Journal of Experiential Education

Bettmann, Joanna E.

doi: 10.1177/10538259231182466pmid: N/A

Sundberg, Adam D.; Koehler, Echo N.

doi: 10.1177/10538259221146745pmid: N/A

Background: Faculty in nursing and history at Creighton University directed two service-learning courses on the history and public health implications of lead (Pb) exposure in Omaha, NE. As part of their service requirements, students conducted or observed blood lead screenings in area schools and reflected on these shared experiences in discipline-specific coursework. Strong student response encouraged the faculty to enrich transdisciplinary teaching and learning between these two courses. Although studies supply numerous best practices to develop collaborative experiences and service-oriented pedagogies, little work focuses on enriching collaborations between preexisting courses. Purpose: This study examines the outcomes of a partnership between nursing and history and presents a practical model that instructors can use to foster and deepen transdisciplinary service-learning. Methodology: Employing a hybrid grounded theory/topic modeling analysis of student reflection papers, we identify course outcomes of closest convergence. Findings/Conclusions: We argue that instructors can deepen transdisciplinary partnerships between service-learning courses by focusing on a common exemplar, encouraging collaborative experiences in the classroom and at service sites, and employing civic health as a shared concept in curricula. Implications: Beyond nursing and history, our model may be employed by faculty in preexisting service-learning courses to bring their courses into transdisciplinary convergence.

Boppre, Breanna; Reed, Shon M.; Belisle, Linsey A.

doi: 10.1177/10538259221134873pmid: N/A

Background: Service-learning is a high-impact teaching technique that aligns with feminist pedagogy to engage students in influencing social change. Nonetheless, barriers exist to implementing direct service-learning, particularly from a trauma-informed lens as volunteer work could be triggering for students who experienced victimization first-hand. Purpose: This article examines a research-based service-learning project that utilized feminist and trauma-informed pedagogy. Methodology/Approach: Students participated in a student-led survey of their college campus which assessed student experiences of victimization, perceptions of safety, and university service availability. This study analyzed student reflections’ on the research-based service-learning project. Findings/Conclusions: A thematic analysis of students’ reflection responses to the service-learning project revealed four major themes: Enjoyment and Ease in the Process, Research Skills for Advocacy, Validation of Students’ Concerns, and Need for Social Change. Implications: The findings support research-based service-learning projects as an alternative to direct volunteer work. Research-based service-learning still provides students with high-impact learning that can increase students’ collaboration, skills, empowerment, and engagement.

Crawley, Amy A.; Crawley, William

doi: 10.1177/10538259221146535pmid: N/A

Background: Community-based learning is a high-impact, experiential teaching practice where elements of social interaction and authentic participation transform cognitive understanding into meaningful knowing. In the allied health field, the incorporation of community-based learning provides unique access to populations that are not inherently available in a university classroom. Purpose: Researchers used a mixed methods approach to examine the influence of an intergenerational, community-based learning environment versus a traditional learning environment on exercise science students’ perceptions of overall classroom community, connectedness, and learning. Methodology/Approach: Quantitatively, students (n = 122) completed Rovai's CCS which was then analyzed using a t-test. Qualitatively, students completed written reflective assignments designed to gather data regarding their perceptions of working with an older adult population. Findings/Conclusions: Overall students perceived significantly greater levels of classroom community, connectedness, and learning in the intergenerational, community-based learning environment and evidenced highly positive growth in their awareness and understanding of older adults. Implications: Inclusion of an intergenerational, community-based learning environment in allied health-related degree programs can enhance student's confidence in knowledge application and their ability to connect with the older population.

Couillou, Ryan J.; McGee, Beth L.; Carr, April S.; Lamberth, Tabitha

doi: 10.1177/10538259221145935pmid: N/A

Background: COVID-19 inevitably affected community-based learning. Though the literature has begun to explore the impact on higher education and community partners, more information is needed about how their partnerships have been operating. Purpose: This study investigated the perspectives of both community partners (n = 145) and higher education institutions (n = 62). Top challenges to community-based learning and ways partnerships have changed during the COVID-19 pandemic were explored. Methodology/Approach: A cross-sectional qualitative design was used to comprehend COVID-19's impact on community-based learning. The researchers used an online survey with responses collected from Fall 2020 to Spring 2021. Findings/Conclusions: The top challenges for community-based learning included concerns about the pandemic, collaboration, and resources. Challenges specific to each stakeholder group (i.e., higher education and community partners) were also identified. Specifically in the wake of COVID-19, the most frequently discussed pandemic-related changes were the disruption of partnerships (cessation/postponement or extensive changes) and interaction changes (amount or modality of communication). However, some discussed being able to maintain or improve partnerships. Implications: Additional consideration is needed among service-learning stakeholders for adapting projects, addressing power differentials, and improving communication during the COVID-19 pandemic. Partnerships may use these insights to inform their own adaptations.

Kelly, Erin; Wood, Wendy; Stallones, Lorann; Schmid, Arlene A.; Peters, B. Caitlin

doi: 10.1177/10538259221145936pmid: N/A

Background: There is a lack of research on psychotherapy interventions for transition-aged students ages 18 to 21 that integrate horses or other equines in the provision of services. A critical early task in researching such complex interventions involves elucidating an intervention's critical elements and theoretical assumptions. Purpose: The purpose of this study was to develop a theory-driven logic model of a psychotherapy program for transition-aged students ages 18 to 21 that incorporated horses. Methodology/Approach: The research approach was qualitative description, a low-inference form of qualitative research. Data were collected via interviews with program stakeholders and through review of program documents, and were analyzed using a directed content analysis. Findings/Conclusions: The resulting logic model elucidates theoretical assumptions, activities, resources, outputs, outcomes, and theorized community impact of the psychotherapy program integrating horses. Implications: This study addresses several gaps in existing research on equine-assisted services, particularly the need to thoroughly describe an intervention and its theoretical assumptions, which can guide future program refinement and replication, and future research.

Beaver, Breanna C.; Navy, Shannon L.

doi: 10.1177/10538259221140317pmid: N/A

Background: Educators report needing relevant and authentic climate change educational resources (CCER). National parks are informal education centers that can provide CCER for educators. However, little is known about the CCER that exist across the national parks in the United States. Purpose: To increase the knowledge in this area, this study uncovered which CCER are offered by national parks in the US, what content is covered in these resources, and their perceived affordances and constraints. Methodology/Approach: Park employees completed an online survey regarding the CCER available within their national park. The survey included closed-ended and open-ended questions. Closed-ended responses were analyzed for descriptive statistics regarding the types of CCER. Open-ended responses were analyzed for content in the CCER, perceived affordances and constraints, and future directions. Findings/Conclusions: Results show that the national parks in this study collectively offer a variety of CCER that cover a range of climate change topics. In addition to the material resources provided, national parks also provide social resources for educators. Collectively, these resources offer many educational affordances. Implications: This study suggests that science educators should consider leveraging the CCER available from national parks. In addition, national parks should consider collaborating in the development of CCER.