Public Health Education and Service Learning Dr. Dan Gerber University of Massachusetts/Amherst

Service learning is defined as, “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility and strengthen communities” (National Service Learning Clearing House, 2007)

Service learning is much more than “just volunteering Service learning is much more than “just volunteering.” Unfortunately, when students say, “I came to college to learn,” they often equate learning with lectures or textbooks. The dominant ways in which we transfer knowledge in higher education The overall goal for any public health service learning course is to bring to life the theory and knowledge students are learning in the classroom in order for them to have a deeper understanding and appreciation for today’s current health problems, the communities that experience them, and to then pose possible solutions.

The goal for any public health service learning course is: To bring to life the theory and knowledge that is being taught in class to deepen understanding and appreciation for today’s current health problems and solutions. A secondary goal is ensuring that students understand and appreciate the communities they enter and the roles they have to play as future public health professionals.

The first objective is to identify a project that the students can do where they will have a real life understanding a current health problem, possible solutions, and the community with whom the partner organization works. The second objective is to ensure that the partner organization benefits by working with the students.

Model of Experiential Education (Kolb, 1975) Learner must experience something directly - concrete experience. Reflects on the experience, comparing it to what s/he already knows - reflective observation. Thinks about his or her observations and develops some new ideas about how things work – abstract conceptualization. The learner acts on what has been observed and thought about. Active experimentation. The active experimentation stage then becomes the basis of future learning. Complete Learning happens when learner moves through all four stages New knowledge, skills, or attitudes become the basis for new behavior Abstract – Classroom knowledge Source: Kolb. D. A. and Fry, R. (1975) Toward an applied theory of experiential learning. in C. Cooper (ed.) Theories of Group Process, London: John Wiley 6

Developing the service learning component for the course Organizations working on the health problem Does not have to be a “Public Health Institution” Engagement Preparing the students to enter a new community Preconceived perceptions and attitudes A new rich cultural different experience Time management Periodic check-ins with staff

Case Study Large University Public Health Service Learning Certificate Class in Community Development Team Building to create a safe classroom environment Share personal views and experiences Guest speakers Introducing the community as new rich cultural different experience

“Saying Goodbye To This”

“Say Hello to this” Thank You