Progress 09/15/05 to 06/30/10
Outputs
By sequencing service-learning courses, students have the opportunity to build incrementally their awareness, knowledge, and skills. The objective of this project was to evaluate student's perceptions of self-growth from participation in the second tier of a coordinated service-learning program, particularly in the areas of leadership and cultural competence. We examined these outcomes in undergraduates enrolled in a semester-long structured service-learning class focusing on childhood obesity prevention. In addition to class expectations, students provided programming for low-income, minority children in urban, after-school center one afternoon/week. We assessed student outcomes using two validated instruments, The Cross-Cultural Adaptability Inventory and Student Leadership Practices Inventory. We also conducted qualitative analyses using data from pre-and post-focus groups and reflection assignments. In a sample of 26 students, cross-cultural competency and leadership scores increased significantly over the course of the semester (paired t-test, p=0.01 for both groups). Analysis of transcripts from discussion groups and reflection assignments demonstrated that students perceived growth in the leadership attributes of flexibility, adaptability, teamwork, risk-taking, and self-confidence. Likewise, results from the Student Leadership Practices Inventory showed a statistically significant improvement pre-to post semester. Students also became aware of lifestyle differences and similarities with the multicultural children they served, often in unexpected directions. The undergraduate participants realized that being open-minded and nonjudgmental were key components in working effectively transculturally. In agreement, results of the Cross-Cultural Adaptability Inventory demonstrated statistically significant growth in cultural competency. Four attributes of the structured service-learning experience were particularly salient to the outcomes: reciprocal relationships with children and teammates; high levels of student autonomy and responsibility; designated class time for teamwork and discussions; and guided weekly reflections. PRODUCTS: We completed a curriculum guide posted on a web page dedicated to the grant (http://publichealth.uconn.edu/CN/HEC_grant.php), two presentations at national meetings with slides available on the web page, and an article for the NACTA Journal, now in internal review. OUTCOMES: We measured the impact of the UCONN Cafe service learning experience on student leadership, social conscience, cultural competency, and career development. Students who participated in the second tier of a coordinated service-learning program reported self-growth in their leadership skills and cultural competency. While the sample size was small, the results appear credible as students who participated in different semesters discussed similar outcomes. Furthermore, results of the leadership and cultural competency instruments demonstrated statistically significant improvement. Four attributes of the structured service-learning experience were essential to these results: relationship building among children, staff, and teammates; student autonomy and full responsibility for the outreach component; class time designated for teamwork and discussion of leadership and culture-related issues; and guided weekly reflections. DISSEMINATION ACTIVITIES: We announced the Webpage resource on appropriate list serves and presentation at National Meeting of NACTA and presented the findings at two national meetings, the Society for Nutrition Education and the annual meeting of the National North American Colleges and Teachers of Agriculture/Science Education and Resources Development. When article based on the program is published will announce the program on several nutrition list serves and facebook pages. FUTURE INITIATIVES: Our coursework focused on cultural awareness related to poverty, ethnicity, and inner-city life. However, in the community experience, students were mainly attuned to age, food preferences, and physical activity. To redirect, we have created new opportunities and assignments that encourage students to spend more time with the children's parents and in the neighborhood, public spaces. In addition, many of the reading assignments are now from the city newspaper, such as housing shortages, violence, and inadequate health care, more meaningful to them than the generalized literature. In addition, we used the elements of this project as the basis for the curriculum for the Public Health Living Learning Community that opened in fall, 2009 on the University of Connecticut Storrs campus.
Impacts
The use of service-learning in preparing college students for the future is becoming more widely applied. However, assessing the effectiveness of a service learning course is difficult for the very reason that the experience itself is so enriching. "Real-life" opportunities are frequently messy, complex, and inconsistent. None the less, the results of our research demonstrate the value of such evaluation. Though our assessment, we were able to identify strengths and areas for improvement within our course. While we focused on a nutrition education experience, the objectives of increasing leadership and cultural competency often underlie service-learning opportunities. Through continual self-monitoring and keeping abreast of advances in the field, instructors can arrange experiences that meet the learning stages and specific needs of their students.
