Purpose -The purpose of this paper is to summarize the benefits of including a service learning project in college classes and focusses on benefits to all stakeholders, including students, community, and faculty. Design/methodology/approach -Using a snowball approach in academic databases as well as a nominal group technique to poll faculty, key topics for service learning across college disciplines are presented. Findings -Findings include a wide range of service learning projects across disciplines. Research limitations/implications -Areas for future research are identified to expand the service learning topic list as well as guide studies on the long-term benefit of service learning for each identified stakeholder. Practical implications -For new faculty or faculty new to service learning, the list of paper ideas is a good first step to identify projects. While not comprehensive, the list serves to stimulate topic ideas and fills a void in the service learning literature. Social implications -Service learning exists to provide real-world learning for students, but the projects provide benefits for community groups, agencies, and organizations. Societal benefits from the student effort are numerous and there are little or no costs to the agencies who participate. Originality/value -The abundance of service learning literature has studied learning across disciplines and has quantitatively and qualitatively presented benefits, but no studies have worked to compile project ideas across major college disciplines. This research addresses this issue and provides the key first step to implement the service learning pedagogy: the topic idea.
Veterinary medicine professionals have recognized the importance of enhancing mentoring of students, as recruitment and retention of students have become prominent concerns. The purpose of the present study was to examine the form and degree of mentoring experienced by practicing veterinarians, as well as to seek to understand the factors that influence effective mentoring relationships. Data concerning their own experiences with mentoring relationships were gathered from practicing veterinarians. Results suggest that most practicing veterinarians had mentors and that the most frequent and effective mentors were initial employers, followed by teachers and advisors. Behaviors aimed at career development and socio-emotional support correlated highly with the perceived effectiveness of the relationship. Perceived similarity between the protege and the mentor also predicted effectiveness. These results are discussed as they relate to veterinary education.
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