This document discusses the importance of developing university and community partnerships for successful service learning projects. It begins by providing an example of a nutrition class where students volunteered at a soup kitchen without clear connections to course objectives. The authors note that successful service learning requires distinguishing volunteerism from service learning, identifying clear course objectives, and developing community partnerships.
The document then discusses defining the community, developing a partnership framework with 3 steps: identifying course objectives/outcomes, selecting community partners, and defining the project roles/responsibilities. Two examples of successful service learning projects in environmental interpretation and elementary science classes are provided that benefited students, community partners, instructors, and the university. The conclusion emphasizes the importance of a strategic approach to developing community
This document discusses service learning as a teaching and learning strategy that integrates community service, instruction, and reflection. It defines service learning, outlines its theoretical basis and key components, and describes its impacts on students, educators, communities, and educational institutions. Service learning enhances learning through real-world application, teaches civic responsibility, and strengthens communities through mutually beneficial partnerships.
This document provides an overview of community-based service-learning and how to incorporate it into college courses. It defines service-learning, discusses its benefits for students, faculty and the community. It also outlines a 6-step model for developing a service-learning course, including defining learning and service outcomes, planning community partnerships, course design, facilitating reflection, and assessment. Examples are provided from existing service-learning courses on how each step can be implemented.
The Reciprocal Relationship of Higher Education Institutions and Their Commun...Innovations2Solutions
The purpose of this paper is to illustrate how action-oriented programs in community engagement are a means for Higher Education Institutions (HEIs) to advance the needs of their organizations. Advancement occurs through dynamic relationships and partnerships with a variety of community stakeholders. The result of this synergy is the enhancement of quality of life and an improved educational climate, which benefits students, staff, faculty and community members.
Service-learning is defined as experiential education where students engage in activities to address human and community needs while also focusing on student learning and development. It benefits both the student and recipient of service. Some key aspects of service-learning include reflection, reciprocity, and ensuring equal focus on both the service provided and learning that occurs. Students involved in service-learning gain hands-on, insightful experience outside the classroom that can help prepare them for future careers and leadership roles in building their communities.
Engaging Graduate Online Learners through Service-LearningIowa Campus Compact
Online graduate students were given the
option of choosing to write their fi nal
project or participate in a service-learning project. Students that chose the service-learning option utilized Eyejot, Google-Hangout, and Web-Ex to complete their reflective journals, talk as a group about their service experiences, and discuss their final reflective essays. Students that chose the service-learning option were more engaged than those who chose the hypothetical written final project.
Michael Coquyt
Asst. Professor, Educational Leadership
Minnesota State University-Moorhead
Ecology of Education and Service-Learning: Perspectives on teaching & learningOhio Campus Compact
This document discusses service-learning and civic engagement in higher education. It provides context on the growth of service-learning and engagement over the past few decades. It also discusses key principles of service-learning, including collaboration with the community, reflection, and making learning relevant to people's lives. The document emphasizes that education is broader than just schooling and occurs within communities through various institutions.
The document provides an overview of a workshop on integrating community-based service-learning into college courses. It defines service-learning and differentiates it from volunteerism. It discusses the benefits of service-learning for students, faculty, and the community. Examples of service-learning projects in different academic disciplines are provided. A six-step model for developing a service-learning course is outlined, including defining learning outcomes, planning community partnerships, course design, reflection activities, and assessment. Sample materials from existing service-learning courses, such as assignments and syllabi, are also mentioned.
Running Head RESEARCHING1Researching Communit.docxtodd521
Running Head: RESEARCHING 1
Researching Community Partnerships (Rough Draft)
Gloria Spencer
Grantham University
Service learning the builder of our community
Good education is a very sensitive social issue all over the world with each person focusing on ways of improving the quality of education where they come from. This is largely attributed to the high demand for quality education all over the world. Quality education is not only a necessity for survival today but also a vital aspect in the employment sector with each employer looking for the most educated and fit person for any job application. Service learning can be a great way of delivery this as students can be able to easily volunteer in schools and other educational facilities to educate their peers and the community thus boosting the amount of knowledge they may have had previously. While service learning is hard to balance between school work and other extra-curricular activities, students should be encouraged to participate in service learning through community service because it adds value to the student, it improves students' performance in school, and it enables interpersonal learning in students.
Service learning is a teaching technique used by institutions to teach students by combing learning objectives with community service, where they use their academic knowledge in order to meet and address specific community needs. Through service learning, students can easily learn in various ways such as interpersonal learning, academic learning and even developing their cognitive abilities. However, the challenges that students may face from service learning include time constraints and being at unease from working in environments that some may consider to be foreign. The Netter Center for Community Partnership happens to be one of the most famous service learning and community partnership programs in the country. The organization revolves around partnering with the communities in order to find solutions to the community needs such as education, environment and even health programs. “The Netter Center operates a variety of programs and initiatives that support its core mission of bringing to bear the broad range of human knowledge needed to solve the complex, comprehensive, and interconnected problems of the American city so that the local community of West Philadelphia, Philadelphia, the University itself, and society benefit” (Netter Center for Community Partnerships, 2017)
The organization partners with the community in art-based programs, internship programs for undergraduate and graduate students and even other schools in order to improve the quality of education. These partnerships equip the students with greater social values, skills in other fields other than academic know-how and improving the community’s welfare generally. One of the past partnerships that Netter Center had with the youth in the community was a partnership to address violence and youth safety in.
This document discusses service learning as a teaching and learning strategy that integrates community service, instruction, and reflection. It defines service learning, outlines its theoretical basis and key components, and describes its impacts on students, educators, communities, and educational institutions. Service learning enhances learning through real-world application, teaches civic responsibility, and strengthens communities through mutually beneficial partnerships.
This document provides an overview of community-based service-learning and how to incorporate it into college courses. It defines service-learning, discusses its benefits for students, faculty and the community. It also outlines a 6-step model for developing a service-learning course, including defining learning and service outcomes, planning community partnerships, course design, facilitating reflection, and assessment. Examples are provided from existing service-learning courses on how each step can be implemented.
The Reciprocal Relationship of Higher Education Institutions and Their Commun...Innovations2Solutions
The purpose of this paper is to illustrate how action-oriented programs in community engagement are a means for Higher Education Institutions (HEIs) to advance the needs of their organizations. Advancement occurs through dynamic relationships and partnerships with a variety of community stakeholders. The result of this synergy is the enhancement of quality of life and an improved educational climate, which benefits students, staff, faculty and community members.
Service-learning is defined as experiential education where students engage in activities to address human and community needs while also focusing on student learning and development. It benefits both the student and recipient of service. Some key aspects of service-learning include reflection, reciprocity, and ensuring equal focus on both the service provided and learning that occurs. Students involved in service-learning gain hands-on, insightful experience outside the classroom that can help prepare them for future careers and leadership roles in building their communities.
Engaging Graduate Online Learners through Service-LearningIowa Campus Compact
Online graduate students were given the
option of choosing to write their fi nal
project or participate in a service-learning project. Students that chose the service-learning option utilized Eyejot, Google-Hangout, and Web-Ex to complete their reflective journals, talk as a group about their service experiences, and discuss their final reflective essays. Students that chose the service-learning option were more engaged than those who chose the hypothetical written final project.
Michael Coquyt
Asst. Professor, Educational Leadership
Minnesota State University-Moorhead
Ecology of Education and Service-Learning: Perspectives on teaching & learningOhio Campus Compact
This document discusses service-learning and civic engagement in higher education. It provides context on the growth of service-learning and engagement over the past few decades. It also discusses key principles of service-learning, including collaboration with the community, reflection, and making learning relevant to people's lives. The document emphasizes that education is broader than just schooling and occurs within communities through various institutions.
The document provides an overview of a workshop on integrating community-based service-learning into college courses. It defines service-learning and differentiates it from volunteerism. It discusses the benefits of service-learning for students, faculty, and the community. Examples of service-learning projects in different academic disciplines are provided. A six-step model for developing a service-learning course is outlined, including defining learning outcomes, planning community partnerships, course design, reflection activities, and assessment. Sample materials from existing service-learning courses, such as assignments and syllabi, are also mentioned.
Running Head RESEARCHING1Researching Communit.docxtodd521
Running Head: RESEARCHING 1
Researching Community Partnerships (Rough Draft)
Gloria Spencer
Grantham University
Service learning the builder of our community
Good education is a very sensitive social issue all over the world with each person focusing on ways of improving the quality of education where they come from. This is largely attributed to the high demand for quality education all over the world. Quality education is not only a necessity for survival today but also a vital aspect in the employment sector with each employer looking for the most educated and fit person for any job application. Service learning can be a great way of delivery this as students can be able to easily volunteer in schools and other educational facilities to educate their peers and the community thus boosting the amount of knowledge they may have had previously. While service learning is hard to balance between school work and other extra-curricular activities, students should be encouraged to participate in service learning through community service because it adds value to the student, it improves students' performance in school, and it enables interpersonal learning in students.
Service learning is a teaching technique used by institutions to teach students by combing learning objectives with community service, where they use their academic knowledge in order to meet and address specific community needs. Through service learning, students can easily learn in various ways such as interpersonal learning, academic learning and even developing their cognitive abilities. However, the challenges that students may face from service learning include time constraints and being at unease from working in environments that some may consider to be foreign. The Netter Center for Community Partnership happens to be one of the most famous service learning and community partnership programs in the country. The organization revolves around partnering with the communities in order to find solutions to the community needs such as education, environment and even health programs. “The Netter Center operates a variety of programs and initiatives that support its core mission of bringing to bear the broad range of human knowledge needed to solve the complex, comprehensive, and interconnected problems of the American city so that the local community of West Philadelphia, Philadelphia, the University itself, and society benefit” (Netter Center for Community Partnerships, 2017)
The organization partners with the community in art-based programs, internship programs for undergraduate and graduate students and even other schools in order to improve the quality of education. These partnerships equip the students with greater social values, skills in other fields other than academic know-how and improving the community’s welfare generally. One of the past partnerships that Netter Center had with the youth in the community was a partnership to address violence and youth safety in.
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
The Journal of Research in Business Education 1BENEFITS OF.docxjmindy
The Journal of Research in Business Education 1
BENEFITS OF PARTICIPATING IN SERVICE-
LEARNING, BUSINESS-RELATED CLASSES:
ASSESSING THE IMPACT ON THE COMMUNITY
PARTNERS
Nancy Vizenor
Tasha J. Souza
Joshua Jordan Ertmer
Abstract
Problem: Many universities offer service-learning classes that provide opportunities
for students and community partners to work together on semester-long projects.
Researchers have been especially interested in the benefits students receive in service-
learning classes, and those benefits have been well recognized (Eyler, Giles, Stenson,
& Gray, 2001). However, the benefits to community partners have been assumed but
seldom explored empirically (Bringle & Steinberg, 2010; Cruz & Giles, 2000; Dorado &
Giles, 2004). Research Questions: How beneficial were the service-learning projects to
the community partners? What were the community partners’ experiences working with
the students? Research Methods: A cross-sectional descriptive design was used to
investigate the uses and benefits of 30 community partners from five different business-
related, project-based, cooperative, service-learning university classes. Results: The
results indicated that community partners used and benefited from working with students
in such classes. More than 95% of the community partners implemented at least some of
what the students created or recommended, and 39% of the community partners said that
what the students provided was completely new information, insights, or strategies that
they had not yet considered or done. Another key finding was that 80% of the community
partners stated that the projects made a “pretty big” to an “extremely large” impact on
their organization. These results suggest that working with the business-related, project-
based, cooperative, service-learning university classes had an overall positive impact on
the community partners.
Keywords: service-learning, community partners, business classes
Nancy Vizenor ([email protected]) is an assistant professor of Management at Humboldt
State University, Arcata, CA.
Tasha J. Souza ([email protected]) is the associate director of the Center for Teaching and
Learning and professor of Communication at Boise State University, Boise, ID.
Joshua Jordan Ertmer ([email protected]) is currently an accounting associate at USDM
Life Sciences in Santa Barbara, CA.
Introduction
University classrooms have changed over the last century with more instructors
implementing high-impact educational practices (Kuh, 2008). Teaching and
learning practices such as service-learning, undergraduate research, and
collaborative projects, have consistently shown benefits for university students.
The use of such high-impact practices, especially when combined, can increase
rates of student engagement and retention (Kuh, 2008).
2 Volume 58, No. 1, 2017
BENEFITS OF PARTICIPATING IN SERVICE-LEARNING
ASSESSING THE IMPACT ON THE COMMUNITY PARTNERS
Service-learning is define.
The MGC HIGH in Curricular Engagement will both:
a) expand and deepen service-learning and
related academic initiatives and scholarship
b) establish a national leader in the field. That will cultivate curricular engagement as an area of distinctive focus for MGC HIGH (at both the undergraduate and graduate levels, for both students and faculty, and in communities from local to international). It will help to fulfill the emerging institutional vision of MGC HIGH as “the cutting edge science technology university that engages students in the world now.”
Applying accredited community-based learning and research into your curriculu...CampusEngage
The Campus Engage Participate Programme presentation was delivered to Higher Education Educators as part of the Universal Design Conference, November 2015
This document provides an overview of service learning. It defines service learning as an instructional method that utilizes community service as a resource for learning. Key aspects include integrating academic curriculum with real-life experiences, meeting community needs, and promoting reflection. The document discusses benefits like improved grades and civic responsibility. It also outlines the preparation, action, reflection, and celebration steps involved in service learning projects.
Portfolio of School Community Collaboration.pdfDr. Hina Kaynat
School-community collaboration occurs when groups come together to establish an educative community composed of various educating entities like schools, homes, places of worship, community agencies, and businesses. Everyone in the community is accountable for the quality of education. Schools need community support through volunteers and funding to meet students' academic and social needs and keep them in school. Research shows positive results of collaboration include improved academic performance and attendance rates at full-service community schools. Building a connected school community through online platforms provides benefits like increased learning opportunities, personalized learning, inclusion, and shared responsibility.
This document provides an overview of a presentation on student affairs. It discusses how student affairs professionals are facing increasing challenges and expectations to help solve societal issues. The presentation aims to help attendees understand the foundations and roles of student affairs, as well as trends in the field. It also outlines several functional areas that student affairs encompasses and how it provides services to both students and institutions.
This document provides an introduction to service-learning and community engagement for new faculty at Hobart and William Smith Colleges. It defines service-learning as applying course concepts through service that benefits the community. The document outlines the mission statements of the colleges and Center for Community Engagement, describes local demographics and resources available to support service-learning. It discusses elements of authentic community partnerships, principles of high-quality service-learning including engagement, reflection, reciprocity and dissemination. Benefits are noted for students, faculty and community partners.
