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Thursday, June 23 • 10:30 - 11:20
CON05.03 - Introducing Service Learning into a Basic Research-Intensive Academic Setting: A Canadian University’s Psychology Department as a Case Study

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A research-intensive Psychology department uses its research strength to recruit prospective undergraduates. Many are attracted to the department for this reason and a certain number pursue postgraduate training. However, the vast majority who do not pursue research careers are better served by capitalizing on the transferability of their content knowledge and scholarly abilities. Consequently, the department, aided by the university’s Community Engaged Learning (CEL) staff, has developed four problem-based service learning courses. A faculty member and CEL staff member will reflect on how the university-community research partnerships spawned by these courses both enhance student learning and extend the university’s reach beyond campus. A director of one community organization will describe how his agency has benefited from collaboration with the instructor and students. The latter part of the workshop will involve breakout groups and a poster session showcasing the range of useful “deliverables” to community agencies arising from the partnerships.

By the end of this workshop participants should be able to:
• Contrast different models of service learning.
• After conversing with a prospective community partner, generate at least one scholarly product that could meet both their own course learning goals and the expressed need of an organization in their community.

References

Bloom, K. (2014). Putting research to work in the community. Academic Matters (OCUFA), June, 23-26. http://www.academicmatters.ca/2014/06/putting-research-to-work-for-the-community/

Bringle, R.G., Reeb, R.N., Brown, M.A., & Ruiz, A.I. (2015). Service learning in psychology: Enhancing undergraduate education for the public good. Washington, DC: American Psychological Association.

Stoeker, R. & Tryon, E. (2009). The unheard voices: Community organizations and service-learning. Philadelphia, PA: Temple University Press. Ch 1 available (free of charge) at: http://www.temple.edu/tempress/titles/2023_reg.html

Phipps, D.J., & Shapson, S. (2009). Knowledge mobilization builds local research collaborations for social innovation. Evidence and Policy: A Journal of Research, Debate and Practice, 5(3), 211-27. http://www.ingentaconnect.com/content/tpp/ep/2009/00000005/00000003/art00002

Presenters
MA

Michael Annett

Michael Annett has been with the London Withdrawal Management Centre (Salvation Army Centre of Hope) for the past decade. Michael has over 20,000 hours of direct client service care. He has a deep passion for working clients struggling with addiction issues.
JA

Justin Arcaro

Following the completion of a Master’s in Neuroscience, Justin returned to Western University as a Psychology student to bridge the knowledge gained through his background in both neuroscience and biochemistry. Since 2014, he has worked as the Research Associate for Dr. Elizabeth Osuch at the First Episode Mood and Anxiety Program, in London, Ontario.
SH

Stephanie Hayne Beatty

Associate Director, Experiential Learning, Western University
Stephanie Hayne Beatty is the Associate Director of Experiential Learning in The Student Success Centre at Western University. She is currently pursuing her Doctor of Education through Western’s Faculty of Education, and has worked in the area of Community Engaged Learning for more than 10 years
LB

Lisa Boyko

Lisa Boyko completed her Masters of Education in Educational Psychology at Western University and has spent the last two years serving as a Community Engaged Learning Coordinator of Curricular Programs within the Student Success Centre at Western University.
RE

Ron Elliott

Ron Elliott is the Executive Director of Westover Treatment Centre in Thamesville, Ontario. Prior to this role, he practiced pharmacy, spending 32 years as an owner/operator of Shoppers Drug Marts in London and St. Thomas, Ontario. He is also past board President and current board member for the Middlesex-Elgin VON
LJ

Laura Johnson

Laura Johnson graduated in 2015 from Western with an Honours Specialization in French and Linguistics and a Major in Psychology. She returned in 2016 to complete the requirements for an Honours Specialization in Psychology. Her Honours thesis, on antisocial personality traits and emotions, is being supervised by Dr. Saklofske.
DS

Donald Saklofske

University of Western Ontario
Don Saklofske is a Professor of Psychology at Western University. He is a Fellow of the Association for Psychological Science and the Canadian Psychological Association. His research and teaching focus on personality, intelligence including emotional intelligence, individual differences and psychological assessment. He edits two journals and a book series.
LS

Leora Swartzman

Leora Swartzman is an Associate Professor of Psychology at Western, with research and teaching interests in Health Psychology. Her administrative role as Undergraduate Chair plus those of Clinical Practicum Coordinator and Communication and Outreach Coordinator drive and inform her pursuit of community-university research partnerships for the Psychology department.
PT

Paul Tremblay

Paul Tremblay, Assistant Professor in Psychology at Western University, has developed a number of statistics courses at the graduate level and an undergraduate course in qualitative research methods. He is committed to developing the best curriculum and research methods training for the next generation of researchers.
VW

Victoria Wiebe

Victoria Wiebe is an undergraduate Psychology student at Western University. Her research interests include the role of formative experiences in mental illness, and autobiographical memory in clinical populations. She completed a placement at Addiction Services of Thames Valley (2015-2016), and works as a research assistant in Dr. Minda's Cognition Lab.
SW

Samantha Wiendels

Samantha Wiendels is an undergraduate psychology and criminal justice student at Brescia University College. Currently, her research explores supportive housing options, and service gaps within the continuum of care post-detoxification. She is conducting both research and engaging in experiential learning at Withdrawal Management under the supervision of Dr. Riley Hinson.

Additional Authors
RH

Riley Hinson

Riley Hinson is an Associate Professor of Psychology and Chair of NonMedical Research Ethics Board at Western University. Formerly a Research Scientist at the Addiction Research Foundation and nine years as Academic Constituency Member on CAMH Constituency Council. Teaching and research interests include addictions, and research design and statistical analysis.


Thursday June 23, 2016 10:30 - 11:20
UCC 54B

Attendees (10)




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