Comments on: Food Pantry http://blog.mountunion.edu/blog/food-pantry/?utm_source=rss&utm_medium=rss&utm_campaign=food-pantry Where Exceptional Begins Tue, 23 Apr 2013 08:27:40 +0000 hourly 1 http://wordpress.org/?v=3.1 By: charles http://blog.mountunion.edu/blog/food-pantry/#comment-36566 charles Tue, 02 Aug 2011 17:02:54 +0000 http://blog.mountunion.edu/?p=904#comment-36566 Awesom blog Awesom blog

]]> By: kj http://blog.mountunion.edu/blog/food-pantry/#comment-1610 kj Fri, 01 Apr 2011 01:59:39 +0000 http://blog.mountunion.edu/?p=904#comment-1610 At Kingsborough, I run a service-learning program for my students - something similar to what you do. They have to take what they learn in my course and apply it in the field. So, first we study how to do outreach, home visits, group presentations, group facilitation, legislative advocacy, built-environment change, educational materials development, etc. as ways to facilitate healthy behaviors. Then the students have to earn ten points - 20% of their grade - by going out into the real world and working in an organization where they do one or more of those activities. Then they reflect on the experiences and talk with their colleagues about what they learned in the real world that the books didn't cover or what the books did cover, etc. At first they hate it because they have to find the places to do the work - though we have projects on campus - like a Healthy Homes/Healthy Families Expo for which they can do a little bit of everything - but afterward, they seem to love having done it. You can't really tell until the end of the semester when they give their talks - the trick is to see through any BS and make sure they really did the work. 90% of the time they have and are glad they have. kj At Kingsborough, I run a service-learning program for my students – something similar to what you do. They have to take what they learn in my course and apply it in the field. So, first we study how to do outreach, home visits, group presentations, group facilitation, legislative advocacy, built-environment change, educational materials development, etc. as ways to facilitate healthy behaviors. Then the students have to earn ten points – 20% of their grade – by going out into the real world and working in an organization where they do one or more of those activities. Then they reflect on the experiences and talk with their colleagues about what they learned in the real world that the books didn’t cover or what the books did cover, etc. At first they hate it because they have to find the places to do the work – though we have projects on campus – like a Healthy Homes/Healthy Families Expo for which they can do a little bit of everything – but afterward, they seem to love having done it. You can’t really tell until the end of the semester when they give their talks – the trick is to see through any BS and make sure they really did the work. 90% of the time they have and are glad they have.

kj

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