Publications
- No publications reported this period
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Progress 09/15/08 to 09/14/09
Outputs
As noted in a previous CRIS report, strength of experiential learning is a positive impact on personal growth including outcomes such as leadership, social conscience, and career development. We examined these outcomes in undergraduates enrolled in a semester-long structured service-learning class focusing on childhood obesity prevention. In addition to class expectations, students provided programming for low-income, minority children in urban, after-school center one afternoon/week. We assessed student outcomes using two validated instruments, The Cross-Cultural Adaptability Inventory and Student Leadership Practices Inventory. We also conducted qualitative analyses using data from pre-and post-focus groups and reflection assignments. In a sample of 26 students, cross cultural competency and leadership scores increased significantly over the course of the semester (paired t-test, p=0.01 for both groups). Students reported beneficial outcomes from their field experiences, describing ways that community immersion had extended attributes such as self-confidence, cultural sensitivity, and communication skills. Students believed the "hands on" experience enhanced their academic training by giving personal meaning ("it gives you a face,") requiring flexibility and reactivity, and by providing immediate feedback. They reported that their involvement encouraged them to seek proactive solutions to urban disparities. Most of the students used the experience to clarify career choices. However, all had gravitated toward provision of service at the community level. We completed a curriculum guide and web page for the program. PRODUCTS: This year we completed a curriculum guide posted on the web page noted below and an article for the NACTA Journal, now in internal review. OUTCOMES: We measured the impact of the UCONN Cafe service learning experience on student leadership, social conscience, cultural competentce, and career development. DISSEMINATION ACTIVITIES: We completed a web page http://publichealth.uconn.edu/CN/HEC_grant.php and when article based on the program is published will announce the program on several nutrition listserves and facebook pages. FUTURE INITIATIVES: We used the elements of this project as the basis for the curriculum for the Public Health Living Learning Community that opened in Fall, 2009 on the University of Connecticut Storrs campus.
Impacts
A community field experience affords students the opportunity to enrich their coursework through application of established principals and testing of personal theories, ultimately promoting informed career decisions.
Publications
- No publications reported this period
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Progress 09/15/07 to 09/14/08
Outputs
One strength of experiential learning is a positive impact on personal growth including outcomes such as leadership, social conscience, and career development. We examined these outcomes in undergraduates enrolled in a semester-long, structured service-learning class focusing on childhood obesity prevention. In addition to class expectations, students provided programming for low-income, minority children in urban, after-school centers one afternoon/week. We assessed student outcomes using two validated instruments, the Cross-Cultural Adaptability Inventory and the Student Leadership Practices Inventory. We also conducted qualitative analyses using data from pre- and post-focus groups and reflection assignments. Nineteen of 26 participants (25 white/1 Asian; 23F/3M) were Nutrition majors. After participation, both cultural competency and leadership scores increased significantly (paired t-test, p=0.01 for both). Students reported beneficial outcomes from their field experiences, describing ways that community immersion had extended attributes such as self-confidence, cultural sensitivity, and communication skills. Students believed the "hands-on" experience enhanced their academic training by giving personal meaning ("it gives you a face"), requiring flexibility and reactivity, and by providing immediate feedback. They reported that their involvement encouraged them to seek proactive solutions to urban disparities. Most of the students used the experience to clarify career choices, either by expanding or further defining their options. However, all had gravitated toward provision of service at the community level. PRODUCTS: We are developing a curriculum guide with weblinks. OUTCOMES: We measured the impact of the UCONN Cafe service learning experience on student leadership, social conscience, and career development. DISSEMINATION ACTIVITIES: We will announce the online resources through several nutrition education list serves and present the results and the curricula at the NACTA annual conference. FUTURE INITIATIVES: We used the elements of this project to propose a Public Health/Public Service Living Learning Community on the University of Connecticut campus. That community is now funded and will begin with 63 students in fall 2009.
Impacts
A community field experience affords students the opportunity to enrich their coursework through application of established principals and testing of personal theories, ultimately promoting informed career decisions.