Running Head RESEARCHING1RESEARCHING1Research.docxtodd521
Running Head: RESEARCHING 1
RESEARCHING 1
Researching Community Partnerships
Gloria Spencer
Grantham University
Introduction
Service learning is a teaching technique used by institutions to teach students by combing learning objectives with community service, where they use their academic knowledge in order to meet and address specific community needs. Through service learning, students can easily learn in various ways such as interpersonal learning, academic learning and even developing their cognitive abilities. However, the challenges that students may face from service learning include time constraints and being at unease from working in environments that some may consider to be foreign. The Netter Center for Community Partnership happens to be one of the most famous service learning and community partnership programs in the country. The organization revolves around partnering with the communities in order to find solutions to the community needs such as education, environment and even health programs. “The Netter Center operates a variety of programs and initiatives that support its core mission of bringing to bear the broad range of human knowledge needed to solve the complex, comprehensive, and interconnected problems of the American city so that the local community of West Philadelphia, Philadelphia, the University itself, and society benefit” (Netter Center for Community Partnerships, 2017)
The organization partners with the community in art based programs, internship programs for undergraduate and graduate students and even other schools in order to improve the quality of education. These partnerships equip the students with greater social values, skills in other fields other than academic know-how and improving the community’s welfare generally. One of the past partnerships that Netter Center had with the youth in the community was a partnership to address violence and youth safety in the community. This was successful for a while before being stopped as a result of inadequate correlative support for the project that could have brought a significant change. However, this project is one that the center should consider partnering with the community for its success to be achieved. This is because violence in the society these days is a major concern to everyone requiring prompt action to be taken. “The young people conveyed their daily struggles to escape the violence and drugs in their schools and neighborhood.”(Kinnevy & Boddie, Fall 2001)
Volunteering opportunities in the organization crop up each and every time giving the students and the rest of the community a chance to better their community. Some of the activities they are involved in include Agatston Urban Nutrition Initiative which is an activity set up to enable volunteers to gain nutrition education through growing, cooking and even consuming their own produce. Other partnerships they have include afterschool programs meant to educate younger children by offer.
Assessment 2 HCS365_ESSAY_Sushma Budhathoki Basnet S281955
Work Integrated Learning in Higher Education
By STUDENT’s Name
STUDENT ID
Integrated Methods of Humanitarian and Community Studies
HCS 365
Course co-ordinator’s NAME
Bachelor of Humanitarian and Community studies
Students are not enough with theoretical knowledge only to bring in workplace smoothly. There is importance of professional environment for students in higher education which provides them required experience and make them capable to perform in working environment using their capacity. Work Integrated Learning (WIL) is an interaction and combination of academic and student’s performance in the field of work for making capable of undergraduate students in their interested area to work (Jackson, 2015). Higher Institutions undertake WIL as a task to make environment for students to achieve practical knowledge in their chosen field via placement practice and other work-related learning (Gates 2014). It has many advantages for students as well as organisation and institutions. The goal of Work Integrated Learning is to observe that the students have integrated both professional as well as theoretical activities at placement practice along with positive success in work related activity. This paper is designed to explain about the benefits and disadvantages of Work Integrated Learning in emergency food relief program via professional placement practice. Moreover, this essay will also discuss about the skills and challenges of students which they face while undertaking professional work and the way how it helps professional improvement in the field of community.
Students have perfect developing skills opportunity due to work integrated learning which is to assimilate practical and theoretical knowledge. Jackson (2015) describes that students are fully with the knowledge required for change into the work environment by merging education into practice. The main purpose of education is to provide knowledge, but it is insufficient for students to elaborate their skill in the workplace (Choy, 2011). Placement practice at Foodbank NT provides chance to the students to see and feel the real world by contacting with different people which leads in achieving different skills such as problems solving skills, leadership skills, making real life decision along with identification of potential problems and therefore it helps in managing diversity and uncertainty at the workplace. Thus, students can learn practical knowledge through field program due to work integrated learning.
Work Integrated Learning provides a great opportunity for students to understand their knowledge gained from University and the way of using it into real placement (Harris, Jones, & Coutts, 2010). It helps to make students to improve their task skills and make students a proficient community professional. Students have responsibility of co-ordinating and managing different activities to provide e ...
JOURNAL REVIEW: Students learning through service learning
Hebert A and Hauf P: “Students learning through service learning” Effects on academic development, civic responsibility, interpersonal skills and practical skills. Active Learning in Higher Education Vol.16, 2015, 37-49
The document discusses community engagement in higher education and its importance. It provides examples of how outputs from service-learning projects and community-based research can lead to outcomes and longer-term impact in the community. Specific barriers to community engagement work in higher education are also outlined, as well as how to design projects and activities that can contribute to community improvement over time through documentation of outcomes and impact.
The document discusses developing a school-community synergy operational plan for secondary schools in Borongan City Division, Eastern Samar. It begins with background on the importance of stakeholder participation in school programs and establishing partnerships between schools and communities. It then presents the statement of the problem, which aims to develop an operational plan to improve school performance indicators, strengthen existing collaboration strategies between schools and communities, and outline a community-led operational plan. The theoretical framework discusses theories of school leadership, stakeholder participation, and collaboration between schools and communities to improve student outcomes.
Service learning is a type of experiential learning that engages students in community service as part of a course, allowing them to apply what they learn while also developing civic responsibility. Students report benefits like stronger academic skills, career development, and relationships with peers and faculty. Faculty also note improved ability to apply knowledge and critical thinking. Examples of service learning projects at UCM include business students solving real problems and social work students raising awareness of time management issues in the community.
The document discusses declining student participation in extracurricular activities at Zayed University. It identifies key causes like changing student attitudes, academic pressures, and communication gaps. This decline impacts campus vibrancy, community, and the student experience. Two solutions are proposed: interactive workshops to boost engagement and improved communication channels to ensure students are informed. Integrating these solutions could transform the campus into a vibrant environment through active learning, involvement, and effective information sharing.
Week 5 Journal Specific Needs and CultureUsing the Journal tab, .docxhelzerpatrina
Week 5 Journal Specific Needs and Culture
Using the Journal tab, respond to the following prompt:
Explain how a service learning project can fit into the specific needs and culture of your school or future a school in which you will be working.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal entries.
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement ...
Gcsv2011 developing high quality service learning-weaver and wojkovichServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
This document discusses service learning in higher education. It defines service learning as experiential education where students engage in community service activities designed to promote student learning and development through structured reflection. Research shows positive impacts on student academic and developmental outcomes. The document outlines the history of service learning, tracing its roots to John Dewey's philosophy of experiential learning and its rise in the late 20th century as a way to make college curriculum more relevant and engage faculty in teaching. Service learning programs in Utah higher education institutions are also mentioned.
1. Report contentThe report should demonstrate your understa.docxblondellchancy
1. Report content
The report should demonstrate your understanding of good project management and health and safety management as appropriate within the context of your chosen project and event.
The report will present the context/background of the chosen project, describe the project, and present student’s critical reflection and thoughts on the management of one particular event/issue of project. The impacts of the event/issue on (1) people, (2) cost, (3) time, (4) health and safety, (5) sustainability, and (6) Ethics will be explored. Using the theory and tools presented in the lectures across the module as well as their own independent research, students should suggest and discuss solutions to (1) overcome the challenges and manage the risks associated with the event/issue, and (2) improve the efficiency, sustainability and ethics of the management of the event/issue.
Appendices and references must be used to demonstrate study that has been undertaken and to provide sources for points made in the body of the report. This will include copies of any individual or group student work undertaken during the module.
The student should refer to the learning materials and readings provided across the module, but are also recommended to give appropriate regard to any additional useful material available online in terms of theory and practice.
.
1. Research the assessment process for ELL students in your state. W.docxblondellchancy
1. Research the assessment process for ELL students in your state. What is the process your district goes through to properly identify students for ESL program placement?
2. Planning for effective instruction is the key to academic success for students. Using data to inform instruction is a regular process. Discuss how teachers can use longitudinal data along with other formative classroom assessments to design effective instruction.
200-300
.
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"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
The Journal of Research in Business Education 1BENEFITS OF.docxjmindy
The Journal of Research in Business Education 1
BENEFITS OF PARTICIPATING IN SERVICE-
LEARNING, BUSINESS-RELATED CLASSES:
ASSESSING THE IMPACT ON THE COMMUNITY
PARTNERS
Nancy Vizenor
Tasha J. Souza
Joshua Jordan Ertmer
Abstract
Problem: Many universities offer service-learning classes that provide opportunities
for students and community partners to work together on semester-long projects.
Researchers have been especially interested in the benefits students receive in service-
learning classes, and those benefits have been well recognized (Eyler, Giles, Stenson,
& Gray, 2001). However, the benefits to community partners have been assumed but
seldom explored empirically (Bringle & Steinberg, 2010; Cruz & Giles, 2000; Dorado &
Giles, 2004). Research Questions: How beneficial were the service-learning projects to
the community partners? What were the community partners’ experiences working with
the students? Research Methods: A cross-sectional descriptive design was used to
investigate the uses and benefits of 30 community partners from five different business-
related, project-based, cooperative, service-learning university classes. Results: The
results indicated that community partners used and benefited from working with students
in such classes. More than 95% of the community partners implemented at least some of
what the students created or recommended, and 39% of the community partners said that
what the students provided was completely new information, insights, or strategies that
they had not yet considered or done. Another key finding was that 80% of the community
partners stated that the projects made a “pretty big” to an “extremely large” impact on
their organization. These results suggest that working with the business-related, project-
based, cooperative, service-learning university classes had an overall positive impact on
the community partners.
Keywords: service-learning, community partners, business classes
Nancy Vizenor ([email protected]) is an assistant professor of Management at Humboldt
State University, Arcata, CA.
Tasha J. Souza ([email protected]) is the associate director of the Center for Teaching and
Learning and professor of Communication at Boise State University, Boise, ID.
Joshua Jordan Ertmer ([email protected]) is currently an accounting associate at USDM
Life Sciences in Santa Barbara, CA.
Introduction
University classrooms have changed over the last century with more instructors
implementing high-impact educational practices (Kuh, 2008). Teaching and
learning practices such as service-learning, undergraduate research, and
collaborative projects, have consistently shown benefits for university students.
The use of such high-impact practices, especially when combined, can increase
rates of student engagement and retention (Kuh, 2008).
2 Volume 58, No. 1, 2017
BENEFITS OF PARTICIPATING IN SERVICE-LEARNING
ASSESSING THE IMPACT ON THE COMMUNITY PARTNERS
Service-learning is define.
The MGC HIGH in Curricular Engagement will both:
a) expand and deepen service-learning and
related academic initiatives and scholarship
b) establish a national leader in the field. That will cultivate curricular engagement as an area of distinctive focus for MGC HIGH (at both the undergraduate and graduate levels, for both students and faculty, and in communities from local to international). It will help to fulfill the emerging institutional vision of MGC HIGH as “the cutting edge science technology university that engages students in the world now.”
Applying accredited community-based learning and research into your curriculu...CampusEngage
The Campus Engage Participate Programme presentation was delivered to Higher Education Educators as part of the Universal Design Conference, November 2015
This document provides an overview of service learning. It defines service learning as an instructional method that utilizes community service as a resource for learning. Key aspects include integrating academic curriculum with real-life experiences, meeting community needs, and promoting reflection. The document discusses benefits like improved grades and civic responsibility. It also outlines the preparation, action, reflection, and celebration steps involved in service learning projects.
Portfolio of School Community Collaboration.pdfDr. Hina Kaynat
School-community collaboration occurs when groups come together to establish an educative community composed of various educating entities like schools, homes, places of worship, community agencies, and businesses. Everyone in the community is accountable for the quality of education. Schools need community support through volunteers and funding to meet students' academic and social needs and keep them in school. Research shows positive results of collaboration include improved academic performance and attendance rates at full-service community schools. Building a connected school community through online platforms provides benefits like increased learning opportunities, personalized learning, inclusion, and shared responsibility.
This document provides an overview of a presentation on student affairs. It discusses how student affairs professionals are facing increasing challenges and expectations to help solve societal issues. The presentation aims to help attendees understand the foundations and roles of student affairs, as well as trends in the field. It also outlines several functional areas that student affairs encompasses and how it provides services to both students and institutions.
This document provides an introduction to service-learning and community engagement for new faculty at Hobart and William Smith Colleges. It defines service-learning as applying course concepts through service that benefits the community. The document outlines the mission statements of the colleges and Center for Community Engagement, describes local demographics and resources available to support service-learning. It discusses elements of authentic community partnerships, principles of high-quality service-learning including engagement, reflection, reciprocity and dissemination. Benefits are noted for students, faculty and community partners.
Running Head RESEARCHING1RESEARCHING1Research.docxtodd521
Running Head: RESEARCHING 1
RESEARCHING 1
Researching Community Partnerships
Gloria Spencer
Grantham University
Introduction
Service learning is a teaching technique used by institutions to teach students by combing learning objectives with community service, where they use their academic knowledge in order to meet and address specific community needs. Through service learning, students can easily learn in various ways such as interpersonal learning, academic learning and even developing their cognitive abilities. However, the challenges that students may face from service learning include time constraints and being at unease from working in environments that some may consider to be foreign. The Netter Center for Community Partnership happens to be one of the most famous service learning and community partnership programs in the country. The organization revolves around partnering with the communities in order to find solutions to the community needs such as education, environment and even health programs. “The Netter Center operates a variety of programs and initiatives that support its core mission of bringing to bear the broad range of human knowledge needed to solve the complex, comprehensive, and interconnected problems of the American city so that the local community of West Philadelphia, Philadelphia, the University itself, and society benefit” (Netter Center for Community Partnerships, 2017)
The organization partners with the community in art based programs, internship programs for undergraduate and graduate students and even other schools in order to improve the quality of education. These partnerships equip the students with greater social values, skills in other fields other than academic know-how and improving the community’s welfare generally. One of the past partnerships that Netter Center had with the youth in the community was a partnership to address violence and youth safety in the community. This was successful for a while before being stopped as a result of inadequate correlative support for the project that could have brought a significant change. However, this project is one that the center should consider partnering with the community for its success to be achieved. This is because violence in the society these days is a major concern to everyone requiring prompt action to be taken. “The young people conveyed their daily struggles to escape the violence and drugs in their schools and neighborhood.”(Kinnevy & Boddie, Fall 2001)
Volunteering opportunities in the organization crop up each and every time giving the students and the rest of the community a chance to better their community. Some of the activities they are involved in include Agatston Urban Nutrition Initiative which is an activity set up to enable volunteers to gain nutrition education through growing, cooking and even consuming their own produce. Other partnerships they have include afterschool programs meant to educate younger children by offer.
Assessment 2 HCS365_ESSAY_Sushma Budhathoki Basnet S281955
Work Integrated Learning in Higher Education
By STUDENT’s Name
STUDENT ID
Integrated Methods of Humanitarian and Community Studies
HCS 365
Course co-ordinator’s NAME
Bachelor of Humanitarian and Community studies
Students are not enough with theoretical knowledge only to bring in workplace smoothly. There is importance of professional environment for students in higher education which provides them required experience and make them capable to perform in working environment using their capacity. Work Integrated Learning (WIL) is an interaction and combination of academic and student’s performance in the field of work for making capable of undergraduate students in their interested area to work (Jackson, 2015). Higher Institutions undertake WIL as a task to make environment for students to achieve practical knowledge in their chosen field via placement practice and other work-related learning (Gates 2014). It has many advantages for students as well as organisation and institutions. The goal of Work Integrated Learning is to observe that the students have integrated both professional as well as theoretical activities at placement practice along with positive success in work related activity. This paper is designed to explain about the benefits and disadvantages of Work Integrated Learning in emergency food relief program via professional placement practice. Moreover, this essay will also discuss about the skills and challenges of students which they face while undertaking professional work and the way how it helps professional improvement in the field of community.
Students have perfect developing skills opportunity due to work integrated learning which is to assimilate practical and theoretical knowledge. Jackson (2015) describes that students are fully with the knowledge required for change into the work environment by merging education into practice. The main purpose of education is to provide knowledge, but it is insufficient for students to elaborate their skill in the workplace (Choy, 2011). Placement practice at Foodbank NT provides chance to the students to see and feel the real world by contacting with different people which leads in achieving different skills such as problems solving skills, leadership skills, making real life decision along with identification of potential problems and therefore it helps in managing diversity and uncertainty at the workplace. Thus, students can learn practical knowledge through field program due to work integrated learning.
