Educational Perspectives and Teaching Styles of Faculty Who Lead International Service-Learning Experiences

Audette, Jennifer; Roush, Susan E.

doi:10.1097/00001416-201301000-00014

Cited by 6 publications

(3 citation statements)

References 28 publications

(32 reference statements)

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“…This could start from faculty recruitment by inquiring into how their values, teaching approaches, and educational perspectives align with institutional and professional SR agenda as those will serve as framework for their teaching practices. 57 Employed educators' continued socialization into the institution's culture of SR and strategic professional development could further support working with students on developing SR. For example, some participants recognized the need for upskilling on mentoring students toward becoming socially responsible. Educators may also need support in implementing a curriculum that balances achievement of graduate outcomes with autonomous, transformative learning through praxis.…”

Section: Discussionmentioning

confidence: 99%

Developing a Transformative Praxis-Based Curriculum to Educate Physical Therapy Students for Social Responsibility: A Philippine Qualitative Case Study

Palad¹,

Armsby²,

Qualter³

2023

JOPTE

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Introduction. Physical therapy (PT) academic institutions are called upon to strengthen their transformative role in developing more socially responsible graduates. Study objectives were to explore faculty perspectives on educating PT students for social responsibility (SR) and to identify strategies for improvement. Review of Literature. Adopting a "curriculum as praxis" orientation for curriculum development supports educating for SR because of its focus on transforming self and the world through recurring critical reflection and action. To complement the curriculum, ensuring SR in the entire academic environment, including institutional structures and capable educators, will enrich student development. Subjects. Six PT educators from a Philippine university with distinct SR mandates were purposively invited to participate based on their key involvements in various aspects of educating for SR. Methods. A participatory approach guided the methods to encourage collaborative creation of practical knowledge. Participant perspectives were gathered through focus group discussions, which were informed by research on SR in Philippine PT. Discussions were transcribed and then subjected to thematic analysis. Results. ree themes highlighted main areas for practice improvement: 1) strengthening curricular focus on SR through a whole-ofcurriculum approach to incorporating opportunities for cognitive learning on SR and praxis (reflection and action); 2) maximizing institutional programs by helping students recognize them as further opportunities for developing SR; 3) and ensuring faculty has the capacity to educate for SR. Discussion and Conclusion. Educating for SR requires a transformative curriculum supported by aligned institutional programs and capable educators. is study enjoins PT educators to ensure a strong SR agenda in their PT programs by analyzing and acting on the transformative purpose of their curricula, including the influence of institutional structures, and support needed by educators to enable students to respond to the needs of the society they serve.

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Section: Discussionmentioning

confidence: 99%

Developing a Transformative Praxis-Based Curriculum to Educate Physical Therapy Students for Social Responsibility: A Philippine Qualitative Case Study

Palad¹,

Armsby²,

Qualter³

2023

JOPTE

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“…The definition of service-learning by Seifer, 31 though originally framed with a local community focus, has been used to define service-learning in an international context. 1,3,14,32 Specifically, Seifer defines service-learning as “a structured learning experience that combines community service with explicit learning objectives, preparation and reflection.” 31(p.274) The work by Seifer 31 emphasizes a collaborative model in which the community's needs drive the structure of the experience, and community organizations are integral partners in the equation. This learning model was launched to provide college and university students with a “local community context” to connect their academic preparation with their civic roles in tangible ways.…”

Section: Review Of Literaturementioning

confidence: 99%

Uncovering Ethical Dilemmas in International Service-Learning: A Grounded Theory

Dholakia

Willgens

Rubertone

et al. 2021

JOPTE

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Introduction.International Service-Learning (ISL) is a model of experiential learning offered by Doctor of Physical Therapy (DPT) programs in the United States. Over the past several years, the number of these experiences has grown rapidly.Review of Literature.Recent evidence has uncovered detrimental impacts of short-term health-related experiences, such as ISL, on the host community; however, to date, ethical situations arising in ISL in DPT education have not been explored. From the perspective of the American Physical Therapy Association (APTA's) Code of Ethics and the Realm-Individual Process-Situation (RIPS) model of ethical decision making, the aims of this study were to (1) explore the experiences, perceptions, and insights of faculty, students, and alumni, who attended an ISL experience and (2) analyze their ethical nature.Subjects.Ten students, 6 faculty members, and 5 alumni from 4 DPT programs participated. All participants, except one alumnus, traveled to the same Central American country and partnered with the same host organization for the ISL experience.Method.This study used a constructivist grounded theory approach.Results.Data analyses indicated that ISL as experienced by participants in this study did not align with APTA's ethical principles 2A, 3B, and 8B. Furthermore, the RIPS situational analysis indicated that the primary themes arising from this study reflected ethical issues/problems and an ethical temptation, with an overarching ethical silence.Discussion and Conclusion.In their desire to be altruistic and provide global experiential opportunities to students, educators may overlook ethical situations arising from ISL. Research demonstrating the benefit of ISL to patients and the host community, and to establish best practice standards to minimize detrimental impacts to the host should be undertaken.

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“…Due to higher education institutions becoming so widely diverse, educators should immerse themselves in professional development activities that can help frame teaching techniques that are effective to all students. Audette and Roush (2013) accentuated that faculty who tie educational theories to their teaching seem to have more structure and meaning in their academic delivery, positively affecting student outcomes, evaluations, and relationships [19]. Conversely, Redden (2017) reported that faculty or professional development workshops were only being offered by a quarter of institutions in American [20].…”

Section: Faculty Development Strategiesmentioning

confidence: 99%

Bridging the Gap – Chinese Nursing Students and Faculty Development: A Review of Literature

Brown

2017

POJ Nurs Prac Res

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Objective: To report the current academic practices of Chinese nursing students. The intent of this narrative review is to provide educators and researchers with a background to the Chinese cultural needs, faculty teaching strategies, and recommendation of future research. Background: Globalization is becoming a driving force in various professions across the world, especially healthcare. Nursing programs in the United Stated are collaborating with other countries such as China to create international exchange programs among nursing students. As American nursing programs transition to educate international students, the students often experience academic challenges. Additionally, faculty struggle with developing skills and teaching techniques to accommodate their academic learning styles. This literature review will critically review current practices that can assist nurse educators in preparing academic strategies and skills in educating Chinese students. Design: A narrative literature review. Method: A comprehensive search of three major databases for literature between the years of 2007 to 2017, assisted in identifying qualitative and quantitative studies that addressed the challenges among Chinese nursing students and strategies faculty can incorporate into their teaching practices that can soften the transition of Chinese nursing students. Results: A total of 27 studies met the inclusion criteria for this review. Conclusion: There is some data that highlights the teaching strategies educators find effective while educating Chinese students. However, there is still limited research on the learning experiences of Chinese nursing students and their perception on studying in America. Keywords: International nursing, Chinese nursing students, Faculty Development and International students, International exchange programs, Teaching strategies and International students

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Educational Perspectives and Teaching Styles of Faculty Who Lead International Service-Learning Experiences

Abstract: Background and Purpose: Many physical therapy educational programs are adding

Cited by 6 publications

References 28 publications

Developing a Transformative Praxis-Based Curriculum to Educate Physical Therapy Students for Social Responsibility: A Philippine Qualitative Case Study

Developing a Transformative Praxis-Based Curriculum to Educate Physical Therapy Students for Social Responsibility: A Philippine Qualitative Case Study

Uncovering Ethical Dilemmas in International Service-Learning: A Grounded Theory

Bridging the Gap – Chinese Nursing Students and Faculty Development: A Review of Literature

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