Applying Classroom Teachings Within the Community


Service learning is an integral part of learning within the Rueckert-Hartman College for Health Professions (RHCHP). Through community-based experiential service learning opportunities, students gain insight into social justice while developing professional skills like communication, leadership and cultural intelligence.

Overview

Rueckert-Hartman College for Health Professions Service Learning

Service learning brings the classroom and the community together by engaging learners in the RHCHP Jesuit Transformational Framework and experiential opportunities for students to apply their learnings of social justice.

Service learning gives students the chance to practice acting with justice. Service learning emphasizes critical thinking and reflection while encouraging a heightened sense of personal growth, academic enhancement, civic learning and professional development beyond clinical skills-building.

Interprofessional Education (IPE)

Our service learning curriculum provides opportunities for Interprofessional Education (IPE). IPE is an experience for integrative service and project-based learning between students, faculty and community members including course projects, the Regis 9Health Fair and the Global Health Pathway. These experiences create a space for students to work and learn together while providing a multidisciplinary prospective of health professions.

Project-Based Service Learning and Leadership

Project-based service learning allows students to participate in active exploration of real-world challenges and problems. This practice creates real-world leadership experiences with diverse populations and allows students to develop cultural intelligence while leaving a lasting impact on their community. See the Community Partner section for project ideas.

Students

Service learning is embedded into RHCHP courses with objective, assignments and direct service. The critical reflection and transformative experiences involved in service learning position students to fully meet the diverse needs of their patients and clients.

Courses with Service Learning by School and Division

Division of Counseling and Family Therapy

MCPY/MFT 615
Service learning in this course includes curriculum and learning outcomes in the areas of: social justice, Jesuit pedagogy, cultural intelligence, bias, privilege, Transformational Framework, social-emotional connections, communication and compassion care, social and cultural identities, and more. Course assignments include: Preflection class, pre-reflection paper, community partner site placement (variety of social/cultural populations – 10 hours minimum), Midflection presentation, Postflection class, post-reflection paper, time-log/impacts, and assessment survey.

Health Services Education

HCA 480
Service learning in this course includes the following: identify a service learning opportunity in your region that addresses the elements summarize of how the experience relates to service for an administrator. 

HSA 680
Service learning in this course includes applying principles of social justice, service and diversity to decision making in the health care environment. 

Loretto Heights School of Nursing

Pre-Licensure (Accelerated, CHOICE, Traditional)
NR 410
Service learning in this course includes curriculum and learning outcomes in the areas of social justice and health issues related to older adults, communication skills, strategies for advocacy with children and older adults, critical thinking, reflective practice, Jesuit pedagogy, cultural intelligence, Transformational Framework, social-emotional connections, compassion care, and more. This course includes a Preflection and Postflection class, site placement in assisted living (8-10 hours), reflection paper, pre-service learning plan, time-log/impacts and an assessment survey.

NR 422
Service learning in this course includes curriculum and learning outcomes in the areas of: Jesuit pedagogy, leadership, social justice issues related to those served in community partners sites (health/wellness fairs), Transformational Framework, and more. This course includes a Preflection and Postflection class, health/wellness fair planning and onsite implementation (8-10 hours), reflection paper, pre-service learning plan, time-log/impacts and an assessment survey.

Post-Licensure (FNP, NNP, MS, DNP)
NR 600
Service learning in this course includes curriculum and learning outcomes in the areas of social justice, civic engagement, Jesuit pedagogy, cultural intelligence, bias, privilege, Transformational Framework, social-emotional connections, communication and compassion care, social and cultural identities, and more. This course includes a Preflection class or PowerPoint (for online courses), pre-service learning plan, reflection paper and an assessment survey.

NR 608
Service learning in this course includes curriculum and learning outcomes in the areas of societal justice issues and public policy, advocacy, civic engagement and more. This course includes pre-service learning plan, policy-focused activities, observation of legislative/board meetings/processes and an assessment survey.

NR 609 (MS)
Service learning in this course includes curriculum and learning outcomes in the areas of social justice, bias, privilege, Transformational Framework and more. This course includes a Preflection class or PowerPoint (for online courses), site placement (8-10 hours), a Postflection class, reflection paper, service learning plan, time-log/impacts and an assessment survey.

