UCC Plus+ linked DEIS schools in Cork city

Service learning is one teaching and learning approach used to meet the learning outcomes of the UCC first year Occupational Therapy module OT1004 Becoming a Healthcare Professional, with the requirement that all first-year Occupational Therapy students volunteer as a Homework Club tutor in partnership with UCC Plus+ school outreach programme.

This academically and personally challenging but rewarding curricular learning experience forms the basis for the entire module assignment, in which the OT students critically reflect on their development of communication and professional responsibility competencies. Furthermore, the volunteering experience underpins subsequent modules by learning about socio-economic influences on health and participation in daily activities and society; the students’ first formal clinical placement at the end of first year; and about adolescent development in second year.

As a result of this Homework Club tutor experience, our first-year Occupational Therapy students are deeply involved in university life beyond the classroom, directly contributing to society as reflexive, civically engaged citizen leaders. Furthermore, the students’ engagement has a strong wellbeing and social justice orientation, thus widening participation for the good of all.

Learning Outcomes:

• Display a commitment to professional standards of behaviour.
• Understand the UCC PLUS+ Homework Club scheme and the role of the UCC PLUS+ Homework Club tutor
• Understand the responsibilities of a UCC PLUS+ Homework Club tutor
• Understand the Children First Act 2015 and Children First: National Guidance for the Protection and Welfare of Children.
• Apply models of reflection and differentiate between descriptive and reflective writing styles.
• Demonstrate competence in academic writing, including database searching and APA referencing.
• Critically evaluate their competence in establishing effective relationships with clients, colleagues and others.

Nurturing school students’ achievement of their potential and encouraging them to consider onward progression to third-level, particularly where there is little tradition of progression onto higher education.