Henry Ford Early College


HFHS downtown

Henry Ford Health Pre-Screening

As part of the curriculum for HFEC, each student will have some experiences observing in the hospital setting.  In the interest of safety for our patients and our students, a pre-placement health screening is required for ALL NEW STUDENTS BEFORE the students will be PERMITTED in the HOSPITAL setting.  The pre-placement health screening is available ONLY during the month of August for new students and MUST be completed at Henry Ford Hospital Employee Health Center. Each student will also be required to have an annual screening completed at Employee Health each year they attend.  All returning students MUST complete their pre-placement health screening in the month of September.

Due to the nature of the services provided by Henry Ford Health, health and safety issues are of paramount concern to the System. To aid in the achievement of this goal, it is the policy of HFH to require, at certain times, health evaluations.
A health evaluation shall include, at a minimum, basic demographic information, health/illness history, uniform drug screen, latex sensitivity questionnaire, color vision screen, screening for infectious disease immunity, respirator fit testing (if applicable) and any other medical testing required by regulatory agencies.
Henry Ford Early College students are required to undergo a screening for infectious disease immunity. Such screening shall include, at a minimum, tuberculosis, measles, mumps, rubella, varicella and hepatitis B. Additional screening for infectious disease may be required as deemed necessary to protect the safety of patients, employees, members and others. A respirator fit test is also performed for those assigned to patient care settings.  A candidate with Henry Ford Early College who refuses to complete the infectious disease screening requirements will be denied access with HFH.

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1st & 2nd Year Health Career Exploration

  • One day per week – Wednesday
  • AM session and PM session (105 minutes per session)
  • Opposite session goes to science lab

Course Objectives:

At the end of this course each student will:

  1. Become acquainted in several health care careers.
  2. Gain experience of providing services to patients, families, visitors and staff.
  3. Have exposure to individual participation and responsibilities in the real world of health care services.
  4. Develop communication skills consistent with a health care provider.
  5. Incorporate service learning in health care career exploration.
  6. Actively participate in a series of educational seminars regarding the total hospital community.

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3rd Year Health Career Exploration

Year 3 HCE

  • 40 TOTAL hours of community service/volunteering/service learning
  • 20 hours per semester
  • One semester spend at least 20 hours in a health care setting
  • One semester spend at least 20 hours in a health-related setting

Course Objectives:

At the end of this course each student will:

  1. Become acquainted with volunteer opportunities available in the metro Detroit community.
  2. Have a general understanding of the benefits of community service.
  3. Gain experience providing service(s) to the community.
  4. Apply academic learning to real human needs.

LaShaundra Bean
HFH Program Coordinator for Henry Ford Early College
313-874-5447 desk

Why is Service Learning Important?

[The following information comes directly from LearningIndeed.org (2005).]

Service-learning has a positive effect on the personal development of public school youth.

  • Middle and high school students who engaged in quality service-learning programs showed increases in measures of personal and social responsibility, communication and sense of educational competence (Weiler, et. al., 1998).
  • Students who engaged in service-learning ranked responsibility as a more important value and reported a higher sense of responsibility to their school than comparison groups (Leming, 1998).
  • Students perceive themselves to be more socially competent after engaging in service-learning (Scales and Blyth, 1997; O’Bannon, 1999; Morgan and Streb, 1999).
  • Students who engaged in service-learning were more likely to treat each other kindly, help each other and care about doing their best (Berkas, 1997).
  • Students who engaged in service-learning were more likely to increase their sense of self-esteem and self-efficacy (Shaffer, 1993).
  • Middle school male students reported increased self-esteem and fewer behavioral problems after engaging in service-learning (Switzer, et. al., 1995).

Service-learning provides opportunities for students to become active, positive contributors to society.

  • High school students who participated in service-learning and service are more likely to be engaged in a community organization and to vote 15 years after their participation in the program than those who did not participate (Youniss, et. al., 1997; Yates and Youniss, 1998).
  • High school students from five states who participated in high quality service-learning programs increased their political attentiveness, political knowledge and desire to become more politically active (Morgan and Streb, 1999).
  • Students who engage in service-learning feel that they can “make a difference” (O’Bannon, 1999; Cairn, 1999).
  • Over 80 percent of participants in high quality service-learning programs felt that they had made a positive contribution to the community (Melchior, 1999; Billig and Conrad, 1997; Scales and Blyth, 1997).

Service-learning helps students acquire academic skills and knowledge.

  • Students in over half of the high quality service-learning schools studied showed moderate to strong positive gains on student achievement tests in language arts and/or reading, engagement in school, sense of educational accomplishment and homework completion (Weiler, et. al., 1998).
  • Service-learning participation was associated with higher scores on the state test of basic skills (Anderson, et. al., 1991) and higher grades (Shumer, 1994; Shaffer, 1993; Dean and Murdock, 1992; O’Bannon, 1999).
  • Eighty-three percent of schools with service-learning programs reported that grade point averages of participating service-learning students improved 76 percent of the time (Follman, 1999).
  • Middle and high school students who participated in service-learning tutoring programs increased their grade point averages and test scores in reading/language arts and math and were less likely to drop out of school (Supik, 1996; Rolzinski, 1990).
  • Elementary and middle school students who participated in service-learning had improved problem-solving skills and increased interest in academics (Stephens, 1995).