Service Learning Student Overview


Student experiences from initiative to initiative vary greatly. In some initiatives, quality improvement is the focus of activity while in others, students may be conducting patient interviews or systematic research.

Yet, there are things that are common to the entire Service Learning experience.  Here is a brief description of typical patterns of student engagement through the Service Learning experience:

  • Though there is some flexibility, students remain with their service learning initiative for four years. This allows for both a cumulative impact that students can see, and a depth of expertise in the area that would not otherwise be practical.
  • In M1 and M2 years, students serve for a about 15 hours each year.
  • In the M1 year, students complete two hours of eLearning in Followership, Leadership and Systems Thinking.
  • Typically, in M2 year, students have training that focuses on their service pathway.  For example, in nutrition and exercise, there is an eLearning curriculum that is part of a nutrition certification.
  • Students are mentored by both faculty and more senior students. We often find M2 students leading M1 students in projects, which makes sense because they know the ropes.
  • In M4 year, students focus on Capstone research, presenting on that research in April.

Four Year Service Learning Overview

STUDENT M1 YEAR

Service Learning Core:

  • Leadership (Online)
  • Followership (Online)
  • Systems Thinking (Online)
  • Cultural Competency (Classroom)

Onsite Service Activities

  • 15 hours @ site (Examples: HOPES Clinic for structured clinic activities, Albero House for work with disabled persons, Hispanic Church for Bystander CPR Training.)

STUDENT M2 YEAR

Pathway Core:

  • Each student will complete online learning tailored to the chosen Service Learning Pathway.

Onsite Service Activities

  • 15 hours @ site (Examples: HOPES Clinic for structured clinic activities, Albero House for work with disabled persons, Hispanic Church for Bystander CPR Training.).
  • Often, M2 Students serve as student coordinators on service initiatives providing valuable leadership experience.

STUDENT M3 YEAR

  • Mentor M1 and M2 students in project-specific skills and knowledge.
  • Limited participation in small group or site visits (Concurrent with demanding requirements of M3 Clerkships).

STUDENT M4 YEAR

  • Students may be completing Pathway Core learning modules online.
  • Capstone Project Completion
    • Research-Research within serviced population and context.  Data analysis and presentation.
    • Needs Assessment-Objectively measure needs in care or processes within chosen project.
    • Quality Improvement-Proposals for improvements to care or process.