NR 651 (FNP/NNP)
Service learning in this course includes curriculum and learning outcomes in the areas of social justice, bias, privilege, Transformational Framework and more. This course includes a Preflection class or PowerPoint (for online courses), site placement (8-10 hours), Postflection class, reflection paper, service learning plan, time-log/impacts and an assessment survey.

NR 623 E/F
Students reflect and analyze their service learning experiences throughout the program and submit a service learning reflection paper, discuss outcomes in class and participate in assessment survey.

NR 715 (NP)
Service learning in this course includes curriculum and learning outcomes in the areas of social justice, bias, privilege, Transformational Framework and more. This course includes site placement (8-10 hours), reflection paper, service learning plan, time-log/impacts and an assessment survey.

NR 725 (Leadership)
Service learning in this course includes curriculum and learning outcomes in the areas of social justice, bias, privilege, Transformational Framework and more. This course includes site placement (8-10 hours), reflection paper, service learning plan, time-log/impacts and an assessment survey.

School of Pharmacy

PHRM 741
Service learning in this course includes curriculum and learning outcomes in the areas of social justice, health literacy, communication skills, critical thinking, reflective practice, Jesuit pedagogy, cultural intelligence, Transformational Framework, social-emotional connections, compassion care and more. This course includes a Preflection class, site placement in afterschool programs (8-10 hours), Postflection class, time-log/impacts and an assessment survey.

PHRM 730
Service learning in this course includes curriculum and learning outcomes in the areas of social justice, healthcare access and policy, Transformational Framework, interprofessional education, and more. This course includes a Preflection class, site placement in 9Health Fair (8-10 hours/screening and observation/written reflection), screening protocol review, Postflection class, time-log/impacts and an assessment survey.

PHRM 753
Service learning in this course includes curriculum and learning outcomes in the areas of promoting health and wellness with older adults, providing companionship in the form of intergenerational compassion care with older adults, and understanding the social justice and health issues related to aging. This course includes a Preflection class, site placement in assisted living facility (10 hours), Postflection class with article review and quiz, time-log/impacts and an assessment survey.

PHRM 754 & 755
Service learning in this course includes curriculum and learning outcomes in the areas of gaining an understanding of the social, economic or health related issues that impact the population the student chooses to work with over a two-semester longitudinal placement. Students engage in project-based learning providing a deliverable to the organization as a legacy project. This course includes a Preflection class, site placement in a community partner site (10-15 hours), project proposal, Midflection class, poster presentation, time-log/impacts and an assessment survey.

School of Physical Therapy

DPT 708
Service learning in this course includes curriculum and learning outcomes in the areas of social justice, healthcare access, communication skills, critical thinking, reflective practice, Jesuit pedagogy, cultural intelligence, Transformational Framework, social-emotional connections, compassion care and more. This course includes a Preflection class, site placement in 9Health Fair (8-10 hours/screening and observation/written reflection), screening protocol review, Postflection class, time-log/impacts and an assessment survey.


DPT 730
Service learning in this course includes curriculum and learning outcomes in the areas of social justice for individuals living with disabilities, healthcare access, health and wellness for those with disabilities, compassion care and more. This course includes a Preflection class, site placement in a disability organization (10 hours), Postflection class, time-log/impacts and an assessment survey.

DPT 771
Service learning in this course includes curriculum and learning outcomes in the areas of social justice, health literacy, determinates of health, communication skills, health promotion and prevention and more. This course includes a Preflection class, site placement in a community partner site (10 hours), Postflection class, time-log/impacts and an assessment survey.

DPT 772 & 773
Service learning in this course includes curriculum and learning outcomes in the areas of gaining an understanding of the social, economic or health related issues that impact the population the student chooses to work with over a two-semester longitudinal placement. Students engage in project-based learning providing a deliverable to the organization as a legacy project. This course includes a Preflection class, site placement in a community partner site chosen from a list of provided options (5-10 hours), Midflection class, poster presentation, time-log/impacts  and an assessment survey.

DPT 775
Students are not required to participate in a community-based service learning project. Instead, they will write a paper which focuses on reflection and analysis of all your service learning experiences. Students are expected to connect these experiences to the topics of civic engagement and social justice drawing from a selected list of resources. 

