Background: The concept and development of this course were the joint efforts of the directors of... more Background: The concept and development of this course were the joint efforts of the directors of the Susquehanna University Office of the Chaplain and the Geisinger Health System Palliative and Supportive Medicine Program (PMP). Both individuals perceived a need for increased awareness of students for issues related to advancing age and terminal illness. Objectives: Our objectives in formulating and presenting this course were to demystify aging, illness and death; increase awareness and tolerance for cultural and religious differences; enhance empathy and teach compassion; provide communication skills that could be used in many difficult situations; and provide a caring and mutually beneficial relationship for the elderly and students in our community. Design: The one semester course consisted of 28 one-hour forty-five minute classes and a separate service-learning project. One half of the lectures, presented by the Susquehanna University chaplain (M.R.), predominantly involved religious and spiritual issues. The other 14 were organized by the PMP and were presented primarily by health care professionals. A required service-learning project was the creation of a "personal legacy." Settings/subjects: The PMP group comprised 7 physicians, 3 nurses, 1 chaplain, and 2 individuals participating in volunteer community activities for the elderly and infirm. All volunteered their time for this endeavor. Each had autonomy concerning his class content and format. Eighteen students (2 seniors, 6 juniors, 7 sophomores and 3 freshmen) registered for and completed the course. Measurements: In the final week, students were asked to evaluate the course with predominantly open-ended questions. They were informed that they would not be graded on their responses, and complete candor was encouraged. A less detailed evaluation of the overall experience by the course instructors was also solicited. These various comments are reviewed and discussed. Results and conclusions: Overall, student and faculty comments about the course were quite positive. Every student believed that it was a very worthwhile course, but 4 of 18 would not sign up for it again and would not recommend it to a friend. We used the comments from the student and faculty participants to change the curriculum and presentation style for future courses.
The concept and development of this course were the joint efforts of the directors of the Susqueh... more The concept and development of this course were the joint efforts of the directors of the Susquehanna University Office of the Chaplain and the Geisinger Health System Palliative and Supportive Medicine Program (PMP). Both individuals perceived a need for increased awareness of students for issues related to advancing age and terminal illness. Our objectives in formulating and presenting this course were to demystify aging, illness and death; increase awareness and tolerance for cultural and religious differences; enhance empathy and teach compassion; provide communication skills that could be used in many difficult situations; and provide a caring and mutually beneficial relationship for the elderly and students in our community. The one semester course consisted of 28 one-hour forty-five minute classes and a separate service-learning project. One half of the lectures, presented by the Susquehanna University chaplain (M.R.), predominantly involved religious and spiritual issues. The other 14 were organized by the PMP and were presented primarily by health care professionals. A required service-learning project was the creation of a "personal legacy." The PMP group comprised 7 physicians, 3 nurses, 1 chaplain, and 2 individuals participating in volunteer community activities for the elderly and infirm. All volunteered their time for this endeavor. Each had autonomy concerning his class content and format. Eighteen students (2 seniors, 6 juniors, 7 sophomores and 3 freshmen) registered for and completed the course. In the final week, students were asked to evaluate the course with predominantly open-ended questions. They were informed that they would not be graded on their responses, and complete candor was encouraged. A less detailed evaluation of the overall experience by the course instructors was also solicited. These various comments are reviewed and discussed. Overall, student and faculty comments about the course were quite positive. Every student believed that it was a very worthwhile course, but 4 of 18 would not sign up for it again and would not recommend it to a friend. We used the comments from the student and faculty participants to change the curriculum and presentation style for future courses.