Work Integrated Learning provides a great opportunity for students to understand their knowledge gained from University and the way of using it into real placement (Harris, Jones, & Coutts, 2010). It helps to make students to improve their task skills and make students a proficient community professional. Students have responsibility of co-ordinating and managing different activities to provide e ...
JOURNAL REVIEW: Students learning through service learning
Hebert A and Hauf P: “Students learning through service learning” Effects on academic development, civic responsibility, interpersonal skills and practical skills. Active Learning in Higher Education Vol.16, 2015, 37-49
The document discusses community engagement in higher education and its importance. It provides examples of how outputs from service-learning projects and community-based research can lead to outcomes and longer-term impact in the community. Specific barriers to community engagement work in higher education are also outlined, as well as how to design projects and activities that can contribute to community improvement over time through documentation of outcomes and impact.
The document discusses developing a school-community synergy operational plan for secondary schools in Borongan City Division, Eastern Samar. It begins with background on the importance of stakeholder participation in school programs and establishing partnerships between schools and communities. It then presents the statement of the problem, which aims to develop an operational plan to improve school performance indicators, strengthen existing collaboration strategies between schools and communities, and outline a community-led operational plan. The theoretical framework discusses theories of school leadership, stakeholder participation, and collaboration between schools and communities to improve student outcomes.
Service learning is a type of experiential learning that engages students in community service as part of a course, allowing them to apply what they learn while also developing civic responsibility. Students report benefits like stronger academic skills, career development, and relationships with peers and faculty. Faculty also note improved ability to apply knowledge and critical thinking. Examples of service learning projects at UCM include business students solving real problems and social work students raising awareness of time management issues in the community.
The document discusses declining student participation in extracurricular activities at Zayed University. It identifies key causes like changing student attitudes, academic pressures, and communication gaps. This decline impacts campus vibrancy, community, and the student experience. Two solutions are proposed: interactive workshops to boost engagement and improved communication channels to ensure students are informed. Integrating these solutions could transform the campus into a vibrant environment through active learning, involvement, and effective information sharing.
Week 5 Journal Specific Needs and CultureUsing the Journal tab, .docxhelzerpatrina
Week 5 Journal Specific Needs and Culture
Using the Journal tab, respond to the following prompt:
Explain how a service learning project can fit into the specific needs and culture of your school or future a school in which you will be working.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal entries.
INSTRUCTOR GUIDANCEWEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
According to the National Education Association (NEA) President Dennis Roekel, "research and field-work show that parent-school partnerships improve schools, strengthen families, build community support, and increase student achievement and success" (Roekel, 2008, para. 5). Schools cannot work alone in getting students to improve learning.
There has to be a structured, strategic plan that includes other stakeholders. A variety of potential community groups such as police officers, firefighters, civil rights, and youth services organizations are great examples of resources that can be involved in the teaching and learning process. Consider the benefits of seeking out this type of community support? What are some of the first steps in garnering the support of these leaders within the community? Additionally, when students get involved with this strategic planning in developing community relationships through service learning projects, the outcomes prove positive for social growth and academic development. The benefits of service learning project can be seen in the Service Learning: You Can Make a Difference (Links to an external site.) one and half minute video.
The first step in establishing a successful partnership between schools and community is the initial planning phase. This sets the foundation by assessing the school’s needs, establishing goals and objectives, and developing a vision for the future. One of the key factors is getting those individuals involved who have a genuine interest and care about what happens to the schools within the community. Price (2008) explains that through the “community mobilization” process, schools engage the community to create a list of community priorities, resources, needs, and solutions that promote stakeholder accountability and positive student support. He believes that by "mobilizing the village" and having community meetings related to education, support for education can be garnered (Price, 2008, p. 90). The concern, however, is recruiting school and community volunteers who will spearhead these partnerships. Educators may not feel qualified to assume this role, or may not have enough time to add another responsibility to their already-full plate. Price suggest that the key to getting teachers involved in creating partnerships is by tapping into their professional interest in community-based efforts in improving student success.
A fully supportive community must include parental involvement ...
Gcsv2011 developing high quality service learning-weaver and wojkovichServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
This document discusses service learning in higher education. It defines service learning as experiential education where students engage in community service activities designed to promote student learning and development through structured reflection. Research shows positive impacts on student academic and developmental outcomes. The document outlines the history of service learning, tracing its roots to John Dewey's philosophy of experiential learning and its rise in the late 20th century as a way to make college curriculum more relevant and engage faculty in teaching. Service learning programs in Utah higher education institutions are also mentioned.
Similar to 52 Journal of College Science TeachingThe partnership betw.docx (20)
1. Report contentThe report should demonstrate your understa.docxblondellchancy
1. Report content
The report should demonstrate your understanding of good project management and health and safety management as appropriate within the context of your chosen project and event.
The report will present the context/background of the chosen project, describe the project, and present student’s critical reflection and thoughts on the management of one particular event/issue of project. The impacts of the event/issue on (1) people, (2) cost, (3) time, (4) health and safety, (5) sustainability, and (6) Ethics will be explored. Using the theory and tools presented in the lectures across the module as well as their own independent research, students should suggest and discuss solutions to (1) overcome the challenges and manage the risks associated with the event/issue, and (2) improve the efficiency, sustainability and ethics of the management of the event/issue.
Appendices and references must be used to demonstrate study that has been undertaken and to provide sources for points made in the body of the report. This will include copies of any individual or group student work undertaken during the module.
The student should refer to the learning materials and readings provided across the module, but are also recommended to give appropriate regard to any additional useful material available online in terms of theory and practice.
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1. Research the assessment process for ELL students in your state. W.docxblondellchancy
1. Research the assessment process for ELL students in your state. What is the process your district goes through to properly identify students for ESL program placement?
2. Planning for effective instruction is the key to academic success for students. Using data to inform instruction is a regular process. Discuss how teachers can use longitudinal data along with other formative classroom assessments to design effective instruction.
200-300
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1. Review the three articles about Inflation that are of any choice..docxblondellchancy
1. Review the three articles about Inflation that are of any choice.
2. Locate two JOURNAL articles which discuss this topic further. You need to focus on the Abstract, Introduction, Results, and Conclusion. For our purposes, you are not expected to fully understand the Data and Methodology.
3. Summarize these journal articles. Please use your own words. No copy-and-paste. Cite your sources. in 1200 words
.
1. Read the RiskReport to see what requirements are.2. Read the .docxblondellchancy
1. Read the RiskReport to see what requirements are.
2. Read the Interim Risk Assessment to see the current state of paper that needs to be revised.
3. Use the RiskReport and the details below on what is missing to revise paper.
Feedback on changes needed to the Risk Assessment Plan
Risk Assessment Plan: Purpose does not make reference to BRI at all. Provide context. Scope, assumptions and constraints appear reasonable, but you can add an assumption or constraint regarding budget.
Need to elaborate on how risk is determine using the qualitative approach.
1. Title
IT Security Risk Assessment
2. Introduction
You are employed with Government Security Consultants, a subsidiary of Largo Corporation. As a member of IT security consultant team, one of your responsibilities is to ensure the security of assets as well as provide a secure environment for customers, partners and employees. You and the team play a key role in defining, implementing and maintaining the IT security strategy in organizations.
A government agency called the Bureau of Research and Intelligence (BRI) is tasked with gathering and analyzing information to support U.S. diplomats.
In a series of New York Times articles, BRI was exposed as being the victim of several security breaches. As a follow up, the United States Government Accountability Office (GAO) conducted a comprehensive review of the agency’s information security controls and identified numerous issues.
The head of the agency has contracted your company to conduct an IT security risk assessment on its operations. This risk assessment was determined to be necessary to address security gaps in the agency’s critical operational areas and to determine actions to close those gaps. It is also meant to ensure that the agency invests time and money in the right areas and does not waste resources. After conducting the assessment, you are to develop a final report that summarizes the findings and provides a set of recommendations. You are to convince the agency to implement your recommendations.
This learning activity focuses on IT security which is an overarching concern that involves practically all facets of an organization’s activities. You will learn about the key steps of preparing for and conducting a security risk assessment and how to present the findings to leaders and convince them into taking appropriate action.
Understanding security capabilities is basic to the core knowledge, skills, and abilities that IT personnel are expected to possess. Information security is a significant concern among every organization and it may spell success or failure of its mission. Effective IT professionals are expected to be up-to-date on trends in IT security, current threats and vulnerabilities, state-of-the-art security safeguards, and security policies and procedures. IT professionals must be able to communicate effectively (oral and written) to executive level management in a non-jargon, executive .
1. Quantitative According to the scoring criteria for the BAI, .docxblondellchancy
1. Quantitative: According to the scoring criteria for the BAI, a score of 21 or below indicates very low anxiety. What percentage of each group’s scores falls below that clinical cutoff?
Qualitative: Based on the qualitative responses, what percentage of the participants articulated a feeling of improvement?
.
1. Prof. Lennart Van der Zeil’s theorem says that any programmin.docxblondellchancy
1. Prof. Lennart Van der Zeil’s theorem says that any programming language is
complete
if it can be used to write a program to compute any computable number.
a. What is a computable number?
b. What is a non-computable number?
c. If all existing programming languages are complete why do we need more than one?
2. Two methodologies are used to transform programs written in a
source language
(also known as a
programmer-oriented language
, or a horizontal language, or a high-level language) into a
target language
(also known as a machine language, or a vertical language, or a low-level language). There is a static method called
translation
and a dynamic method called
interpretation
. Yet FORTRAN while 98% static ., uses interpretation for the Formatted I/O statement, similarly COBOL uses interpretation for the MOVE and MOVE CORRESPONDING statements; on the other hand, Java is fully interpretative except that in some programs and certain data sets it may invoke a JIT (Just In Time) compiler to execute a bit of static code
. Why do language designers mix these modalities if either is complete?
Hint: This is a long question with a short answer.
3. C and C++ store numerical arrays (matrices) in
row major
order and each index range must begin with 0; whereas FORTRAN stores arrays in
column major
order and the (default) index range starts (almost always) with 1. Engineers and scientists are often faced with the problem of converting a working program, or much more often a subroutine, from one language to another. Unfortunately, due to the index range difference (0 to n-1) in C/C++ and (1 to N) in FORTRAN, viewing one array as simply the transpose of the other will not suffice. What steps would you take to convert such a subroutine to compute the product of two matrices A(N,M) and B(M,N) to produce C(N,N) from FORTRAN to C++?
4. What was the major reason Jim Gosling invented Java? Did he succeed?
5. What are the four major features of C++ that were eliminated in Java? Why were they taken out? Why do we not miss them?
6. What was Kim Polese’ role at SUN Microsystems and why did she think Java should be positioned as a general purpose computer programming language? How did she accomplish this truly incredible feat, not done since Captain (later Admiral) Grace Murray Hopper, USN standardized COBOL in the early 1960s.
7. Describe briefly the role of women in the development of computer programming and computer programming languages. (Ada Lovelace, Betty Holberton, Grace Hopper, Mandaly Grems, Kim Polese, Laura Lemay)
8. What are the pros and cons of overloaded operators in C++? Java has only one, what is it?
9. State your own arguments for allowing mixed mode arithmetic statements. (See Ch 7)
10. What is BNF and why are meta-languages like BNF and EBNF used?
.
1. Review the results of your assessment using the explanation.docxblondellchancy
1. Review the results of your assessment using the explanation below.
2. Write at least 200 words describing the results, how you learn best, and how you will modify your study techniques to fit your learning style.
What do the results mean? Barbara Soloman, Coordinator of Advising, First Year College, North Carolina State University explains:
· Active Learners: tend to retain and understand information best by doing something active with it like discussing or explaining it to others. They enjoy group work.
· Reflective Learners: prefer to think about it quietly first. They prefer to work alone.
· Sensing Learners: tend to like learning facts. They are patient with details and good at memorizing things. They are practical and careful.
· Intuitive Learners: prefer discovering possibilities and relationships. They are good at grasping new concepts and are comfortable with abstractions and mathematical formulations. They are innovative and creative.
· Visual Learners: remember best what they see--pictures, diagrams, flowcharts, timelines, films, and demonstrations.
· Verbal Learners: get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.
· Sequential Learners: tend to gain understanding in linear steps, with each step following logically from the previous one. They follow logical steps when finding solutions.
· Global Learners: Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it." They may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.
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1. Search the internet and learn about the cases of nurses Julie.docxblondellchancy
1. Search the internet and learn about the cases of nurses Julie Thao and Kimberly Hiatt.
2. List and discuss lessons that you and all healthcare professionals can learn from these two cases.
3. Describe how the principle of beneficence and the virtue of benevolence could be applied to these cases. Do you think the hospital administrators handled the situations legally and ethically?
4. In addition to benevolence, which other virtues exhibited by their colleagues might have helped Thao and Hiatt?
5. Discuss personal virtues that might be helpful to second victims themselves to navigate the grieving process.
All discussion boards should be submitted in APA style (7th edition
.
1. Qualitative or quantitative paperresearch required(Use stati.docxblondellchancy
1. Qualitative or quantitative paper/research required(Use statistics and numbers or facts.
2. Apply Statistics, numbers, research
3. Primary Sources explained
4. APA Formatting(Do not use the word “I”, do not use opinions in papers do not use “we”or pronouns)
5. Write a 5 page paper (8 in total-cover page and reference page), you can go over
APA FORMAT
5 scholarly sources
.
1. Prepare a one page paper on associative analysis. You may researc.docxblondellchancy
This document instructs the reader to prepare two one-page papers, with the first focusing on associative analysis and the second focusing on either decision trees or discriminant analysis with a comparison of the two. Both papers should be double spaced, cite sources using APA format, and allow for internet research to supplement the information provided.
1. Prepare a comparative table in which you contrast the charact.docxblondellchancy
1. Prepare a comparative table in which you contrast the characteristics and details of the origins and development of social work in the United States, Europe, Latin America and the Caribbean. Bring your comparison chart to the workshop to participate in a collaborative activity. The student will identify the most significant historical events in the United States that influenced the development and evolution of the Social Work profession.
2. Look for information on the following agencies:
1. National Association of Social Workers (NASW)
2. International Federation of Social Work (IFSW)
3. Association of Social Work Boards (ASWB)
4. Council on Social Work Education (CSWE)
Be prepared to participate in a collaborative activity during the workshop.
3. Write a reflective essay of at least two pages, and elaborate on the following aspects:
1. What is the current state of Social Work in the United States?
2. What do you focus on and what are the functions of current (modern) social work in the United States?
3. Explain the historical events that impacted the different ways of practicing social work.
Remember that an essay is made up of three basic parts: introduction, body or middle, and conclusion. In a reflective essay, the student must effectively combine the concepts and foundations of the discipline of study (definitions, history, prominent figures) with their experiences applicable to the topic of discussion or the guiding questions.
.
1. Portfolio part II a) APRN protocol also known as collab.docxblondellchancy
1.
Portfolio part II
a) APRN protocol also known as collaborative agreement with supervising physician(s).
b.) business proposal (refer to portfolio explanation/examples found on your BB lecture section.
There is an example of a business proposal. Use the example to create a brief business proposal with no more than two pages word or power point as your choice;
c.) Create a LinkedIn page and send me a proof of you creating the link.
.
1. Post the link to one news article, preferably a piece of rece.docxblondellchancy
1. Post the link to
one
news article, preferably a piece of recent news (2 points)
2. Explain
A) Which concepts (in which chapters) we learn in class is this news related to (4 points).
B) Specifically, how this concept is demonstrated in the news in your perspective (11 points).
.
