The document provides an update on service-learning activities at Queensborough Community College in spring 2015. It discusses new faculty and community partners involved in service-learning projects during 2014. It also notes that 26 faculty participated in a research survey on the impacts of service-learning and 15 faculty were involved in a grant-funded project to promote civic engagement. The update highlights several fall 2014 events involving service-learning students and faculty presenting their work. It includes short articles from five faculty members describing their successful service-learning projects partnering with local schools and organizations.
This guide is written to encourage students and adults to work together to develop student voice in schools.It provides theory, models, research and resources.
This guide is written to encourage students and adults to work together to develop student voice in schools.It provides theory, models, research and resources.
Healthcare delivery is moving into communities away from hospitals. Our mission at the School of Nursing is to use flexible learning strategies to optimize this shift from acute care management to community/population health promotion and well-being. In this presentation, we will discuss our strategies for engaging students and our community practice partners in flexible learning experiences throughout the undergraduate curriculum. One activity is linked to the Institute for Healthcare Improvement (IHI) open school. Eleven of our students and three faculty members participated in a North American I-CAN project (Change Agent Network) to improve population health outcomes in our communities. We partnered with the Union Gospel Mission to identify, implement and evaluate healthcare improvement interventions for this special population. The I-CAN project included online learning modules, synchronous coaching calls and in-person project work at the Union Gospel Mission. In another flexible learning activity, student-faculty-community practice partners co-developed online learning resources to be used in the undergraduate curriculum and as educational resources in community settings (e.g., updates on the HPV vaccine). After providing an overview of our flexible learning innovations, we will discuss successes and challenges associated with designing, implementing and evaluating these collaborative projects. One powerful outcome that we are eager to shareā we are shifting studentsā focus from hospital settings to those places where we live.
Our Learning Objectives This session will:
1. Describe the planning, implementation and evaluation processes associated with community-based experiential student learning.
2. Discuss how to link community-based experiential learning to other course learning objectives and other curricular components (e.g., in-class discussions, skills lab simulations).
3. Examine the successes and challenges associated with flexible learning and student-faculty-community partnerships.
Facilitators:
Maura MacPhee, Associate Director of the Undergraduate Program, Lead on Flexible Learning Initiative in the School of Nursing
Khristine Carino, Project manager for Flexible Learning Initiative at the School of Nursing
Ranjit Dhari, Community/Population Health Nursing Faculty
Joanne Ricci, Community/Population Health Nursing Faculty
http://events.ctlt.ubc.ca/events/student-faculty-community-flexible-learning-partnerships/
THE EFFECTS OF COMMUNICATION NETWORKS ON STUDENTSā ACADEMIC PERFORMANCE: THE ...IJITE
Ā
Social networks, as the most important communication tools, have had a profound impact on social aspects of community user interactions and they are used widely in various fields, such as education. Student interaction through different communication networks can affect individual learning and leads to improved academic performance. In this study, a combined approach of social network analysis and educational data mining (decision tree method) was used to study the impact of communication networks, behavior networks
and the combination of these two networks on studentsā academic performance considering the role of factors such as computer self-efficacy, age, gender and university. The results of this study, which included 139 students, indicate gender is highly prioritised in all three models. Moreover, according to the results all three models had enough confidence level that among them communication networks with higher
confidence, accuracy and precision had significant impacts on the prediction of academic performance.
ARE WE EFFECTIVELY TEACHING TODAYāS COLLEGE STUDENT?ijejournal
Ā
Evidence suggests that twenty first century college students have less aptitude and less interest in academic
learning than their predecessors. This poses a challenge to faculty who are charged with passing
knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a
degree from a college or university. The authors examine this assertion by taking a closer look at how
faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the
complex relationship between faculty and students. Three broad themes are explored: helping students
understand the higher education experience, keeping students engaged in and out of class, and
continuously assessing for improvement in studentsā relationships with those charged with educating them.
Specific recommendations, grounded in research, are made for each area explored. The authors conclude
that making changes in how faculty approach the experiences students have, will significantly improve the
quality of those experiences.