GivePulse

RHCHP Service Learning uses the online platform GivePulse for the tracking and management of service learning experiences as well as student project signup, logging service hours, submitting timesheets, and communicating with site supervisors and Service Learning staff.

Service Learning students use GivePulse in the following ways:

  • Learn about and register for service learning sites
  • Tracking & submitting service hours for approval
  • Access to site or supervisor contact information and required service learning and volunteer documents
  • Recording and tracking service learning hours with ability to view & print service transcripts throughout academic program

  • For instructions on GivePulse functions and processes see resources.

    Global Health Pathway

    The Global Health Pathway is a concentration available to selected RHCHP students seeking a rich, transformative experience learning about and working with diverse populations, locally or abroad. Pathway students will gain valuable insight into contemporary global health issues through course work, global health service learning and clinical experiences while satisfying their primary degree requirements. Visit the Global Health Pathway website for more information.

    Community Partners

    In collaboration with our community partners, RHCHP aims to advance social justice, cultural intelligence, civic engagement, leadership and health literacy.
     

    Already a service learning partner?
    Thank you! If you have specific questions about course requirements, student projects, GivePulse or other components of the community partner role, please see the resources section below or reference the Service Learning Handbook. 

    If you would like to make updates to your Scope of Work Agreement or have questions or concerns about a current student or service project, please contact the RHCHP Service Learning Coordinator.

    Interested in becoming a partner with RHCHP Service Learning?
    We would love to talk with you about opportunities to work with our students. See the resources section below or contact the RHCHP Service Learning Coordinator for more information.

    GivePulse

    Regis University utilizes the online platform GivePulse for service learning and community engagement management. GivePulse provides the following functions for community partners:

    • Online tracking and approval of volunteer hours
    • Automatic access to student contact information and ability to communicate through platform
    • Ability to post necessary volunteer documents and requirements
    • Post about upcoming events and volunteer opportunities at your organization to the Regis community.

    GivePulse Instruction

    Resources

    • Becoming a Transformed Practitioner through a Jesuit Service Learning Framework
      As part of their service learning experience, and service in your organization, students utilize the Transformational Framework to identify personal and professional goals related to awareness of self, others and acting with justice. Familiarity with the Transformational Framework can strengthen relationships between RHCHP students and community partners.
    • Service Learning Partnership Protocol & Scope of Work Agreement
      To ensure a mutually beneficial relationship between RHCHP students and community partners, we ask that all involved parties understand and agree to the roles and expectations outlined in our Partnership Protocol and establish and adhere to a Scope of Work agreement. This agreement outlines the nature of the service learning placement including service timeline, requirements, student role and population served.

    Example Student Projects

    RHCHP students often complete projects that provide for additional needs of the populations served by partner organizations. During these projects, students work collaboratively with their site supervisors to create and complete a project with lasting legacies for the communities they serve.
    Examples of student projects include:

    • Creation of a sensory board for Promise Ranch Therapeutic Riding program serving children with autism.
    • Coordination of an annual Gear Distribution and Wellness Fair for the Homeless Community of Denver, in partnership with Father Woody’s Haven of Hope day shelter.
    • Planning and hosting baby showers for families at Ronald McDonald House who are away from their homes while their children receive medical services.
    • Assisting with planning and implementation of a Music and Memory program for memory care residents at Juniper Village Assisted Living.
    • Creating and implementing health education and prevention curriculum.

    Faculty

    Together, service learning staff and faculty provide a safe and supportive learning environment for students to explore the challenging social justice issues of today while understanding their own privilege, biases and discomfort in order to grow in their cultural intelligence.

    Faculty teaching a course with embedded service learning will partner with service learning staff by:

    • Contacting service learning staff one to two months prior to the start of the semester to coordinate logistics.
    • Identifying dates for service learning Preflection, Midflection (if applicable), Postflection, site selection, and orientation 
    • Posting all relevant service learning documents to WorldClass and incorporating assignments into the course syllabus
    • Maintaining regular correspondence with students regarding service learning projects
    • Providing student supervision as needed
    • Distributing and collecting service learning assignments and service hour transcripts

    Faculty Service Learning Training

    Regis 9Health Fair
    Faculty are encouraged to volunteer as medical and non-medical supervisors for students. Visit the Regis 9Health Fair website for more information. To volunteer, contact the RHCHP Director of Service Learning.