Service-Learning and Volunteering: Does the Course Matter?

One of the greatest challenges facing third-sector organizations is attracting and retaining sufficient, qualified volunteers to develop and deliver their programs. Often, college-educated individuals are uniquely suited for this volunteer role. Many colleges and universities are using Service-Learning (S-L) as a vehicle to educate students on the importance of social and community issues. In 2006, Campus Compact member university students contributed $7.1 billion, using the Independent Sector’s annual value of$18.77 per hour, with 91% of Campus Compact member universities offering some Service-Learning courses Some nonprofit scholars argue that Service- Learning at the collegiate level will increase the extent of volunteering by these students after graduation (see for example Astin, Sax and Avalos 1999). The purpose of this paper is to compare the post-graduate volunteer experiences of students who completed two different available Service-Learning classes on two dimensions: the level of post-graduate volunteering and the perceived value of post-graduate volunteering

TEACHER EDUCATION WITHIN SLOVENIAN AND CROATIAN REGIONS FROM 1867 TO 1914

The article discusses the education of primary school teachers in Slovenian and Croatian regions of Austria-Hungary through legislation and the organisation of teachers colleges. The study consists of a historical comparative analysis for the period from 1867 to 1914. With the appearance of the dualist monarchy, changes occurred in teacher education which can be identified on the basis of school legislation. Teachers became state employees. New state teachers colleges and private ones with public accreditation appeared, separated by gender, some lasting three and some four years. Analysis of the legislation showed differences between the syllabuses of teachers colleges in Slovenian and Croatian regions. A comparison of their activities also shows differences in development, number and organisation. In Slovenian regions, under the Austrian school legislation, the development of four-year teachers colleges and the implementation of new features in teacher education was somewhat faster than in Croatian regions, even though in Istria and Dalmatia the same Austrian school laws applied

TEACHER EDUCATION WITHIN SLOVENIAN AND CROATIAN REGIONS FROM 1867 TO 1914

The article discusses the education of primary school teachers in Slovenian and Croatian regions of Austria-Hungary through legislation and the organisation of teachers colleges. The study consists of a historical comparative analysis for the period from 1867 to 1914. With the appearance of the dualist monarchy, changes occurred in teacher education which can be identified on the basis of school legislation. Teachers became state employees. New state teachers colleges and private ones with public accreditation appeared, separated by gender, some lasting three and some four years. Analysis of the legislation showed differences between the syllabuses of teachers colleges in Slovenian and Croatian regions. A comparison of their activities also shows differences in development, number and organisation. In Slovenian regions, under the Austrian school legislation, the development of four-year teachers colleges and the implementation of new features in teacher education was somewhat faster than in Croatian regions, even though in Istria and Dalmatia the same Austrian school laws applied

School lessons from the past for future teachers in the school museum

Museums engage in different educational activities, among them are also simulated school lessons from the past. The article uses the Slovenian School Museum, as an example and describes the education it offers. The study’s purpose is to determine views and reactions of future teachers, concerning what they have learnt from the enacted school lesson from the past. A questionnaire given to the participants, was used to evaluate ”handwriting” school lesson. The study\u27s findings show the lesson conducted in the museum is an effective, living and active way of education on the history of teaching for future teachers. The findings are valuable for supporting efforts to improve the quality of education of teachers to be and museum education in the future

School lessons from the past for future teachers in the school museum

Museums engage in different educational activities, among them are also simulated school lessons from the past. The article uses the Slovenian School Museum, as an example and describes the education it offers. The study’s purpose is to determine views and reactions of future teachers, concerning what they have learnt from the enacted school lesson from the past. A questionnaire given to the participants, was used to evaluate ”handwriting” school lesson. The study\u27s findings show the lesson conducted in the museum is an effective, living and active way of education on the history of teaching for future teachers. The findings are valuable for supporting efforts to improve the quality of education of teachers to be and museum education in the future

Mentorstvo medicinskih sester in njihovi pogledi na učinkovitost prakse univerzitetnih študentov

The article describes the views nurse mentors have on the efficiency of their mentoring of nursing students in one of the public hospitals in Slovenia. This is one of the least addressed fields of research, particularly when evaluating the effects of nurse mentors. The purpose of the quantitative study is to ascertain the situation and effects nurses have when mentoring university students during their clinical practice. The descriptive method of empirical research was applied. The research was based on the analysis of a questionnaire for nurse mentors. The goal was to find out how they view mentorship efficiency, how to increase it, and how mentors evaluate their competences, difficulties, etc. The study’s findings bring new insights and important recommendations on how to improve mentoring during the clinical practice of nursing students. The research showed that mentors needed pedagogical and andragogical knowledge. The results are important for improving the quality of nursing mentorship and positively affect their further education and professional development. It would also be important to establish a Slovenian, European and international network of nursing mentorship for university students in the future. This would have an impact on the international cooperation of nurse mentors and their mentoring efficiency, as well as better practical training and employment for students of nursing.Članek opisuje poglede medicinskih sester na učinkovitost njihovega mentorstva univerzitetnim študentom zdravstvene nege v eni od javnih bolnišnic v Sloveniji. To področje je najmanj raziskano, zlasti pri ocenjevanju učinkov mentorstva medicinskih sester. Namen kvantitativne študije je ugotoviti položaj in učinke mentorstva medicinskih sester za študente v času njihove prakse. Uporabljena je bila deskriptivna metoda empiričnega raziskovanja. Raziskava je temeljila na analizi vprašalnika za mentorje. Cilj je bil ugotoviti poglede mentorjev, medicinskih sester, na učinkovitost mentorstva, kako povečati učinkovitost mentorstva in kako mentorji ocenjujejo svoje kompetence, težave itd. Ugotovitve raziskave prinašajo nova spoznanja in pomembna priporočila, kako izboljšati mentorstvo v zdravstveni praksi študentov. Raziskava je pokazala, da mentorji potrebujejo pedagoško in andragoško znanje. Rezultati so pomembni za izboljšanje kakovosti mentorstva medicinskih sester ter pozitivno vplivajo na njihovo nadaljnje izobraževanje in strokovni razvoj. V prihodnje bi bilo tudi priporočljivo vzpostaviti slovensko, evropsko in mednarodno mrežo mentorstva medicinskih sester za študente. To bi spodbudilo mednarodno sodelovanje mentorjev medicinskih sester, povečalo učinkovitost njihovega mentorstva ter izboljšalo zdravstveno prakso in zaposlovanje študentov