LESSONS FROM THE FIELD – MENTORING

STUDENT RESEARCHERS

AAHPERD Research ConsortiumMarch 2010

Indianapolis, IN

Brian F. Geiger, Ed.D., FAAHE

Laura Talbott, Ph.D., CHES

Stephen L. Firsing III, M.P.A., M.A.

Karen A. Werner, Ph.D., CHES

LEARNING WITHOUT WALLS: ENGAGING

STUDENTS IN ACTIVE RESEARCH

Laura Talbott, Ph.D., CHES

WHAT IS SERVICE LEARNING?

“Service-learning is a teaching method connecting community service experience with academic learning, personal growth, and civic responsibility” (Mintz & Liu, 1994).

Different from volunteer work in that it emphasizes active learning through workplace experience and reflection (Brown, 1998).

Service-learning projects are perhaps “one of the most difficult and meaningful experiences” of higher-education (Geiger & Werner, 2004).

WHAT IS SERVICE LEARNING?

Higher quality service-learning experiences are related to the development of critical thinking skills (Dennis, 2003).

Lewin (1952) proposed that personal development occurs through successful realization of goals through trial and error, or experimentation.

Students develop and sharpen professional skills and competencies of the HPERD disciplines through experiential learning.

UNIVERSITY SUPPORT FOR SERVICE LEARNING

UAB's Mission - a research university and academic health center that discovers, teaches, and applies knowledge for the intellectual, cultural, social and economic benefit of the state and beyond.

The School of Education prepares and supports skillful, reflective professionals who improve the quality of life in diverse communities. Emphasizing learner-centered programs that are inquiry-focused and standards-based. 

The Institutional climate is one that promotes emerging professionals (HPERD students) and supports faculty mentorship.

National Commission for Health Education Credentialing (NCHEC)

Assess individual and community needs for health education

Plan health education strategies, interventions and programs

Implement health education strategies, interventions and programs

Conduct evaluation and research related to health education

Administer health education strategies, interventions and programs

Serve as a health education resource person Communicate and Advocate for health and health

education

HPERD COMPETENCIES AND SERVICE LEARNING

Initial Physical Education and Teacher Education (PETE) National Standards

Scientific and Theoretical Knowledge Skill-Based and Fitness-Based Competence Planning and Implementation Instructional Delivery and Management Impact on Student Learning Professionalism

Advanced PETE National Standards Professional Knowledge Professional Practice Professional Leadership

HPERD COMPETENCIES AND SERVICE LEARNING

Mentor means to “advise wisely” (Greek) - one who shows “intent, purpose, spirit, and passion” in providing guidance

The student/faculty mentoring relationship seeks to further the student's knowledge, skills or career preparation in the field of HPERD

Examples of service learning OktSober Fest Health Fair Student data collector training (CORE/NCHA) LSMBCP for older adult health Student internships, independent study

coursework

VIEWS OF A MENTOR

CORE campus-wide survey was conducted during spring semesters 2006 - 2009

HE grad/undergraduate students were trained to administer surveys in classrooms

Aims:1. Develop leadership skills among graduate

students, who shared responsibility to schedule surveys, coordinate schedules of data collectors, and respond to problems

2. Learn logistics of survey research (investigator training, preparing forms, data collection, informed consent, and shipment for analysis)

CASE STUDY: ALCOHOL AND DRUG DATA COLLECTION WITH STUDENT

ASSISTANTS

ACTIONS SPEAK LOUDER THAN WORDS

Karen A. Werner, Ph.D.Stephen L. Firsing III, M.P.A,

M.A.

Desirable characteristics Sense of inquiry Passion for learning Seeking applied opportunities Focused on competencies, not grades

Service-learning affords students the opportunity to apply their personal strengths and content knowledge base to solve real-world issues

Develop professional roles and competencies of the HPERD disciplines through project-based service-learning

ENGAGED LEARNERS

Glenwood is a non-profit providing education and treatment to > 7,000 Alabamians with autism or mental illness

HE students assisted agency to plan for service expansion to realize a continuum of care

Goals included: Examine applicable literature Identify and analyze characteristics of benchmark

organizations Apply the PRECEDE-PROCEED Planning Model Present considerations for planning Summarize final recommendations

CASE STUDY: GLENWOOD, INC. AUTISM AND BEHAVIORAL HEALTH

CENTER

Assess individual and community needs for

health education

Plan health education strategies,

interventions, and programs

Serve as a health education resource

person

Communicate and Advocate for health

and health education

HE COMPETENCIES: GLENWOOD, INC.

