A qualitative analysis of written reflective assignments during a service-learning project at a Southeastern university provide insight into students' learning, as well as a means of assessing the experience for student growth and change. Expectations and concerns of students prior to the project were compared with postexperience reflections to identify changes as a result of their participation. Among student concerns were building relationships and rapport, confidence, and skills; expectations included practical experience, translation of theory to practice, skill development, and career confirmation. Six postexperience themes resulted from analysis: client change, student feelings, student learning, activities/structure, relationship issues, and metaphors. A comparison of pre- and postanalyses support the value of service-learning for career confirmation, the development of professionalism, personal growth, and self-reflection.
Human service interns completing their four-year Bachelor of Science degree at the University of Tennessee participated in this study which focused on investigating student internship experiences from the perspective of three different internship stage models. The three models studied include those of Inkster and Ross (1998), Sweitzer and King (1999), and Kiser (2000). Findings provided insight as to students' levels of internship satisfaction and dissatisfaction during the internship. Data collected suggest each model has unique strengths and limitations. Recommendations are offered as to the effective use of each model. An eclectic use of the three models in pedagogy is supported
Peer advising is a unique model for delivering advising services. The authors describe one such program at The University ofTennessee. A review ofpeer advising eflorts and evaluation from theperspective ofpeer advisors and faculty members is included. Evidence suggests that peer advisors benefit the faculty and the Human Services Program. In addition, peer advisors perceive benefits from the experience.
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