1. Please explain fixed and flexible budgeting. Provide an examp.docxblondellchancy
1. Please explain fixed and flexible budgeting. Provide an example of budgeting for three
consecutive periods in which safety margin is included for flexibility
2. Explain statement of cash flows proforma and its significance in budgeting. Provide a
hypothetical example of a statement of cash flows in a manufacturing enterprise.
.
1. Open and print the Week 6 Assignment.2. The assignment .docxblondellchancy
1. Open and print the "Week 6 Assignment".
2. The assignment has four parts: A, B, C, and D.
(Part A has been created for use of the Access program where the data source recipients are to be created. However, if you do not have the Access program then you will need to create the data source recipients with the Excel program before you begin keying the letters for the mail merge. Also, If you are using Excel then be certain to create the label headers in each column with the data source recipient information beneath the headers. Whether you use Access or Excel you MUST save the data source in the Week 6 folder in which you will upload.
If you do not save the data source recipients in the folder then I am not able to grade your assignment
.)
3. Create a folder: [your last name]-Week6 (be sure to save to a disk device/hard drive NOT the desktop area.)
5. Complete the assignment as instructed and Save all work in [your last name]-Week6 folder.
6. Zip the folder and upload in the Week 6 Assignment Upload. DO NOT ATTACH THE FOLDER TO EMAIL, IT WILL NOT BE ACCEPTED. I will review the assignment and send you comments about the graded work.
.
1. Plato’s Republic takes as its point of departure the question of .docxblondellchancy
1. Plato’s Republic takes as its point of departure the question of the nature of:
A. JusticeB. ImmortalityC. TimeD. Equality
2. The most accurate way to describe Thrasymachus’ intervention onto the scene in Book I is:
A. He maintains that happiness is unattainable.B. He maintains that only the gods are just. C. He maintains that justice is the advantage of the strong.D. He maintains that justice and injustice are figments of the imagination.
3. In Book I, Thrasymachus’ ironic argument ad hominem is :
A. Socrates needs a wet-nurse.B. Socrates is ugly.C. Socrates should put himself to bed.D. Socrates should not have gone to last night’s banquet.
4. In Book II, Glaucon tells the myth of a ring, the point of which is to illustrate:
A. That we prize material goods above all else.B. That the rich decide what is just and unjust.C. That anyone will commit injustice when they can get away without punishment.D. That myth-telling is essential to philosophy.
5. In Book III, Socrates suggests the city adopt a noble lie, according to which:
A. There are three sorts of beings: humans, angels, and demons.B. Into our natures were mixed one of three metals: gold, silver, or bronze. C. Everyone will live virtuously in a just city.D. The just city lasts forever.
.
1. Objective Learn why and how to develop a plan that encompasses a.docxblondellchancy
1. Objective: Learn why and how to develop a plan that encompasses all components of a security system.
Use the information found at http://nces.ed.gov/pubs98/safetech/chapter5.asp
to research how determining possible physical threats may affect the choice of physical security countermeasures while planning new or updated security systems.
2. Objective: Determine the placement of physical barriers in integration with other components of the security system.
Research the different types of physical barriers and how they fit the needs of different types of facilities. Use the information found at
http://www.fs.fed.us/t-d/phys_sec/deter/index.htm.
APA Format , references & citations.
.
1. Open the attached Excel Assignment.xlsx” file and name it LastN.docxblondellchancy
1. Open the attached “Excel Assignment.xlsx” file and name it “LastName_FirstInitial - Excel Assignment.xlsx”. 2. Set the page orientation to landscape. Change the student name(s) to your name(s). 3. Wrap the text in the column headings A4:J4 and A14:H14 in Sheet 1 and set the column width to (approximately) 10 for columns B to J. 4. Calculate the Gross Pay (F5:F9) using the following formula: Pay Rate times Regular Hours plus 1.5 times Pay Rate times O/T Hours. 5. Display the Taxable Benefits (G5:I9) in the following way: apply a formula/function to allocate and return the appropriate weekly amount of Dental, Insurance, and Medical based on his/her Benefits Level and the corresponding taxable benefit to this code in Sheet 2. The assumptions, the taxable benefit rates, and the tax rates (all in Sheet 2) may be subject to changes, so all formulas should be created in a way so that they would reflect any changes in Sheet 2 automatically. 6. Calculate the Taxable Income (Gross Pay plus Taxable Benefits). 7. Use the Taxable Income (J5:J9) to automatically locate the Federal and Provincial Tax withholdings from the Tax Table on Sheet 2. For example: Federal Tax = Taxable Income * Federal Tax %. 8. Calculate the Employ. Insurance and Govt. Pension contributions based on the Gross Pay (Note: Gross Pay not Taxable Income). The contribution percentages are located in the Assumption area in Sheet 2. Calculate the Total Deductions as a sum of all deductions (Federal Tax, Provincial Tax, Employ. Insurance, and Govt. Pension). 9. Calculate the Net Amount by subtracting the Total Deductions from the Gross Pay. 10. Calculate the totals in B20:G20 11. Insert cheque number 121 in H15 and create a formula that will automatically number all the rest of cheques in sequence. 12. Format the title as Arial 16 pt., bold, italic and merge and centre it across columns A:J. 13. Format all dollar values as: number, 2 decimal places, 1,000 separators and no dollar sign. 14. Centre the contents of the Benefits Level (B5:B9) and the Cheque No. (H15:H19) columns. 15. Format the borders and headings as shown in the example below.
.
1. must be a research article from either pubmed or google scholar..docxblondellchancy
1. must be a research article from either pubmed or google scholar.
2. the article you select must have an abstract, introduction/ background, materials &methods, results, conclusion
3. summarize the article you selected
4. no plagiarism
5. must include reference
.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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52 Journal of College Science TeachingThe partnership betw.docx
1. 52 Journal of College Science Teaching
The partnership between science and the environment in
service-learning
projects helps students to make greater connections to the world
around
them. Service learning provides many benefits to students,
faculty, and
communities within the context of a college course. However, to
prevent
frustration, it is important for faculty members to make a clear
distinction
between service learning and volunteerism by connecting their
course
objectives to the service being provided. They also must
develop a framework
for planning, assessment, and reflection. Finally, a successful
partnership
must be developed. Clearly defining the community setting to
be used for the
service-learning project will ensure a more positive outcome.
Developing the
partnership framework through purposeful communication with
all partners
is the key to successful service-learning projects. A sequential
series of steps
are provided for the framework development. Actual examples
of classroom
projects are described, along with benefits to students, agencies,
and
community participants.
2. Developing University and
Community Partnerships: A Critical
Piece of Successful Service Learning
By James McDonald and Lynn A. Dominguez
S
cience instructors may often
ask themselves how they can
make the material in their
classes relevant to their stu-
dents. This is particularly important
now as the world faces a variety of
issues that are related to science such
as energy, climate, and environmen-
tal challenges of a global nature. To
comprehend the complexity of these
global issues, students must gain a
deeper understanding about science
and the environment. However, at
the same time, students must realize
their connectedness to a much larger
global community existing outside
of the physical university boundar-
ies. One teaching method that con-
nects students with the community
through the science content in their
classes is service learning. Many
people confuse community service
with service learning. At its core,
service learning provides a benefit
to both the student (related to their
classwork) and to the community
partner. The use of service learning
in service-learning experiences “stu-
3. dents are actively participating in the
process of understanding, integrating,
and applying knowledge” from the
subject area they are studying as they
work to improve their communities.
Making a clear distinction between a
volunteer activity and service learning
is critical to the success of any service-
learning project. At a number of
service-learning workshops, we have
assisted science faculty with problem
solving related to the implementa-
tion of service learning in a science
classroom. For example, a nutrition
department faculty member had her
students volunteer each semester
serving food at a local soup kitchen.
Students were required to donate 5
hours of their time, which they docu-
mented by having the soup kitchen
personnel sign off on their time logs.
However, the instructor and students
were questioning the value of this ex-
perience in relation to what they were
FIGURE 1
Service-learning benefits for
students (Furco & Root, 2010).
• Improved student engagement in
school and learning
• Positive effects on students’
perfromance on subject-matter
exams and assessments
4. • Increased motivation toward
school
• Enhanced civic responsibility and
citizenship
• Enhanced personal and social
skills including leadership capacity
• Retention of students’ character
assets as they mature
as a teaching method has the poten-
tial to provide many benefits to stu-
dent learning (Figure 1).
Unfortunately, not all service-
learning activities attempted by uni-
versity faculty are successful, which
leads to increasing frustration, espe-
cially after faculty have invested large
amounts of time and effort. Usually
unsatisfactory results occur because
of two reasons. First, a distinction is
not made between simply providing
volunteer community service versus
service learning. Second, many proj-
ects are missing one of three critical
components to make the experience
fit the definition of service learn-
ing. These include identification of
appropriate course objectives that
the service-learning experience will
fulfill; a framework for planning,
assessment, and reflection; and estab-
5. lishment of a successful partnership
within the community.
Service learning is not simply a
volunteer activity in the community;
instead, as explained by Kaye (2007),
53Vol. 44, No. 3, 2015
Developing University and Community Partnerships
learning in class.
On examination of the class syl-
labus and assignment, we were able
to determine that the volunteer experi-
ence was not tied to any of the course
objectives, the students were not in-
volved in either identifying a commu-
nity/agency need or the formulation of
an effective service-learning project,
and the soup kitchen had not been
consulted as to their agency or client
needs (although they did appreciate
the help). Once the instructor opened
a discussion with the soup kitchen,
the partners were able to generate a
list of needs the agency had includ-
ing nutritional classes for clients,
assessment of nutritional deficiencies
in the menus, and a comprehensive
list of potential food donors to fill
nutritional gaps. The instructor was
able to tie many of the agency needs
6. to specific class objectives such as
(a) assessing client nutritional needs
and (b) conducting nutritional classes
for a variety of clients. She then chal-
lenged her students in each class to
design a service-learning project that
would benefit both the agency and
the students’ learning needs. Student
reflection papers demonstrated that
the time students were volunteering
at the soup kitchen had become more
focused, and they were able to iden-
tify tangible benefits to all partners.
As the previous example dem-
onstrates, although the instructors’
original intentions were good, the
anticipated outcome of the first proj-
ect was not what was expected until
a service-learning model was fully
implemented. One important concept
for faculty to remember as they design
service-learning projects for their
classes is that we want our students to
view engagement with the community
as a partnership rather than something
the students have done for the partner
(London, 2000). The purpose of this
article will be to assist university
faculty in designing a framework for
defining, identifying, and creating
successful community partnerships in
their service-learning projects.
Defining community
Most universities are situated near or
7. in a greater community setting of a
local town or city. Students tend to
identify most strongly with the uni-
versity setting as their community
instead of the surrounding town or
city. For faculty members who are
implementing service learning for
the first time, a project that takes
place on campus can have several
benefits. These include proximity
to classrooms and labs, accessibil-
ity to student organizations and
residence halls, and easier planning
for the project. The following are
examples of potential on-campus,
service-learning projects: recycling
education programs, campus aware-
ness of environmental issues, youth
and child environmental education
programs, campus sustainability
programs, and campus “greening”
projects (i.e., planting trees, remov-
ing invasive species).
However, while on-campus proj-
ects can serve a need, university
students also must understand the
impact they have on the surround-
ing communities. Service-learning
activities provide many opportuni-
ties for students to positively interact
away from the university setting and
within the surrounding community.
Jacoby (2003) found that “service-
learning partnerships have served as
the catalyst for broader and deeper
8. engagement and civic responsibility
by colleges and universities” (p. 2)
within their communities.
The term community may actually
be defined in a number of ways for the
purposes of service-learning activi-
ties. Certainly, a city is an example of
a large diverse community. However,
individual agencies within that city
form their own types of communi-
ties. For example, nonprofit agencies,
youth groups, health agencies, and
schools are all smaller communities
within the context of a city. Each of
these community types has their own
missions, goals, and perspectives that
influence the type of interactions
and activities that take place within
them. In working with students, the
community partner should always
derive significant benefits from
a service-learning project (Kaye,
2004). For this to happen, it is im-
portant for university faculty to fully
understand the community partners’
perspective when initially designing
a service-learning project. Although
benefits to the students in the form
of real-life experiences and to the
faculty member through achievement
of course objectives are relatively
easy to identify, community partner
benefits may be more challenging.
According to Jones (2003), “great
9. care must be taken to design and
sustain partnerships with community
agencies that enable student-learning
objectives to be realized while ad-
vancing community agency goals
and activities” (p. 152). A strategy
for purposeful communication be-
tween the faculty member, students,
and community partner becomes the
vital link that sustains all successful
service-learning projects. The key
to the communication strategy is
development of a strong partnership
framework on which to imbed the
service-learning components.
Developing the partnership
framework
Once the focus for the course has
been determined, the instructor may
use two different ways to create a
project. The first step in the frame-
work is to clearly identify the class
objectives and outcomes that will be
met by the service-learning project
(Figure 2). In some cases, students
may be tasked with designing a proj-
ect on the basis of a specific assign-
ment or outcome. In other classes,
the instructor may first determine
what a classwide project will be,
with students designing portions of
the project.
The second step is to select a
few potential community partners
10. who may benefit from the project
outcomes. Contact can be made by
54 Journal of College Science Teaching
the faculty member or students to
determine the mission and goals of
the partner. In some instances, the
faculty member may be contacted
directly by an agency for assistance
with a specific project or need. What-
ever form the initial contact takes,
the instructor must develop a clear
picture of the agency and its needs,
the clientele they serve, their capacity
for student numbers, and their interest
in the project.
The third step is to clearly define
the project purpose; university, stu-
dent, and partner roles; the respon-
sibilities of each partner; and the
benefits for all involved. At many
universities, when students are re-
quired to go off campus as part of a
class, the faculty member will need
to complete an affiliation or service-
learning agreement with the partner
agency to protect the students, faculty,
university, and agency in the event
of an accident or mishap. Faculty
should check with their respective
risk management group on campus
to determine what their university
11. policy requires. During the project
the instructor should make regular
contact with the agency to determine
the project’s progress. All partners
should be invited to the final student
presentations of their project.
Service learning as a teaching
methodology in a university science,
education, or any other subject-matter
course provides an opportunity for
students to experience knowledge
in the real world. The following two
examples are taken from real service-
learning projects conducted in an
Environmental Interpretation class
and an Elementary Science Methods
class. In each of these examples the
instructor, the university students,
and the partner all derive benefits
from a service learning experience
(Figure 3).
For the Environmental Interpre-
tation class example, the instructor
formed a partnership with both the
city and county parks and recreation
departments. Although there are many
parks managed by each department,
there are very few environmental
education opportunities available for
the public within those parks. The
county parks director brainstormed a
list of potential service-learning proj-
ects that students in the class could
12. engage in to benefit the students,
parks, and community. During the
spring semester, students worked in
teams to research, plan, develop, and
produce a self-guided interpretive
trail for one of the county parks. The
parks director met with student teams,
provided updated trail maps, and
clarified what her goals for the proj-
ect would be. The director attended
the final class presentations for the
project and selected two that would
be implemented along the trails. Since
that time, this class has worked on a
number of environmental education
projects for the parks and schools in
the community. Students consistently
mention in their project reflections the
value of working with professionals
in the field and the pride they have in
their finished products.
The Family Science example
provides a chance for elementary pre-
service teachers to put their science
lessons into practice with elementary
students and their parents from a local
school. They get the opportunity to
give back to the local community, to
reflect on their own science teaching,
and to learn from the mistakes made
in teaching an inquiry-based science
lesson during a service-learning
project. As future elementary sci-
ence teachers, the students need to
13. “develop an appropriate philosophical
mind-set to complement inquiry as a
prerequisite to becoming an inquiry-
based teacher” (Llewellyn, 2007, p.
