A Spirit of Reciprocity: Service-Learning Opportunities at Iowa

2017 ◽  
Vol 2 (7) ◽  
pp. 24-29
Author(s):  
Ruth Bentler ◽  
Ann Fennell
Keyword(s):  
Service Learning ◽  
Graduate Student ◽  
International Collaboration ◽  
Learning Opportunities ◽  
Personal Resources ◽  
University Of Iowa ◽  
Spare Time ◽  
The University

For a number of years, faculty and students from the University of Iowa have been providing services to orphans in China. To improve sustainability, the effort was increased to also include training to hospital and orphanage staff as well. It became clear that the scope of our tasks and the amount of preparation for the students involved was exceeding what we could fit into the spare time of the typical graduate student and the mentor-of the-year. With the onset of a second humanitarian project—demanding similar training preparation and planning—a course was developed to better prepare the students for both the upcoming trips, as well as a lifetime of international collaboration and reciprocity. Funded entirely by student/faculty fundraising efforts (and personal resources), our commitment to global teaching and service is a strong one.

Teaching About America's Fiscal Future in the University's Core Curriculum

2010 ◽  
Vol 43 (02) ◽  
pp. 323-326 ◽  
Author(s):  
Steven Galatas ◽  
Cindy Pressley
Keyword(s):  
Service Learning ◽  
Civic Engagement ◽  
Civic Education ◽  
Budget Deficit ◽  
Core Curriculum ◽  
Learning Opportunities ◽  
State University ◽  
Curriculum Instruction ◽  
Assessment Of Student Learning ◽  
The University

Civic engagement is increasingly recognized as a significant function of public universities. The university provides a variety of opportunities for civic engagement, including co-curricular activities, service learning opportunities, and specific majors and minors. This article reviews the attempt to embed civic engagement and civic education about the national debt and budget deficit issues in a university core curriculum course at Stephen F. Austin State University. We focus on specific issues of curriculum instruction and assessment of student learning of knowledge regarding the debt and deficit issues.

scholarly journals Formal Service Learning Opportunities: Engineering Internships in Social Entrepreneurship Organizations

2012 ◽  
Vol 7 (1) ◽  
pp. 40-52
Author(s):  
Camilla M. Saviz ◽  
Abel A. Fernandez ◽  
Elizabeth A. Basha
Keyword(s):  
Service Learning ◽  
Social Entrepreneurship ◽  
The United States ◽  
Learning Opportunities ◽  
Lessons Learned ◽  
Strategic Partnerships ◽  
Problem Solving Skills ◽  
Formal Service ◽  
Entrepreneurial Organization ◽  
The University

Over the past three years, a collaboration between the School of Engineering  and the ABC Center for DEF at the University of the XYZ has provided students with internship opportunities at five different social entrepreneurship organizations distributed among six countries.  The summer internship program administered by the ABC Center seeks to provide an enriching experience for participants, to raise awareness of the broad application of social entrepreneurship across different disciplines, and provide qualified student assistance to organizations seeking specific help.  Working with the socially entrepreneurial organization, students were required to apply problem-solving skills in environments where language, culture, technical support, and supervision were very different from levels experienced during their more ‘traditional’ internships in the United States. These internships in social entrepreneurship allowed students to learn first-hand that successfully implementing projects in other countries requires strong technical skills and a fundamental understanding of local cultural, political, and contextual factors.  At the institutional level, lessons learned included the importance of forming strategic partnerships to increase opportunities and capitalize on limited resources, and the need to use existing frameworks to facilitate student involvement in such service-learning opportunities.

scholarly journals 2013 3M Student Fellows Feature Article - Exploring the role of the university student as an experiential learner: Thoughts and reflections from the 2013 cohort of 3M National Student Fellows

2014 ◽  
Vol 7 (2) ◽  
pp. 83
Author(s):  
Anita Acai ◽  
Victoria Cowan ◽  
Stephanie Doherty ◽  
Gaurav Sharma ◽  
Naythrah Thevathasan
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Learning Opportunities ◽  
Student Leaders ◽  
University Student ◽  
Post Secondary Education ◽  
Feature Article ◽  
Post Secondary ◽  
The University

In recent years, there has been a dynamic shift in the role of the university student through the creation and promotion of experiential learning opportunities on campuses across the country. Many post-secondary programs now include co-op placements, practicums, or internships where students can apply theoretical knowledge to real-world settings. However, in this article, we have chosen to focus on more “altruistic” forms of experiential learning – volunteerism, development work, and service-learning – which have gained increased focus in recent years but are often used, we feel, without appropriately reflecting on their meaning. In this article, we draw upon our experiences as student leaders to define each of these roles, outline what we see as the benefits of experiential learning for students, and provide recommendations for how these learning opportunities can continue to be improved. Moreover, we identify privilege, ethics, and responsibility as complexities related to experiential learning and discuss each of these topics in more detail. We end our discussion by addressing the role of experiential learning in helping to define the value of a post-secondary education.

