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Transcript of Service-Learning
(First Year Students)
Incorporating service-learning into her discussions about issues in the 21st Century, Dr. Bambina focuses a select portion of that into lectures on poverty that engages students in "critical thinking".
Having students experience her discussions of poverty, she has them introduced to inner-city impoverished youth who utilize services at The Potter's Wheel.
Dr. Bambina has aknowledged that a number of
students have continued to volunteer after this event, and some have grown to be volunteers there.
She finds purpose in her position as a catalyst for these experiences to occur, and believes they will prove to make change in this local community.
Dr. Nina Bambina
Assistant Professor of Dental Hygiene
Mrs. Coan has been incorporating service-learning into her classes for the last three years at USI.
Both Communty Oral Health Theory and Community Oral Health Practicum benefit student learning, the community partners, and her overall enhancement of teaching. She believes that serving oral health needs of the community is an ethical responsibility.
These two classes involve working at pre-established USI
service events (health fair on campus, volunteering at the county jail, local tutoring programs, etc). In the second course, students work on developing an original community health project.
Mrs. Coan believes these activities are fun and important to the students' education.
Associate Professor of Kinesiology and Sport
Dr. Frimming's Kinesiology and Sport PET School Health courses engages students in hands-on experience with preparing lesson plans and teaching health content to a local middle school prior to student teaching.
In addition, it gave the USI students an opportunity to gain hands-on experience with classroom management and other profssional responsibilities.
The health lessons developed by the USI students were given
to the teacher at the school for future use. The project illustrates how service learning can support student learning while serving the community.
Dr. Renee Fenwick Frimming
Associate Professor of Social Work
Dr. Kathy Elpers
Instructor in Advertising
Lori Coan, RDH, MS
Mathematical Sciences, M392 (Mathematics Methods for Elementary Teachers)
Dr. Doris Mohr
Instructor in Kinesiology and Sport
Nursing, NURS455: Population-Focused Nursing Practice
Julie St. Clair, RN, MSN
Dr. Doris Mohr teaches math methods, where pre-service elementary and middle-school teachers often participate in a service-learning project focused on Family Math Night at a local elementary school.
This project benefits students through the reinforcement of tenets of Reflective Teacher Model, realization of the importance of parent involvement in schools, and gives an insight into how children think and reason mathematically.
This program has shown positive reflections that enhances
the student's teaching skills, as long as benefiting the community.
It gives a good insight into how the actual students think in terms of mathematics which is a necessary skill for future educators.
Service-learning projects are selected by faculty for students in Population Focused Nursing Practice. These arise when there is a need in the community.
The community partners may then seek the assistance of nursing students to help meet identified community health needs. The students are then able to assist in community health needs, along with project planning following an assessment of the overall community.
Reflection is an integral part of service-learning, which leads to students writing reflective journals, a formal paper, and give a presentation of the project to classmates.
Recently, service was provided to the Million Hearts initiative. This is a national
initiative to empower Americans to make healthy lifestyle choices to prevent heart
attacks and strokes.
The senior level nursing students worked with the community partners to provide cholesterol and blood pressure screenings and education, utilizing tools and materials available through the Million Hearts website.
These projects develop and increased awareness of this national, population-focused health initiative, implemented evidence-based approaches to prevention, addressed health disparities, and provided health services to vulnerable, unsdeserved populations.
Audrey Hillyer's ENG 319 Fundamentals of Grant Writing and Alisa Holen's Art 313, 314, and 413 Ceramics 1, 2, and 3 have partnered up to incorporate a service-learning project, Empty Bowls, into their curriculums.
Fundamentals of Grant Writing is a course designed to teach students the basics of how to write a grant proposal. During the Fall 2015 semester, students sought donors they could write grant proposals to requesting matching funds for Empty Bowls. They get the benefit and experience of working with community non-profits firsthand to assist with a grant.
Students not only learn how to write grants but research non-profit organizations both
locally and nationally who are in need of grants and donations. The students utilize
the Vanderburgh County Public Library donor database to find scholarly information
on these organizations.
This past fall, grant writing students took their research on local non-profit organizations with a hunger reduction initiative and created presentations they shared with the ceramic students via Blackboard and Voice Thread. The ceramics students view the presentations and vote on a winner to receive the Empty Bowls initiative, choosing ECHO in 2015.
Intructor in English &
Assistant Professor of Art
Adjunct Marketing Professor
Mr. Mayer's Marketing 334 course, Promotion Strategey, are assigned a term project with a local business in the Evansville area, which this semester is with The Romain Automotive Group. The students are divided into teams with the overall objective of recommending ways Romain can strengthen its advertising and website communications.
Stuents meet the company's marketing director and present their ideas firsthand. Mr. Mayers states that a fresh set of eyes (the student) brings creative, out of the box thinking, which along with keen analytic and strategic help breed superior marketing.
This service learning course benefits local businesses working with the class. In a
previous semester, USI students recommend that the tv advertising format be
changed to use real customer testimonials. They believed that prospective customers could relate to more peers than professional actors. This change has helped contribute to the significant increase in Romain's business.
