Service-Learning in Health Education/Promotion and Recreation Courses

Presented to 2011 AAHPERD National Convention & ExpositionApril 2, 2011

Yating “Tina” Liang, Ph.D., Associate Professor, Missouri State University Melinda Novik, Ph.D., Assistant Professor, Missouri State University

Overview

•What is service learning?•Citizenship and Service Learning Office •Community partners (Over 600 public &

nonprofit organizations in the community )

•Types of Service Learning: ▫Integrated Vs. Component Service

Learning• Why service learning?

Course 1: Health & Wellness Promotion Course •Students•Course goals (7 Health Educator

Responsibilities) •Service learning project structure

7 Health Educator Responsibilities

As identified for the Certified Health Education Specialist

1.Assess Individual and Community Needs for Health Education

2.Plan Health Education Strategies, Interventions, and Programs

3.Implement Health Education Strategies, Interventions, and Programs

4.Conduct Evaluation and Research Related to Health Education

5.Administer Health Education Strategies, Interventions, and Programs

6.Serve as a Health Education Resource Person

7.Communicate and Advocate for Health and Health Education

Community Partners & Project Examples

•Youth organizations▫Boys & Girls Clubs▫Lighthouse Child & Family Development

Center•Seniors

▫Northview Center•Disadvantaged groups

▫Champion Athletes▫Community Partnership of the Ozarks▫Juvenile Detention Center

•Health-related organizations ▫GYN Cancers Alliance:

Student Comments

•“I would recommend service-learning…”

•I would recommend that students participate in a Service-Learning option…”

•“Service-learning gives students that…”

•“It’s a good way to….”

Course 2: Physical & Leisure Activities for the Aging Adult

•Students•Course goals •Service learning project structure

Community Partners & Population•Culpepper Place: senior living facility•Daybreak Adult Day Care: frail, mentally

and/or physically handicapped•Magnolia Square: nursing facility•Northview Center: senior fitness facility•Ravenwood: assisted living facility

Student Comments• “This experience has shown me...”

• “I still do not plan on working with the elderly population, but...”

• “This project was a…”

• “This experience really taught me a lot...”

• “I now have a much boarder understanding of…”

• “…in completion of this project…”

• “I have learned a lot through this entire project…”

Course 3: Recreation Programming •Students•Course goals •Service learning project structure•Community Partner:

Gardens Independent Living

Program themes • Arts & Crafts

▫ Operation Creation ▫ Spring Fling▫ Travel Around World in An Hour

• Trivia ▫ The Weeknight Lineup: Classic TV Trivia ▫ Totally Tropical Family Feud ▫ Golden Oldies ▫ B2J Music Bingo

• Board games ▫ Full House Casino ▫ It’s Not Bored Games Any More

• Physical activities & other games ▫ “Sadie Hawkins Turkey Extravaganza▫ Carnival de Garden

Student feedbacks •“This class was a great one…” •“Making a budget, risk management plan,

promotion plan, and program design and then physically executing a program at a facility allowed me…”

•“REC390 was a very educational class…”•“One thing I was truly grateful for was

that…”

Lessons learned from the service learning project •Class discussions •Choosing community partners •Group work issues •How to evaluate students work

▫Participants’ ability

Evaluation of Working with AgedQualitative•Journals•Reflections•Paper/PresentationsQuantitative•Baseline and post surveys measuring

students’ attitudes, confidence, and intention of working with the aged

Aging Semantic Differential Measure• Completed on first day of classes and after

project was completed• 16 items• 7 response blanks• Scoring ranged from +3 to -3• Created a single summed item

▫ Summed score ranged from 48 to -48• Examples

▫ Independent – Dependent▫ Healthy – Unhealthy▫ Happy – Sad▫ Pleasant – Unpleasant

Aging Semantic Differential Measure•Sample included students in Aging Adult

course and Recreation Programming who completed both baseline and follow-up surveys▫n = 35

•Paired Samples t-test indicated significant improvements in students’ attitudes toward the aged (t = -5.698; p < .0001)▫Baseline mean: 5.11 (SD 13.28)▫Follow-up mean: 17.74 (SD 10.23)

Additional Evaluation ItemsSample: n= 35, completed both surveys*Percent agree with the following

statementsItem

Baseline*

Follow-Up*

I plan on completing my internship in a facility in which I will work with older people. 32.3% 38.2%

Upon graduation, I will seek a career in which I have the opportunity to work with older people. 42.9% 57.1%

If I was on a job interview and was told I would have to work with older people, I would not feel comfortable accepting the position. 11.4% 14.3%

I do not know how to design a recreation or exercise program for older people. 65.7% 0%

I hope that I have the opportunity to work with older people in my career upon graduation. 60% 77.1%

I do not believe that older people can improve their quality of life through a recreation or exercise program. 11.5% 0%

Thank you! Q & A