Peer actions for a Service Learning project to prevent drug-facilitated sexual assaults
Autores
Quintanilla López, María Gloria; Ortega Ojeda, Fernando Ernesto; García Ruiz, Carmen; Prego Meleiro, Pablo; Figueroa Navarro, M. Carmen; [et al.]Identificadores
Enlace permanente (URI): http://hdl.handle.net/10017/46040DOI: 10.4995/HEAd20.2020.11313
ISSN: 2603-5871
Fecha de publicación
2020-06-06Filiación
Universidad de Alcalá. Departamento de Ciencias Jurídicas; Universidad de Alcalá. Departamento de Física y Matemáticas; Universidad de Alcalá. Departamento de Ciencias Biomédicas; Universidad de Alcalá. Departamento de Filología, Comunicación y Documentación; Universidad de Alcalá. Departamento de Química Analítica, Química Física e Ingeniería Química;Cita bibliográfica
International Conference on Higher Education Advances, 6ª, 2020, p. 1425-1433
Palabras clave
Service Learning
peer actions
interdisciplinary
horizontal and vertical coordinations
Drug-Facilitated Sexual Assaults (DFSA)
Proyectos
DGPNSD- 133548 - 2018I032 (Ministerio de Sanidad, Consumo y Bienestar Social - Delegación del Gobierno para el Plan Nacional sobre Drogas)
Tipo de documento
info:eu-repo/semantics/article
Versión
info:eu-repo/semantics/publishedVersion
Derechos
Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
Editorial Universitat Politècnica de València
Derechos de acceso
info:eu-repo/semantics/openAccess
Resumen
The service-learning methodology combines active learning processes and community service. This service-learning experience was performed using an interdisciplinary and cross plan. The teachers made a horizontal coordination in the courses, and a vertical coordination in subjects of the Degrees involved. This allowed working together in the students' curricular training process. It also permitted covering various specific skills, as corresponds to the different subjects, whilst optimizing the students' workload. The service addressed the problem of Drug-Facilitated Sexual Assaults (DFSA) in the youth leisure nightlife. An active learning about the problem was encouraged in the classroom, focused on recognizing myths, attitudes, and risk situations. The service-learning actions to the community was based on an anonymous survey conducted among the students, which dealt with the problem. The Service Learning was stimulated through the design, planning and development of activities aimed at gaining social awareness of the existing problem while favouring peer learning processes. The students undertook awareness actions at different levels, spreading their message by means of social networks, high school workshops, and information stands on the street
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