Healthcare delivery is moving into communities away from hospitals. Our mission at the School of Nursing is to use flexible learning strategies to optimize this shift from acute care management to community/population health promotion and well-being. In this presentation, we will discuss our strategies for engaging students and our community practice partners in flexible learning experiences throughout the undergraduate curriculum. One activity is linked to the Institute for Healthcare Improvement (IHI) open school. Eleven of our students and three faculty members participated in a North American I-CAN project (Change Agent Network) to improve population health outcomes in our communities. We partnered with the Union Gospel Mission to identify, implement and evaluate healthcare improvement interventions for this special population. The I-CAN project included online learning modules, synchronous coaching calls and in-person project work at the Union Gospel Mission. In another flexible learning activity, student-faculty-community practice partners co-developed online learning resources to be used in the undergraduate curriculum and as educational resources in community settings (e.g., updates on the HPV vaccine). After providing an overview of our flexible learning innovations, we will discuss successes and challenges associated with designing, implementing and evaluating these collaborative projects. One powerful outcome that we are eager to shareā we are shifting studentsā focus from hospital settings to those places where we live.
Our Learning Objectives This session will:
1. Describe the planning, implementation and evaluation processes associated with community-based experiential student learning.
2. Discuss how to link community-based experiential learning to other course learning objectives and other curricular components (e.g., in-class discussions, skills lab simulations).
3. Examine the successes and challenges associated with flexible learning and student-faculty-community partnerships.
Facilitators:
Maura MacPhee, Associate Director of the Undergraduate Program, Lead on Flexible Learning Initiative in the School of Nursing
Khristine Carino, Project manager for Flexible Learning Initiative at the School of Nursing
Ranjit Dhari, Community/Population Health Nursing Faculty
Joanne Ricci, Community/Population Health Nursing Faculty
http://events.ctlt.ubc.ca/events/student-faculty-community-flexible-learning-partnerships/
THE EFFECTS OF COMMUNICATION NETWORKS ON STUDENTSā ACADEMIC PERFORMANCE: THE ...IJITE
Ā
Social networks, as the most important communication tools, have had a profound impact on social aspects of community user interactions and they are used widely in various fields, such as education. Student interaction through different communication networks can affect individual learning and leads to improved academic performance. In this study, a combined approach of social network analysis and educational data mining (decision tree method) was used to study the impact of communication networks, behavior networks
and the combination of these two networks on studentsā academic performance considering the role of factors such as computer self-efficacy, age, gender and university. The results of this study, which included 139 students, indicate gender is highly prioritised in all three models. Moreover, according to the results all three models had enough confidence level that among them communication networks with higher
confidence, accuracy and precision had significant impacts on the prediction of academic performance.
ARE WE EFFECTIVELY TEACHING TODAYāS COLLEGE STUDENT?ijejournal
Ā
Evidence suggests that twenty first century college students have less aptitude and less interest in academic
learning than their predecessors. This poses a challenge to faculty who are charged with passing
knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a
degree from a college or university. The authors examine this assertion by taking a closer look at how
faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the
complex relationship between faculty and students. Three broad themes are explored: helping students
understand the higher education experience, keeping students engaged in and out of class, and
continuously assessing for improvement in studentsā relationships with those charged with educating them.
Specific recommendations, grounded in research, are made for each area explored. The authors conclude
that making changes in how faculty approach the experiences students have, will significantly improve the
quality of those experiences.
"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.
Enhancement of Student Preparation for Global Serviceinventionjournals
Ā
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Ā
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
1. Ofļ¬ce of Academic Service-Learning Spring 2015 Update
Welcome to this special āfaculty editionā of The Service-Learner. We thank faculty for the great response to our request
for articles, and we invite you to read about their projects and enthusiasm for the service-learning pedagogy.
