Thesis (M. Ed.)--Lancaster Bible College, 2004. / Abstract. Includes bibliographical references (leaves 62-67).

Service is a powerful tool for the development of youth. It transforms the young person from a passive recipient to an active provider. When combined with formal education, service becomes a method of learning known as "Service Learning." Service learning enables teachers to employ a variety of effective teaching strategies that emphasize student-centered, interactive, experiential education.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/29/2009). Includes bibliographical references (leaves 145--152).

No description available.

INTRODUCTION: Street medicine programs utilize a nontraditional healthcare model to provide care to populations experiencing homelessness. Through street medicine programs, clinicians take to the streets to offer services to individuals who are living unsheltered. Many street medicine programs offer health professional students the opportunity to volunteer and provide care to this vulnerable population. AIM: This exploratory study aimed to answer the following question: what influence does volunteering with a street medicine program have on the career trajectories of student volunteers who ultimately choose to work with medically underserved populations (MUPs)? METHODS: This study used an exploratory mixed methods approach to answering the research question. The core ideas that emerged from the qualitative data collected from street medicine student volunteers were used to inform the development of a web-based survey administered to a broader, national sample of street medicine student volunteers. The survey included closed- and opened- ended questions, as well as demographic questions. The Health Professionals’ Attitude Towards the Homeless Inventory (HPATHI; Buck et al., 2005) questionnaire was embedded into the survey to measure students’ attitudes towards the population experiencing homelessness before and after volunteering with a street medicine program. RESULTS: The results suggested that 15 (65.22%) of the 23 participants who completed the web-based survey reported that volunteering with a street medicine program influenced their decision to ultimately work with MUPs. Of the 19 participants who provided qualitative feedback, 7 (36.84%) mentioned that their decision to work with MUPs was influenced by their increased exposure and awareness to the barriers and needs of MUPs while volunteering with a street medicine program. Additionally, 6 (31.58%) participants mentioned that their previous decision to work with MUPs was reinforced while volunteering with a street medicine program. CONCLUSION: Volunteering with a street medicine program appears to help motivate students to work with MUPs. Incorporating opportunities to volunteer with a street medicine program into current health professional school curriculum has the potential to impact a greater network of students, as well as influence decisions regarding the students’ careers.

Students studying under the new senior secondary school curriculum in Hong Kong can either perform community service under the Other Learning Experiences (OLE) organized by schools or volunteer their time for service. The primary aims of this study are to report the community service involvement of a selected group of secondary school students in Hong Kong, and to explore the impact of different types of community services on students’ intention to volunteer, volunteer satisfaction, and sense of personal and social responsibility. This study also investigates the effects of various individual and volunteering factors on students’ continuation of volunteering in Hong Kong. A quantitative, cross-sectional research design was used to examine the relationship between community service and other variables, namely responsibility, intention and satisfaction on young people in Hong Kong. A total of 1,046 secondary school students aged between 13 and 21 were recruited via purposive sampling from seven secondary schools. The respondents in this study consisted of Forms 5 to 6 students, and they completed the self-administered questionnaire containing 92 items to measure the theory of planned behavior personal and social responsibility, volunteer satisfaction and continuation of volunteering. Based on their participation in community service under the OLE and their self-organized volunteer services, four groups of respondents can be identified. They are: 1) those who participated in both OLE-related community services and self-organized volunteer services (N=461, 44.84%); 2) those who participated in self-organized volunteer services only (N=339, 32.98%); 3) those who participated in OLE-related community services only (N=38, 3.70%) and 4) those who did not participate in any form of community services (N=190, 18.48%). As expected, findings indicate that the factors of gender, level of educational attainment and prior community service involvement are associated with volunteer intention, satisfaction, responsibility and continuation of volunteering. The results also highlight that those who did not participate in any form of community services in the past 12 years had the lowest scores on the Theory of Planned Behavior-Chinese (TPB-C) scale and continuation of volunteering behaviors. Students with only OLE-related community service participation had the lowest scores on Personal and Social Responsibility Scale-Chinese (PSRS-C), and Volunteer Satisfaction Index-Chinese (VSI-C). An Ordinal Logistic Regression analysis showed that the Theory of Planned Behavior, personal and social responsibility, and volunteer satisfaction are predictors of students’ continuation of volunteering behaviors. This study offers further implications for school personnel and youth workers who work closely with young people and promote volunteerism among secondary school students. Students with voluntary community service experience (i.e. those who both participated in OLE-related community services and self-organized volunteer services, and those who participated in self-organized volunteer services only) have higher scores in their volunteer intention, satisfaction and responsibility. Practitioners can engage students with different community service programs in fostering their positive development. Practitioners can also improve service design and related arrangements with reference to the results of the study. For example, practitioners could encourage young people to serve specific targets that will ultimately bring about the most benefit to their continued volunteering. Further research is needed to validate and refine the scales of TPB-C and PSRS-C in the Chinese context, to explore factors in facilitating students’ continuing service involvement, and to develop evidence-based service programs for young people in Hong Kong. / published_or_final_version / Social Work and Social Administration / Master / Master of Philosophy

Thesis (D. Min.)--Perkins School of Theology, Southern Methodist University, 1978. / Includes bibliographical references (leaves 198-199).

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Includes tables. Typescript; issued also on microfilm. Sponsor: L. Lee Knefelkamp. Dissertation Committee: Dawn R. Person. Includes bibliographical references (leaves 269-274).

Thesis (M.A.)--Wheaton College Graduate School, 2003. / Abstract. Portions of appendices in Spanish. Includes bibliographical references (leaves 78-83).

Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Portions of appendices in Spanish. Includes bibliographical references (leaves 78-83).