Service Learning within the University of Connecticut Master of Public Health Program

Gregorio, David I.; DeChello, Laurie M; Segal, JoAn S.

doi:10.1177/00333549081230s207

Cited by 14 publications

(17 citation statements)

References 5 publications

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“…There are examples in the fields of public administration (Bushouse and Morrison 2001;Dicke, Dowden, and Torres 2004;Lambright and Lu 2009;Reinke 2003), social work (Rocha 2000;Wells 2006), nursing (Baker et al 2004), physical therapy (Reynolds 2005;Beling 2004), public health (Gregorio, DeChello, and Segal 2008), and occupational therapy (Beck and Barnes 2007). According to Barbara Jacoby (1996, 5), "service learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development."…”

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confidence: 99%

Looking Beyond the Undergraduate Classroom: Factors Influencing Service Learning's Effectiveness at Improving Graduate Students’ Professional Skills

Lambright

2010

College Teaching

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This study provides a greater understanding of which factors influence the effectiveness of service learning projects at improving graduate students' professional skills. Data for this study was gathered from students in eight Master of Public Administration (MPA) courses taught during two semesters at a large state university. Younger students were more likely than older students to believe that their service learning project was helpful in improving their professional skills. We also find that students who spent more time working on a service learning project outside of class reported their projects were more helpful in improving their professional skills. In addition, our ANOVA analysis indicates that for projects involving group activities, students who were members of groups that worked as teams reported that their projects were more helpful in improving their professional skills than students in less cohesive groups.

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confidence: 99%

Looking Beyond the Undergraduate Classroom: Factors Influencing Service Learning's Effectiveness at Improving Graduate Students’ Professional Skills

Lambright

2010

College Teaching

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“…Service learning has been conducted in other MPH programs. For example, Gregorio, DeChello, & Segal (2008) evaluated three MPH service learning experiences at the University of Connecticut and found that 68% of students derived high or very high educational value from the experience. Hou (2009) from the University of Georgia described her experience with service learning in a first-year MPH course and found that students derived benefits from engaging with community members, working as a team in a realistic setting, and applying their knowledge in a concrete manner.…”

Section: Discussionmentioning

confidence: 99%

Collaboration, Competencies and the Classroom: A Public Health Approach

Wallar

Papadopoulos

2015

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The University of Guelph Master of Public Health program is a professional degree program that seeks to prepare graduates to meet complex public health needs by developing their proficiency in the 36 public health core competencies. Provision of experiential learning opportunities, such as a semester-long practicum, is part of student development. In the Fall 2013 semester, a new opportunity was introduced in which small groups of students were paired with local public health professionals to complete a capstone business plan assignment that addressed a current public health issue. However, the impact of this external collaboration on the student learning experience was unknown. To address this, quantitative and qualitative information about students’ perceived proficiency in the core competencies and their learning experiences was collected using a pre/post survey and focus groups, respectively. A post-assignment survey was also administered to participating local public health professionals in which they assessed their group’s proficiency in the core competencies, and provided additional feedback. The results of this study showed that students had unique learning experiences with enhanced proficiency in different areas including policy and program planning, implementation and evaluation, assessment and analysis, and partnerships, collaboration and advocacy. Managing and communicating expectations was important throughout the learning experience. By using realistic community-based assignments, graduate public health programs can enrich students’ learning experiences by creating an environment for students to apply their classroom knowledge and gain practical knowledge and skills. Le programme de maîtrise en santé publique de l’Université de Guelph est un programme menant à l’obtention d’un grade professionnel qui prépare les diplômés à répondre aux besoins complexes en santé publique et leur permet d’acquérir 36 compétences principales en santé publique. Le développement des étudiants comprend des occasions d’apprentissage par l’expérience, telles que des stages d’une durée d’un semestre. Au cours du semestre d’automne 2013, une nouvelle occasion a été inaugurée, selon laquelle de petits groupes d’étudiants ont été jumelés avec des professionnels en santé publique de la localité afin de mettre au point un plan d’affaires cadre qui réponde à une question de santé publique qui se posait à ce moment-là. Toutefois, l’impact de cette collaboration externe sur l’apprentissage des étudiants restait inconnu. Pour répondre à cette question, des renseignements quantitatifs et qualitatifs sur la manière dont les étudiants ont perçu l’acquisition de leurs compétences dans les domaines principaux de compétences, ainsi que des détails sur leurs expériences d’apprentissage, ont été recueillis par le biais de sondages menés avant et après l’expérimentation ainsi que par des groupes cibles. Un sondage mené après l’expérimentation a également été mené auprès des professionnels en santé publique de la localité, dans lequel ceux-ci ont évalué les acquisitions de leur groupe dans les compétences principales, et ont fourni des commentaires supplémentaires. Les résultats de cette étude ont montré que les étudiants ont vécu des expériences d’apprentissage uniques qui ont amélioré leurs compétences dans divers domaines, y compris la planification de programmes et de politiques, la mise en oeuvre et l’évaluation, l’estimation et l’analyse, ainsi que les partenariats, la collaboration et le rôle de la promotion. La gestion et la communication des attentes ont été importantes tout au long de l’expérience d’apprentissage. Le fait d’utiliser des tâches réalistes basées dans la communauté permet aux programmes de santé publique de cycles supérieurs d’enrichir l’expérience d’apprentissage des étudiants car cela crée un environnement dans lequel les étudiants mettent en application des connaissances apprises en salle de classe et acquièrent des connaissances et des compétences pratiques.

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“…Public health programs rely on learning by doing to teach various topics and skills (Gregorio, DeChello, & Segal, 2008). Experiential learning involves gaining classroom knowledge and skills and applying what is learned inside the classroom in a real-world setting with immediate consequences outside the classroom (Bentley & Swan, 2018; Cashman & Seifer, 2008).…”

Section: Public Health Policy Through Experiential and Service Learningmentioning

confidence: 99%

Demystifying Public Health Policy Through Service-Learning Pedagogy

Gakh

2019

Pedagogy in Health Promotion

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Policy shapes the health of communities by enabling and limiting public health practice. Major organizations that focus on public health systems, education, and training stress the importance of policy to population health. They also recognize that practitioners should learn, practice, and be able to deploy policy skills. However, despite the recognized role of policy in public health, some public health practitioners remain uncomfortable with policy. And although teaching policy in public health programs appears on the rise, public health policy pedagogy literature is limited and tends to define policy narrowly. Service learning, which is used to teach other skills critical for public health, exhibits great promise as a tool to teach public health policy. This article describes an interdisciplinary, graduate-level public health policy course that relies on a service-learning approach. The course aims to teach public health policy principles, theories, and concepts and to make students more comfortable with public health policy through applied learning.

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Service Learning within the University of Connecticut Master of Public Health Program

Cited by 14 publications

References 5 publications

Looking Beyond the Undergraduate Classroom: Factors Influencing Service Learning's Effectiveness at Improving Graduate Students’ Professional Skills

Looking Beyond the Undergraduate Classroom: Factors Influencing Service Learning's Effectiveness at Improving Graduate Students’ Professional Skills

Collaboration, Competencies and the Classroom: A Public Health Approach

Demystifying Public Health Policy Through Service-Learning Pedagogy

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