53). Family Science provides this op-
portunity for the preservice teachers.
All of the course objectives and out-
comes are met through several class
assignments, an event held during
class time, and a chance to gain prac-
tical experience in science teaching.
The partner, in this case a local
elementary school, also benefits
from the Family Science service-
learning experience. When the course
instructor was supervising student
teachers at the school, the principal
commented on how the students had
not done well on the critical thinking
and problem-solving portions of the
state achievement test. The instructor
began a dialogue with the principal
about how Family Science could meet
some of these curricular objectives for
the elementary students. The princi-
FIGURE 2
Course objectives for two classes with service-learning projects.
Course objectives from an Environmental Interpretation course
Students will be able to:
• describe and conceptualize the components of a quality
interpretive program;
• critically evaluate resources used for interpretive program
14. development;
• conceptualize, design, and implement an interpretive program;
and
• conceptualize and create a self-guided interpretive trail and
brochure.
Course objectives and outcomes from an Elementary Science
Methods course
Students will be able to:
• learn, practice, and reflect on teaching strategies
commensurate with their
beliefs and knowledge about how children learn science;
• clarify and refine their beliefs about teaching and learning
science;
• present and defend their beliefs about elementary science
teaching and
learning;
• become aware of a variety of resources for teaching science,
such as informal
science education, the World Wide Web, science education
software, published
curriculum projects, and local resources; and
• reflect on their teaching, noting areas of strength as needed.
55Vol. 44, No. 3, 2015
Developing University and Community Partnerships
pal also related to the instructor that
Family Science earns the school high
15. grades for community involvement
and collaborative partnerships on the
report card to the state Department of
Education. The teachers of the school
also benefit because they receive more
examples for teaching physical sci-
ence lessons of which they were not
previously aware.
Most important, the elementary
students learn about the process and
content of science. “In contrast to the
commonly held and outmoded view
that young children are concrete and
simplistic thinkers . . . children enter-
ing school already have substantial
knowledge of the natural world,
which can be built on to their under-
standing of scientific concepts” (Na-
tional Research Council, 2007, p. 53).
Family Science provides elementary
students the chance to try out their
science ideas in a nonthreatening,
engaging, and hands-on situation.
Conclusion
Research has demonstrated that ser-
vice learning is an excellent teaching
method to increase student engage-
ment in learning. However, accord-
ing to Furco and Root, 2010, “future
investigations must incorporate. . .
research design[s] that can raise the
status of service-learning as an evi-
dence based practice” (p. 16). On the
basis of practical experience through
16. the use of service learning as a teach-
ing and learning method, we have
found extensive benefits to accrue
for all participants. Certainly our stu-
dents have gained valuable learning
experiences outside of the university
walls that are directly related to their
chosen career paths. In addition, the
university and community partner
ties are strengthened through each
successful service-learning project.
The use of a step-by-step strategy
for developing, planning, and ini-
tiating community partnerships by
faculty serves to ensure a successful
service-learning project for students,
the community, and the university.
FIGURE 3
Student, community partner, instructor, and university benefits
from
two service-learning projects.
Benefits from Environmental Interpretation service-learning
project
University students receive:
• opportunity to work directly with a parks and recreation
agency in their
community,
• opportunity to create a self-guided interpretive brochure that
integrates the
concepts learned in class in a purposeful project, and
17. • opportunity to experience the real-world application of theory
and concepts.
Agency receives:
• influx of new ideas for programs,
• template for the self-guided interpretative trail
brochure/materials, and
• opportunity to maintain open communication with the
university department
for other potential projects.
Community participants receive:
• up-to-date nature information about their local environment
when hiking the
trail, and
• enhancement of their experience hiking the trail.
Benefits from Family Science night service-learning project
University students receive:
• a sense of what it is like to work in the community and
provide a needed service
to a partner,
• practice working with students and their parents,
• opportunity to teach a science lesson of their own creation to a
group of real
students and learn from their mistakes,
• opportunity to reflect on their own practice and see how they
could improve
their teaching, and
• opportunity of teaching science as inquiry.
18. Partner (elementary school) receives:
• assistance to address gaps in their curriculum and teaching
practice, such as
critical thinking, problem solving, and hands-on inquiry-based
science;
• involvement with the community and with parents that brings
them to school to
see what their child is learning;
• opportunity to share with teachers how to do physical science
activities; and
• needed components for their annual school report to the state
Department of
Education.
Elementary science students receive:
• opportunity to learn the process of science,
• opportunity to learn about physical science concepts,
• opportunity to build on their existing knowledge of science,
and
• a chance to do science with their parents in a fun and engaging
setting.
Benefits to the instructor for service-learning projects
• more engaged, enthusiastic students for the content area,
• strengthened ties to community partners, and
• increased opportunities for practical application of course
objectives and
content.
Faculty should carefully consider
their course objectives when design-
ing a project and make early, regular
19. contact with their community partners
throughout the project timespan.
Identifying student and community
benefits early in the planning process
will assist to ensure successful project
partnerships that can be maintained
over time. Consistent communica-
56 Journal of College Science Teaching
Developing University and Community Partnerships
tions with project partners will al-
low for the successful resolution of
any problems that occur early in the
project. Although service-learning
projects require a significant amount
of faculty time to be successful, the
benefits realized by both students and
community partners are worth the
time and effort expended. ■
Acknowledgments
We thank Jeanie Mishler at Clare
Primary School for her partnership with
the Family Science program at their
school and her involvement as a com-
munity partner. We also thank SueAnn
Kopmeyer, director of the Isabella
County Parks, for partnering with our
interpretative students and providing
funds for trail development.
20. References
Furco, A., & Root, S. (2010). Research
demonstrates the value of service
learning. Phi Delta Kappan, 91(5),
16–20.
Jacoby, B. (2003). Fundamentals of
service-learning partnerships. In
B. Jacoby and Associates (Eds.),
Building partnerships for service-
learning (pp. 1–19). San Francisco,
CA: Jossey-Bass.
Jones, S. R. (2003). Principles and
profiles of exemplary partnerships
with community agencies. In B.
Jacoby and Associates (Eds.),
Building partnerships for service-
learning (pp. 151–173). San
Francisco, CA: Jossey-Bass.
Kaye, C. B. (2004). The complete guide
to service learning: Proven, practical
ways to engage students in civic
responsibility, academic curriculum,
& social action. Minneapolis, MN:
Free Spirit.
Kaye, C. B. (2007). Reach, teach,
and engage with service-learning.
Retrieved from http://www.nassp.org/
Content.aspx?topic=56295
Llewellyn, D. (2007). Inquire within:
21. Implementing inquiry-based science
standards in grades 3–8. Thousand
Oaks, CA: Corwin Press.
London, S. (2000). Seminar on
higher education and public
life. Washington, DC: Kettering
Foundation.
National Research Council. (2007).
Taking science to school: Learning
and teaching science in grades K–8.
Washington, DC: National Academies
Press.
James McDonald ([email protected]
edu) is a professor of science education
in the Department of Teacher Education
and Professional Development at Central
Michigan University in Mount Pleasant.
Lynn A. Dominguez is a professor in the
Department of Recreation, Parks, and
Leisure Services Administration at Cen-
tral Michigan University.
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Begin it Now: Critical Service Learning in the First Year of
College
J. R. "Jones" Estes, Chris Carey, Debra Tavares, David Peterson
Del Mar
The Journal of General Education, Volume 67, Numbers 3-4,
2018, pp. 178-193
(Article)
Published by Penn State University Press
For additional information about this article
[ This content has been declared free to read by the pubisher
during the COVID-19 pandemic. ]
https://muse.jhu.edu/article/742715
23. https://muse.jhu.edu/article/742715
“JGE_67_3-4_02_Estes_proof ” — 2019/11/16 — 6:05 — page
178 — #1
Begin it Now: Critical Service
Learning in the First Year of College
J. R. “JONES” ESTES, CHRIS CAREY, DEBRA TAVARES,
AND DAVID PETERSON DEL MAR
ABSTRACT | While
ID:p0090
there is a rich array of community-based learning
activities and approaches across the Portland State University
campus,
the authors assert that integrating a critical service learning
(CSL),
rather than traditional service learning (TSL), model in the
first-year
curriculum benefits both students and community partners. They
advocate for scaffolding CSL throughout the college curriculum
beginning in the first year so that as students move through
their
courses they repeatedly practice the dynamic skill set CSL
develops. To
that end, they utilize a CSL Process Framework of five essential
steps to
consider when scaffolding it within the first year: The Plan,
Etiquette of
Collaboration, Critical Reflection, Engaging Student Agency,
and Civic
Professionalism (Estes, 2018). The authors describe how each
24. element
manifests in three very different examples of CSL within their
respective Freshman Inquiry courses. Although this article
focuses
upon CSL in the first year of college, the CSL Process
Framework is
applicable across course levels. After presenting examples of
how each
element manifests as they integrate CSL into their courses and
careers,
the authors discuss the challenges and implications of this work
within
their courses, University Studies, and general education.
KEYWORDS | critical
ID:p0095
-
service learning (CSL)
Process Framework,
scaffolding
As
ID:p0100
a high-impact practice, an increasing number of colleges and
universities
are developing community-based learning (CBL) course
opportunities (Hart
Research Associates, 2016). Estes, Gerwing, and Fitzmaurice
(2016) contend
that CBL opportunities should begin in the first year and be
plentiful through-
out the undergraduate experience. Specifically, that when
26. Portland
State University’s Studies program. As Dillon, Bluehorse
Skelton, and Reite-
nauer (2019) note, Portland State University intentionally
placed the Senior
Capstone within University Studies and the Program’s four
learning goals. Two
of which: Diversity, Equity, and Social Justice and Ethics and
Social Respon-
sibility, foster CSL in the curriculum. Mitchell describes the
distinction as
“working to redistribute power among all participants in the
service-learning
relationship, developing authentic relationships in the classroom
and in the
community, and working from a social change perspective”
(2008, p. 50).
However, a critique of CSL is that students are underprepared
for the com-
plexity, nuance, and self-awareness required of such work
(Cipolle, 2004).
This is a fair criticism. As Mitchell noted, “Social justice will
never be achieved
in a single semester nor systems dismantled in the two-to-four
hour weekly
commitment representative of many traditional models of
service learning”
(2008, p. 54). We agree that the transformation required for
effective social
justice will not occur for most students because courses are too
often a “one
and done” requirement. Expecting a student to engage with the
structural
causes of the community need, themselves, their classmates, and
a community
partner on the multiple levels required for effective self—or
27. social change—is
disingenuous. Consequently, we advocate for scaffolding CSL
throughout the
college curriculum beginning in the first year so that as students
move through
their courses they repeatedly practice the dynamic skill set CSL
develops.
Moreover, although this paper focuses upon CSL in the first
year of college,
the CSL Process Framework can be adapted across course
levels.
Development
ID:ti0020
of the Critical-Service Learning
Process Framework
Knowing
ID:p0110
that the authors approach CBL in their courses differently, Estes
developed ten questions for the authors to answer individually
(Appendix).
Compiling the responses, Estes conducted a content analysis to
identify themes
and shared practices. At this stage she identified the student-
centered themes of
collaboration, process, engagement, and choice. The
correlations ended there.
Pdf_Folio:179
Begin it Now | 179
28. “JGE_67_3-4_02_Estes_proof ” — 2019/11/16 — 6:05 — page
180 — #3
Her analysis revealed that each author employed dramatically
different tools
and methods, as well as learning outcomes, to integrate CBL in
their courses.
Simultaneously, while the authors had planned to situate their
work in the lit-
erature on scaffolding of CSL, a review found a rich literature
(e.g., Cohen,
McDaniels, and Qualters, 2005; Grossman, 2008; Maree
McNaughton, 2016;
Mitchell, 2008; Ryan, 2013) that lacked a piece bridging
scaffolded course
design, CSL, and critical reflective practice. This led Estes to
revisit the author
reflections with a new research question: How do we scaffold
CSL into our
courses? This second round of content analysis was the most
immersive and
reiterative stage of the methodology. Out of which, the common
variables
among the faculty processes were identified.
At
ID:p0115
this point, Estes began to conceptualize the faculty process
variables as a
possible framework for other faculty to utilize. The final phase
of developing the
CSL Process Framework was determining the number, name,
and description
29. of elements to be applicable across academic disciplines. The
result is the CSL
Process Framework’s five essential elements to consider when
integrating CSL
into your course or program (Estes, 2018):
1. The
ID:p0120
Plan: refers to what you are doing, how you are doing it, and
why you are doing it that way. Not having a plan is also a
plan—this
information should be shared with students.
2. Etiquette
ID:p0125
of Collaboration: refers to how you will explain, scaffold,
facilitate, and practice how to work well in community. In
contrast to
“rules of collaboration,” an Etiquette of Collaboration focuses
on how
to be in relation to others and includes everyone involved, from
community partners to small groups to the class as a whole.
3. Critical
ID:p0130
Reflection: refers to the intellectual work required to create
the vital link between a service experience and a transformative
experience.
4. Engaging
30. ID:p0135
Student Agency: refers to when and how you plan to draw
students into the project as well as when, and how, you are
going to
decide to turn the project over to them.
5. Civic
ID:p0140
Professionalism: refers to grounding and growing CSL into
the work you already do and the resources you already have as
well
as the ways CSL contributes to professional fulfillment.
Beginning
ID:p0145
with a CSL project without a formal community partner,
followed
by a CSL hybrid, and concluding with a deeply integrated
community partner-
ship, what follows are three very different examples of CSL
within the Fresh-
man Inquiry (FRINQ) courses of Estes, Carey, and Peterson del
Mar. After
presenting examples of how each element manifests as we
integrate CSL intoPdf_Folio:180
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our courses and careers, we discuss the challenges and
implications of this work
within our courses, University Studies, and general education.
Anarchy
ID:ti0025
in the Classroom (CSL without a Community Partner?)
—J
ID:p0150
. R. “Jones” Estes, Portland State University
The
ID:ti0030
Plan
My
ID:p0160
process framework; Site-Service-Action, developed from 10
years of a
messy, nonlinear mixture of trial and error. When I began
teaching in Univer-
sity Studies, I believed only a platinum standard of CSL, such
as a Capstone
where it was the full focus of the course, was worthwhile. So
when creating
32. my Freshman Inquiry course on Sustainability, I did not include
community-
based or service-learning elements and focused on
interdisciplinarity and aca-
demic skill-building; however, this quickly became
professionally mundane.
One year, I took the first topic on the syllabus, food systems,
and I searched for
farms to visit. That decision led to the discovery of a
permaculture farm close
to campus that was also on a bus route. A trip to Tryon Life
Community Farm
is now a regular event, and each year the experience provides
students a vis-
ceral example for the course content at the time, as well as a
reference as the
course moves to new material. It is common for students to
draw on that site
visit from the fourth week to exemplify a theory in the thirtieth
week. A few
years later, I crafted an assignment to put their research into
action: working in
small groups, students would create, plan, and execute their
own culture jam.
The culture jam may take any form as long as it meets the
criteria of identifying
and publically disrupting a form of hegemonic power.
