Embedding Service-Learning into an Online Physical Therapy Course
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Embedding Service-Learning into an Online Physical Therapy Course
- 1. Can Service-Learning Be Successfully Embedded into an On-line Course? A Description of a Creative Community-Based Learning Project Julie Gahimer HSD, PT Associate Professor Krannert School of Physical Therapy University of Indianapolis Indianapolis, IN USA 3 rd Annual International Symposium on Service Learning Athens, Greece November 22-24, 2009
- 2. Mission of the University of Indianapolis
- 3. Mission of the University of Indianapolis
- 4. Krannert School of Physical Therapy
- 6. Service Learning Bringle 1995
- 7. Mark C. Falbo & Nicholas R. Santilli, Serving to Learn: A Faculty Guide to Service Learning, Ohio Campus Compact, 2002, p. 8. Model of Service Learning
- 9. BENEFICIARIES OF SERVICE LEARNING
- 10. University Benefits of Service Learning
- 11. Community Benefits of Service Learning
- 13. Student Benefits of Service Learning
- 14. Service Learning
- 16. PTPP 540 Course Objectives
- 32. Key Ingredients for Successful Service Learning Rick Gordon, Ed., Problem Based Service Learning: A Fieldguide for Making a Difference in Higher Education, Education by Design, 2000 , p. 7.
- 37. THANK YOU
Editor's Notes
- Grades are given based on quality of reflection assignments and ability of student to apply experiences to other aspects of course. I.E. application of theory to experience and vice versa. Grades aren’t given for “showing up”. Students may be required to fulfill a certain number of hours on site however Students must have a clear grasp of the theoretical background to which they apply the service in order to enhance understanding of theory. This is logistical- make sure that student placement is not a burden to site. If this is the case, students will not have a meaningful service experience. Additionally organization’s goals and/or students’ work at that organization must be related to course. Students must be taught to enter site with “initial stance of humility”. Students enter as learners rather than providers. Understanding as “standing under” (Natalie) Students should approach service with same attitude as they approach any other tool such as readings, papers, lab work, etc. Students don’t distinguish between “service” and “class”. Reflection assignments are a key part of this. Rubric for reflection is the same, but should address depth of thought rather than thoughts themselves.