Recapping 2014, three new service-learning facultyāAgnieska Tuszynska, Sharon Lall-Ramnarine and Patricia Kinneary
āas well as three new community partnersāZone 126, Community Voices Middle School 356 and Business Technology
Early College High School (BTECH)āprovided opportunities for students to apply their classroom learning to community
needs. We are very happy to welcome them to service-learning, and we look forward to sustained relationships with all.
Finally, participation in our research remains strong. Twenty-six faculty participated in the OASL IRB-approved post-
project survey, Research and Assessment of Academic Service-Learning at QCC, which includes questions on the impact
of service-learning on workplace readiness skills, civic engagement and academic gain; 15 faculty participated in a three-
year grant funded by the Teagle Foundation to help students build commitment to civic and moral responsibility for
diverse, equitable, healthy and sustainable communities. If you are interested in joining these eļ¬orts, please contact us.
ā¢ New CUNY Chancellor James B. Milliken met
on August 5 with a number of QCC students,
including service-learning participants.
ā¢ Dr. Robert Franco, Professor of Paciļ¬c
Anthropology and Director of the Oļ¬ce for
Institutional Eļ¬ectiveness at Kapiāolani
Community College, Honolulu, Hawaii, and
Principal Investigator of the Teagle Foundation
Grant, āStudent Learning for Civic Capacity:
Stimulating Moral, Ethical, and Civic Engagement
for Learning that Lasts,ā visited QCC on
September 16 and presented to over 70 QCC
faculty, staļ¬ and students on High Impact
Teaching and Learning: Stimulating Moral, Ethical,
and Civic Engagement for Learning.
ā¢ College President Dr. Diane B. Call held a
āPizza with the Presidentā lunch with 12 service-
learning students on October 29. The students
enthusiastically recalled their service-learning
experiences to Dr. Call.
Notable Fall 2014 Events
Special Faculty
Edition!
PROJECT
SPOTLIGHTS
PAGE 6
AWARDS AND
GRANTS
PAGE 8
COMMUNITY
PARTNERS
PAGE 10
FACULTY VOICES
PAGE 2
Research on the eļ¬ectiveness of service-
learning for QCC Career and Technical
Education students, funded by a Carl D.
Perkins Grant from the New York State
Education Department, has been
published as a chapter in the book,
Service-Learning at the American
Community College, edited by our
colleagues Dr. Amy Traver and Dr. Zivah
Perel-Katz.
The research, based on results of the
OASL student survey and reļ¬ections, and
on student retention rates, assesses the
impact of academic service-learning on
career development. The chapter, āService-Learning as a
Pedagogical Tool for Career Development and Vocational Training,ā
also discusses the numerous observed beneļ¬ts of an education
that is based in real-life, community settings where academic
learning is transformed into practical, vocational knowledge. The
OASL is privileged to have been asked to contribute to this book,
which includes chapters authored by leading national service-
learning scholars.
National Publicity for QCC Service-Learning
The Voice of Students, Faculty and Community
The Service-Learner
Volume VI, Issue I Spring 2015
2. Service-Learning: A Win-Win
BY PROF. PATRICIA KINNEARY, NURSING DEPARTMENT
As I reļ¬ect on this past semester [Fall 2014], I realize how eventful it was
and how quickly it went. It certainly had its challenges, but also its
highlights. I taught second semester nursing students, and I think they
would agree that the best and most memorable part of the semester was
our experience with service learning. We had the opportunity to visit
Bayside Senior Center of Catholic Charities Brooklyn and Queens to
provide the members with some good health information and home safety
tips. With our theme of health promotion and disease prevention, our goal
was to help the seniors stay well and well-informed.