Etiquette
ID:ti0035
of Collaboration
I
33. ID:p0165
learned the hard way that providing students with a framework
for under-
standing and doing group work improves the learning outcomes
of CSL assign-
ments exponentially. Because students did so much small group
work in class,
such as discussions and presentations, I presumed they would be
prepared to
apply that practice to the culture jam towards the end of the
class. However,
few students were able to generalize those experiences and
apply them to a
more complex task. The following year I began explicitly
illustrating what group
dynamics and communication look like in more complex
scenarios. Short clips
from movies of dysfunctional groups (e.g., Office Space)
provide a disarming
gateway to frank discussions about individual roles and
responsibilities within
a group. These conversations happen repeatedly during the
course and are sup-
ported by formal assignments, such as reflecting critically on a
previous group
experience and connecting these reflections in writing to an
article, or podcast,
on group dynamics. The flexibility of this formula (disarming
example paired
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with discussion and request to connect personal experience with
course mate-
rial, results in analysis) makes it adaptable across courses and
disciplines.
Critical
ID:ti0040
Reflection
Student
ID:p0170
experiences become known through reflection; I distinguish
between
formal and informal forms of critical reflection. Students
practice informal crit-
ical reflection regularly when I ask them to write their
responses to a variety
of questions, texts, and experiences, that they have
opportunities to share with
classmates. Students practice formal critical reflection when
asked to connect
their observations to course readings, and then contextualize
and argue that
connection as one would do in any analysis.
I
ID:p0175
35. find asking students to engage repeatedly and regularly in
formal critical
reflection is beneficial because it provides them the opportunity
to create path-
ways to understand the material they would otherwise skip over
or learn only
to forget. Any assignment requiring students to turn in a typed
piece, from
project proposals to individual reflections, includes an element
of formal criti-
cal reflection. Scaffolding across different assignments
facilitates this practice.
For instance, at the beginning of the year, I provide a choice
between two texts
for students to connect. Later, I specify several options
including at least one
from early in the course. Towards the end of the course, they
must identify the
connecting texts while meeting the stipulation that at least two
be from ear-
lier in the year. Providing parameters that increase their role in
discovering
and articulating connections among the readings and their
experiences cre-
ate higher quality and more meaningful connections than overly
structured or
unstructured options.
In fact, it was through students’ critical reflections that I found
the piece
missing from my “Site, Service, Action” schema. When
Portland State Uni-
versity began participating in a multi-campus Martin Luther
King, Jr. Day of
Service, I only saw an opportunity for my students to “do
something.” As they
36. critically reflected on their participation, students identified the
event’s short-
comings as those of a TSL activity. For example, during an
election year a
politician, rather than a student leader, gave the inspiring kick-
off speech, many
students articulated its connection to DeBord’s Society of the
Spectacle (1967).
Similarly, students observe de Beauvoir’s theory of the
One/Other when much
of the day is spent making the One feel good about helping the
Other, with no
time spent equipping them with information on how to avoid
“othering” the
community they have entered.
Engaging
ID:ti0045
Student Agency
Initially
ID:p0185
, I did not think about student agency or provide class time for
problem-
solving within the culture jam groups. Over time, I noticed a
shift in students’Pdf_Folio:182
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willingness and ability to engage in the assignment. I became
determined to
rattle their cynical malaise and refocused the culture jam on
operationalizing
philosophical anarchy. By participating in a group process (i.e.,
in commu-
nity) and learning what it is like to make a statement, to
experience a flicker
of agency, students leave the course with at least an emergent
understanding
of their power. Gathering evidence and providing feedback
during the project,
rather than at the end, is imperative because emphasizing group
process is diffi-
cult for students whose previous education emphasized
individual testing. Sim-
ilarly, time for in-class processing must be built into the
syllabus. It is a simple
thing, and thus the easiest to forget.
Civic
ID:ti0050
Professionalism
My
ID:p0190
hindsight-driven schema developed out of a desire to provide
interesting,
hands-on opportunities for students to engage with theory few
of them were
38. otherwise understanding. Discovering how CSL enriches a
course, rather than
adds on to it (e.g., “I should...” or an institutional mandate), is
the secret to
keeping it from becoming hard, complicated, and messy. For
me, that discovery
came through my practice of critical reflection when I realized
that we do CSL,
students, and community partners a disservice when we operate
on the premise
that students are whom we imagine they should be, rather than
who they are.
I expected students to come prepared, knowing how to do the
things I expected
of them. In looking back through my reflections, I realized I
expected them
to know how to do the very things they came to college to learn.
With this
realization, an essential shift occurred, not in my expectations
of the students,
but in my rationale for having those expectations. The clarity
that came with
this shift made figuring out how to structure, scaffold, and
integrate CSL into
my curriculum straightforward.
“Do No Harm” (Entering and Exiting Communities)
—Christopher
ID:p0195
Carey, Portland State University
The
ID:ti0060
39. Plan
I
ID:p0205
have always considered myself a “pracademic,” which Posner
(2009) identi-
fies as a person whose career spans the boundaries of academia
and practice.
Through this work, I find that how one enters and exits a
community deter-
mines much of the success of those partnerships. Most recently,
I teach a course
called Health, Happiness, and Human Rights. Focusing on
social determi-
nants of health and the intersections between healthy
communities and human
rights, over the years, we have engaged with community
partners in projects
ranging from transecting timber sales as part of a public
comment period toPdf_Folio:183
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working with Portland Public Schools on educational issues.
Regardless of the
project, we begin them all at Mercy Corps.1 They employ a
human‐centered
design, Do No Harm (DNH) model in all of their community
40. work and they
operationalize the value of stakeholder empowerment by
engaging local com-
munities as the primary drivers to solve local problems.
The
ID:p0210
DNH model requires the students to try to understand the
consequences
of their actions through a series of role-playing and problem-
solving experi-
ences. For example, we teach the students that the first lesson
of community
engagement is listening without judgment or attempting to
“solve” a problem.
A significant portion of this process is for the students to take
inventory of their
values and beliefs around development so that they can try to
understand how
one’s perspective influences what they hear from the
community.
Etiquette
ID:ti0065
of Collaboration
Once
ID:p0215
students have this groundwork, they focus on how to enter and
exit com-
41. munities. DNH serves as the guiding principle for students to
understand the
ethics of collaboration and the interaction between the CSL
experience and the
community issue by asking two key questions: (1) what are the
impacts (unin-
tended or intended) of the project, and (2) how can we increase
positive impacts
and decrease negative impacts?
Boyer
ID:p0220
writes, “our most consequential human problems will be
resolved,
not through competition, but collaboration . . . what we need in
education is a
learning climate in which students work together. In such an
atmosphere, truth
emerges as authentic insights are conscientiously exchanged”
(AZ Quotes). To
this aim, the first workshop with Mercy Corps is a role-play
involving the stu-
dents working in teams to solve community problems. The
examples are based
on real-world events like putting together a water system after a
natural disaster.
Decisions about sourcing of the water, such as who has access
to it, how much
water can be used and for what purposes, are all issues that the
student teams
problem-solve. After the students experience the role-playing,
they understand
how the DNH model is critical to the etiquette of collaboration.
42. Critical
ID:ti0070
Reflection
Empathy
ID:p0225
mapping is another DNH tool that involves a collaborative
visualiza-
tion to help students develop a deeper understanding of a
community or group
that they are working with that includes observing,
interviewing, and research-
ing within a community. For example, in election years, I
challenge students
to empathize with a political viewpoint other than their own by
having them
attend local political debates and then spend time with the
candidates and the
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moderator afterward. Activities like this illustrate that presence
is an important
resource to develop empathy. As Brene Brown suggests in
Braving the Wilder-
43. ness (2017), we should all move closer to each other, because
people hatred is
hard to hold onto close up. Indeed, many of the students report
that meeting
and talking to the candidates gave them a much different
perspective.
Engaging
ID:ti0075
Student Agency
While
ID:p0230
the projects students engage in have taken different forms,
much of our
work over the last several years supports improving connections
between the
university and the local community and improving the
experience of Port-
land State University students. Examples of this work include
development of
a community map and support systems for Portland State
University Housing
and Student Affairs for incoming freshmen living on campus,
working with the
Portland Menstrual Society to raise awareness and ensure free
access to femi-
nine hygiene products on campus, and working with high school
and middle
school students to help them expand their educational goals and
demystify the
“college” experience.
44. One
ID:p0235
such project has been working with high school students
enrolled in
the Advancement Via Individual Determination (AVID)
Program.2 Through-
out the year, Portland State University and AVID students
engage in projects
focused on critical thinking and social development. Students
exchange letters,
visit one another’s campus, and talk about their experiences as
learners while
my students share how they prepared for college and coping
with the attending
stress, anxiety, and anticipation. A key component is when both
groups of stu-
dents and their teachers work together on a collaborative
research project that
explores learning. This collaborative research is followed up
with a final joint
session at Mercy Corps where that work is presented to school
administrators
from Portland State University and Portland Public Schools.
The collaboration
wraps up with my students writing letters reflecting on the
experiences that
they include in their ePortfolios.
Civic
ID:ti0080
Professionalism
45. I
ID:p0240
have been integrating the elements of CBL and CSL into my
Freshman Inquiry
course for over a decade. For me, CBL is fundamentally about
engagement and
that means working with whatever the students’ bring to their
learning expe-
rience and meeting them at that level to coalesce around a
community issue
or organization. Boyer writes, “education must prepare students
to be inde-
pendent, self-reliant human beings. But education, at its best,
also must help
students go beyond their private interests, gain a more
integrative view of
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knowledge, and relate their learning to the realities of life” (AZ
Quotes). Con-
sequently, learning is about engagement and that extends far
outside of the
traditional classroom.
As
46. ID:p0245
the years progress, I find that we spend more time on
preparation and
the process and less time working on separate projects. This
change developed
through student reflections and my observations because, while
working on a
particular project can alleviate an immediate need, a process-
focused approach,
like the DNH model, has more long-term benefits. With years
behind me, I see
students carry it forward for application within a variety of
situations.
Shared
ID:ti0085
Acts of Vulnerability (The Significance of Stories)
—Debra Tavares, Reynolds
ID:p0250
High School
—David Peterson del Mar, Portland
ID:p0260
State University
The
ID:ti0090
Plan
47. Debra
ID:p0270
Tavares has been teaching language arts to students who are
sheltered
(needing scaffolding and vocabulary support) in grades 9
through 12 for eight
years at the second largest high school in Oregon. Through a
partnership with
Peterson del Mar’s Portland State Freshman Inquiry class, we
connect high
school and college students through the writing process and
story exchanges
and build agency through complementary scaffolded processes.
Using the work
of Narrative 4, an international organization that promotes
radical empathy
through the simple yet powerful mechanism of inviting a group
of people to
share a meaningful story with someone else, in small groups, we
ask each per-
son to share a story and then to retell the story she or he has
heard in the first
person (Beam, 2018, pp. 119–123). The magic of this approach
is the connection
that the technique elicits.
English
ID:p0275
language learner students tend to lose confidence throughout the
system of “tracking” with the same English level students year
after year.
48. Exchanging stories gives them a voice to express the unique
obstacles of nav-
igating two cultures: theirs and the new one. It empowers and
adds value to
their humanity, and their stories inform Tavares’s curriculum.
Scaffolding and
explicit instruction of both language and content (which is a
natural sequen-
tial process) is refined through the rigor of writing; reading at
grade level with
support; and connected through the oral expression of story to
gradually give
students the ability to accept the “release of responsibility” for
their learning
from the teacher to themselves.
In
ID:p0280
addition, high school student members from the Students 4
Equity Club
and the Portland State students experience a sense of purpose
and belonging as
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authentic opportunities to mentor through the practice of
exchanging stories
emerge. The act of exchanging stories through the Narrative 4
49. model transforms
the speaker and listener in ways that inspire students to take
leadership roles
and to become change agents in their school communities.
Etiquette
ID:ti0095
of Collaboration
An
ID:p0285
etiquette of collaboration is embedded within story exchanges:
be honest;
try to capture your partner’s story as best you can; listen
carefully; avoid forming
judgments. The rules serve to focus the participants on each
other. Through the
process of coordinating story exchanges after school, Students 4
Equity mem-
bers learned how to express their passion for changing the
school climate by
building deeper relationships rather than “scaring off potential
club members.”
They refined their delivery. The empathy that initially
transformed their per-
spectives became the foundation for the way they facilitated
story exchanges
with high school students and teachers.
Each
ID:p0290
50. of the three story exchanges conducted within the Portland State
class
provided shared, common ground to a diverse group of young
adults. The
challenges faced by immigrants became finely grained, flesh-
and-bones stories
related by trusted classmates rather than didactic instruction.
Students of color
listened to and shared stories of White classmates who had
suffered ostracism,
shame, and abandonment. Because “empathy is part of genetic
endowment”
(Ciaramicoli and Ketcham, 2000, p. 24) and so many students
“showed their
necks” by revealing deep wounds, they triggered, to various
degrees, a desire to
relieve their suffering through immediate reassurances and
long-term regard
and respect (Goulston, 2010, pp. 87–93). By the end of the
term, 100 percent of
the class agreed or strongly agreed that they had explored issues
of diversity,
equity, and social justice; that their instructor exhibited a
personal interest in
them; and that they had learned to work in teams.
Critical
ID:ti0100
Reflection
Story
ID:p0295
51. exchange students reflected on their stories in several ways.
Reflection
was built into the story-exchange circles; participants are asked
to consider
how they felt telling someone else’s story and hearing their own
story con-
veyed by someone else. High school students could then write
reflections and
some of them offered post reflections in two-to-one
conferences. The univer-
sity students reflected on their experiences as facilitators in
weekly required
reflections.
Students
ID:p0300
4 Equity members reflected critically through collaborative
discus-
sions and debates about the vision for the club; through the
process of recruiting
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teachers and students; and through creative ways of including
everyone after
school. For example, story exchanges needed to be flexible and
hosted by
52. teachers on days that were convenient for them.
Engaging
ID:ti0105
Student Agency
The
ID:p0305
exchanges encouraged acts of mutual vulnerability extending
beyond the
exchanges themselves. Most of both sets of students were from
immigrant fami-
lies, often families who had survived poverty or other trauma
and were students
of color in educational institutions where faculty are mostly
Euro-American
from more privileged backgrounds. However, the Portland State
students had
already negotiated such barriers as racism, poverty, and
learning a second or
third language to get to college. Whereas the Reynolds students
had yet to make
the leap to successful adulthood; they struggled with feelings of
deep distrust
for each other and negative emotions about school and their
capacity to suc-
ceed at it. Research suggested that story exchanges could lead
to such students
feeling less “afraid, discouraged, hopeless, and sad” (Brackett,
et al., n.d., p. 5).
Each
53. ID:p0310
of the Portland State students who facilitated story exchanges at
the
high school expressed a strong sense of agency and competence.
They were
entrusted with the crucial work of embodied care, of modeling
and facilitating
emotional vulnerability (Hamington, 2004). Story exchanges
provided them
not only with a safe place to express their fears and receive
comfort but also with
a platform from which to support younger versions of
themselves, immigrants
struggling with cultural adjustments, poverty, racism, and
family disruption.
The very markers that set these students apart from what are
commonly por-
trayed as the norms of college life—their ethnicity, accent,
poverty, or family
life—were in fact a strength when working with at-risk high
school students.
Civic
ID:ti0110
Professionalism
Rather
ID:p0315
than seeing his role as dispensing knowledge, Peterson del Mar
now per-
54. ceives himself more as a listener and facilitator, as someone
who strives to find
contexts in which he and his university students can collaborate
with commu-
nity members in thoughtful and effective acts of caring. These
deep collabora-
tions fostered a deep sense of empathy, agency, and, ultimately,
joy in first-year
college students.
