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Mutual Transformation Through Arts-Based Service Learning With Australian Aboriginal Communities: An Australian Case Study
No full textThis paper reports from a national arts-based service-learning project in Australia. Working with pre-service teachers, the paper employs the theoretical framework of sentipensante (sensing/thinking), which has been successfully used in disciplines such as policy, leadership, and communication. Participant stories reveal a network of relations that create understanding of shared existence, and these learning experiences emerge as variously threshold, transformative, and/or troublesome. Findings lend support to the value of flexible, critical service learning approaches, particularly in diverse cultural contexts
Academics Meets Action: Community Engagement Motivations, Benefits, and Constraints
No full textIn recent years, civic engagement has increased with college students, which has been recognized by the Carnegie Institute and is the focus of this article. One example is the growth in community service and service-learning programs. This study builds on the work of Clary et al. (1996 and 1998) that examined student motivations for participating in community service projects. The purpose of this paper is to determine who participates in a college community service event, what motivates them to participate, what are the constraints, and what are the benefits of participating. Furthermore, this study adds to the literature and uses a well-tested instrument (Voluntary Function Inventory) to examine student motivation and constraints related to community engagement. Based on the responses of 378 individuals who participated in a community service day at a major university in the Midwest United States, we found that the majority of participants were already involved in community service of some kind and planned to increase their involvement. Consistent with other research, students, women, and individuals who were employed were more likely to participate in these community engagement projects. This paper concludes with a discussion of practical and research implications of student engagement initiatives
Students’ Knowledge and Perceived Confidence in an Interdisciplinary Experiential-Learning Environment
No full textExperiential-learning theory suggests that students acquire knowledge through hands-on learning environments, and aspiring journalists need a setting where they can experience science—its process(es) as well as how to report empirical findings. Researchers used pre/post questionnaires, field notebook evaluation, and focus group analysis as methods to assess an interdisciplinary, experiential course that combined science and media undergraduates. Results revealed students valued procedural over fact-based knowledge. Students also indicated increased perceived confidence—even when they answered questions incorrectly
Our Work is Not Done: Advancing Democratic Engagement as Purpose and Product of Higher Education
No full textInfusing civic learning into higher education often requires negotiating among competing discourses. In this essay, we argue that our work to advance democratic engagement as the purpose and product of higher education depends on how well, how deeply, and how courageously we can engage with each other and these discourses to meet the many demands that the mandate for civic learning now shoulders
Community Engagement: It Is All About Relationships!
No full textThe ability to generate sustainable, mutually beneficial, interprofessional teams becomes a critical skill for today’s emerging professionals. Interprofessional teams can be developed among community-university partners to bridge the intellectual resources of academe through a model of scaffolding interrelated paradigms. This work will provide a conceptual framework for enhancing community engagement through interprofessional collaborative practices for continuing education programs
An Exploratory Study of Instructional Practices Inventory and School Culture Survey
No full textMuch research has allowed for in-depth analyses of student engagement, a growing issue in education, without uncovering a solution. The purpose of this study was to analyze the relationship between school culture and student engagement, a connection not yet studied, by using two valid and reliable instruments, the School Culture Survey and Instructional Practices Inventory among Indiana Principal Leadership Institute elementary schools. Data were gathered quantitatively, as well as qualitatively, to determine that there is no statistically significant relationship between culture and engagement. While the schools varied in culture results and qualitative observations, the engagement levels remained the same, regardless of school. It could be assumed that Indiana school culture fosters and encourages teacher-directed instruction. Additional research is required to explore more schools and understand how culture and engagement could work together better to impact student success and achievement
Conversations in Isolation: A Mixed-Methods, Multi-Perspective Evaluation of Extreme Electronic Service Learning During COVID-19
