Service-Learning Pedagogy: Benefits Of A Learning Community Approach

Service-learning is, by nature, continuallyevolving. Seifer (1996) stressed the importance of partnerships betweencommunities and schools, and stated that reflection should facilitate theconnection between practice and theory, and lead to critical thinking. Beforethese reflective activities occur, however, much can be done to maximizestudent impacts and facilitate critical thinking. When students are included aspartners, within a learning community, they can experience significant professionaldevelopment through the mentoring and modeling of professional behaviors, byfaculty members. During a three month pilot, a team of junior-level,undergraduate nursing students joined together, in one such learning community,called “FOCUS”. The common agenda was to update evidence-based program materials,prepare for a federally-funded, five-year study, and to begin educating localfemales, regarding pregnancy and sexually transmitted infection (STI)strategies. This article reviews key impacts for the pilot team, and exploresstudent-identified outcomes, in reflection of their learning communityexperience

Using The Baccalaureate Essentials To Create Context: Evaluation Of An Innovative Approach

The Essentials of Baccalaureate Education for Professional Nursing Practice (AmericanAssociation of Colleges of Nursing, 2008) seek to communicate standards that will prepare graduates to function within a complex healthcare system. The document highlights concepts from patient-centered care to evidence-based practice (Commission on CollegiateNursing Education). A service-learning experience was facilitated for junior-levelnursing students and they were asked to reflect on their learning outcomes using the nine essentials as a guiding framework. Themes were identified within the nine sub-categories and through overall analysis. By using standardized disciplinary outcomes to develop a sense of the bigger picture for students, it is possible to help them make connections between theory and practice

Ancient Egypt 1920 Part 3

Part 3 of the 1920 Ancient Egypt books. Contents include excavations at Lahun, Ethiopian sovereigns at Meroe, notes of jewels from Lahun, and General Maude\u27s proclamation.https://knowledge.e.southern.edu/kweeks_coll/1012/thumbnail.jp

The restoration and renewal of the Palace of Westminster : avoiding the trap and realising the promise

By failing to acknowledge the link between the design of our political institutions and growing levels of anti‐political sentiment, the restoration and renewal programme risks falling into a trap of its own making. Involving the public from the outset in an open review of the (re)design options for Westminster—in a positive and confident conversation—ensures the best opportunity for meaningful engagement between the public and the future of their democracy

Ancient Egypt 1916 Part 1

Part 1 of the 1916 Ancient Egypt books. Contents include Egypt in the Grail Romance, French and Italian Egyptology, the Grenfell scarabs, and the end of the Hittites.https://knowledge.e.southern.edu/kweeks_coll/1005/thumbnail.jp

Ancient Egypt 1921 Part 1

Part 1 of the 1921 Ancient Egypt books. Contents include the alphabet in the XIIth dynasty, the Lahun caskets, burial rites of West Africa, a Negro captive, and Queen Tetisheri.https://knowledge.e.southern.edu/kweeks_coll/1014/thumbnail.jp

Teenage Pregnancy And Sexually Transmitted Infection Prevention: A Pilot Study Exploring Knowledge And Reported Behaviors

The Teen Pregnancy Prevention Program (TPP) is administered by the Office of Adolescent Health, with a goal of addressing the rising teen pregnancy rates in the United States. One TPP initiative includes the replication of evidence-based program models that seek to prevent teen pregnancies and sexually transmitted infections (Department of Health and Human Services, 2014). FOCUS Butler County, in Southwestern Ohio, is one such women’s health program. In a pilot study, conducted between March and August 2011, 96 female participants between the ages of 16 and 23 were surveyed to capture a “snapshot” of their baseline knowledge and behaviors. Following their completion of the questionnaire, respondents participated in eight hours of evidenced-based, comprehensive sexual education. Four months post-intervention (n=49) and 12 months post-intervention (n=28), participants were re-surveyed to assess knowledge and behaviors. This longitudinal, observational study explored the frequency and means of reported responses. For further analysis, questions were assigned to one of ten categories: 1) demographics/history, 2) knowledge-based, 3) reported behaviors, 4) opinions, 5) perceived opinions of friends, 6) intentions for future practice, 7) perception of risk, 8) attitudes regarding condom use, 9) attitudes related to alcohol use, and 10) perception of comfort related to health seeking behaviors. Significant findings were noted in the category of knowledge-based questions.

Ancient Egypt 1921 Part 3

Part 3 of the 1921 Ancient Egypt books. Contents include discoveries at Herakleopolis, the survivals of ancient Egyptians, oracular responses, and the Coptic New Year.https://knowledge.e.southern.edu/kweeks_coll/1016/thumbnail.jp

Ancient Egypt 1921 Part 2

Part 2 of the 1921 Ancient Egypt books. Contents include the British school in Egypt, origins of some signs, borders of lotus and grapes, the head of a barbarian, the transmission of history, and a cartouche of Augustus.https://knowledge.e.southern.edu/kweeks_coll/1015/thumbnail.jp

The Partnership Model For Service-Learning Programs: A Step-By-Step Approach

Service-Learning is a hot topic in higher education today, but the importance of streamlining processes for community service will never go out of style. Generally, universities, faculty, communities, and students value the concept of civic engagement. However, it is challenging for educators to provide meaningful service, which offers valuable learning opportunities, while trying to meet academic expectations of rigor and research. The Partnership Model for Service- Learning provides a visual framework for organizing sustainable programs and leads to collective impact. It is a model that “ties it all together”, seamlessly connecting teaching, scholarship, and service. In addition to a step-by-step framework for constructing a service-learning program, this article presents case examples to illustrate the differences between “project-based” and “program-based” pedagogical approaches. Finally, student-perceived impacts of service-learning are quantified, via Likert scale, in the associated areas (Callister and Hobbins-Garbett, 2000), of personal satisfaction, impact on professional development, critical thinking, awareness of unmet community needs, and feelings of preparedness for practice, for both the project-based and program-based case examples.