Mr. Mayers explains that using service-learning throughout his course keeps him grounded in practical business situations. Students learn how to solve business problems through experience. Reading a textbook is only one method. Physically communicating and interacting with a company is far more enlightening for everyone. His teaching method incorporating service-learning allows information to turn into action. He notes his students learn faster and at a higher quality.
Clinical Associate Professor of Dental Hygiene/Assisting
Emily Holt's Clinical Application of Periodontology (DTHY 422) course allows senior dental hygiene students to provide non-surgical periodontal treatment to patients with moderate to severe periodontitis over the course of seven Fridays. Twelve patients receive free care throughout the semester, many of whom cannot afford the costs of treatment without the help of this free clinic.
Dental hygiene students learn about non-surgical periodontal debridement, work closely with faculty for guidance, experience adjunctive methods of treatment for periodontitis, and provide a reevaluation to determine the success of the treatment.
Interprofessional education is another important component within the
course. Different medical professions can help students view a more holistic approach of the client, not just the physical, primary problem.
This course has helped Mrs. Holt view students in a different manner. She does not just grade students, she spends time with them as they mature and realize the value of understanding the “why?” factor. They can collaborate, suggest different techniques to try, and reflect on why a specific method did or did not work with a patient. She sees herself as a reflective educator and incorporates reflection into her preparation for all courses.
Clinical Assistant Professor of Social Work
Mrs. Dillingham puts students in different task groups in relations to future career opportunities. The task groups work towards the goals of an individual client, groups of clients, organizational issues, or the community as a whole.
She highlights on three different task groups: preventing child abuse awareness through community visibility (educating the public through creating a window display at CMOE in downtonwn Evansville).
Preventing child abuse at an annual conference (students put
together the annual PCA conference/training that will occur at Ivy Tech)
Tasks that are determined by the group (students have determined that they would like to participate with Evansville ARC to participate in a disability awareness campaign).
Mr. Jeffers is a passionate Advertising Instructor incorporating service learning into his ADV 346 Special Events and Promotions and ADV 347 Advertising Copywriting courses. He teaches students how to be professional and get hired through certifiable performances with real-world clients.
When students utilize service learning, they write for real-world clients, which enables those students to increase their confidence and build credibility for their portfolios. Service learning also inspires the students to be better writers. Mr. Jeffers guarantees that his advertising students have had ideas as good as many real-world professional writers. The students’ originality, education, and practice with a variety of clients help them become employees that stand out in the workforce. Mr. Jeffers says, “They really get it done!”
ADV 346 Special Events and Promotions is a course where students create and
construct promotions and events for clients who then evaluate the students’ projects,
getting both academic and professional evaluation.
ADV 347 Advertising Copywriting is a course which connects students with real-world clients and promotes students’ research abilities, providing them with excellent portfolio pieces.
Mr. Jeffers has a blast with his students and encourages service learning to them all. He explains that he can make up assignments for them, but service learning gets students more emotionally involved. Service learning is more personal, boosts confidence, and truly makes a difference in the real world.
Social Work 223: In this course, students meet with residents face-to-face and hold class at Solarbron Retirement Community for most of the semester. Each student meets with one of the residents weekly in the first part of the class. After the hour-long visit, the students meet with the instructor for class discussion on their experience and review the course materials for that week. Students write weekly journals integrating their visits with material from the text for that week. This service learning project provides an opportunity for the older adult and student to engage in conversation and for the student to interview the resident and ask questions regarding his/her life
Social Work 239: During this semester, the class meet at St. Paul’s United
Church of Christ and participate with their after school programs. Students
engage with children that participate in the After School Programs. These
partnerships with the Youth Outreach Program provide students with experiences to interview children understand diversity and engage with families in their community.
Social Work 323: In this course, students met weekly with a resident to interview and understand the importance of assessment of an elderly individual.The student developed an interview instrument incorporating the biological, psychological, social and spiritual aspects of aging from the readings in the text.
The University of Southern Indiana
USI students enrolled in Kinesiology and Sport KIN 485 Methods of Personal Training paired students with clients from the faculty and staff of the Pott College. The student-trainers met with the clients twice each week on Monday and Wednesday mornings at the RFWC to train for approximately one hour.
This service learning approach gives students an opportunity to get hands-on experience in the career field they are preparing to enter.
The student-trainer was responsible for conducting a client consultation, a client-fitness pre-assessment, developing an exercise prescription, and conducting a post-assessment at the conclusion of the program.
In addition, this program provides students with an opportunity teach exercise
technique, develop a professional client-trainer rapport, and experience the
organizational skills and professional responsibilities necessary to be successful in their future field. From the perspective of the faculty and staff members who are participating in the program, they received an individualized exercise program geared specifically to their health and wellness goals. The clients are also given exercise prescription and lifestyle modifications outside of their personal training sessions in an effort to further facilitate the achievement of their wellness goals.