Abstract
The purpose of this retrospective study is to examine the impact that service-learning pedagogy has on community college students majoring in health education. According to Social Cognitive Theory, learning environments have the potential to influence students’ beliefs, cognition and behaviors. It is predicted that service learning incorporated into a health education curriculum may afford students more opportunities to experience first-hand the multiple dimensions of health and better understand the concept of health disparities. Each student is required to complete three field visits to a community setting, each 3 hours long, for a total of 9 hours in one 15-week semester. An open-ended, short answer survey is submitted post-intervention to assess the potential effect service-learning may have had on students’ personal agency, civic engagement, and capacity to apply curricular concepts to a community setting. Using a category system to code the responses, the investigator analyzes the statements. The researcher considers patterns to identify themes (e.g. leadership) associated with the service-learning experience. This study demonstrates that service-learning pedagogy can be successfully integrated into the health education curriculum. Further, it is predicted that this instructional method will lead to better student outcomes, specifically increased health knowledge, improved health behaviors, and greater civic engagement.
Presenters
Gloria McNamaraAssociate Professor, Health Education Department, City University of New York - Borough of Manhattan Community College campus, New York, United States
Details
Presentation Type
Theme
Health Promotion and Education
KEYWORDS
Health Curriculum, Community Health, Service Learning Pedagogy
