SOURCE Service-Learning Faculty Fellows Program ... · • Design and implement an academic...

SOURCE Service-Learning Faculty Fellows Program:

Formalizing Academic Service-Learning

Mindi B. Levin, MS, CHES Elizabeth Doerr, MA Vanya Jones, PhD, MPH

Johns Hopkins University April 6, 2013

• SOURCE Intro and Partnership Model • Core Values and Approaches • SOURCE Service-Learning Faculty Fellows Program • Courses and Partnerships • Cohort Model Benefits • Future of Faculty Engagement

Session Overview

• SOURCE Intro and Partnership Model • Core Values and Approaches • SOURCE Service-Learning Faculty Fellows Program • Courses and Partnerships • Cohort Model Benefits • Future of Faculty Engagement

Session Overview

The Community Service and Service-Learning Center

Serving the Johns Hopkins University Schools of Medicine, Nursing, and Public Health

2017 E. Monument St. 410-955-3880

source@jhsph.edu www.jhsph.edu/source

The SOURCE for community involvement opportunities.

SOURCE

• One-Time Projects • Volunteer Positions • Internships • Federal Work-Study • Special Studies Courses • Research (CBPR) • Service-Learning Courses • Connection Community Consultants • Special Events

Partnering Community-Based Orgs • Advocacy Organizations • Chronic/Infectious Diseases • Community Clinics/Hospitals • Community/Neighborhood Development • Cultural and Ethnic Groups • Environmental Organizations • Faith-Based Organizations • Mental Health Organizations • Public Schools • Social Issues • Tutoring and Mentoring • Youth Groups and Adolescents • Elderly, Disabled, GLBTQ, Women, etc…

Community Partner Review Process Formal Process Developed with SOURCE’s Governing Board and Community Council (Equitable, Transparent, Reciprocal) • Criteria • Mutual Expectations • Application • Phone Interview • Site Visits • Voting

• SOURCE Intro and Partnership Model • Core Values and Approaches • SOURCE Service-Learning Faculty Fellows Program • Courses and Partnerships • Cohort Model Benefits • Future of Faculty Engagement

Session Overview

Core Values and Approaches • Reciprocity • Collaboration • Respond to Community-Identified Needs

SOURCE Recognition and Expansion • Publications • Reputation • Expanded Staffing • Leadership Support

• SOURCE Intro and Partnership Model • Core Values and Approaches • SOURCE Service-Learning Faculty Fellows Program • Courses and Partnerships • Cohort Model Benefits • Future of Faculty Engagement

Session Overview

Origins: • Student Interest

• Accrediting Bodies

• Community Requests

Background of Faculty Fellows Program

As a result of the FFP, faculty will be able to:

• Understand and utilize service-learning pedagogy, engage students in critical reflection around power, privilege and ethics in the health fields.

• Design and implement an academic rigorous course that integrates student learning with community-identified needs. Plan and implement a new or revamped course with a service-learning component.

• Build new and/or strengthen existing partnerships with a Baltimore-based health and human services organization or non-profit.

• Engage in critical dialogue with colleagues regarding the role of service-learning in higher education and the health professions. Network and collaborate with colleagues engaged in service-learning pedagogy.

• Understand and explain service-learning to students, colleagues and community partners.

• Develop plans to incorporate scholarship in their service-learning work.

Faculty Fellows Program Objectives

• Engage in activities to advance cohort partnership-building and scholarship

• Actively promote the Faculty Fellows Program to the broader JHU community and national service-learning network

• Share documents and tools

• Community-Engaged Scholarship (emerging)

Programmatic/Cohort Goals

Faculty Fellows Program Activities

Activity Description 2.5 Day Retreat Build the cohort, Service-learning pedagogy training, panels,

site visits, and more Quarterly Group Meetings

Check-ins, reflection activities, problem solving

Monthly Group Meetings

OPTIONAL. Cohort added this activity. Reflection activities. Modeling activities

SOURCE Advisor Meetings

Regular check-ins with SOURCE advisor to walk through course development and implementation

• SOURCE Intro and Partnership Model • Core Values and Approaches • SOURCE Service-Learning Faculty Fellows Program • Courses and Partnerships • Cohort Model Benefits • Future of Faculty Engagement