Symposium: Methodologies in SLA

2013 ◽  
Vol 46 (3) ◽  
pp. 427-431
Author(s):  
Elizabeth Deifell ◽  
Elena Shimanskaya
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Graduate Student ◽  
University Of Iowa ◽  
The University

Two panel discussions presented at the Second Language Acquisition Graduate Student Symposium on 29 and 30 April 2011 at the University of Iowa.

scholarly journals The International Engineering Service Program at the University of Iowa

2014 ◽  
pp. 300-333
Author(s):  
Flora E Duff ◽  
Lindsay J Marshall ◽  
Lee W Hauser ◽  
Hayden W Ausland ◽  
Timothy J Houser ◽  
...  
Keyword(s):  
Service Learning ◽  
Staff Member ◽  
Developing World ◽  
Interdisciplinary Teams ◽  
Lessons Learned ◽  
Service Program ◽  
Research Staff ◽  
University Of Iowa ◽  
International Scope ◽  
The University

The International Engineering Service Program at the University of Iowa (UI-IESP) has evolved immensely since 2003. The UI-IESP changed significantly in response to increases in financial resources from grants and gifts and through the creation of the Design With the Developing World (DWDW) service-learning course. Taught since 2006, the DWDW course has provided 185 students the opportunity to work in interdisciplinary teams to propose solutions to problems faced by people in the “developing world”. Since 2013, improvements to the DWDW course include a change in instructional format, the utilization of the Field Guide to Environmental Engineering for Development Workers, the integration of experiential workshops, and the UI-IESP partnership with Kobriti, Ghana. The Kobriti Partnership recently culminated in the construction of a solar-powered groundwater pumping system by the people of Kobriti with the assistance of a UI-IESP team that included three former DWDW students, a university shop staff member and a university research staff member. Using reflections written by students, the research staff member and the corresponding author, the UI-IESP was determined to be effective overall. Critiques of the UI-IESP highlighted the lack of a national affiliation, the use of a single advisor, the small international scope, the perception that the DWDW course was unable to fully prepare students, and the need for redundancy in communication planning. Lessons learned include “knowing by going”, being resilient, embracing unknowns, respecting indigenous knowledge, and always seeking partners. Best practices include diverse training for students, partnering for the long-term, identifying responsible parties, partnership reciprocity, and utilizing resources from the university, EWB-USA and/or ESW.

The consolidation of microscopy technology into a university research support facility: Reflections on the 1980's and projections for the 1990's at the university of iowa

1993 ◽  
Vol 51 ◽  
pp. 476-477
Author(s):  
Kenneth C. Moore
Keyword(s):  
Laser Scanning ◽  
Freeze Fracture ◽  
Freeze Substitution ◽  
Research Support ◽  
University Of Iowa ◽  
Staff Members ◽  
The Past ◽  
Research Grade ◽  
The University ◽  
Support Facility

The University of Iowa Central Electron Microscopy Research Facility(CEMRF) was established in 1981 to support all faculty, staff and students needing this technology. Initially the CEMRF was operated with one TEM, one SEM, three staff members and supported about 30 projects a year. During the past twelve years, the facility has replaced all instrumentation pre-dating 1981, and now includes 2 TEM's, 2 SEM's, 2 EDS systems, cryo-transfer specimen holders for both TEM and SEM, 2 parafin microtomes, 4 ultamicrotomes including cryoultramicrotomy, a Laser Scanning Confocal microscope, a research grade light microscope, an Ion Mill, film and print processing equipment, a rapid cryo-freezer, freeze substitution apparatus, a freeze-fracture/etching system, vacuum evaporators, sputter coaters, a plasma asher, and is currently evaluating scanning probe microscopes for acquisition. The facility presently consists of 10 staff members and supports over 150 projects annually from 44 departments in 5 Colleges and 10 industrial laboratories. One of the unique strengths of the CEMRF is that both Biomedical and Physical scientists use the facility.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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