1 / 26

Lessons from the field – mentoring student researchers

Lessons from the field – mentoring student researchers. AAHPERD Research Consortium March 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.

Thomas
Download Presentation

Lessons from the field – mentoring student researchers

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Lessons from the field – mentoring student researchers AAHPERD Research Consortium March 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

  2. Learning Without Walls: Engaging Students in Active Research Laura Talbott, Ph.D., CHES

  3. 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).

  4. 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.

  5. 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 Educationprepares 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.

  6. HPERD Competencies and Service Learning 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 • Communicateand Advocate for health and health education

  7. 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

  8. Views of a Mentor • 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

  9. Case Study: alcohol and Drug Data collection with Student Assistants • CORE campus-wide survey was conducted during spring semesters 2006 - 2009 • HE grad/undergraduate students were trained to administer surveys in classrooms • Aims: • Develop leadership skills among graduate students, who shared responsibility to schedule surveys, coordinate schedules of data collectors, and respond to problems • Learn logistics of survey research (investigator training, preparing forms, data collection, informed consent, and shipment for analysis)

  10. Actions Speak Louder Than Words Karen A. Werner, Ph.D. Stephen L. Firsing III, M.P.A, M.A.

  11. Engaged Learners • 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

  12. Case Study: Glenwood, Inc. Autism and Behavioral Health Center • 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

  13. HE Competencies: Glenwood, Inc. • 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

  14. Case Study: United Cerebral Palsy of Greater Birmingham • 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: • Educate clinicians how to modify equipment and facilities to be more accessible • Educate families / caregivers, consumers, and case managers on personal health management • Educate professionals, consumers and families to access and utilize digital health information

  15. HE Competencies: United Cerebral Palsy • 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

  16. Case Study: Selma News • 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

  17. HE Competencies: 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

  18. Service Learning Outcomes • 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

  19. Becoming an Effective Research Mentor Brian F. Geiger, Ed.D., FAAHE

  20. Traits of an Effective 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

  21. 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.

  22. Benefits to the 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

  23. Lessons Learned • 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

  24. Practice • 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.

  25. 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

  26. Service Learning Summary • 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

More Related