Faculty Fellows Program

Bringle, Robert G.; Games, Richard; Foos, Catherine Ludlum; Osgood, Robert L.; Osborne, Randall E.

doi:10.1177/00027640021955531

Cited by 19 publications

(1 citation statement)

References 3 publications

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“…By bringing together teaching, research, and service, this method often gives students deeper engagement with, and understanding of, the course curriculum than traditional didactic-style learning while also providing a service back to their community (Steinke & Fitch, 2014). Service-learning is important in the health professions because students learn through civic engagement and develop an enhanced sense of personal values while working directly with their future patient population (Bringle, Games, Foos, Osgood, & Osborne, 2000). Through service-learning, students apply theoretical concepts from course material to real-life situations with older adults while increasing collaboration between the academic community and the network of professionals in the field of aging (Cohen et al, 2006).…”

Section: Service-learningmentioning

confidence: 99%

“I learned that I am loved”: Older adults and undergraduate students mutually benefit from an interprofessional service-learning health promotion program

Howell

Redmond

Wanner

2020

Gerontology & Geriatrics Education

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Although benefits of service-learning and interprofessional education (IPE) have been well documented to be effective for students in gerontology, few curricula appear to integrate both aspects into a single experience for undergraduate students in public health. We discuss the development and implementation of an IPE servicelearning health promotion program embedded within two different departments at a mid-sized university. Students worked in interdisciplinary teams and acquired IPE learning outcomes while they engaged in their first experiences working with diverse older adults at a lowincome independent-living housing community. Twenty-five students each team-taught two sessions on nutrition, physical activity, and stress reduction techniques in a 10-week program. Qualitative and quantitative results showed significant learning outcomes from the students about the needs of the aging population and increased comfort working with seniors. Older participants in the program also reported positive health and psychological outcomes from participation. Challenges, next steps, and recommendations are also discussed.

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Section: Service-learningmentioning

confidence: 99%

“I learned that I am loved”: Older adults and undergraduate students mutually benefit from an interprofessional service-learning health promotion program

Howell

Redmond

Wanner

2020

Gerontology & Geriatrics Education

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16: The Scholarship of Civic Engagement: Defining, Documenting, and Evaluating Faculty Work

Bringle

Hatcher

Clayton

2007

To Improve the Academy

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Civic engagement, which is presented as teaching, research, and service in and with the community, presents new challenges for evaluating faculty work as part of the reappointment, promotion, and tenure process. The nature of service learning, professional service, and participatory action research are examined as faculty work that can be scholarly (i.e., wellinformed) and the basis of scholarship (i.e., contributing to a knowledge base). As such, examples of evidence for documenting the work and issues associated with evaluating dossiers are presented. Engagement 3The Scholarship of Civic Engagement: Defining, Documenting and Evaluating Faculty Work Much of faculty work occurs on campus: teaching in classrooms, service to the university and discipline or profession, and research. However, each of these can also occur off campus when instructors deliver courses at remote sites, faculty provide professional services to the community (e.g., serving on boards, contributing to a government task force, consulting), and researchers collect data in communities. Figure 1 illustrates how community involvement is related to the traditional areas of faculty work. Although not part of this diagram, the intersection of teaching, research, and service in the community can occur when a faculty member designs and implements courses that use participatory action research. Community involvement can occur in all sectors of society (e.g., nonprofit, government, business) and has no geographic boundaries.We differentiate between the terms "community involvement" and "civic engagement" in the following way: community involvement is defined primarily by location and includes faculty work that occurs in communities and in clinical settings either on or off campus. Civic engagement is a subset of community involvement and is defined by both location as well as process (it occurs not only in but also with the community). According to this distinction, civic engagement develops partnerships that possess integrity and that emphasize participatory, collaborative, and democratic processes (e.g., design, implementation, assessment) that provide benefits to all constituencies, and thus, encompass service to the community. Civic engagement is consistent with many reinterpretations of community involvement that focus on the importance of reciprocity as a new model for these activities (e.g., Bringle et al., 1999a; Kellogg Commission, 1999). This distinction between community involvement and civic engagement is consistent with Boyer's call for fundamental changes in the structure and behavior of the Engagement 4 academy. Furthermore, it is also consistent with Rice's (1996) observation that faculty work is moving from the an emphasis on autonomous, individualistic work to collaborative, interdisciplinary work, and changing from the isolated character of higher education to a more public and democratic approach to academic work.This chapter focuses on one set of implications from this shift in perspective to civic engagement: How should...

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21: Preparing Future Faculty for Careers in Academic Librarianship: A Paradigm Shift for Collaboration in Higher Education

Knowlton

Border

2007

To Improve the Academy

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Nationwide, tile number of available faculty positions represents onlya fraction of the master's and doctoral degrees granted each year. Fortunately; [acuity positions are available in academic librarianship, which is experiencing a decline in qualified applicants. A pioneering collaboration between a graduate student professional development program and an academic library has created afellowsllip program that allows master's and doctoral students to consider careers in academic librarianship through mentoted fellowships. Initial results show that participants intend to pursue librarianship as an academic career in which to use andexpand their advanced subject and/or language expertise.

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Faculty Fellows Program

Cited by 19 publications

References 3 publications

“I learned that I am loved”: Older adults and undergraduate students mutually benefit from an interprofessional service-learning health promotion program

“I learned that I am loved”: Older adults and undergraduate students mutually benefit from an interprofessional service-learning health promotion program

16: The Scholarship of Civic Engagement: Defining, Documenting, and Evaluating Faculty Work

21: Preparing Future Faculty for Careers in Academic Librarianship: A Paradigm Shift for Collaboration in Higher Education

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