Collaborative Structures in a Graduate Program

Otty, Robyn; Milton, Lauren E.

doi:10.1002/tl.20209

Cited by 1 publication

(2 citation statements)

References 17 publications

(24 reference statements)

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“…The CSLM (Otty & Milton, 2016) was developed and implemented based on the Partnership Model for Service Learning (PMSL; Flinders et al, 2013). The PMSL provides a five-step procedure to establish community partnerships, include students, grow a community program, and combine faculty endeavors with service and teaching to enrich the student experience.…”

Section: Descriptionmentioning

confidence: 99%

“…The focus of this paper is an innovative service learning approach that creates a "synergistic blending of experience and reflection with an aim to enrich the connections between doing and knowing" (Kalles & Ryan, 2015, p. 133) and, in parallel, expounds on the scholarly requirements of an academic. This paper discloses how faculty members' obligations of scholarship, teaching, and service are simultaneously incorporated within graduate-level occupational therapy (OT) curriculum through development and implementation of an innovative service learning framework called the Centralized Service Learning Model (CSLM; Otty & Milton, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Innovations in Occupational Therapy Education: The Centralized Service Learning Model

Milton

Otty

2018

JOTE

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Partnerships between community organizations and engaged university members creates realistic learning experiences for occupational therapy students while encouraging civic responsibility. The authors propose service learning as the core of an innovative course design framework using the Centralized Service Learning Model (CSLM). Three phases are described. Phase One provides a description of the CSLM using a generalizable model, with specific application within existing occupational therapy program coursework. Phase Two provides leadership opportunities for a subsequent cohort of students within the curriculum. Finally, Phase Three integrates faculty scholarship. To understand students' knowledge-level awareness, a survey based on course objectives can be administered, and ongoing journaling using reflections that promote critical thought, such as guided reflection, may be utilized. Faculty members can utilize this innovative course design framework to provide meaning and engagement to students during service learning projects while simultaneously meeting service, scholarship, and teaching obligations.

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Section: Descriptionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%