ISSN 2374-9466
Vol. 2, Issue 1, 2014December 31, 2014 CDT
Experiences of Health System Preceptors and Faculty Advisors with Community Service-Learning Initiatives: Learning from the Dalhousie University Drug Use Management and Policy Residency Program
Experiences of Health System Preceptors and Faculty Advisors with Community Service-Learning Initiatives: Learning from the Dalhousie University Drug Use Management and Policy Residency Program
Articles in Vol. 2, Issue 1, 2014
Vol. 2, Issue 1, 2014
- From the Editors' DeskAlan MelchiorCathy BurackJodi Beneson
- Enduring Commitments to Community Service among Diverse College Students: Testing a Multidimensional Conceptual ModelAlyssa N. RockenbachJeremy TuchmayerTara Hudson
- The Estimated Effects of Participation in Service-Learning on Liberal Arts OutcomesCindy Ann KilgoKira PasquesiJessica Kathryn Ezell SheetsErnest T. Pascarella
- STEM and Service-Learning: Does Service-Learning Increase STEM Literacy?Barbara HayfordSally BlomstromBuffany DeBoer
- Student Development and Service- Learning: A Three-Phased Model for Course DesignCarrie Williams HoweKimberly ColemanKelly HamshawKatherine Westdijk
- Experiences of Health System Preceptors and Faculty Advisors with Community Service-Learning Initiatives: Learning from the Dalhousie University Drug Use Management and Policy Residency ProgramSarah BowenIngrid SketrisEthel Langille Ingram
- Spanish L2 Students’ Perceptions of Service-Learning: A Case Study from EcuadorAlan V. BrownKerry Purmensky
- Engaging Religious Institutions to Address Racial Disparities in HIV/AIDS: A Case of Academic-Community PartnershipMagdalena SzaflarskiLisa M. VaughnCamisha ChambersMamie HarrisAndrew RuffnerYolanda WessLaSharon MosleyChandra Smith
Bowen, Sarah, Ingrid Sketris, and Ethel Langille Ingram. 2014. “Experiences of Health System Preceptors and Faculty Advisors with Community Service-Learning Initiatives: Learning from the Dalhousie University Drug Use Management and Policy Residency Program.” International Journal of Research on Service-Learning and Community Engagement 2 (1): 63–77. https://doi.org/10.37333/001c.002001006.