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Intellectual Disability Nursing: An Oral History Project
Type: Book
ISBN: 978-1-83982-152-3

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Book part
Publication date: 23 October 2020

Laura Selmo

Higher education has to develop personal and professional competences of students and to improve their knowledge and skills as well as their sense of civic engagement and…

Abstract

Higher education has to develop personal and professional competences of students and to improve their knowledge and skills as well as their sense of civic engagement and understanding of cultural and social issue. Moreover, higher education research suggests that the use of technology, e-learning and online course can provide a powerful learning experience for students (Volman, 2005). Thus, e-service-learning (E-SL), “…an electronic form of experiential education and incorporates electronically supported service learning” (Malvey, Hamby, & Fottler, 2006, p. 187) could be a teaching and learning methodology to reach these goals. Indeed:

it is delivered online and uses the Internet and state of the art technologies that permit students, faculty, and community partners to collaborate at a distance in an organized, focused, experiential service-learning activity, which simultaneously promotes civic responsibility and meets community needs. (Malvey et al., 2006, p. 187)

it is delivered online and uses the Internet and state of the art technologies that permit students, faculty, and community partners to collaborate at a distance in an organized, focused, experiential service-learning activity, which simultaneously promotes civic responsibility and meets community needs. (Malvey et al., 2006, p. 187)

Starting from a theoretical analysis of the evolution of E-SL, this chapter describes a case study of the use of E-SL in English Language Teaching (ELT) education and reveals the effects that it produces on the development of digital skills, teaching abilities and professional identity of pre-service teachers.

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International Perspectives on Policies, Practices & Pedagogies for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-854-3

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Book part
Publication date: 4 February 2019

Nascira Ramia and Karla Díaz

This chapter provides higher education faculty with a model that promotes equity and inclusion by engaging students in developing critical consciousness about their…

Abstract

This chapter provides higher education faculty with a model that promotes equity and inclusion by engaging students in developing critical consciousness about their country’s social problems. This model has been developed and refined through research and practice at a private liberal arts university in Quito, Ecuador since 2011. It is a service-learning program where students work directly, for 80 hours, with a vulnerable human group while taking a course where the academic content includes topics, such as poverty, education, health, gender, and discrimination. With this experiential learning model, students have gone through a transformational process that has allowed them to question their mental schemes. This transformation has been documented with qualitative data. The impact of this model has been researched using both quantitative and qualitative measures of students’ civic attitudes and skills using a scale called the Civic Attitudes and Skills Questionnaire, which includes six factors: Civic Action, Interpersonal and Problem-Solving Skills, Political Awareness, Leadership Skills, Social Justice, and Diversity Attitudes. A significant impact of the course on students’ skills has been found on almost all factors in two studies conducted in recent years. This chapter describes the service-learning program in detail mentioning the research done.

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Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-061-1

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Book part
Publication date: 1 July 2019

Marie-Line Germain

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Integrating Service-Learning and Consulting in Distance Education
Type: Book
ISBN: 978-1-78769-412-5

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Book part
Publication date: 7 March 2019

Asya Draganova

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Popular Music in Contemporary Bulgaria: At the Crossroads
Type: Book
ISBN: 978-1-78743-697-8

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Book part
Publication date: 18 December 2016

Vetta L. Sanders Thompson and Sula M. Hood

Proponents of community engagement to promote social change advocate bringing together researchers, practitioners, politicians, business leaders, advocates and other…

Abstract

Proponents of community engagement to promote social change advocate bringing together researchers, practitioners, politicians, business leaders, advocates and other relevant stakeholders to identify and solve community problems and issues. This chapter will describe the need for academic and community partnerships, how academic institutions can develop priorities, governance and financial structures that facilitate stronger, more effective community relationships and make contributions to the resolution of social ills. The current literature on community engagement, community-based participatory research, community action research, community-engaged scholarship and service-learning are reviewed. The principles and tenets of engaged scholarship are reviewed, barriers to implementation are discussed and examples provided. Academic institutions can play an important role in social change if they are willing to embrace community engagement. A key to success is building trust, sharing power, fostering co-learning, enhancing strengths and resources, building capacity, and addressing community-identified needs. Academic participation requires institutional and faculty commitment to engagement principles, flexible and inclusive governance structures and strategies to educate community members. The development of the relationships and structures required for successful community engagement can be inhibited by imbalances in power and knowledge that often exist among practitioners, researchers, and community members. This review may assist academic institutions to examine implementation of tenure and promotion policies, oversight strategies and structures that assure community development and benefit, as well as opportunities for faculty, staff and student training on principles and best practices of community-engaged research.

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The Crisis of Race in Higher Education: A Day of Discovery and Dialogue
Type: Book
ISBN: 978-1-78635-710-6

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Book part
Publication date: 16 August 2010

Anne L. Christensen, Dennis Schmidt and Priscilla S. Wisner

This study evaluates participation in the Volunteer Income Tax Assistance (VITA) program, a service-learning activity, to determine if participating students develop…

Abstract

This study evaluates participation in the Volunteer Income Tax Assistance (VITA) program, a service-learning activity, to determine if participating students develop confidence in the skills needed for success in the accounting profession. An analysis of data from students at eight U.S. universities shows that VITA students were significantly more confident in their practical skills, citizenship skills, and personal responsibility skills after their VITA experience than a control group of students who did not participate in VITA, measured over a similar period of time. The VITA participants also reported a stronger sense of school pride and moderately more confidence in their interpersonal skills. However, the VITA students reported less confidence in their problem-solving skills, perhaps due to being faced with complex decision-making situations. While this finding was initially unexpected, it actually demonstrates the value of experiential learning for students.