Http Dx Doi Org 10 1089 Jpm 2005 8 354, May 12, 2005
The concept and development of this course were the joint efforts of the directors of the Susqueh... more The concept and development of this course were the joint efforts of the directors of the Susquehanna University Office of the Chaplain and the Geisinger Health System Palliative and Supportive Medicine Program (PMP). Both individuals perceived a need for increased awareness of students for issues related to advancing age and terminal illness. Our objectives in formulating and presenting this course were to demystify aging, illness and death; increase awareness and tolerance for cultural and religious differences; enhance empathy and teach compassion; provide communication skills that could be used in many difficult situations; and provide a caring and mutually beneficial relationship for the elderly and students in our community. The one semester course consisted of 28 one-hour forty-five minute classes and a separate service-learning project. One half of the lectures, presented by the Susquehanna University chaplain (M.R.), predominantly involved religious and spiritual issues. The other 14 were organized by the PMP and were presented primarily by health care professionals. A required service-learning project was the creation of a "personal legacy." The PMP group comprised 7 physicians, 3 nurses, 1 chaplain, and 2 individuals participating in volunteer community activities for the elderly and infirm. All volunteered their time for this endeavor. Each had autonomy concerning his class content and format. Eighteen students (2 seniors, 6 juniors, 7 sophomores and 3 freshmen) registered for and completed the course. In the final week, students were asked to evaluate the course with predominantly open-ended questions. They were informed that they would not be graded on their responses, and complete candor was encouraged. A less detailed evaluation of the overall experience by the course instructors was also solicited. These various comments are reviewed and discussed. Overall, student and faculty comments about the course were quite positive. Every student believed that it was a very worthwhile course, but 4 of 18 would not sign up for it again and would not recommend it to a friend. We used the comments from the student and faculty participants to change the curriculum and presentation style for future courses.
The concept and development of this course were the joint efforts of the directors of the Susqueh... more The concept and development of this course were the joint efforts of the directors of the Susquehanna University Office of the Chaplain and the Geisinger Health System Palliative and Supportive Medicine Program (PMP). Both individuals perceived a need for increased awareness of students for issues related to advancing age and terminal illness. Our objectives in formulating and presenting this course were to demystify aging, illness and death; increase awareness and tolerance for cultural and religious differences; enhance empathy and teach compassion; provide communication skills that could be used in many difficult situations; and provide a caring and mutually beneficial relationship for the elderly and students in our community. The one semester course consisted of 28 one-hour forty-five minute classes and a separate service-learning project. One half of the lectures, presented by the Susquehanna University chaplain (M.R.), predominantly involved religious and spiritual issues. The other 14 were organized by the PMP and were presented primarily by health care professionals. A required service-learning project was the creation of a "personal legacy." The PMP group comprised 7 physicians, 3 nurses, 1 chaplain, and 2 individuals participating in volunteer community activities for the elderly and infirm. All volunteered their time for this endeavor. Each had autonomy concerning his class content and format. Eighteen students (2 seniors, 6 juniors, 7 sophomores and 3 freshmen) registered for and completed the course. In the final week, students were asked to evaluate the course with predominantly open-ended questions. They were informed that they would not be graded on their responses, and complete candor was encouraged. A less detailed evaluation of the overall experience by the course instructors was also solicited. These various comments are reviewed and discussed. Overall, student and faculty comments about the course were quite positive. Every student believed that it was a very worthwhile course, but 4 of 18 would not sign up for it again and would not recommend it to a friend. We used the comments from the student and faculty participants to change the curriculum and presentation style for future courses.
The concept and development of this course were the joint efforts of the directors of the Susqueh... more The concept and development of this course were the joint efforts of the directors of the Susquehanna University Office of the Chaplain and the Geisinger Health System Palliative and Supportive Medicine Program (PMP). Both individuals perceived a need for increased awareness of students for issues related to advancing age and terminal illness. Our objectives in formulating and presenting this course were to demystify aging, illness and death; increase awareness and tolerance for cultural and religious differences; enhance empathy and teach compassion; provide communication skills that could be used in many difficult situations; and provide a caring and mutually beneficial relationship for the elderly and students in our community. The one semester course consisted of 28 one-hour forty-five minute classes and a separate service-learning project. One half of the lectures, presented by the Susquehanna University chaplain (M.R.), predominantly involved religious and spiritual issues. The other 14 were organized by the PMP and were presented primarily by health care professionals. A required service-learning project was the creation of a "personal legacy." The PMP group comprised 7 physicians, 3 nurses, 1 chaplain, and 2 individuals participating in volunteer community activities for the elderly and infirm. All volunteered their time for this endeavor. Each had autonomy concerning his class content and format. Eighteen students (2 seniors, 6 juniors, 7 sophomores and 3 freshmen) registered for and completed the course. In the final week, students were asked to evaluate the course with predominantly open-ended questions. They were informed that they would not be graded on their responses, and complete candor was encouraged. A less detailed evaluation of the overall experience by the course instructors was also solicited. These various comments are reviewed and discussed. Overall, student and faculty comments about the course were quite positive. Every student believed that it was a very worthwhile course, but 4 of 18 would not sign up for it again and would not recommend it to a friend. We used the comments from the student and faculty participants to change the curriculum and presentation style for future courses.
