The ABCs of Reflection: A Template for Students and Instructors to Implement Written Reflection in Service-Learning

Despite the importance and appeal of reflection in service-learning courses, many instructors and students struggle with implementing the process in a meaningful and practical way. This article provides a brief overview of the role of reflection and continues by describing a generic, user-friendly template for written reflection. The description includes an example to illustrate the approach and concludes with suggestions for holistic assessment procedures

Reframing Experiential Education: A Broader Perspective of Community Engagement

This article invites the reader to reframe the traditional perspective of experiential education to a broader conceptualization of community engagement in which various stakeholders, in addition to students, are the beneficiaries of the learning experience. In addition to acknowledging and celebrating the pedagogical approach, this narrative also provides a friendly critique of our traditional and perhaps somewhat limited perspective of experiential education. Challenges and potential detrimental impact are considered, coupled with approaches on how to minimize those issues

We Get To Carry Each Other: Using the Musical Activism of U2 As Framework For An Engaged Spirituality and Community Engagement Course

This article describes a January term community engagement service-learning course that used the musical and spiritually-based activism of the rock group U2 as an example of engaged spirituality using activism and advocacy. In addition to learning about the history, music, and activism of the band, students were taught a specific set of skills for activism, advocacy, and community organizing that included creating goal statements, developing and implementing action plans, and coordinating logistics for advocacy-based events on campus. Students were assigned to apply these skills as the service-learning component of the course. These activities were conceptualized as indirect service that reflected activism and advocacy as a form of engaged spirituality. The students were exposed to theological concepts and tenets of Catholic Social Thought as an attempt to expand their understanding of faith-based traditions to include living one’s faith in service with and to the poor and vulnerable. This article concludes by describing its impact and how learning objectives were met

Doctor of Philosophy

dissertationThe widespread use of genomic information to improve clinical care has long been a goal of clinicians, researchers, and policy-makers. With the completion of the Human Genome Project over a decade ago, the feasibility of attaining this goal on a widespread basis is becoming a greater reality. In fact, new genome sequencing technologies are bringing the cost of obtaining a patient's genomic information within reach of the general population. While this is an exciting prospect to health care, many barriers still remain to effectively use genomic information in a clinically meaningful way. These barriers, if not overcome, will limit the ability of genomic information to provide a significant impact on health care. Nevertheless, clinical decision support (CDS), which entails the provision of patient-specific knowledge to clinicians at appropriate times to enhance health care, offers a feasible solution. As such, this body of work represents an effort to develop a functional CDS solution capable of leveraging whole genome sequence information on a widespread basis. Many considerations were made in the design of the CDS solution in order to overcome the complexities of genomic information while aligning with common health information technology approaches and standards. This work represents an important advancement in the capabilities of integrating actionable genomic information within the clinical workflow using health informatics approaches

In Conversation with Seth Pollack

In November 2016, EPiCHE Editor Marshall J. Welch sat down with service-learning scholar and practitioner Seth Pollack. They explored how the spiritual and religious dimensions of Seth’s life have influenced his personal passions and academic career. Seth Pollack is Professor of Service Learning, and the founding faculty director of the Service Learning Institute at California State University, Monterey Bay (CSUMB). For the past 17 years, Seth has provided overall leadership for the Service Learning Institute at CSUMB. In 2005, he received the Thomas Ehrlich Faculty Award for Service Learning, recognized as the nation’s outstanding faculty in the field of community service and civic engagement. Seth comes to his work in civic engagement after a decade working in grassroots rural development in West Africa, South Asia and Central America. In 2008-09, he served as a Fulbright Scholar in Cape Town, South Africa, where he worked with the University of Cape Town and the University of the Western Cape to strengthen their service- learning and community engagement

Site-Based Transdisciplinary Educational Partnerships: Development, Implementation, and Outcomes of a Collaborative Professional Preparation Program

In this article, we describe the conceptual framework, development, implementation, and outcomes of an experimental professional preparation program. University students from preparation programs in general education, educational administration, school psychology, and special education formed transdisciplinary cohorts that were placed in school settings to complete a variety of activities designed to foster greater collaboration among disciplines in serving children and youth at risk. We describe what was learned throughout the project as well as its operational structure, outcomes, and future directions for transdisciplinary professional development

Seeding Rangeland.

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Building motivation to participate in a quality improvement collaborative in NHS hospital trusts in Southeast England: a qualitative participatory evaluation.

OBJECTIVES: This study explores the barriers and facilitators that impact on the motivation of practitioners to participate in a quality improvement collaborative. DESIGN: A qualitative and formative evaluation using a participatory approach, the researcher-in-residence model which embraces the concept of 'coproducing' knowledge between researchers and practitioners using a range of research methods such as participant observation, interviews and documentary analysis. The design, creation and application of newly generated evidence are facilitated by the researcher through negotiation and compromise with team members. PARTICIPANTS: Senior and middle managers, doctors and nurses. SETTING: Two hospitals in Southeast England participating in a Patient Safety Improvement Collaborative and the facilitator (host) of the collaborative, based in Central London. RESULTS: The evaluation has revealed facilitators and barriers to motivation categorised under two main themes: (1) inherent motivation and (2) factors that influence motivation, interorganisational and intraorganisational features as well as external factors. Facilitators included collaborative 'champions,' individuals who drove the quality improvement agenda at a local level, raising awareness and inspiring colleagues. The collaborative itself acted as a facilitator, promoting shared learning as well as building motivation for participation. A key barrier was the lack of board engagement in the participating National Health Service organisations which may have affected motivation among front-line staff. CONCLUSIONS: Collaboratives maybe an important way of engaging practitioners in quality improvement initiatives. This study highlights that despite a challenging healthcare environment in the UK, there remains motivation among individuals to participate in quality improvement programmes as they recognise that improvement approaches may facilitate positive change in local clinical processes and systems. Collaboratives can harness this individual motivation to facilitate spread and adoption of improvement methodology and build engagement across their membership