The students were eager and excited to put their presentations together
and they did an outstanding job. They worked together in teams with each
having their own healthcare topic. They designed poster boards with
accurate information that provided the seniors with important facts and
useful tips on how to stay healthy and free from infection. They
emphasized the importance of proper hand hygiene, safe food handling,
adequate hydration, and getting vaccinated to help ļ¬ght infection. They
oļ¬ered important suggestions and home safety tips to help the seniors
prevent falls. They also provided information on how to plan healthy,
nutritious meals with an emphasis on nutrition for targeted diseases. And
they shared some easy tips on staying active and mobile. They also
presented the seniors with apples, bottled water, and individual hand
sanitizers. As you can imagine, it was a big hit. (CONTINUED ON P. 4)
Searching for Wisdom in a Developmental
Psychology Class
BY PROF. EVA GOLDHAMMER, SOCIAL SCIENCES DEPARTMENT
One of the challenges in a Developmental Psychology course taught at
community college is that the three-credit course incorporates childhood,
adolescence, and adulthood. In comparison, at senior colleges, the same
amount of material is divided up into one three-credit course dealing with
child development, and another devoted to adolescence and adult
development. This presents a challenge, as we have to teach more
material in less time, to our students. Our student population does not do
well if we send them home just to read more material on their own, so
creative strategies are called for. Last semester, I opted to introduce a
service-learning project in one of my Developmental Psychology classes.
Students went to one of several senior centers run by Catholic Charities
Brooklyn and Queens. In this way, I could concentrate on child and
adolescent development and rely on students gaining concrete
knowledge about the adult phases of development.
The purpose of the project was to have a more concrete way of
understanding people who are in a later developmental phase of life.
Students played an interactive board game with senior citizens, called
Age-Tastic, which was developed by the New York City Department for
the Aging. It served the purpose of being a social emollient, which helped
younger and older participants come to understand each other better, and
to open up more comfortable communication. (CONTINUED ON P. 4)
Faculty Voices
Catholic Charities Brooklyn
and Queens sponsors over
160 programs and services
for children and youth,
adults and seniors, people
with developmental
disabilities, those who are
mentally ill and the isolated.
Service-Learning
Projects with Catholic
Charities Brooklyn and
Queens
PAGE 2 VOLUME VI, ISSUE I
Nursing students presenting health
info, Prof. Patricia Kinneary
Art therapy students lead workshops
in creative expression, Prof. Susan
Gonzalez
Nursing students and senior citizens
play a game with health facts, Prof.
Janice Molloy
5. A Moment without Cell Phones
(CONTINUED FROM P. 3) Some of the interviews were
adapted by my students into research papers and then
digital stories. The second meeting took place near the
end of the semester. The CLIP students interviewed
my EN-101 students about their experiences as
matriculated students at Queensborough thus far.
Some students stuck to the scripted questions. For
many others, these topics were just a starting point,
and conversations ensued, with some hesitations,
about cars, video games, music, shopping, love lifeā
the interests both sets of students have in common.
Some pairs had serendipitous things in common: my
student Jin, who emigrated from South Korea when
she was a child, felt a strong connection to her CLIP
partner, Susu, from China since they are both mothers.
Jin noted: āby speaking with new people we learn to
express ourselves more, and help us ļ¬nd comfort in
our own skin.ā Other students
relived their own experiences
learning English, long forgotten.
My student Monica Hernandez,
whose parents are from Mexico,
was placed in a bilingual
kindergarten classroom at age
ļ¬ve, not knowing any English. In
meeting with her Chinese CLIP
student partner, Monica wrote:
āspeaking with Meiling was like
looking in a mirror. I saw myself
in Meiling when she stuttered or
paused, searching for the right
word.ā
In their reļ¬ections, my EN-101 students described
their experience in terms of social and cultural capital,
workplace skills and John D. Mayerās theory of
personal intelligence, concepts we studied in class.
The theme of face-to-face communication ran through
their work: Music major Jonathan Jones wrote that the
project āaddressed a major community need for cross-
cultural communicationā and that students ābeneļ¬t
from less stereotypes and a better understanding of
others.ā Jelaini Lantigua, herself a graduate of CLIP
and a Journalism major, bemoaned the ubiquity of
smart phone use: ācommunication is primordialānot
on the phone or social websābut personally.ā In
talking with her CLIP partner Jelaini felt āwe got what
we wanted: a moment without cell phones, just two
normal people having a conversation.ā
Hands-On Link
(CONTINUED FROM P. 3) which they did not know
existed and upon which they walk for the ļ¬rst time. On
campus, students, in a sense, see into the future as
they stare uphill along a proposed Tiger Trails route.