What constitutes a “good” service-learning venture or short-term mission trip? How can leaders of... more What constitutes a “good” service-learning venture or short-term mission trip? How can leaders of such programs unwittingly do damage, both to participants and those they intend to help? Best and promising practices in any endeavor stand in contrast to worst and destructive practices; sometimes it is easier to comprehend the former when they are vividly contrasted with their logical opposites. This article summarizes, in narrative form, eleven years of research into best and worst practices in service-learning ventures and short-term mission trips. A primary conclusion has to do with the importance of cultivating and maintaining mutually beneficial relationships with host partners over time.
The concept and development of this course were the joint efforts of the directors of the Susqueh... more The concept and development of this course were the joint efforts of the directors of the Susquehanna University Office of the Chaplain and the Geisinger Health System Palliative and Supportive Medicine Program (PMP). Both individuals perceived a need for increased awareness of students for issues related to advancing age and terminal illness. Our objectives in formulating and presenting this course were to demystify aging, illness and death; increase awareness and tolerance for cultural and religious differences; enhance empathy and teach compassion; provide communication skills that could be used in many difficult situations; and provide a caring and mutually beneficial relationship for the elderly and students in our community. The one semester course consisted of 28 one-hour forty-five minute classes and a separate service-learning project. One half of the lectures, presented by the Susquehanna University chaplain (M.R.), predominantly involved religious and spiritual issues. The other 14 were organized by the PMP and were presented primarily by health care professionals. A required service-learning project was the creation of a "personal legacy." The PMP group comprised 7 physicians, 3 nurses, 1 chaplain, and 2 individuals participating in volunteer community activities for the elderly and infirm. All volunteered their time for this endeavor. Each had autonomy concerning his class content and format. Eighteen students (2 seniors, 6 juniors, 7 sophomores and 3 freshmen) registered for and completed the course. In the final week, students were asked to evaluate the course with predominantly open-ended questions. They were informed that they would not be graded on their responses, and complete candor was encouraged. A less detailed evaluation of the overall experience by the course instructors was also solicited. These various comments are reviewed and discussed. Overall, student and faculty comments about the course were quite positive. Every student believed that it was a very worthwhile course, but 4 of 18 would not sign up for it again and would not recommend it to a friend. We used the comments from the student and faculty participants to change the curriculum and presentation style for future courses.
What constitutes a "good" service-learning venture or short-term mission trip? How can leaders of... more What constitutes a "good" service-learning venture or short-term mission trip? How can leaders of such programs unwittingly do damage, both to participants and those they intend to help? Best and promising practices in any endeavor stand in contrast to worst and destructive practices; sometimes it is easier to comprehend the former when they are vividly contrasted with their logical opposites. This article summarizes, in narrative form, eleven years of research into best and worst practices in service-learning ventures and short-term mission trips. A primary conclusion has to do with the importance of cultivating and maintaining mutually beneficial relationships with host partners over time.
Although "spiritual growth" is occasionally cited as an outcome of participation in servicelearni... more Although "spiritual growth" is occasionally cited as an outcome of participation in servicelearning events and classes, 2 little research has focused on this particular area. This article describes a qualitative research project that investigated undergraduate students' perceptions of the impact of a short-term international service-learning course on their spiritual lives and faith formation. Applying the insights of Sharon Parks and James Fowler as theorists in the field of faith formation and Janet Eyler and Dwight Giles in the area of service-learning pedagogy, journals, academic papers, and interviews from 38 students were analyzed using a computerassisted qualitative data analysis software program (NVivo). The article includes both psychosocial and biblical-theological interpretation of the data.
