Integrating Service Learning into a Curriculum to Reduce Health Risks at Alternative High Schools

ArticleinJournal of School Health 75(5):151-6 · June 2005with10 Reads
DOI: 10.1111/j.1746-1561.2005.00015.x · Source: PubMed
Service learning has been identified as a promising approach to reduce sexual risk behavior, among other outcomes. This study used qualitative data analysis to offer suggestions for optimally integrating service learning into a program to reduce sexual risks among alternative school students. Data were collected from student participants in the All4You! Project using classroom materials, focus groups, and individual interviews. Project educators and project staff also provided data through summary forms and field notes. Qualitative data analysis revealed 5 strategies for creating positive service experiences for alternative school students: (1) find appropriate service-learning sites, (2) create staff support, (3) maintain appropriate student participation and behavior; (4) enhance student reflection on service-learning experiences, and (5) address students' self-images.
  • [Show abstract] [Hide abstract] ABSTRACT: The following review of literature explores the origin of Service Learning back to John Dewey and Paulo Friere and connects it to the more recent phenomenon of campus community partnerships. Service Learning in health education, as well as many other academic disciplines, is designed to engage the university with the community in ways that enhance students' academic experiences, and simultaneously serve the needs of the community. The review identifies a compilation of research that has been conducted on Service Learning and how it affects students, faculty, communities, and institutions. Service Learning is, however, far from being standard on our college and university campuses, and barriers to its institutionalization will be explored. The implications regarding the integration of Service Learning in the development of entry-level health educators is reviewed in relationship to the important standards set by the National Commission for Health Education Credentialing.
    Article · Feb 2006
  • [Show abstract] [Hide abstract] ABSTRACT: This study used the areas of responsibility developed by the National Commission for Health Education Credentialing (NCHEC) as a framework for the assessment of Service Learning experiences of undergraduate health education students. In the present study, six Service Learning projects involving 12 students were evaluated using multiple strategies, including (1) students' written reflections, (2) a survey, and (3) annotated portfolios. Written reflections focused on students' impact on the target population, progress during the project, and development of skills associated with the areas of responsibility. The survey assessed students' perceptions regarding their development of competency, and annotated portfolios documented tangible evidence of students' work related to each of the seven areas of responsibility. Triangulation of these data sources demonstrated that students' written reflections and perceptions of their development of competency are solid indicators of how well they will be able to produce tangible evidence of their progress in the areas of responsibility. Therefore, assessment and reflection conducted early in the Service Learning experience and often throughout will provide essential information regarding the students' likelihood of producing documentation regarding their development of competency. The early assessment may allow for the modification of a project to increase its likelihood of developing the students' professional skills.
    Article · Apr 2006
  • Chapter · Jan 2007
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