American journal of audiology · 2015
Service Learning in Undergraduate Audiology Education.
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Krishnan Lata A, Richards K Andrew R, Bajek Mary
Аннотация
PURPOSE: The purpose of this study was to incorporate a service learning project in an undergraduate audiology course and evaluate how it affected student learning in the class.
METHOD: The study involved partnering with a group of students enrolled in a band learning community. Students in the audiology course learned about hearing assessment procedures in class and practiced the procedures on each other in labs. Toward the end of the semester, they assessed the hearing of the band students and provided counseling regarding the importance of hearing protection. Qualitative data were obtained in the form of preflections and final reflection papers completed by the students in the audiology course at the start and conclusion of the semester. Quantitative data included completion of the Community Service Attitudes Scale (CSAS; Shiarella, McCarthy, & Tucker, 2000) prior to and at the conclusion of the course.
RESULTS: Results revealed overwhelmingly positive comments from the students in their final reflections, although there were no significant changes in the pre- and post-administration of the CSAS.
CONCLUSION: Incorporating service learning projects into undergraduate curricula in speech and hearing has the potential to enhance academic and civic learning while also benefitting the community.
METHOD: The study involved partnering with a group of students enrolled in a band learning community. Students in the audiology course learned about hearing assessment procedures in class and practiced the procedures on each other in labs. Toward the end of the semester, they assessed the hearing of the band students and provided counseling regarding the importance of hearing protection. Qualitative data were obtained in the form of preflections and final reflection papers completed by the students in the audiology course at the start and conclusion of the semester. Quantitative data included completion of the Community Service Attitudes Scale (CSAS; Shiarella, McCarthy, & Tucker, 2000) prior to and at the conclusion of the course.
RESULTS: Results revealed overwhelmingly positive comments from the students in their final reflections, although there were no significant changes in the pre- and post-administration of the CSAS.
CONCLUSION: Incorporating service learning projects into undergraduate curricula in speech and hearing has the potential to enhance academic and civic learning while also benefitting the community.