Background: The concept and development of this course were the joint efforts of the directors of... more Background: The concept and development of this course were the joint efforts of the directors of the Susquehanna University Office of the Chaplain and the Geisinger Health System Palliative and Supportive Medicine Program (PMP). Both individuals perceived a need for increased awareness of students for issues related to advancing age and terminal illness. Objectives: Our objectives in formulating and presenting this course were to demystify aging, illness and death; increase awareness and tolerance for cultural and religious differences; enhance empathy and teach compassion; provide communication skills that could be used in many difficult situations; and provide a caring and mutually beneficial relationship for the elderly and students in our community. Design: The one semester course consisted of 28 one-hour forty-five minute classes and a separate service-learning project. One half of the lectures, presented by the Susquehanna University chaplain (M.R.), predominantly involved religious and spiritual issues. The other 14 were organized by the PMP and were presented primarily by health care professionals. A required service-learning project was the creation of a "personal legacy." Settings/subjects: The PMP group comprised 7 physicians, 3 nurses, 1 chaplain, and 2 individuals participating in volunteer community activities for the elderly and infirm. All volunteered their time for this endeavor. Each had autonomy concerning his class content and format. Eighteen students (2 seniors, 6 juniors, 7 sophomores and 3 freshmen) registered for and completed the course. Measurements: In the final week, students were asked to evaluate the course with predominantly open-ended questions. They were informed that they would not be graded on their responses, and complete candor was encouraged. A less detailed evaluation of the overall experience by the course instructors was also solicited. These various comments are reviewed and discussed. Results and conclusions: Overall, student and faculty comments about the course were quite positive. Every student believed that it was a very worthwhile course, but 4 of 18 would not sign up for it again and would not recommend it to a friend. We used the comments from the student and faculty participants to change the curriculum and presentation style for future courses.
The concept and development of this course were the joint efforts of the directors of the Susqueh... more The concept and development of this course were the joint efforts of the directors of the Susquehanna University Office of the Chaplain and the Geisinger Health System Palliative and Supportive Medicine Program (PMP). Both individuals perceived a need for increased awareness of students for issues related to advancing age and terminal illness. Our objectives in formulating and presenting this course were to demystify aging, illness and death; increase awareness and tolerance for cultural and religious differences; enhance empathy and teach compassion; provide communication skills that could be used in many difficult situations; and provide a caring and mutually beneficial relationship for the elderly and students in our community. The one semester course consisted of 28 one-hour forty-five minute classes and a separate service-learning project. One half of the lectures, presented by the Susquehanna University chaplain (M.R.), predominantly involved religious and spiritual issues. The other 14 were organized by the PMP and were presented primarily by health care professionals. A required service-learning project was the creation of a "personal legacy." The PMP group comprised 7 physicians, 3 nurses, 1 chaplain, and 2 individuals participating in volunteer community activities for the elderly and infirm. All volunteered their time for this endeavor. Each had autonomy concerning his class content and format. Eighteen students (2 seniors, 6 juniors, 7 sophomores and 3 freshmen) registered for and completed the course. In the final week, students were asked to evaluate the course with predominantly open-ended questions. They were informed that they would not be graded on their responses, and complete candor was encouraged. A less detailed evaluation of the overall experience by the course instructors was also solicited. These various comments are reviewed and discussed. Overall, student and faculty comments about the course were quite positive. Every student believed that it was a very worthwhile course, but 4 of 18 would not sign up for it again and would not recommend it to a friend. We used the comments from the student and faculty participants to change the curriculum and presentation style for future courses.
Http Dx Doi Org 10 1089 Jpm 2005 8 354, May 12, 2005
The concept and development of this course were the joint efforts of the directors of the Susqueh... more The concept and development of this course were the joint efforts of the directors of the Susquehanna University Office of the Chaplain and the Geisinger Health System Palliative and Supportive Medicine Program (PMP). Both individuals perceived a need for increased awareness of students for issues related to advancing age and terminal illness. Our objectives in formulating and presenting this course were to demystify aging, illness and death; increase awareness and tolerance for cultural and religious differences; enhance empathy and teach compassion; provide communication skills that could be used in many difficult situations; and provide a caring and mutually beneficial relationship for the elderly and students in our community. The one semester course consisted of 28 one-hour forty-five minute classes and a separate service-learning project. One half of the lectures, presented by the Susquehanna University chaplain (M.R.), predominantly involved religious and spiritual issues. The other 14 were organized by the PMP and were presented primarily by health care professionals. A required service-learning project was the creation of a "personal legacy." The PMP group comprised 7 physicians, 3 nurses, 1 chaplain, and 2 individuals participating in volunteer community activities for the elderly and infirm. All volunteered their time for this endeavor. Each had autonomy concerning his class content and format. Eighteen students (2 seniors, 6 juniors, 7 sophomores and 3 freshmen) registered for and completed the course. In the final week, students were asked to evaluate the course with predominantly open-ended questions. They were informed that they would not be graded on their responses, and complete candor was encouraged. A less detailed evaluation of the overall experience by the course instructors was also solicited. These various comments are reviewed and discussed. Overall, student and faculty comments about the course were quite positive. Every student believed that it was a very worthwhile course, but 4 of 18 would not sign up for it again and would not recommend it to a friend. We used the comments from the student and faculty participants to change the curriculum and presentation style for future courses.
