I am forwarding a question from Linda Carl at the
University of North Carolina-Chapel Hill (see below). Please put on your
"consultant" hats and offer any advice or insights you may have (please
email these directly to Linda). I've asked her to share a summary of
the responses with us. Thanks.
Sarena
Health Professions Schools in Service to the Nation Program
sarena@u.washington.edu
---------- Forwarded message ----------
From: CARL, LINDA <lcarl.sph@mhs.unc.edu>
We are going to invite faculty whom we have identified as working in the
community but not doing service learning to a workshop to introduce them
to service learning and explore their interest in working each other
and/or with us. These faculty currently supervise students working in a
field experience or clinical rotations in a community setting, supervise
students assessing community needs, offer an interdisciplinary course in
the health sciences or social work. These folks may never have heard of
service-learning.
(1) What three characteristics do faculty most value in such
programs?
(2) What is most likely to get this potpourri of faculty to the
program?
(3) What is most likely to move them beyond awareness once they are
there?
(4) What questions do faculty have about interdisciplinary
service-learning that would generate the most interest or controvery?
Linda Carl, PhD
Community Learning Coordinator
Office of the Vice Chancellor for Health Affairs
CB 3343
University of North Carolina at Chapel Hill
Chapel Hill, NC 3343-27599
919-962 4008
linda_carl@unc.edu