High
ID:p0320
school students wrote, “We need to create a club where students
could
invite others and facilitate a professional development that
involves the entire
staff in story exchanges.” They started a Students 4 Equity Club
as a platform
to present their ideas at the School Board meeting. They
coordinated story
exchanges after school and invited their favorite teachers and
students from
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session for all staff, students composed a charter and met with
the school prin-
55. cipal who said, “No club has ever impacted professional
development before.”
University and high school students collaborated to present
story exchanges at
a workshop for Oregon and Washington educators. All students
felt a growing
sense of agency in their education.
Because
ID:p0325
students applied theory and took several opportunities to
facilitate
story exchanges, Tavares and Peterson del Mar and two of the
high school stu-
dents were invited to attend a fully funded Narrative 4 Summit
in New Orleans,
Louisiana where they met some fifty students from more than a
dozen schools
from across the world to share stories and practices that
broadened perspec-
tives further.
Discussion
ID:ti0115
Challenges
ID:ti0120
We
ID:p0330
56. benefit from Portland State’s commitment to the model of a
year-long fresh-
man cohort, and integrating CSL into the timeline of a single
course will pose its
own challenges. However, we contend that some CSL, sooner
than later, is bet-
ter than no CSL and the five elements of our process framework
provide a foot-
ing for faculty, and administrators, to integrate the scaffolding
of skills needed
to do CSL projects. A more significant challenge than course
length are institu-
tional and disciplinary cultures that emphasize resource scarcity
and the busi-
ness model of higher education, that in turn perpetuate faculty
insecurity and
competitiveness rather than creativity and collaboration. It
should not require
courage to bring CSL into the curriculum and yet, in many
places, it does.
Most of the challenges of integrating CSL into lower-division
courses are
predictable, such as finding the right partnerships and
organizing and commu-
nicating expectations and logistics. Similarly, students will
finish your course
and new ones will enroll, making it important to consider
practical ways to
maintain whatever your CSL needs to continue. For example,
finding innova-
tive ways to passing the project to the next class of students
provides cohesion
across courses. An unexpected challenge can be remaining
resolutely hopeful in
the face of students who are reluctant to hope. Each of us has
57. heard heartbreak-
ing and shocking student experiences, including the wholesale
resignation to
the state of the world.
Even
ID:p0340
with working partnerships, things occasionally go wrong. As we
tell
our students, if it is important, have a plan B and a plan C. For
instance, imagine
what completing the experience/assignment looks like for a
student who can-
not be there on that day and time and use that to create a
backup. Having this
backup helps those students and also works as a plan B for the
unforeseen. Sim-
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in the problem-solving. Presenting work as simple and hygienic
does everyone
a disservice, not to mention the stress it puts on faculty to
appear flawless. It also
gives students an overly curated understanding of the world.
Even when things
are going smoothly, share the tales of things gone wrong. Part
58. of what makes
CSL powerful is how it humanizes all of us in a way that a
lecture never could.
Implications
ID:ti0125
Because
ID:p0345
CSL develops everyone engaged in the endeavor—students,
commu-
nity partners, and faculty—the most significant implication of
integrating CSL
into a variety of courses is impact. Although we drew from our
CSL experi-
ence working with first-year, first-time students, in doing so,
we envision the
magnified societal impact of students who have engaged in
regular, repeated
opportunities to examine course content in relation to systems
of power while
working collaboratively with peers and communities to address
or correct the
inequities embedded and perpetuated by those systems.
Students
ID:p0350
develop and deepen their agency by building identities as
learners
and creators of knowledge within communities. We each find
that when stu-
59. dents connect their CSL experiences and observations to the
course material,
they develop an appreciation for what they have learned, for
their role in cre-
ating that knowledge, and for the reciprocal impact of being
within a commu-
nity. Furthermore, conceptualizing CSL as a tool, or a map, to
facilitate student
achievement of your desired learning outcomes—critical
thinking, application
of material, problem-solving, you name it—allows you to build
a course stu-
dents will remember because the five elements of our CSL
Process Frame-
work combine course content with building relationships
through shared
experiences.
Those
ID:p0355
shared experiences significantly impact all of the constituents in
the
CSL endeavor. For example, in the presence of a commitment to
and practice
of reciprocity, partnerships involving high school students
working with col-
lege students and faculty affects how individuals from each
group understand
themselves, providing an ongoing learning experience for all.
Combine this
with college-level opportunities offered to high school students
by faculty and
their students in the context of genuine and mutually beneficial
relationship,
60. and new possibilities for a love of learning, catalyzed by
committed mentoring
and the felt experience of support, often result.
Much like our students, experiences in CSL introduce and
inspire us to see
and think differently. As each of our sections on Civic
Professionalism illus-
trates, we find our roles as facilitators of student learning both
necessary and
nourishing because we believe in the transformative potential of
general edu-
cation. Although general education has come to be commonly
misunderstood
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as broad and shallow, perhaps due to its dependence on the
lower-division sur-
vey course, CSL reclaims the general in general education,
through its mean-
ing of “concerning all or most people or things” (“General,”
2018), that, for us,
includes how to develop agency, care, and understanding. A
quick look around
our public sphere illustrates the destructive power of agency
without care and
understanding, highlighting the critical need to begin it now.
Appendix
61. ID:ti0130
Prompts
ID:ti0135
for Author Reflection
1. How
ID:p0365
do you describe and define CBL/CEL for yourself and your
students?3
2. What
ID:p0370
does CBL/CEL look like in your FRINQ?
3. How
ID:p0375
long have you been integrating CBL/CEL into your FRINQ?
4. Has
ID:p0380
it changed over the years? If yes, explain how.
5. What
ID:p0385
are your CBL/CEL learning outcomes?
62. 6. How
ID:p0390
do evaluate student learning on CBL/CEL work?
7. What
ID:p0395
is the worst mistake/experience you/your students have had
doing CBL/CEL? What did you learn from that?
8. What
ID:p0400
is the role of social justice in your CBL/CEL assignments?
9. What
ID:p0405
do you do to develop student reflexivity?
10. Why
ID:p0410
do you do CBL/CEL with first-year, first-time students?
J
ID:p0415
. R. “JONES” ESTES is an Assistant Professor at Portland State
University and serves as Director of
the First-Year Experience in University Studies where she
combines her dedication to first-generation
63. students with the creation of inclusive and equitable curricula.
Her research includes examining the
dynamic among environmental policy, media, and public
opinion, and the Scholarship of Teaching
& Learning.
CHRIS
ID:p0420
CAREY is an Associate Professor in the Department of
Criminology and Criminal Justice and
affiliated with The School of Community Health and the
University Studies Program. Dr. Carey is an
expert in law with an emphasis on human rights, environmental
advocacy, and community engage-
ment in local governance. He has worked for more than 15 years
in research projects and community
engagement programs in the United States, Asia, and Mexico
including projects supported by the
U.S. State Department and USAID.
DEBRA
ID:p0425
TAVARES is in her eighth year as a language arts teacher at the
second largest high school
in Oregon. Her specialties are Reading, English Language
Learner, and Advancement via Individual
Determination (AVID) strategies, art, writing and technology
integration, diversity and inclusion prac-
tice, and community organizing.Pdf_Folio:191
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DAVID
ID:p0430
PETERSON DEL MAR is a Professor at Portland State
University. He teaches two year-long
Freshman Inquiry courses on Immigration, Migration, and
Belonging. He is the author of seven books
on topics ranging from the history of interpersonal violence to
nature-loving to U.S. views of Africa.
His service work includes: volunteering with immigrant youth;
organizing, facilitating, and partici-
pating in story exchanges; and heading Yo Ghana!, a nonprofit
devoted to helping youth in the Pacific
Northwest and Ghana educate and inspire each other.
NOTES
1. Mercy Corps www.mercycorps.org is an international
nongovernmental organization that works
on international development and disaster relief projects around
the globe.
2. AVID is a curriculum that provides academic and social
support that develops critical
thinking, literacy, and math skills across all content areas
(www.pps.net/domain/1474 and
www.pps.net/domain/4067).
3. CBL is used for experiences where the community partner is
a significant and active participant
65. in the experience; whereas CEL is used for experiences that are
outside of the classroom but do not
entail developing a relationship with a community partner.
WORKS
ID:ti0140
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ORIGINAL RESEARCH
published: 18 April 2017
doi: 10.3389/fpsyg.2017.00544
Edited by:
Ann X. Huang,
Duquesne University, USA
69. Reviewed by:
Jie Zhang,
State University of New York
at Brockport, USA
Angelika Anderson,
Monash University, Australia
*Correspondence:
Kristen Gillespie-Lynch
[email protected]
Specialty section:
This article was submitted to
Educational Psychology,
a section of the journal
Frontiers in Psychology
Received: 11 January 2017
Accepted: 24 March 2017
Published: 18 April 2017
Citation:
Gillespie-Lynch K, Bublitz D,
Donachie A, Wong V, Brooks PJ and
D’Onofrio J (2017) “For a Long Time
Our Voices have been Hushed”: Using
Student Perspectives to Develop
Supports for Neurodiverse College
Students. Front. Psychol. 8:544.
70. doi: 10.3389/fpsyg.2017.00544
“For a Long Time Our Voices
have been Hushed”: Using Student
Perspectives to Develop Supports
for Neurodiverse College Students
Kristen Gillespie-Lynch1*, Dennis Bublitz1, Annemarie
Donachie2, Vincent Wong2,
Patricia J. Brooks1 and Joanne D’Onofrio3
1 Department of Psychology, College of Staten Island and The
Graduate Center, The City University of New York, New York,
NY, USA, 2 Department of Psychology, College of Staten
Island, The City University of New York, New York, NY, USA,
3 Center for Student Accessibility, College of Staten Island,
The City University of New York, New York, NY, USA
Although the challenges that autistic students face adapting to
college are often
pronounced, they are similar to the challenges that students with
other disabilities
face (e.g., difficulties with social interaction, self-advocacy,
and executive functioning).
However, extant evaluations of services for autistic college
students are very limited
despite an emerging literature examining supports for college
students with a range
of other disabilities. Given that many autistic students do not
self-identify as autistic
in college, and consequently might avoid autism-specific
services, autistic students
might benefit from services that are designed to support a broad
range of neurodiverse
students, or services that are structured according to the
principles of Universal
Design. In order to develop such services, we assessed the self-
71. reported needs
of autistic college students and their peers with other
disabilities. Guided by needs
assessments and feedback from students, we developed and
evaluated two semesters
of mentor-led group programming for autistic college students
and students with
other disabilities. The first semester of the program focused on
social skills; after
receiving feedback from participants, the curriculum for the
second semester focused
on self-advocacy. Participation in social-skills groups was
associated with decreased
anxiety and autism symptoms. Participation in self-advocacy
groups was associated
with increased perceived social support from friends, academic
self-efficacy, and
more accurate definitions of self-advocacy. This research
suggests that supports for
neurodiverse college students should be developed with their
input and should include
opportunities to engage with diverse peers.
Keywords: disabilities, autism, college students, self-advocacy,
social skills, universal design
INTRODUCTION
Although the symptoms of Autism Spectrum Disorder (ASD)
tend to improve from adolescence
into adulthood (Shattuck et al., 2007), autistic1 individuals
often struggle with transitioning into
college and the workforce (Van Bergeijk et al., 2008;
Hendricks, 2010; Kapp et al., 2011). Many
autistic adults have few or no close social relationships outside
of the family, are unable to live
72. 1 The term “autistic person” is preferred throughout this report
rather than “person with autism” in order to respect the
preferences of autistic people who often prefer “identity first”
terms over “person first” terms (e.g., Kapp et al., 2013; Kenny
et al., 2016).
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Students
independently, and are either unemployed or employed in jobs
that are not commensurate with their skills (Howlin et al.,
2004; Shattuck et al., 2011a; Hillier and Galizzi, 2014). These
73. poor outcomes stand in stark contrast to the viewpoint shared
by many autistic self-advocates, parents, and professionals that
autistic adults have the potential to contribute substantially to
society (e.g., Prince, 2010; Autistic Self-Advocacy Network,
2011;
Wehman et al., 2014).
One potential contributor to poor outcomes among autistic
adults is a lack of supports; services available to autistic
children and adolescents are often no longer available to adults
(Shattuck et al., 2011b). Consequently, autistic adults who are
intellectually capable, and often gifted, may spend their time
in solitary unstructured activities (e.g., watching TV). College
education can provide opportunities for autistic adults to be
members of a community while developing the skills needed
to gain independence. Autism is associated with a number of
strengths that can help autistic students succeed in college,
including high intrinsic motivation, attention to detail, memory
skills, systematic thinking, ability to develop productive
routines,
intense interests, and sincerity (Gobbo and Shmulsky, 2014;
Schindler et al., 2015; Van Hees et al., 2015).
Despite these strengths, autistic students often struggle with
transitioning from high school to the less structured and more
socially complex college environment (e.g., Kapp et al., 2011).
High school graduates with autism may fail to enter college
or drop out before completing their degrees (Glennon, 2001;
Cederlund et al., 2008; Van Bergeijk et al., 2008). Indeed,
young
adults with an educational classification of autism are less
likely to
enroll in 2- and 4-year colleges than students in all other
disability
categories except intellectual disabilities or multiple disabilities
(Wei et al., 2013). While 70% of recent high school graduates
74. were enrolled in college in 2009, only 32% of recent high
school graduates with an educational classification of autism
were
enrolled in college (US Census Bureau, 2012; Wei et al., 2013).
Low college enrollment is particularly apparent among autistic
students from economically disadvantaged families.
Although autistic students are less likely to enroll in college
than their peers with other disabilities, anecdotal evidence
suggests that the number of autistic college students is
increasing
(e.g., Van Bergeijk et al., 2008). However, limited research has
focused on this population. In the first (and currently only)
peer-reviewed study to examine the prevalence of ASD among
college students, White et al. (2011) found that 0.7% of the
students at a public university met diagnostic criteria for ASD,
yet none had previously been diagnosed with ASD. Determining
the prevalence of ASD among college students is complicated
by voluntary disclosure of diagnosis: Among college students
who were identified as autistic in high school, approximately
37% chose not to identify themselves as autistic to their
colleges
(Newman et al., 2011), which suggests that they may not reach
out for help until problems arise (MacLeod and Green, 2009).
Autistic individuals may experience significant challenges
navigating college life, which greatly impact their ability to
function effectively on campus and in the workplace post-
graduation (Adreon and Durocher, 2007; Cimera and Cowan,
2009). These difficulties include atypical sensory processing,
inflexibility, executive function difficulties, challenges
engaging
in self-advocacy, social difficulties, depression, and anxiety
(Glennon, 2001; Van Bergeijk et al., 2008; White et al., 2011;
Schindler et al., 2015; Cai and Richdale, 2016). The stress that
75. most students experience when transitioning into college may
be compounded for autistic students, as difficulty in coping
with change is part of the diagnostic criteria for ASD. Loss
of previously provided supports may also provoke anxiety
(Glennon, 2001).
In response to evidence that autistic students may need
specialized supports to succeed in college, an emerging body of
literature provides recommendations for how to support college
students on the spectrum (Glennon, 2001; Adreon and Durocher,
2007; Van Bergeijk et al., 2008; MacLeod and Green, 2009;
Wenzel
and Rowley, 2010; Kapp et al., 2011; Pillay and Bhat, 2012;
Gobbo
and Shmulsky, 2014; Zeedyk et al., 2014; Burgstahler and
Russo-
Gleicher, 2015; Van Hees et al., 2015). These recommendations
have typically been based on literature reviews, case studies,
and
the insights of those who work with students on the spectrum.
They stress the importance of individualized supports, such
as mentoring, to help students on the spectrum develop self-
advocacy, social, and executive functioning/self-regulation
skills.