The concept and development of this course were the joint efforts of the directors of the Susqueh... more The concept and development of this course were the joint efforts of the directors of the Susquehanna University Office of the Chaplain and the Geisinger Health System Palliative and Supportive Medicine Program (PMP). Both individuals perceived a need for increased awareness of students for issues related to advancing age and terminal illness. Our objectives in formulating and presenting this course were to demystify aging, illness and death; increase awareness and tolerance for cultural and religious differences; enhance empathy and teach compassion; provide communication skills that could be used in many difficult situations; and provide a caring and mutually beneficial relationship for the elderly and students in our community. The one semester course consisted of 28 one-hour forty-five minute classes and a separate service-learning project. One half of the lectures, presented by the Susquehanna University chaplain (M.R.), predominantly involved religious and spiritual issues. The other 14 were organized by the PMP and were presented primarily by health care professionals. A required service-learning project was the creation of a "personal legacy." The PMP group comprised 7 physicians, 3 nurses, 1 chaplain, and 2 individuals participating in volunteer community activities for the elderly and infirm. All volunteered their time for this endeavor. Each had autonomy concerning his class content and format. Eighteen students (2 seniors, 6 juniors, 7 sophomores and 3 freshmen) registered for and completed the course. In the final week, students were asked to evaluate the course with predominantly open-ended questions. They were informed that they would not be graded on their responses, and complete candor was encouraged. A less detailed evaluation of the overall experience by the course instructors was also solicited. These various comments are reviewed and discussed. Overall, student and faculty comments about the course were quite positive. Every student believed that it was a very worthwhile course, but 4 of 18 would not sign up for it again and would not recommend it to a friend. We used the comments from the student and faculty participants to change the curriculum and presentation style for future courses.
The concept and development of this course were the joint efforts of the directors of the Susqueh... more The concept and development of this course were the joint efforts of the directors of the Susquehanna University Office of the Chaplain and the Geisinger Health System Palliative and Supportive Medicine Program (PMP). Both individuals perceived a need for increased awareness of students for issues related to advancing age and terminal illness. Our objectives in formulating and presenting this course were to demystify aging, illness and death; increase awareness and tolerance for cultural and religious differences; enhance empathy and teach compassion; provide communication skills that could be used in many difficult situations; and provide a caring and mutually beneficial relationship for the elderly and students in our community. The one semester course consisted of 28 one-hour forty-five minute classes and a separate service-learning project. One half of the lectures, presented by the Susquehanna University chaplain (M.R.), predominantly involved religious and spiritual issues. The other 14 were organized by the PMP and were presented primarily by health care professionals. A required service-learning project was the creation of a "personal legacy." The PMP group comprised 7 physicians, 3 nurses, 1 chaplain, and 2 individuals participating in volunteer community activities for the elderly and infirm. All volunteered their time for this endeavor. Each had autonomy concerning his class content and format. Eighteen students (2 seniors, 6 juniors, 7 sophomores and 3 freshmen) registered for and completed the course. In the final week, students were asked to evaluate the course with predominantly open-ended questions. They were informed that they would not be graded on their responses, and complete candor was encouraged. A less detailed evaluation of the overall experience by the course instructors was also solicited. These various comments are reviewed and discussed. Overall, student and faculty comments about the course were quite positive. Every student believed that it was a very worthwhile course, but 4 of 18 would not sign up for it again and would not recommend it to a friend. We used the comments from the student and faculty participants to change the curriculum and presentation style for future courses.