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Advances in Accounting Education
Type: Book
ISBN: 978-0-85724-292-1

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Article
Publication date: 1 September 2005

S.J. Giles, Gary A. Cook, Michael A. Jones, Brian Todd, Margaret Mason, B.N. Muddu and Kieran Walshe

The first phase of this study developed a multi‐professionally agreed list of adverse events for clinical incident reporting in Trauma and Orthopaedics. This follow‐up…

Abstract

Purpose

The first phase of this study developed a multi‐professionally agreed list of adverse events for clinical incident reporting in Trauma and Orthopaedics. This follow‐up study aims to evaluate the effectiveness of the adverse event list.

Design/methodology/approach

Two follow‐up questionnaires were sent to healthcare professionals working in Trauma and Orthopaedics in two of the participating National Health Service (NHS) Trusts (n=247 for the first questionnaire and n=240 for the second questionnaire). Trends in routine incident reporting data were also monitored over a two‐year period to determine the impact of the adverse event list on levels of adverse event reporting.

Findings

The questionnaires indicated that awareness about the adverse event list was good and improved between questionnaires. However usage of the adverse event list appeared to be poor. Multiple regression analysis with the dependent variable count of orthopaedic incidents suggested that the adverse event list had little, if any impact on levels of reporting in Trauma and Orthopaedics.

Originality/value

The results of this study suggest that a practical tool, such as the adverse event list has little impact on incident reporting levels.

Details

Clinical Governance: An International Journal, vol. 10 no. 3
Type: Research Article
ISSN: 1477-7274

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Book part
Publication date: 9 April 2021

Faith Valencia-Forrester and Bridget Backhaus

Work-integrated learning (WIL) and service learning are widespread approaches to experiential, practice-based learning in Australia. Both are associated with extensive…

Abstract

Work-integrated learning (WIL) and service learning are widespread approaches to experiential, practice-based learning in Australia. Both are associated with extensive bodies of research that support their benefits to students, industry, and the community at large. What is less explored, however, is the accessibility of such experiences. In Australia, there are several groups of students that are at a disadvantage in terms of participation in WIL and service learning. When considering access to higher education as an emerging human right, the importance of addressing these inequalities becomes even more clear.

This chapter draws on case studies of pedagogical and curriculum changes that challenge existing power structures from within the curriculum and improve the accessibility and inclusiveness of WIL. This includes a research project that informs redesigning WIL experiences to better suit the needs of students including, a pilot project to improve international student access to service learning, and the development of a Community Internship module that weaves First Peoples’ knowledge and perspectives throughout. While by no means exhaustive, these cases represent the start of ensuring that all aspects of higher education, including experiential, practice-based aspects, are accessible to all students.

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International Perspectives in Social Justice Programs at the Institutional and Community Levels
Type: Book
ISBN: 978-1-80043-489-9

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Article
Publication date: 21 June 2013

William B. Hansen, Melinda M. Pankratz, Linda Dusenbury, Steven M. Giles, Dana C. Bishop, Jordan Albritton, Lauren P. Albritton and Joann Strack

To be effective, evidence‐based programs should be delivered as prescribed. This suggests that adaptations that deviate from intervention goals may limit a program's

Abstract

Purpose

To be effective, evidence‐based programs should be delivered as prescribed. This suggests that adaptations that deviate from intervention goals may limit a program's effectiveness. This study aims to examine the impact that number and quality of adaptations have on substance use outcomes.

Design/methodology/approach

The authors examined 306 video recordings of teachers delivering “All Stars”, a middle school drug prevention program. Multiple observers coded each recording, noting the number and type of adaptation each teacher made. Each adaptation was given a valence rating. Adaptations that were deleterious to program goals received negative valence ratings; positive ratings were given for adaptations that were likely to facilitate achievement of program goals; neutral ratings were given to adaptations that were expected to have neither a positive nor negative impact on program goals.

Findings

All teachers made adaptations. Teachers were consistent across time in the types of adaptations they made, suggesting each teacher has a personalized style of adapting. Those who made few adaptations, and whose average adaptation was rated as being positive had a higher percentage of students who remained non‐drug users. In contrast, teachers who made many adaptations, whether their average valence rating was positive, neutral or negative, failed to have as many students remain non‐drug users. Measures of fidelity, including quality of delivery and teacher understanding, were related to valence of adaptations, with better performance related to making positive adaptations.

Practical implications

Through training and supervision, teachers should be guided and encouraged to follow programs directions, making few adaptations and ensuring that adaptations that are made advance the goals of intervention. Programs should define acceptable and unacceptable ways they may be adapted.

Originality/value

This study provides significant evidence about the challenges that face disseminated evidence‐based programs.

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