The following global ideas guide the design and delivery of this course:
- Service-learning is a method in which students learn and develop through active participation in a thoughtfully organized service experience that meets actual community needs.
- Mentoring by experienced practitioner preceptors prepares students for their transition from student to practitioner.
- Developing networks with community living and school-based services enhances future work opportunities and college and community relations.
- Learning from experience is a characteristic of exemplary practitioners. Practice settings create opportunities for students to refine their skills of reflection and adaptation in response to their practice experience.
- Experience in the practice settings allows learners to demonstrate and enhance their abilities to problem solve, communicate, be flexible, think creatively and take responsibility for their actions.
- Developing and completing an individualized project for others enhances valued skills, such as goal setting, research, time management, marketing, consultation, presentation, evaluation, etc.
- Reflecting on and evaluating service-learning experiences with peers and mentors maximizes learning.
- Reciprocity and contribution are highly valued in the field of community living. Students purposefully find someone who will benefit from their work.
- Individual Meetings
- Guided Practice
- Group Reflection
This course uses the mastery grading system and will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:
- Preceptor/Mentor Assessment
- Formal Presentation to Peers and Instructor
- Project Products
Upon successful completion of this course, the student will be able to:
Practice at Competency Level 4, i.e. integrate; internalize (transfer and translate, analyze and synthesize, imagine, develop, manage, design); synthesize reflections; take initiative in most areas; offer new possibilities; practice independently; use guidance for enrichment only, in the following domains:
- Personal Accountability
- Practice ethically and accurately, assessing the quality of own performance
- Accurately evaluate own practice
- Pursue a professional development plan
- Apply personal and professional values to ethical practice
- Interpersonal Effectiveness and Leadership
- Communicate in a caring, respectful and clear manner
- Effectively communicate for various purposes and audiences
- Facilitate caring and respectful interpersonal relationships
- Demonstrate individual leadership as a team member
- Theoretical Reasoning
- Think critically to construct plausible explanations for individual, family and community experiences
- Apply elements of critical thinking when problem solving
- Use theory to explain behaviour and guide actions
- Think creatively in response to individual needs
- Technical Competence
- Use a variety of strategies to contribute to self-reliance, interdependence and quality of life
- Promote wellness of self, others and community
- Build community presence, participation and contribution
- Strategically facilitate learning
- Advocate for individual rights and self determination
- Promote safety of self and others.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
|Institution||Transfer Details||Effective Dates|
|Simon Fraser University (SFU)||No credit||2018/09/01 to -|
|Trinity Western University (TWU)||No credit||2018/09/01 to -|
|University of British Columbia - Okanagan (UBCO)||No credit||2018/09/01 to -|
|University of British Columbia - Vancouver (UBCV)||No credit||2018/09/01 to -|
|University of Northern BC (UNBC)||No credit||2018/09/01 to -|
|University of Victoria (UVIC)||No credit||2018/09/01 to -|