Role importance in the team is immediately sensed as
they begin their work towards making something
known to them by measuring. Minimum instructor
interaction creates an independent work environment,
enhancing a hands-on and more cohesive eļ¬ort
between each member to complete the task. Studentsā
previous experience and ļ¬eld-notes make this
challenge more rewarding as they complete their work,
especially with the knowledge that it will be put to use
and recognized by someone else beyond the course.
Service-learning rounds out course experience,
placing learned technology within the surrounding
environment. Becoming more aware of natural
surroundings promotes good stewardship, yielding
more careful and productive work. Additionally,
knowing and respecting the environment results in
good sustainable design. Often heard are studentsā
comments of environments they were unaware of that
exist in their midst. Today, this is the norm within the
architecture and construction industries.
Communication can never be compromised when it
comes to career advancement. Knowledge exchange
between each individual ensures complete
understanding, fostering speed with eļ¬ciency,
completing this work with a conļ¬dence boost on the
side. Mindful of expected errors, they are pointed out
as a learning tool with the knowledge that no one is
perfect and that when encountered in practice, they
can be corrected. This applies to anyone regardless of
performance level or diļ¬erences as long as they do the
work.
VOLUME VI, ISSUE I PAGE 5
Students working in Udalls Cove Park
āBy speaking
with new
people,
weā¦ļ¬nd
comfort in
our own
skin.ā
-EN-101 STUDENT
Faculty Voices, Continued
10. We thank our community partners in
Fall 2014 for working with our students:
Catholic Charities Brooklyn and Queens
FCI Otisville
Saratoga Family Inn
Udalls Cove Preservation Committee
Zone 126
Schools
Bayside High School
Benjamin N. Cardozo High School
BTECH Early College High School
Hillcrest High School
William Cullen Bryant High School
World Journalism Preparatory School
Community Voices Middle School 356
Divine Wisdom Catholic Academy
Holy Martyrs Armenian Day School
CUNY Law School
QCC Oļ¬ces and Programs
After School Academy
Academic Literacy Learning Center
Buildings and Grounds
CLIP
Environmental Health and Safety
Health Services
Kupferberg Holocaust Resource Center
and Archives
Queensborough Performing Arts Center
Project Prize
Single Stop
We Are QCC
Welcome to our new partners
Through Zone 126, the OASL connected with
William Cullen Bryant High Schoolāa new
school partner this semester. QCC health
students presented to the high school students
on healthy living. The students also toured the
campus through the OASLās Getting Young
Minds Excited about College program.
QCC Nursing students presented to middle
school students in Community Voices Middle
School 356 about hygiene and their changing
bodies (grades 6 and 7) and about pregnancy
prevention and STIs (grade 8).
Freshmen from Business Technology Early
College High School (BTECH) visited with
QCC electrical engineering students to see
how the QCC students used MATLAB, a
mathematical programming language and
environment, to solve engineering design
problems. Read about this project on page 3.
QCC Oļ¬ce of Academic Service-Learning
222-05 56th Avenue
Humanities Building, Room 246
Bayside, NY 11364
718.281.5612
servicelearning@qcc.cuny.edu
www.qcc.cuny.edu/servicelearning
Support for the development and production of this material was
provided by a grant under the Carl D. Perkins Career and Technical
Education Act of 2006 administered by the New York State
Education Department.
Academic Service-Learning Director: Josephine Pantaleo
Faculty Liaison: Dr. Sharon Ellerton
Perkins Project Coordinators: Arlene Kemmerer, Mary Bandziukas,
Cristina Di Meo
Project Coordinators: Diana Silvestri, Helen Massan, Eugene Sedita
Academic Service-Learning at a Glance - Fall 2014
Faculty Community
Partners
Classes Students Academic
Departments
Number of
Participants
42 28 51 783 11
PAGE 10 VOLUME VI, ISSUE I
Community Partners Fall 2014