Publications
- Pierce, M.B., Sawyer, V., Ferris, A.M. 2008. Community field experience fosters relationships and personal growth. J. Nutr. Edu. Behav. 40S
- Pierce, M.B., Sawyer, V., Poehlitz, P.M., Ferris, A.M. 2008. Community field experience promotes service-oriented careers. NACTA/SERD (Abstr. 118)
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Progress 09/15/06 to 09/14/07
Outputs
Class Progress: Twelve students successfully completed the Level 2 class, UConn CAFE. The teaching/service sites were changed to West Avenue Community Center and Village Heights Learning Center in Willimantic, CT to reduce transportation time and cost. The instructors enhanced the both the on-line and in class curriculum. The students conducted nine weeks of weekly after school classes on nutrition and physical activity at two sites in Willimantic, CT for 45 pre-adolescents each week (20/West Avenue, 25/Village Heights). The instructors met eight times during the semester for discussion and reflection. For purposes of leadership development, students successfully conducted a campus-wide drive for physical activity toys for teaching/service sites. Subsequently, students delivered five large boxes of toys and games to each site. Recruitments goals for Level 3 class (peer mentoring) were not achieved due to students' desire to continue to work directly with children
rather than with their fellow students. Evaluation: The 12 students completed all evaluation instruments and participated in focus groups at the beginning and end of each semester. Transcription of focus groups was initiated.
PRODUCTS: The instructors in this program developed a reproducible curriculum called "UCONN Cafe" that couples cultural competence and leadership training for students with community-based approaches with dealing with childhood obesity.
OUTCOMES: Eighteen students successfully completed this semester long service learning program. As part of the curriculum, they delivered "UCONN Cafe" to 145 inner city girls for eight weeks.
DISSEMINATION ACTIVITIES: As the development and evaluation of the curriculum is still in progress, no dissemination activities are in progress.
FUTURE INITIATIVES: We will continue the program for additional semester and have written the option for "UCONN Cafe" in the University of Connecticut Food Stamp Nutrition activities.
Impacts
Although analysis of the evaluation data have not yet begun, anecdotal evidence such as student reports indicates that students gained increased cultural awareness and competence as well as further developed their leadership skills during the semester.
Publications
- Poehlitz P.M., Pierce M.B., and Ferris, A.M. 2007. Delivering nutrition education in a service-learning course. J. Nutr. Edu. Behav. 38:388-9
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Progress 09/15/05 to 09/14/06
Outputs
In the first semester of this project, all elements of the project were met. The education and evaluation group developed an implementation and evaluation plan and obtained IRB approval for the project. M. Poehlitz finalized the curriculum for "UCONN Cafe" with input from former students. The student recruitment process was initiated and sites for the program selected. In the second semester, six students participated in the level 2 class. Components of the evaluation plan (pre and post focus groups and administration of evaluation instruments) were finalized. To assist in class communication, the instructors developed a website with Vista software. The six students developed nutrition and physical activity lessons conducted eight weeks of after school classes at two Hartford, CT schools (Annie Fisher and Simpson Waverly) and in the remaining classes completed other components of the service-learning curriculum including a cultural food tour of the city and completion
of reflective journals. As a first level of leadership development, the students cooperatively presented information of this class and the complex issues around childhood obesity to a training session for the Husky Reads volunteers. Finally, recruitment for fall, 2006 for levels 2 and 3 of the curriculum was initiated. Data analysis of the evaluation did not begin as planned during the summer of 2006 due to a reduction in time for the project manager.
PRODUCTS: As proposed, this education team developed a service learning curriculum focused childhood obesity. Students then tailored weekly lessons for two after school sites in Hartford, CT.
OUTCOMES: Six students successfully completed the first semester of this service learning class. As part of the curriculum they delivered "UConn Cafe" to 55 inner city girls for eight weeks.
DISSEMINATION ACTIVITIES: As this was the first semester of the project, no dissemination of curriculum occurred.
FUTURE INITIATIVES: The Food Stamp Nutrition Education (FSNE)program team will consider including "UConn Cafe" into the FSNE program plan for 2008.
Impacts
Although analysis of the evaluation data has not yet begun, anectodal evidence such as student reports indicates that students gained increased cultural awareness and competence as well as further developed thier leadership skillls during the semester.
Publications
- No publications reported this period
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