Measuring the Effectiveness of Experiential Learning Strategies in an Undergraduate Program Planning Course

Autor/in	Wodika, Alicia
Titel	Measuring the Effectiveness of Experiential Learning Strategies in an Undergraduate Program Planning Course
Quelle	In: Journal of Health Education Teaching, 13 (2022) 1, S.15-24 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learning Strategies; Experiential Learning; Undergraduate Students; Health Education; Public Health; Student Attitudes; Grants; Program Development; Program Evaluation; Citizen Participation; School Community Relationship; Proposal Writing; Course Descriptions; Instructional Effectiveness; Service Learning; Partnerships in Education + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Experiental learning; Erfahrungsorientiertes Lernen; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Gesundheitswesen; Schülerverhalten; Grant; Finanzielle Beihilfe; Programmplanung; Programme evaluation; Programmevaluation; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Antragstellung; Kursstrukturplan; Unterrichtserfolg; Service-Learning; Hochschulpartnerschaft
Abstract	Purpose: Program planning and evaluation is an essential course for undergraduate and graduate students in health education/public health programs. The purpose of this study was to three-fold: 1) identify students' attitudes and behaviors towards civic engagement, 2) measure the importance of undergraduate collaboration with community partners, and 3) measure community partner perceptions of the projects and collaborative efforts with the course and the students. Methods: A mixed-methodology approach was utilized in measuring the project aims with a pre-post survey for undergraduate students (n=17) enrolled in a program planning and evaluation course. The survey focused on their work with experiential learning by grant writing with community partners. Interviews were also conducted with community partners to identify their experiences of working with students, motivations for partnering with the course, and course design feedback. Results: From the pre-post survey, students' attitudes and behaviors for civic engagement had statistically significant increases (Z=-2.309, p=0.021 and Z=-2.681, p=0.007, respectively) and attitudes and behaviors continue to be strongly related ([pre-survey] r=0.811, p=0.0001; [post-survey] r=0.520, p=0.022). Themes from the community partner interviews were structured around the importance of molding students for the future and preparing the course for student and partner successes. Conclusions: Service-learning with community partners continues to be an important experiential learning strategy utilized in program planning courses. Grant writing with undergraduates can also be effective, but only if the grant writing itself is pieced in a way that assists with their learning of the content versus just creating a product/deliverable. Recommendations: Course designers/planners really need to consider the course objectives and needs for the course/students/partners before making specific strategies/suggestions in projects. [The volume number (12) shown on the PDF is incorrect. The correct volume number for this article is 13.] (As Provided).
Anmerkungen	Journal of Health Education Teaching. 9563 Wedge Way, Delmar, MD 21875. Tel: 443-880-0394; e-mail: JofHET@yahoo.com; Web site: http://jhetonline.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01