What constitutes a “good” service-learning venture or short-term mission trip? How can leaders of... more What constitutes a “good” service-learning venture or short-term mission trip? How can leaders of such programs unwittingly do damage, both to participants and those they intend to help? Best and promising practices in any endeavor stand in contrast to worst and destructive practices; sometimes it is easier to comprehend the former when they are vividly contrasted with their logical opposites. This article summarizes, in narrative form, eleven years of research into best and worst practices in service-learning ventures and short-term mission trips. A primary conclusion has to do with the importance of cultivating and maintaining mutually beneficial relationships with host partners over time.
The concept and development of this course were the joint efforts of the directors of the Susqueh... more The concept and development of this course were the joint efforts of the directors of the Susquehanna University Office of the Chaplain and the Geisinger Health System Palliative and Supportive Medicine Program (PMP). Both individuals perceived a need for increased awareness of students for issues related to advancing age and terminal illness. Our objectives in formulating and presenting this course were to demystify aging, illness and death; increase awareness and tolerance for cultural and religious differences; enhance empathy and teach compassion; provide communication skills that could be used in many difficult situations; and provide a caring and mutually beneficial relationship for the elderly and students in our community. The one semester course consisted of 28 one-hour forty-five minute classes and a separate service-learning project. One half of the lectures, presented by the Susquehanna University chaplain (M.R.), predominantly involved religious and spiritual issues. The other 14 were organized by the PMP and were presented primarily by health care professionals. A required service-learning project was the creation of a "personal legacy." The PMP group comprised 7 physicians, 3 nurses, 1 chaplain, and 2 individuals participating in volunteer community activities for the elderly and infirm. All volunteered their time for this endeavor. Each had autonomy concerning his class content and format. Eighteen students (2 seniors, 6 juniors, 7 sophomores and 3 freshmen) registered for and completed the course. In the final week, students were asked to evaluate the course with predominantly open-ended questions. They were informed that they would not be graded on their responses, and complete candor was encouraged. A less detailed evaluation of the overall experience by the course instructors was also solicited. These various comments are reviewed and discussed. Overall, student and faculty comments about the course were quite positive. Every student believed that it was a very worthwhile course, but 4 of 18 would not sign up for it again and would not recommend it to a friend. We used the comments from the student and faculty participants to change the curriculum and presentation style for future courses.
What constitutes a "good" service-learning venture or short-term mission trip? How can leaders of... more What constitutes a "good" service-learning venture or short-term mission trip? How can leaders of such programs unwittingly do damage, both to participants and those they intend to help? Best and promising practices in any endeavor stand in contrast to worst and destructive practices; sometimes it is easier to comprehend the former when they are vividly contrasted with their logical opposites. This article summarizes, in narrative form, eleven years of research into best and worst practices in service-learning ventures and short-term mission trips. A primary conclusion has to do with the importance of cultivating and maintaining mutually beneficial relationships with host partners over time.
Although "spiritual growth" is occasionally cited as an outcome of participation in servicelearni... more Although "spiritual growth" is occasionally cited as an outcome of participation in servicelearning events and classes, 2 little research has focused on this particular area. This article describes a qualitative research project that investigated undergraduate students' perceptions of the impact of a short-term international service-learning course on their spiritual lives and faith formation. Applying the insights of Sharon Parks and James Fowler as theorists in the field of faith formation and Janet Eyler and Dwight Giles in the area of service-learning pedagogy, journals, academic papers, and interviews from 38 students were analyzed using a computerassisted qualitative data analysis software program (NVivo). The article includes both psychosocial and biblical-theological interpretation of the data.
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Papers by Mark W Radecke
such programs unwittingly do damage, both to participants and those they intend to help? Best and
promising practices in any endeavor stand in contrast to worst and destructive practices;
sometimes it is easier to comprehend the former when they are vividly contrasted with their
logical opposites. This article summarizes, in narrative form, eleven years of research into best and
worst practices in service-learning ventures and short-term mission trips. A primary conclusion
has to do with the importance of cultivating and maintaining mutually beneficial relationships with
host partners over time.
such programs unwittingly do damage, both to participants and those they intend to help? Best and
promising practices in any endeavor stand in contrast to worst and destructive practices;
sometimes it is easier to comprehend the former when they are vividly contrasted with their
logical opposites. This article summarizes, in narrative form, eleven years of research into best and
worst practices in service-learning ventures and short-term mission trips. A primary conclusion
has to do with the importance of cultivating and maintaining mutually beneficial relationships with
host partners over time.