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Exploring the experiences of college students participating in volunteer community service and service learning activitiesWiley, Lynda L. January 2009 (has links)
This study described and analyzed the experiences of college students that
participated in a volunteer community service program and those that participated
in a service learning program using a case study method. The evidence suggests
that students describe their service experience in much the same way regardless of
the type and circumstances of the service performed. While the subjects that
participated in service learning described the activity of providing service as
positive, many of the components of service learning did not seem to be present,
including formal reflection. While there was recognition of different social classes
served by the sites or agencies and within the community, the subjects had not
explored core social issues that may arise from class differences. Participants in
both service learning courses and volunteer community service activities found
the experience valuable in either selection or continuance of academic major, as
well as general career development skills. / Department of Educational Studies
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Write The Community The Effects Of Service-learning Participation On Seven University Creative Writing StudentsHodges, Lauren 01 January 2011 (has links)
Research in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students‘ interactions with the ―real world‖ through service-learning and the effects of these experiences on deepening students‘ knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However, aside from the existing literature on service-learning and composition and writing, there has been virtually no examination of the relationship between service-learning and creative writing. The purpose of this study was to investigate how seven creative writing students experienced the process of creative writing differently after engaging in service-learning in a creative writing course at a large, urban university in the southeastern United States and to determine if students experienced a transformative learning experience as indicated by Mezirow‘s (2000) transformational learning theory. This research study employed an instrumental narrative case study design to determine how seven university creative writing students experienced the process of creative writing differently after taking a creative writing course with an optional service-learning component. The results of the study indicated that service-learning invoked a transformative learning experience in these seven higher education creative writing students, each in different ways—some in their writing processes and writing content, some in how they reflected upon themselves and their writing in relation to the ―outside world,‖ and some in their sense of civic duty
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