The Great Eight competencies are work behaviors that promote employee effectiveness in 21st-century organizations. These competencies include enterprising and performing, adapting and coping, organizing and executing, creating and conceptualizing, analyzing and interpreting, interacting and presenting, supporting and cooperating, and leading and deciding. This article proposes an alternative pedagogy, leaderless group discussion, for developing the Great Eight competencies in business students. An example and a roadmap are also provided that show how leaderless group discussion can be employed in the college classroom. Leaderless group discussion is surprisingly efficient in that all of the Great Eight competencies can be developed within the student at the same time with one exercise. Recommendations to help make leaderless group discussion practical for the business classroom are discussed.
Psychology students delivered stress and coping workshops to homeless adolescent mothers as part of a college service-learning project. In this vulnerable and underserved population, stress reduction is critical. Service-learning was used as an avenue to enhance student learning and growth while helping meet this need in our community. The psychology students developed deeper learning, professional skills, and social awareness. The adolescent mothers developed stress reduction skills that they were able to successfully implement. Challenges and recommendations for the implementation of similar service-learning projects are discussed.Keywords: service-learning, action teaching, stress reduction, homeless, adolescent mothers, health psychology, social justice Non-Technical SummaryStudents in a Health Psychology and Behavioral Medicine course completed an action teaching assignment for which they taught workshops on stress and coping to homeless pregnant and parenting teens in a temporary shelter. Students visited the shelter weekly for four weeks. The primary objective of the assignment was to develop two interactive workshops, one on stress research and one on coping research, which would be tailored to the needs of the residents.The goal of the project was to deepen student learning about health psychology through the application of research findings and to help local women who were going through challenging times in their lives.Journal of Social and Political Psychology, 2017, Vol. 5(2), 463-476, doi:10.5964/jspp.v5i2.813 Received: 2017-06-21. Accepted: 2017-08-28. Published (VoR): 2017 Handling Editor: Johanna Ray Vollhardt, Department of Psychology, Clark University, Worcester, MA, USA *Corresponding author at: Department of Psychology, St. John Fisher College, Rochester, NY, 14618, USA. E-mail: kmcclure@sjfc.edu This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. jspp.psychopen.eu | 2195-3325 Project Background and Description Journal of Social and Political Psychology Course ContentStress and coping theories are commonly taught in Health Psychology courses. Stress can be very harmful for mental and physical health, especially when stress is chronic (Kemeny, 2003;Segerstrom & Miller, 2004). Stress compromises many systems of the body, leading to higher likelihood of disease and shortened lifespan (Mathur et al., 2016;Segerstrom & Miller, 2004). However, coping effectively with stress can serve to reduce the likelihood of these adverse effects. The important role of stress and coping in the human experience warrants considerable course coverage in Health Psychology courses.A popular technique for teaching stress and coping theories is to have students apply these theories to their own lives. According to Bloom's taxonomy, application of concepts leads to a higher level of lear...
Eco-literacy (knowledge of natural history, and direct observation of the natural world and the organisms it contains) is critical to a holistic understanding of biology. Many undergraduate biology students lack this knowledge and experience, often because of a lack of engagement with the environmental science curriculum. The effectiveness of service learning is well established, but few examples of service-learning projects in the context of natural history education have been published. We describe how we used best practices for the development of a field-based service-learning project in a college-level natural history course. The project was built around established learning goals and was conducted through a partnership with a local state park. Students worked in groups to conduct bird biodiversity surveys and prepared a printed bird-watching guide, which was presented to park staff. The project was linked to a series of assignments intended to maximize academic and personal growth, including a project plan, progress report, and reflection paper. Students reported increased engagement in the course curriculum and an increased sense of the relevance of the course content.
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