No full textDue to physical proximity constraints imposed by COVID-19, extreme electronic service learning (e-service-learning)—instruction and service offered completely online—allowed for the safe continuation of service-learning experiences. Using a combination of surveys and an autoethnographic approach, this study describes findings of an intergenerational extreme e-service-learning project from four perspectives: students, assisted living facility residents, community partner, and course instructor. Positive impacts were noted on personal, social, and learning contexts among each of the four perspectives
Incorporating Community-Engaged Pedagogy in Online Classes: Benefits, Challenges, and Strong Practices
No full textCommunity-engagement in virtual classrooms comes with unique benefits and challenges. Between 2018-2021, technical writing e-service-learning students from Indiana University East (Richmond, Indiana) raised a total of $149,239 through grant writing projects. This e-servicelearning project gave students real-world experiences and opportunity to connect with local organizations, prompting one student to choose grant writing as a career. Many students were able to successfully obtain funding for their chosen nonprofits, giving students a sense of social responsibility
The Indiana Statesman, April 17, 2025
No full textEarth Day Celebration on the quad!; The annual Earth Day Picnic hosted by Indiana State University in the quadhttps://scholars.indianastate.edu/statesman/1089/thumbnail.jp
Escape from Diabetes
No full textIntroduction: In the past decade, interprofessional education (IPE) to promote interprofessional collaborative practice has become an integral component of pre-licensure education in the health professions. Research shows that IPE activities involving problem-solving in patient care that requires cooperation and communication among the professions is most effective. An effective activity to meet interprofessional competencies is the use of escape rooms. Escape rooms are team-based games where groups of individuals solve puzzles to accomplish a specific goal, typically in a limited amount of time. There are many benefits to using escape rooms in education, including promoting problem-solving, teamwork, and creativity, improving focus and the ability to set goals. To succeed, the escape room team must collaborate, communicate effectively, and engage in critical thinking. It is reported that the most successful escape room teams comprise members with various skills, background knowledge, and experiences. Methods: This interprofessional classroom activity partnered nursing and athletic training students together to solve three complex puzzles to apply their knowledge of diabetes management. Various puzzle types and diabetic topics were used to elicit student engagement. Puzzles were also designed to incorporate skills most familiar to each profession, thus requiring a team approach for a successful outcome. Puzzle #1 focused on understanding the difference in symptoms of hypoglycemia and hyperglycemia. Puzzle #2 was about understanding the implications of lab values for a diabetic athlete. Puzzle #3 included carbohydrate counting, drawing and injecting insulin, and patient education. To evaluate the impact of the activity, students completed a pre-test and post-test using the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) and a diabetes knowledge assessment (DKA). The SPICE-R was used to measure student perceptions of interprofessional health care. Students rated 10 items using a 5-point Likert-like scale (1 = strongly disagree to 5 = strongly agree) that measured the following three factors: interprofessional teamwork and team-based practice, roles/responsibilities for collaborative practice, and patient outcomes from collaborative practice. The DKA consisted of 10 multiple-choice questions that assessed diabetes knowledge that was expected to be attained by students in both programs. Results: For the DKA, a total of 26 participants completed the assessment before and after the intervention: 15 AT and 11 nursing. The median number of correct responses on the knowledge assessment before the escape room was 6.0, which increased significantly to 7.5 after participating in the escape room (p = .035). A total of 34 participants, with 18 AT and 16 nursing, completed both the pre-SPICE-R and the post-SPICE-R. Participation in the escape room resulted in a statistically significant improvement in all three SPICE-R factors: Teamwork (p = .031), Roles/Responsibilities (p = .001), and Patient Outcomes (p \u3c .001). Translation to Practice: The significant improvement in the score of the DKA after the Escape Room shows that the format of the interprofessional gaming activity still allowed all students to learn the educational content and grow in their knowledge of the topic of diabetes. The improvement in SPICE-R scores for both professions shows that this activity succeeded in building teamwork skills, understanding roles/responsibilities, and understanding the impact of improved patient outcomes. Both professions showed significant changes in the factors of roles/responsibilities and patient outcomes, meaning that the activity highlighted these factors of IPE. The factor that did not show significant change was Teamwork because scores were already high to begin with on this section of the tool pre-intervention. Overall, this interprofessional Escape Room was a success that allowed students to learn new information about diabetes while working on a team and learning the roles of another profession while also having fun and enjoying the activity