Service Learning Project

The service learning project has several goals

• to provide each student with an opportunity to participate in professional interactions with
  • normally aging adults
  • adults living in residential care settings
  • adults with disabilities or illness
  • community members who serve these individuals
• to provide opportunities for students to participate in activities promoting community education and prevention (health & wellness)
• to provide needed services to the community

Students will select one or more specific projects in which to participate early in the semester. Project opportunities will be presented by Appalachian and the Community Together (ACT) representatives and by the instructor.

General Expectations

• Each student will attend an ACT orientation session in the Table Rock room of the Student Union on one of the following dates/times:
  • August 29: 10am
  • Sept 2: 9:30am
  • Sept 3: 11am or 3pm
  • Sept 4: 2pm
  • Sept 5: 12noon
  • Sept 8: 1pm or 4pm
  • Sept 9: 9:30am or 11am
  • Sept 10: 9am or 2pm
  • Sept 11: 11am or 5pm
• Each student will commit no less than 20 hours to the project(s)
• For group projects, each student will participate fully in the group, including planning, execution, and evaluation
• Each student will write a reflection of the service experience (3 - 5 double-space pages)
  • summarizing the nature of the service activity, including the planning, execution, and evaluation processes
  • identifying the outcomes of the project for the student, the community, and/or other appropriate groups
  • reflecting on how the project contributed to the student's professional development and how the experience might have been modified to be more effective

Cheat Sheets

What's a cheat sheet? A cheat sheet is a brief summary and integration of key information that can be kept someplace handy (like on a clipboard) for quick reference. As a clinician, I used cheat sheets to keep track of information that I needed frequently but had not yet committed to memory.

Set One

Content

• key anatomical landmarks (lobes, subcortical structures, peripheral structures)
• blood supply
• functional systems (language, motor, swallowing)
• cranial nerves critical for speech and swallowing
• content of individual interest

Form

• no more than 3 single pages
• font no smaller than 10 point New Roman
• use tables, columns, color fonts, margins, etc to facilitate reabability
• text and diagrams are both acceptable

Set Two

Content

• descriptive systems for dysarthria including key impairments & speech characteristics and site of lesion (when known)
• description of assessment activities
  • identify key indicators from the medical history relevant to diagnosis and/or treatment planning
  • list basic screening procedures and examples of behaviors that would indicate the need for thorough assessment of motor speech function
  • list clinical instruments appropriate for in-depth assessment of motor speech disorders
  • identify key differential diagnostic indicators
  • identify a system for describing severity
• examples of treatment procedures
  • at least 5 examples of functional goals
  • descriptions of impairment-level treatment activities
  • descriptions of activity and participation level treatment activities
  • summary of standardized treatment programs

Form

• no more than 5 single pages
• font no smaller than 10 point New Roman
• use tables, columns, color fonts, margins, etc to facilitate reabability
• text and diagrams are both acceptable

To receive full credit for the cheat sheets, there must be evidence of integration of information and thoughtful organization. Hint: Do NOT just reprint the lecture notes in small, colored print.