| Physical
Therapy: 790
Service Learning Seminar and Practicum
Course Directors:
Lisa
Ann Chiarello, PT, PhD, PCS
Maggie
O’Neil, PT, PhD, MPH
Course Instructors:
Augusta
M. Villanueva, PhD
Lisa
Ann Chiarello, PT, PhD, PCS
Maggie
O’Neil, PT, PhD, MPH
Subject Area/Discipline:
Physical
Therapy
School: Drexel
University
Project Area: Health
Spring 2001
Office Hours: By
appointment
Lisa Chiarello, (215)
762-8805, SHSH 511,
lisa.chiarello@drexel.edu
Maggie O’Neil, (215) 762-1791,
SHSH 615
moneil@drexel.edu
Credit Hours: 2
Course Hours:14
seminar hours
40 practicum hours with
community partner
Individual meetings with
academic coordinator
as needed
Class Times:
Seminar: Selected
Mondays, 1-3
Practicum: Arranged on
an individual
basis with community partner beginning in March
Course Overview:
This is an integrated
course between the School of Public Health and the Department of
Rehabilitation
Sciences. The goal of the seminars in the School of Public Health
is to introduce students to service learning and to develop skills in
collaborative
assessment and intervention related to community health care
needs.
Additional seminars and the service learning practicum will be
conducted
through the Department of Rehabilitation Sciences. These
activities
will focus on pediatric rehabilitation needs of the community.
Course Description:
The Public Health
seminars will introduce the students to the theory and foundation of
service
learning. Linkages will be established between theory and applied
community
service. The interdisciplinary nature of these seminars will
allow
for a professional exchange across disciplines. The seminars in
the
Department of Rehabilitation Sciences will guide the students through
the
experience of applying service learning theories to community settings
for pediatric physical therapy. The service learning practicum is
intended to instill in students an appreciation for the community’s
strengths,
resources, perceived needs and expectations through service-oriented
experiences.
The students will have the opportunity to collaborate with local
agencies
to define needs and to participate in service delivery.
Objectives: The
student will:
Knowledge:
-
Develop an understanding
of the theories and
concepts related to service learning
-
Describe the roles and
responsibilities of
community agencies that provide health services
-
Identify the health and
social needs of families
with young children with or at risk for motor delay
-
Identify community-based
strategies to promote
and improve health and functional abilities of families with young
children
with or at risk for motor delay
Skill:
-
Provide an identified
service to a community
agency such as a needs assessment, program development, program
implementation,
program evaluation, or applied research.
Attitude:
-
Develop an awareness of
the importance and
value of combining academic learning with identified issues related
health
and wellness in the community for families and children with special
needs
-
Develop an appreciation
for the relationship
between personal and professional growth in developing leadership skills
Teaching Methods:
Seminar discussion
format, self-directed problem-based learning, student seminar
presentations,
and supervised community participation
Required Readings:
Minkler M. (Ed.)
(1999). Community Organizing and Community Building for Health.
Additional readings will be assigned throughout the seminar and
practicum.
ADA Statement:
Students with disabilities
who believe that they may need academic adjustments in this class are
encouraged
to contact Diana Williams, center for Student Academic Resources, 1602
NCB (215) 762-7682 as soon as possible (preferable within the first two
weeks of class) to ensure that documented accommodations are
implemented
in a timely fashion. All discussions will remain confidential.
Attendance Policy:
Students are
expected to attend all seminars and to complete their practicum hours
based
on the action plan established with their community partner.
Students
are responsible to inform seminar leaders and / or community partners
in
the event of an extenuating circumstances leading to an unavoidable
absence.
Students are responsible for all missed course content and
assignments.
Course directors reserve the right to determine student’s status in the
course if more than one seminar session is missed.
Course Schedule
Public Health Seminar
Sessions (See
Dr. Villanueva’s Attached Syllabus)
Dates: January 29
February 12
February 19
February 26
Department of
Rehabilitation Seminar
Sessions During Practicum
March 12
-
"So what is service
learning in pediatric
physical therapy?"
-
Establishing relationships
with community
partner
-
Developing action plans
with community service
agency: Must be submitted to academic supervisor by rch 26.
April 9 (date subject to
change based on status
of practicums)
-
Review/evaluate student
experiences and progress
towards identified goals
-
Discuss mechanisms for
program evaluation
May 7 (date subject to change
based on status
of practicums)
-
Student presentations
including evaluation
of service learning experience (as applicable) and plans for
dissemination
Clinical practicum
In collaboration with a
community agency student
will participate in various service activities, such as:
-
Needs assessment
-
Program development
-
Program implementation
-
Program evaluation
-
Applied research
-
Community agencies:
KenCrest, Shriners, others
to be established
-
Regular communications
among student, community
partner supervisor, and academic supervisor
-
Individual meetings with
academic supervisor
will be scheduled on a regular basis
Assignments and Grading
Criteria
-
Public Health
Assignments
30%
-
Journal and
Reflection Paper
15%
Students are required to
keep a journal
of their experiences during the seminars and practicum. Minimum
content
of the journal must include:
-
One entry per public
health seminar applying
the information within the context of pediatric physical therapy
-
One entry per week
during practicum (beginning
March 12) documenting activities and experiences including your
personal
reflections
-
One page summary
reflection: Did this course
provide you the knowledge, skills, and experience to meet your learning
objectives? Did the practicum provide collaborative service to the
community?
-
Seminar
Presentation
15%
-
Product from service
learning practicum
40%
-
Must include
dissemination to community partner
(i.e. inservice, document) {Product may also be disseminated to
appropriate
professionals or agencies}
-
As applicable include
program evaluation
Final grade: S/U
January 10, 2001
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