Non-profit providing educational, vocational and clinical services to > 2,000 infants, children and adults with disabilities in AL

HE and medical students assisted an interdisciplinary team to assess health information and training needs as perceived by 4 audiences

3 aims:1. Educate clinicians how to modify equipment and

facilities to be more accessible

2. Educate families / caregivers, consumers, and case managers on personal health management

3. Educate professionals, consumers and families to access and utilize digital health information

CASE STUDY: UNITED CEREBRAL PALSY OF GREATER BIRMINGHAM

• Assess individual and community needs for health education

• Plan health education strategies, interventions, and programs

• Implement health education strategies, interventions, and programs

• Serve as a health education resource person

• Communicate and Advocate for health and health education

HE COMPETENCIES: UNITED CEREBRAL PALSY

• Selma NEWS (Nutrition, Exercise and Wellness Study)– Promote health among Selma City School

students, faculty and staff through a series of nutrition, HE and PE programs

• Students assisted UAB faculty members and Selma City Schools with:– Needs assessment– Medical screenings– Health fairs– Policy development– Training school personnel and students– Playground and gymnasium safety checks

CASE STUDY: SELMA NEWS

• Assess individual and community needs for health education

• Plan health education strategies, interventions, and programs

• Implement health education strategies, interventions, and programs

• Serve as a health education resource person

• Communicate and Advocate for health and health education

HE COMPETENCIES: SELMA NEWS

Cognitive Outcomes (Eyler & Giles, 1999)

Enhanced understanding of course material New awareness of complexity of personal

and social issues Practical ability to apply course content

Tangible Outcomes (Geiger & Werner, 2004)

Research, writing and presentation skills Developing scholarly papers Advocacy for the profession Networking for career development

SERVICE LEARNING OUTCOMES

Brian F. Geiger, Ed.D., FAAHE

BECOMING AN EFFECTIVE RESEARCH MENTOR

Provides a range of learning experiences to develop professional competencies

Challenges students through mastery learning

Respects students’ priorities Models passion for learning – actively

engaged Views students as collaborators – all

contributions are valued

TRAITS OF AN EFFECTIVE MENTOR

Demonstrates integrity and ethics Maintains high standards / expectations for

achievement Accessible to students Responsibility to the Discipline and Profession

NASPE Code of Ethics http://www.aahperd.org/naspe/standards/upload/Code-of-Ethics-for-Professionals-in-Higher-Ed-final-10-29-09-2.pdf

SOPHE - Article VI: Responsibility in Professional Preparation, esp. Section 5: Health Educators provide adequate supervision and meaningful opportunities for the professional development of learners.

TRAITS OF AN EFFECTIVE MENTOR

Consider fresh perspectives for applied research projects

Maintain enthusiasm for the discipline Share creative energy with mentees Enhance teaching by direct

application of knowledge to practice Opportunities to fulfill university and

community service requirements

BENEFITS TO THE MENTOR

Advance planning essential! Secure commitments from school /

community / clinical partners Obtain approval from university

administrators Academic department, school, university, OIRB

Train students as investigators and scholars Identify supportive resources

Published research, content specialists Supervise while in field sites

Respond promptly to concerns of students and preceptors

LESSONS LEARNED

How do I determine possible service-learning opportunities for HPERD student learners?

Brainstorm opportunities within one or more courses

Introduction to HPERD Professions Overview of history, foundation and practice

Assessment in Health and Physical Education

Development, implementation, and analysis of assessments within K-12 health and physical education programs, including assessment of cognitive, physical, and psychomotor domains

Planning and Administration of HPERD Programs

Management, marketing, operational leadership, evaluation, and planning principles of commercial, corporate, clinical and community health/fitness facilities. Administrative theory and practice related to health and fitness programs in various settings.

PRACTICE

Applied Program Evaluation Evaluation of school, community, and clinical programs and

intervention activities. Current thought and practice related to program evaluation at individual and system levels

Supervised or Directed Research Project

Review professional literature in HPERD, prepare a prospectus and implement an original research study

Survey Methods in Educational Research

Overview of the basic principles, applications and types of survey research in education. Evaluate and critique published survey research studies Develop reliable survey items, establish reliability and validity of survey scales and instruments, and demonstrate awareness of ethical issues related to conducting survey research.

HPERD Practicum, Internship or Field Experience

PRACTICE

Enhances classroom instruction Enables students to apply learning to

study practical health and fitness issues Yields both cognitive and tangible

outcomes related to HPERD competencies

Students become scholars through supervised investigation

Provides useful experiences for career placement

Questions? Contact Dr. Brian F. Geiger, Email bgeiger@uab.edu

tel. 205-975-5388

SERVICE LEARNING SUMMARY