Session Overview

Courses and Partnerships Bloomberg School of Public Health: • Baltimore Food Systems • Children in Crisis: An Asset-Based Approach to Working with Youth in Vulnerable Settings • Data Analysis Workshop in Public Policy • Maryland Family Planning Works Acts – Special Studies in Health Policy • Program Planning for Health Behavior Change Practicum JHU School of Nursing: • Action, Reflection, Transformation (extension of winter immersion experiences) • Community Outreach to Underserved Populations in Urban Baltimore • Linking Primary Care to Public Health through Service-Learning JHU School of Medicine • At Risk Youth: learning from, with, and about east Baltimore youth through community-based work • Introduction to the Social Determinants of Health and the Community

Student Response to SL

44 students from 3 Courses (Baltimore Food Systems; Action, Reflection, Transformation; and Program Planning for Health Behavior Change)

0

5

10

15

20

25

30

35

40

45

50

The experience improved my self

confidence.

The experience improved my

understanding of myself and my career goals.

The experience improved my

communication skills.

The experience improved my

teamwork skills.

The experience enhanced my

ability to network and develop professional

contacts.

The experience enhanced my ability to cope

with challenges.

The experience enhanced my

ability to function in my future

career.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Student Response to SL

41 and 44 students (respectively) from 3 Courses

Would you recommend a similar experience for students who might follow you?

Yes No Unsure

84%

Do you think you would have learned what you did without the service-learning

component?

Yes

No

Unsure 85%

Student Response to SL

49 students from 4 Courses (Baltimore Food Systems; Action, Reflection, Transformation; and Program Planning for Health Behavior Change, At-risk Youth)

How would you rate this experience overall, using a scale from 1 (low) to 5 (high)?

5

4

3

2

1 40%

40%

Program Planning for Health Behavior Change

• Origin of course • Liability of students on their own • Benefits to student learning • Focus on process • Benefits to community partnership building

Program Planning for Health Behavior Change Practicum (410.868)

•Explores program planning application through project-based experiential learning.

– Focus on process – Benefits to community partnership building

Student Response to Program Planning Practicum Experience

Overall Comments “I thought it was really great.”

“I enjoyed working in a group format. I learned a lot from the CBO, faculty and my classmates.”

Student Response to Practicum Experience “I mean, working with CBO was one of my favorite part of that class but it is kind of mess. I love the fact that practicum is a small class and you were with us for the meeting make sure everybody was on

the same page. And I also think having the class with the big class is a great approach. I heard some peers were talking about reschedule it on the 2nd term but I don't think that's a good idea. I think having

the practicum is actually enhance my understanding of PPHBC class material. And it is awesome to apply theories to the real world

when theories are ‘fresh’.”

Student Response to Practicum Experience

22%

45%

33%

The experience improved my understanding of myself and my career goals

5 = Strongly Agree 4 = Agree 3 = Somewhat Agree 2 = Disagree 1 = Strongly Disagree

Student Response to Program Planning Practicum Experience

Challenges “Time”

“I think some group members contributed more than others, always a potential problem with group work.”

“The [CBO] people did not provide all the information in our frist meeting, so we were kind of confused.”

• SOURCE Intro and Partnership Model • Core Values and Approaches • SOURCE Service-Learning Faculty Fellows Program • Courses and Partnerships • Cohort Model Benefits • Future of Faculty Engagement

Session Overview

Cohort Model Benefits

Faculty Training for Service-Learning • Workshops

- Skill building • Financial Incentives ($2K) SOURCE Service-Learning Faculty Fellows Program • Expand existing trainings to include:

• Networking (3 Schools approach) • Collaborative efforts among colleagues,

• support from SOURCE and other FFP • Monthly reflective sessions for faculty

Cohort Model Benefits

“I think one of the thing that’s nice that we don’t have often here on this campus – even if we’re working side-by-side – on this campus is…as a school of medicine faculty member, I don’t routinely interact with school of nursing or public health faculty. And I think that’s really been an enriching experience for me personally. It kind of changes how I think of education in general and how I think about the student’s experience in general and I think that’s been a real positive.” - School of Medicine Faculty “I had considered adding service-learning to my course, but joining the FFP gave me the push to make it happen, and taught me how to do it effectively.” - School of Public Health Faculty

Cohort Model Benefits

• SOURCE Intro and Partnership Model • Core Values and Approaches • SOURCE Service-Learning Faculty Fellows Program • Courses and Partnerships • Cohort Model Benefits • Future of Faculty Engagement

Session Overview

• What is the current landscape of faculty engagement at your own institution?

• What could increase faculty engagement at your own institution?

Discussion

Questions