Value Added: Service-Learning Outcomes for Physical Therapy Students and Community Partners in Belize

Abstract

This study comprised a follow up to a two-week interdisciplinary service-learning (SL) trip to Belize for graduate students from a private Midwestern university. Trip participants engaged in SL activities with multiple partnering agencies in various locations. The purpose of the study, which employed a qualitative, constructivist, focus-group design, was to explore the perceptions of students and community partners about the services provided. Data were analyzed for common themes using line-by-line and constant comparative methods. Six themes emerged from the data. Community partners complimented the education and training provided, and requested additional time and programming for future visits. Some identified the need for increased collaboration and additional preparation of students prior to the visit. Students demonstrated increased appreciation for interdisciplinary practice, enhanced professionalism, and greater sensitivity to cultural differences, and expressed their desire to participate in future international service trips. These findings supported the conclusion that interdisciplinary international SL activities are mutually beneficial to students and community partners.

The Role of Triple Loop Learning in Fostering Future Conservation Leaders: Assessing High-Impact Practices

“…Over the past two decades, higher education institutions codified practices that increase the attainment of outcomes associated with a holistic college education (i.e., critical thinking) and the preparation of students for the 21st century workforce (Beitman et al, 2015). Institutions regularly focus on providing opportunities for students to contribute to their communities through civic engagement or service-learning to augment traditional classroom curricula (e.g., Goff et al, 2014;Stolley et al, 2017).…”

Assessing High-Impact Practices: The Role of Triple Loop Learning in Fostering Future Conservation Leaders

“…Over the past two decades, higher education institutions have codified practices that increase the attainment of outcomes associated with a holistic college education and the preparation of students for the 21st century workforce (Beitman et al, 2015). Institutions regularly focus on providing opportunities for students to contribute to their communities through civic engagement or service learning to augment traditional classroom curriculum (Campus Compact, 2016;Goff et al, 2014).…”