rizzolo, Mary C.; Friedman, Carli; Lulinski-Norris, Amie; Braddock, David

2013-01-01

In fiscal year (FY) 2009, the Medicaid program funded over 75% of all publicly funded long-term supports and services (LTSS) for individuals with intellectual and developmental disabilities (IDD) in the United States (Braddock et al., 2011). The majority of spending was attributed to the Home and Community Based Services (HCBS) Waiver program. In…

As We Teach and Learn: Recognizing Our Catholic Identity. Module 4: Service Learning.

ERIC Educational Resources Information Center

Grace, Bill; Ristau, Karen, Ed.; Haney, Regina, Ed.

The As We Teach and Learn program consists of an instrument to assess the Catholic dimension of a school and is designed to be used with study modules in a faculty-meeting format. Module topics include: "Faith Community"; "Faith Development"; "Religion Curriculum Articulation: Faith as the Root of all Instruction";…

Faculty Development for Advancing Community Engagement in Higher Education: Current Trends and Future Directions

ERIC Educational Resources Information Center

Welch, Marshall; Plaxton-Moore, Star

2017-01-01

This research involved the conduct of a conceptual review of 28 refereed journal articles and a survey of campus centers for community engagement staff to identify salient features and trends of existing faculty development programming designed to advance service-learning and community engagement in higher education. Results of this investigation…

Two-Year Community: Increasing Science Knowledge among High-Risk Student Populations through a Community College Honors/Service-Learning Program

ERIC Educational Resources Information Center

Ellerton, Sharon; Carmona, Naydu; Tsimounis, Areti

2016-01-01

There is an urgent need to increase K-12 science knowledge and STEM (science, technology, engineering, and mathematics) preparedness for college. State and national data suggest a strong correlation between student performance in STEM subjects and student socioeconomic status, race, and ethnicity. Queensborough Community College (QCC) is situated…

Social Service Community Education as an Area of Training and Participation for Social Development

ERIC Educational Resources Information Center

García, Amelia Molina

2012-01-01

This paper presents the conditions and characteristics of a rural community education program in the Mexican context. The scheme of operation and participation of young people called Community Instructors (Instructores Comunitarios or IC) is innovative and worthy of recognition as a learning area, not only for school purposes but as one which…

Community Information and Services Centers: Concepts for Activation.

ERIC Educational Resources Information Center

Hopkins, Cleve

An experimental program based on a study by the Department of Housing and Urban Development was activated to deliver services to urban residents via automated communications technology. Designed to contribute to improvement in the quality of life, the program of a Community Information and Services Center (CISC) included: outreach programs, i.e.,…

Service-Learning: A Venue for Enhancing Pre-Service Educators' Knowledge Base for Teaching

ERIC Educational Resources Information Center

Meaney, Karen; Griffin, Kent; Bohler, Heidi

2009-01-01

Scholarship of Teaching and Learning research examining the impact of service-learning on student's personal qualities has shown positive results. Findings indicate that students participating in high quality service-learning programs show increases in their perceptions of self-efficacy, civic responsibility, social justice, and diversity…

Privilege, power, and public health programs: a student perspective on deconstructing institutional racism in community service learning.

PubMed

Taboada, Arianna

2011-01-01

The Association of Schools of Public Health has identified "diversity and culture" as 1 of 7 crosscutting competencies that public health students are expected to achieve. This competency is traditionally incorporated into the curriculum through a community service-learning (CSL) component that aims to expose students to racial/ethnic health disparities. However, this model of CSL is problematic because although students are directly engaging with community members, it does not ensure long-term sustainable changes or benefits for the host community. Moreover, academic institutions have developed significant critiques of traditional CSL models where white middle-class students engage with low-income clients and communities of color, potentially reinforcing Eurocentric power and privilege. As such, public health programs require a shift in both pedagogy and curricula that more directly addresses underlying institutional racism in health disparities. Consistent with the principles of public health, a social justice framework is imperative in teaching cultural competency and should facilitate discussion of racial injustice and privilege in the students' own lives. This brief presents an autobiographical personal narrative of my experiences with CSL as a racial/ethnic minority student in a California graduate school of public health. Although autoethnography is inherently limited, this brief highlights my observations of the limitations of the service-learning model to adequately educate students on the intersection of racism and health outcomes. In addition, the brief includes suggestions for creating inclusive curricula that critically examine issues of privilege, oppression, and power dynamics related to race/ethnicity.

Service-Learning: The Essence of the Pedagogy. Advances in Service-Learning Research.

ERIC Educational Resources Information Center

Furco, Andrew, Ed.; Billig, Shelley H., Ed.

This document contains 13 papers on advances in service-learning research. The following papers are included: "Introduction" (Andrew Furco, Shelley H. Billig); "Community Service and Service-Learning in America: The State of the Art" (Ivor Pritchard); "Is Service-Learning Really Better Than Community Service? A Study of…

Implementing a Project-Based Learning Model in a Pre-Service Leadership Program

ERIC Educational Resources Information Center

Albritton, Shelly; Stacks, Jamie

2016-01-01

This paper describes two instructors' efforts to more authentically engage students in a preservice leadership program's course called Program Planning and Evaluation by using a project-based learning approach. Markham, Larmer, and Ravitz (2003) describe project-based learning (PjBL) as "a systematic teaching method that engages students in…

Engaged Scholarship and Gerontological Program Relevance: Opportunities and Challenges

ERIC Educational Resources Information Center

Mitchell, Jim; McDonald, Maria

2012-01-01

Engaged scholarship promotes contribution to the academic body of knowledge through equal partnership between academic scholars and community representatives in education, research, and public service or intervention. Such partnerships can expand our notions of service learning and applied research. In this article, the authors discuss the…

Alternative Spring Break at the Savannah College of Art and Design: Engaging Art and Design Students in Community Service

ERIC Educational Resources Information Center

Hoey, J. Joseph; Feld-Gore, Jeffrey A.

2014-01-01

This chapter describes the impact of an alternative spring break program on students at the Savannah College of Art and Design over a set of years as well as its effectiveness as a service-learning tool.

Developing a culture of lifelong learning in a library environment.

PubMed Central

Giuse, N B; Kafantaris, S R; Huber, J T; Lynch, F; Epelbaum, M; Pfeiffer, J

1999-01-01

Between 1995 and 1996, the Annette and Irwin Eskind Biomedical Library (EBL) at Vanderbilt University Medical Center (VUMC) radically revised the model of service it provides to the VUMC community. An in-depth training program was developed for librarians, who began to migrate to clinical settings and establish clinical librarianship and information brokerage services beyond the library's walls. To ensure that excellent service would continue within the library, EBL's training program was adapted for library assistants, providing them with access to information about a wide variety of work roles and processes over a four to eight-month training period. Concurrently, customer service areas were reorganized so that any question--whether reference or circulation--could be answered at any of four service points, eliminating the practice of passing customers from person to person between the reference and circulation desks. To provide an incentive for highly trained library assistants to remain at EBL, management and library assistants worked together to redesign the career pathway based on defined stages of achievement, self-directed participation in library-wide projects, and demonstrated commitment to lifelong learning. Education and training were the fundamental principles at the center of all this activity. Images PMID:9934526

After School in a Colonia.

ERIC Educational Resources Information Center

Castillo, Yolanda; Winchester, Martin

2001-01-01

In 1999, two schools in an impoverished border town in Texas received 3-year federal grants from the 21st Century Community Learning Centers program to support varied after-hours activities: academic tutoring, computer literacy, "ballet folklorico," arts and crafts, guitar instruction, and service learning. Students and parents now have a safe…