However, only a few studies have directly assessed the needs
and
experiences of more than a few college students on the spectrum
(Gelbar et al., 2014; Van Hees et al., 2015; Cai and Richdale,
2016;
Roberts and Birmingham, 2017).
Consistent with the paucity of research about college students
on the spectrum, services for autistic college students remain
very limited (Shattuck et al., 2012a,b; Barnhill, 2016).
Currently,
there are no intervention programs with an established evidence
76. base to facilitate transitions into college, and from college into
the workplace, for individuals on the autism spectrum (Bishop-
Fitzpatrick et al., 2013). A recent Internet search and review of
the
literature identified 31 postsecondary institutions in the United
States that confirmed that they had specialized autism support
services (Barnhill, 2016). Although most of the programs
charged
a fee for services (fees averaged $6525 a year), few of the
programs
collected outcome data. Therefore, it is essential to develop and
evaluate supports for autistic college students.
Although evidence-based supports for autistic college students
are greatly needed, extant peer-reviewed research (as of
February,
2017) contains preliminary evaluations of only three college-
based programs to support autistic college students. Since 2005,
autistic students at a liberal arts college have received one-on-
one mentorship from occupational therapy graduate students
(Schindler et al., 2015). Standardized interviews conducted
with 11 autistic students at the beginning and end of two
terms of the program revealed self-reported improvements in
executive functioning and socialization. In response to an influx
of students on the autism spectrum, a clinical psychologist
founded a mentorship program for autistic college students
at York University in 2007 (described in more detail in the
program manual; Bebko et al., 2011). Each autistic student
in the program is paired with a one-on-one graduate student
mentor. Students are also invited to attend group social
activities (e.g., “pizza parties” or university sports events) and
workshops (e.g., about sexuality or managing exam stress).
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Preliminary findings from this program were recently published
(Ames et al., 2016; Roberts and Birmingham, 2017). Twelve
autistic mentees completed end-of the-term surveys about the
program; they expressed high satisfaction with the program
(M = 4.25 out of 5) but indicated that they would like to
have more group events. They were particularly interested
in future group discussions about disabilities, communication
skills, and transitioning out of college. Pugliese and White
(2014) also published a pilot study demonstrating that a group-
based cognitive behavioral intervention could be successfully
implemented with five autistic college students at Virginia Tech
University. The students regarded the program as fairly helpful
(M = 7.00 out of 10). Two students reported improvements
in problem solving ability and subjective distress associated
with participating in the program. Together, these initial
findings from programs specifically for autistic college students
suggest that a combination of-one-on-one and group-based
mentorship/coaching may be helpful for autistic college
students
while highlighting substantial gaps in current knowledge about
how to support autistic college students.
What Skills Do Autistic College Students
Need Help Developing?
Prior literature suggests that college students on the autism
spectrum are particularly in need of support in three domains:
78. social skills, self-advocacy, and executive functioning/self-
regulation (e.g., Van Bergeijk et al., 2008; Schindler et al.,
2015;
Van Hees et al., 2015; Barnhill, 2016).
Social Skills
Social challenges are apparent among college students with
a range of disabilities, including autism, learning disabilities
(LD), and attention deficit hyperactivity disorder (ADHD;
Bat-Hayim, 1997; Prevatt and Yelland, 2015; Van Hees et al.,
2015). Given that social difficulties are a core aspect of the
diagnostic criteria for ASD, it is likely that autistic students
face particularly pronounced challenges adapting to the complex
social environments they encounter in college. Indeed, many
autistic college students report struggling to try “fit in” (Jones
et al., 2001; Schindler et al., 2015). Some autistic college
students
indicate that they have developed explicit strategies that help
them interact, such as scripts for different situations. Others
find
that the increased likelihood of sharing interests with one’s
peers
in college makes conversations run more smoothly than they
did in high school. Nevertheless, they state that social
challenges
contribute to stress and cause academic difficulties (Van Hees
et al., 2015).
Faculty and clinicians who work with autistic students indicate
that they deviate from classroom norms by missing nonverbal
cues that signal transitions between activities, interpreting
sarcasm literally, standing too close to others and/or touching
their belongings, talking at length about tangential topics, or
remaining silent and avoiding eye contact (Gobbo and
Shmulsky,
2014; Schindler et al., 2015). These social differences can lead
79. to exclusion or even bullying (Jones et al., 2001; Gelbar et al.,
2014). Social isolation may make it more difficult for autistic
students to seek information from other students (MacLeod
and Green, 2009) and may contribute to mental health issues
(Jones et al., 2001). Indeed, anxiety and depression are
commonly
reported among autistic college students (Gelbar et al., 2014;
Van Hees et al., 2015). Stress and social challenges may form a
self-perpetuating cycle for some autistic college students;
autistic
adults who report the most stress also exhibit the most
difficulties
engaging socially (Bishop-Fitzpatrick et al., 2015).
Autistic adolescents and adults with fewer social symptoms
have better relationships with peers (Orsmond et al., 2004).
Therefore, effective techniques to support social skills
development could reduce isolation among autistic college
students. Indeed, a small body of emerging research suggests
that
social skills interventions for autistic adults can reduce social
isolation and anxiety (Hillier et al., 2011; Spain and Blainey,
2015). Most of the limited number of specialized programs for
autistic college students provide social skills supports (Gelbar
et al., 2014; Barnhill, 2016). However, these supports are often
neither systematically evaluated nor informed by the interests of
those they are designed for. In fact, some autistic college
students
indicate that they are not at all interested in further social skills
training after a lifetime of participating in such interventions
(e.g., Barnhill, 2016).
Nevertheless, the majority of specialized programs for autistic
college students include peer mentors and/or social coaches
(Gelbar et al., 2014; Schindler et al., 2015; Barnhill, 2016).
80. Peer
mentors can provide individualized social supports to college
students on the spectrum. Mentors can support students in
developing social skills through discussions of techniques to
use in varied social situations and by helping them to practice
the techniques in role-plays; additionally, mentors can engage
in campus-based activities with autistic students and provide
constructive feedback afterwards (Glennon, 2001). Given that
many autistic adults are not interested in training to help them
act more like people who are not autistic (McLaren, 2014),
programming to help autistic college students develop effective
social skills should also provide them with tools to transform
existing social structures, such as self-advocacy skills.
Self-Advocacy
Students with varied disabilities (e.g., autism, LD, and/or
ADHD)
often enter college without having learned how to self-advocate,
or stand up for oneself and lead others (e.g., White et al.,
2014). Self-advocacy skills are associated with better adaptation
to college and career success among students with disabilities
more generally (Rothman et al., 2008; Adams and Proctor,
2010). However, college students with disabilities are often
unaware that they were protected under the Individuals with
Disabilities Education Act (IDEA) prior to college, wherein
schools are required to identify students who need supports, and
that in college they are required to self-advocate in order to
receive accommodations under the Americans with Disabilities
Act (ADA).
Autistic adults may be particularly unprepared to engage in
self-advocacy, as they tend to be less involved in their own
transition planning relative to students with other disabilities
(Fiedler and Danneker, 2007; Shogren and Plotner, 2012).
Approximately 77% of autistic high school students play a
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very limited or no role in planning for the post-secondary
school transition compared to 47% of students with intellectual
disabilities and 27% of students with all other disabilities
except intellectual disabilities. Only 2.6% of autistic students
play a leadership role in their transition planning relative to
13.6% of students with all other disabilities except intellectual
disabilities. Not surprisingly, given their relative lack of
experience in transition planning, autistic college students
experience difficulties with many aspects of self-advocacy,
including evaluating the costs and benefits of disclosure and
developing effective strategies to communicate their needs to
peers and professors (Autistic Self-Advocacy Network, 2011;
Van
Hees et al., 2015). Given that college instructors may also be
uninformed about disability laws, students on the spectrum who
do not know that they must self-advocate to receive services
may
not receive appropriate accommodations (Pillay and Bhat,
2012).
Although the importance of teaching self-advocacy skills to
autistic people has been stressed by a professor on the spectrum
(Shore, 2004), parents of autistic children (Morrison et al.,
82. 2009),
and researchers (Wehman et al., 2014), no published studies
have
examined the efficacy of self-advocacy interventions
specifically
designed for autistic individuals (Test et al., 2005a; Roberts et
al.,
2016). Therefore, a primary goal of the current research was
to evaluate a self-advocacy intervention designed for autistic
youth by an autistic researcher, the Integrated Self Advocacy
Curriculum (Paradiz, 2009), after adapting it to suit the needs of
autistic college students.
Study Habits/Executive Functioning Skills
Students with varied disabilities (e.g., autism, LD and/or
ADHD)
also face pronounced challenges developing the executive
functioning/self-regulation skills needed to succeed in college
(Adreon and Durocher, 2007; Parker and Boutelle, 2009;
Van Hees et al., 2015). Autistic students often struggle with
difficulties note taking (due to challenges identifying
overarching
themes and motor difficulties), completing assignments on time
(due to difficulty breaking goals into sub-goals, monitoring
progress toward goals, and brainstorming), organizing their
study materials, and test taking (due to anxiety, motor
difficulties, sensory sensitivities, and occasional processing
delays). Individualized and/or group mentoring may be helpful
in supporting these skills.
Developing Supports for Autistic College
Students: Benefits of Universal Design
Although students on the autism spectrum often require support
to help them develop the social, self-advocacy, and executive
functioning skills that they need to succeed in college, they
are not alone in needing help developing these skills. Indeed,
83. a growing body of research examines supports to help college
students with the most commonly reported disabilities on
college
campuses, LD and/or ADHD (Newman et al., 2011), develop
social, self-advocacy and executive functioning skills (Bat-
Hayim,
1997; Parker and Boutelle, 2009; Brown et al., 2010; Parker et
al.,
2011; Harrison et al., 2012; Mytkowicz and Goss, 2012; Getzel,
2014; White et al., 2014; Prevatt and Yelland, 2015). Like the
much smaller body of research evaluating supports for autistic
college students (e.g., Pugliese and White, 2014; Schindler et
al.,
2015; Ames et al., 2016), the aforementioned evaluations of
supports for college students with LD and/or ADHD were all
quasi-experimental. Nevertheless, they suggest that
participation
in one-on-one and/or group mentoring/coaching is associated
with improvements in self-advocacy, social skills, executive
functioning, self-efficacy, and other domains of functioning
for students with LD and/or ADHD. Although none of the
participants in studies evaluating supports for college students
with LD and/or ADHD were described as having an ASD,
overlaps in the challenges faced by autistic students and
students
with LD and/or ADHD suggest that similar programming might
be beneficial for neurodiverse students more generally.
Indeed, supports that are effectively designed to accommodate
the needs of specific types of students (e.g., those with LD
and/or
ADHD), or supports that reflect the principles of Universal
Design, allow students with a diverse range of strengths and
weaknesses (e.g., autistic students) to learn from one another in
inclusive environments where differences are valued (McGuire
84. and Scott, 2006). Universal Design “is the design of products
and environments to be usable by all people, to the greatest
extent possible, without the need for adaptation or specialized
design” (North Carolina State University, n.d.). Instructional
materials that are consistent with the principles of Universal
Design provide multiple means of representation, action and
expression, and engagement (CAST, 2011). Given that autistic
students exhibit highly variable patterns of academic strengths
and weaknesses (Keen et al., 2016), flexible supports that
are designed according to the principles of Universal Design
(e.g., clear expectations, structured opportunities to interact,
a constructive class culture, and consistent feedback) may be
needed to help autistic students succeed in college (Burgstahler
and Russo-Gleicher, 2015). Supports that students with a
diverse
range of disability identifications can access together may also
be
beneficial because many autistic college students do not
identify
as autistic (Newman et al., 2011) and consequently are unlikely
to
seek out supports designed specifically for autism.
Indeed, in the research described in this report, we initially
intended to provide services only to autistic college students.
However, we widened inclusion criteria almost immediately
after realizing that many autistic students did not identify
as autistic, after a number of students who did identify as
autistic indicated that they had felt segregated within
specialized
autism programs in high school and were not interested in
participating in activities that were just for autistic students,
and
after students who self-identified with other disabilities (some
of
whom appeared to have undiagnosed autism) expressed interest
85. in participating in programming. In response to this feedback,
we focused on developing and evaluating supports that were
consistent with the principles of Universal Design, or supports
that would be beneficial for autistic college students and their
peers with other disabilities.
Research Aims
Given that little is known about what types of supports college
students with disabilities more generally feel they need and
what types of supports they find effective, an important first
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fpsyg-08-00544 April 12, 2017 Time: 15:9 # 5
Gillespie-Lynch et al. Supports for Neurodiverse College
Students
step in developing effective and socially valid supports is to
involve autistic students and students with other disabilities in
the development and evaluation of such supports. Therefore, the
aims of the quasi-experimental studies described in this report
were:
(1) To examine neurodiverse students’ self-reported desire for
guidance in developing a range of skills.
(2) To build peer-mentor-based supports that are consistent
with the principles of Universal Design for autistic college
students and students with other disabilities by using
86. needs assessments collected at the beginning of each term
and student feedback at the end of each term to guide
program development.
(3) To evaluate self-reported benefits associated with
participating in the aforementioned supports by
analyzing potential changes in standardized measures
from pre-test to post-test each term while attending to
students’ open-ended reflections about the supports at
the end of each term.
MATERIALS AND METHODS
Structure of Mentorship Program
Students were invited to participate in weekly hour-long
mentor-led group meetings with a standardized curriculum
that varied each semester (see below) and/or weekly hour-
long individualized, one-on-one meetings with a mentor. After
completing an informed consent form, mentees filled out
self-report assessments at the beginning (pre-test) and end
(post-test) of each term. They received a $50 Amazon gift card
for completing pre-tests and post-tests and a $10 Amazon gift
card for participating in focus groups at the end of each term.
Some students struggled with completing the number of forms
administered and completed only a portion of them.
One-on-one mentorship was available from enrollment
through finals (up to 14 weeks). Group meetings occurred over
9 or 10 weeks depending on holidays. Groups were available
each day of the week and were led by a guiding mentor with the
help of one or two program facilitators (doctorate or MA level).
The number of mentees enrolled in each group ranged from two
to nine mentees. Students who preferred not to attend group
meetings were offered the group curriculum during one-on-one
mentoring.
87. Mentor Training
Mentors included undergraduate students, MA students, and
Ph.D. students. All mentors completed an online training about
autism and an hour-long in-person training designed to help
them encourage their mentees to break goals into sub-goals,
monitor their progress towards goals, and seek out needed
resources on campus. Program facilitators were present during
initial (and many subsequent) mentorship meetings to provide
ongoing feedback. One-on-one mentors sent a weekly log
describing each mentorship session to program facilitators and
received detailed constructive feedback in response to these
logs.
Mentors were provided with a script for one-on-one meetings
with students, but were encouraged to individualize the sessions
by exploring campus activities together. For greater detail about
the types of individualized activities students engage in during
one-on-one mentorship, please consult (Gillespie-Lynch et al.,
2017). Mentors who led groups attended three additional hours
of training wherein they practiced using the group curriculum to
present information in a question/answer format, which included
opportunities for students to share their experiences and engage
in role-plays.
Group Curriculum
Based on prior literature and our experiences working with
people on the spectrum, we identified two areas of support to
address during group meetings: social skills and self-advocacy
skills. During the first semester of the program, group meetings
focused primarily on social skills although self-advocacy was
also discussed. In response to student feedback, group meetings
focused primarily on self-advocacy in the second semester of
the program. Given that effective communication is essential
to both social skills and self-advocacy, both semesters included
components of social skills and self-advocacy.