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 [email protected]
tel. 205-975-5388
SERVICE LEARNING SUMMARY