Health Career Recruitment and Retention

Service-Based Learning

Learning Outcomes

• Participants will be able to: – Define and explain the six models for S-L as

an integral approach to the recruitment and retention of health professionals.

– Define and explain the six basic principles in organizing and constructing a S-L program.

Learning Outcome

• Define and explain the standards and indicators that are used by the three service-based learning programs to promote effectiveness.

Service Learning• Balance between service and learning

objectives• Emphasis on reciprocal learning• Understanding of the content in which service

occurs• Development of civic skills• Identifies community concerns• Involves community design and implementation

Other Definitions

• Volunteerism and community service are generally used to denote service work that occurs outside a curriculum

Community Based Research

• Implies research that is logistically based in the community or that utilizes communities as sites of investigation– Participatory Action Research

S-L Models1. Pure 2. Discipline-based3. Problem-based

4. Capstone courses

5. Service Internships

6. Undergraduate Community Research

Essential Components• Investigate• Plan• Act• Reflect

• Demonstrate• Celebrate• Sustain

Investigate

• Environmental Scan• Engage community partners• Obtain direct consumer participation

Plan

• Decide on community service project• Develop learning & service objectives• Develop work plan and schedule• Identify and secure resources

Act

• Participants implement their service learning projects in small teams or as an individual assignment with their collaborators.

Reflection

• This is a time to bring all participants on campus together to discuss service projects and their experiences, including challenges and surprises

• Use time spent together to process/reflect throughout the implementation

Demonstrate

• Dissemination of the results with community members who participated in the project– Community partners– Service Recipients

• Community at large

Celebrate

• Celebrate and recognize/reward students for their personal and professional development– Special meeting-party– Certificates– Awards

Sustain

• Determine how elements of the service project can be sustained

• Determine if the service learning format can be replicated and best practices

Developing S-L Projects

1. Define the need of the service placement

2. Describe the nature of the service placement and/or project

3. Clearly describe how the service experience will be measured and what will be measured

Developing S-L Projects4. Specify the roles and responsibilities of

students5. Specify how students will be expected to

demonstrate what they have learned6. Develop assignments that link the service

and course content, if applicable

Developing S-L Projects

7. Design the reflective session process

8. Describe the public dissemination process

WHAT IS SERVICE LEARNING

Exercise

Learning & Service Objectives

• Prioritize community goals• Determine what students need to learn • Describe how students will be measured• Determine opportunities for students to

practice

Service Objective• Develop and implement fifteen 10 minute

presentations/demonstrations that meet the identified health interests of the audience.

• Develop and implement complimentary educational materials that are appropriate to the literacy level demonstrated by service recipient feedback.

Learning Objective• Explain and describe how (the unequal

distribution of wealth, power and resources) poverty impact health, healthcare and health behavior in the Reflection Journal.

• Critically reflect on interactions that challenge personally held beliefs, values and assumptions about culturally diverse communities (from your own) during Reflection Sessions.

Standards & Indicators1. Duration and

Intensity2. Link to curriculum3. Meaningful

Service4. Youth Voice

5. Community Partnerships

6. Diversity7. Reflection 8. Progress

Monitoring

Duration & Intensity

• Service learning has sufficient duration and intensity to address community needs and meet specific measures

Link to Curriculum

• Standard: S-L is intentionally used as an instructional strategy to meet learning goals and/.or content standards.

Meaningful Service

• S-L actively engages participants in meaningful and personally relevant service activities.

Youth Voice

• Standard: S-L provides youth with a strong voice in planning, implementing and evaluating s-l experiences with guidance from adults

Community Partnerships

• Standards: S-L partnerships are collaborative, mutually beneficially and address community needs.

Diversity

• Standard: S-L promotes understanding of diversity and mutual respect among all participants.

Reflection

• Standard: S-L incorporates multiple challenging reflection activities tha are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.

Progress Monitoring

• Standard: S-L engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and results for improvement and sustainability.

CASE STUDY

Exercise

S-L Impact on Students

• Positive effect on student personal development

• Positive effect on reducing stereotypes and facilitating cultural & racial understanding

• Positive effect on satisfaction with school and more likely to graduate

S-L Impact on Faculty & Institutions

Institutions• report enhanced

community relations• Increases student

retention• Report institutional

commitment to service-learning curriculum

Faculty• Report satisfaction

with quality of student learning

• Report commitment to research

• Increasingly implementing S-L

S-L Impact on Communities• Service-learning provides useful service

in communities and increases agency capacity

• Communities report enhanced university relations

• Service recipients report being valued in the process

Contact InformationCatherine Russell, EdD 860-705-4423Victoria Lowe, BS 860-455-3031Patricia Harrity, MS 203-758-1110Celia Tvrdik, BS 203-758-1110

• www.easternctahec.org• www.nwctahec.org