The aim of this companion dissertation in practice (DiP) was to address the need to facilitate a culture of community engagement through service-learning at an academic medical center. The integration of the philosophy of community engagement is needed to prepare health care students with the knowledge, skills, and attributes needed to practice ethically, while also meeting the needs of the community and fulfilling the mission of the university. The two complementary studies included in the DiP gathered data needed for strategic planning to advance the scholarship of engagement across the institution and specifically within the occupational therapy (OT) department. The primary objectives were to determine current levels of the institutionalization and development of service-learning at an institutional and departmental level for multiple stakeholders. Findings served as a foundation for recommendations to develop strategies to advance service-learning and community engagement across campus in preparation for the Carnegie Community Engagement Classification and for planning service-learning throughout the curriculum for a new OT doctoral program.
Instruments used for assessment included adaptations of Andrew Furco’s Self-Assessment Rubric (2002), as well as surveys from Campus Compact. As theories underlying the studies emphasize the importance of mutual and reciprocal relationships across multiple constituencies, the populations surveyed for assessment included faculty, students, administrators, and current and proposed community partners.
|Advisor:||Hutchens, Neal H., George, Phillis L.|
|Commitee:||Antonow, Laura, Nylander, Albert|
|School:||The University of Mississippi|
|School Location:||United States -- Mississippi|
|Source:||DAI-A 80/03(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Pedagogy, Occupational Therapy, Health education, Higher education|
|Keywords:||Community engagement, Curriculum development, Health professional education, Institutional assessment, Occupational therapy, Service learning|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be