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48 Cards in this Set
- Front
- Back
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Define Service learning |
a class based, credit bearing experience in which students participate in an organized service activities that meets a particular need of a community |
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Distinctions among service programs (5) |
1. service learning 2. community service 3. field education 4. volunteerism 5. Internships |
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Service learning |
linking academic study with service |
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community service |
providing service to individuals for communities in need |
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field education |
effectors to master the knowledge and skills of the profession (practicing experience) |
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volunteerism |
people working on the behalf of others or a cause without payment for time or service Example: soup kitchen |
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Internships |
someone who works in a temperature position with on the job training similar to an apprenticeship |
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Learning in school |
1. individualistic 2. pure thoughts 3. problems in isolation 4. abstract or general knowledge |
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learning in communities |
1. more cooperative or communal 2. using tools 3. addressing general problems in a complex setting 4. specific centralized knowledge |
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service learning benefits: STUDENTS |
personal: 1. reduces negative stereotypes 2. self knowledge 3. career benefits 4. spiritual growth 5. reward of helping others interpersonal: 1. reduces negative stereotypes 2. working with others 3. community connections 4. change in leadership skills 5. connections with faculty |
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student challenges |
1. time commitment 2. emotional intensity 3. uneven quality of sites, unsuccessful matches |
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community benefits |
1. extent of service offered 2. increased access to university resources 3. improved relationships with the university |
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service learning tenets |
"service combined with learning adds value to each and transform both" - reflection is the vital link between service nd learning - service-learning facilitates the linkage of the head to the heart employs values and ideas |
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Healthy people 2020 : HISTORY |
* grounded in science, built through consents and designed to be measured 1979- originated from the sergeant general report 1980- promoting health and preventing disease (226 objectives) 1990- H.P 2000 (312 objectives) 2010- 467 objectives 2020- 580 objectives |
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disparities group |
1. gender(women live longer) 2. race and ethnicity 3. sexual orientation 4. geographic location ( 40% higher than urban, rural more accidents) 5. income and education ( higher income= educated) 6. disability (don't have the same health resources) |
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strengths |
1. collaboration and consensus 2. wide array of diverse users 3. public access to data via internet 4. science based and evidence based 5. data driven 6. measurable objectives with targets |
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Physical activity guidelines : CHILDRENS (6-17) |
60 or more minutes of physical activity daily - 3 days of aerobic exerciese - at least 3 days of muscle-strenthenging |
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adults |
1. avoid inactivity 2. substantial health benefits from high amounts of aerobic activity 3. more health benefits from high amounts of aerobic activity 4. muscle-strengthing activities provide additional health benefits |
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older adults |
1. balance exercise 2. only use relative intensity to determine the level of effort 3. chronic conditions and injury risk |
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community approaches |
1. community wide campaigns 2. physical education classes 3. social support 4. create access 5. street-scale design |
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sectors to promote physical activity |
1. parks and recreation 2. law enforcement 3. urban planning 4. transportation 5. education 6. employers 7. health care 8. public health |
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service learning overview |
1. learning outcome, reflection, reciprocity (exchange for something of value) 2. what- so what- now what |
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high quality service experience |
1. clarify community and class needs 2. define goals 3. describe roles 4. plan implementation process 5. set up support system 5. plan time for refection and evaluation |
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five step program for successful service learning project |
1. launching the project 2. building an effective team 3. planning the project 4. implementing the plan 5. finishing the project |
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launching the project: qualities of a good service learning project |
1. commitment 2. compatibility 3. open agendas 4. sensitivity 5. open communications |
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selecting and getting to know the agency |
1. what are the goals of the organization? 2. how doe the agency serve? 3. what is the structure of organization 4. how does the agency interact with the surrounding community? |
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initial and followup visits |
1. needs assessment- needs for the community 2. share information 3. negotiate details- how long you will be there 4, formalize commitment-sign in sheet 5. tentative schedule 6. reflections structure |
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planning models- PARE |
Preparation action reflection evaluation |
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preparation |
1. overview 2. concept of service learning 3. students expectations and assumptions 4. logistics- time, time frame, are you comfortable working with older people? |
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action |
types of service -direct -nondirect -indirect |
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direct |
providing service directly to indivudals at the service site |
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nondirect |
serving at an agency doing behind the scene assistance |
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indirect |
servicing on behalf of an issue, population or community concern example: advocate homeless people |
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reflection |
formal- paper we write (reflection informal- discussions you have |
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evaluation |
formal- action proposal informal- formative discussions with staff |
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MAP-IT |
m= mobilize a= assess p= plan i= implement t= track |
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mobilize |
what is the vision of the coalition why do i want to bring people together who should be represented steps: start by mobilizing key individuals and organizations identify roles |
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assess |
who is affected? what resources do we have/need? |
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plan |
what is our goal? what do we need to do to reach our gaol? steps: consider intervention points think about how you will measure your progress |
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implement |
are we following our plan? what can we do better? steps: create a detailed work plan get the word out |
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track |
did we follow the plan? what did we change? did we reach our goal? steps: plan register evaluations to measure and teach you progress over time |
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needs assessment |
needs for the community - a need is a discrepancy or gap between "what is" and "what should be" |
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five C's of community partnership |
1. communication 2. compatibly 3. commitment 4. cultural understanding 5. change |
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communication |
MOST IMPORANT C - partnering with the local community -communication is better face to face - language would be if you have the same values or interest |
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compatibly |
learning outcomes - find a service that is compatible to your career schedules and hours tasks - meet expectations |
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commitment |
serious because people are dependent on you length= service program 12 weeks or more provide most benefits short term isn't worth it - called EPISODE SERVICE |
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cultural understanding |
Define= a set of shared attitudes, values,goals and practices that characterize an institution, organization or group - Town-gownissues - Workingwith differences in gender, race, ethnicity, socioeconomic level, native vs.immigrant status |
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change |
2nd MOST IMPORANT -Change= to make different Students-How are you different · Community-How is the service different,University, Facultymembers Changein skills PROVIDESA BENCHMARK |
