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Fostering the spiritual development ...

Sterk Barrett, Michelle C.

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Fostering the spiritual development of undergraduates through service-learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Fostering the spiritual development of undergraduates through service-learning./
作者:	Sterk Barrett, Michelle C.
面頁冊數:	315 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3706486
ISBN:	9781321803495

Fostering the spiritual development of undergraduates through service-learning.
Sterk Barrett, Michelle C.

Fostering the spiritual development of undergraduates through service-learning. - 315 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--University of Massachusetts Boston, 2015.

This item must not be sold to any third party vendors.

By integrating spiritual development theories with Sanford's theory of challenge and support and study findings, this mixed methods study examines how spiritual development may be occurring through service-learning. The relationship between service-learning participation and spiritual growth is analyzed by addressing the following research questions: 1) Does spiritual growth occur among undergraduates participating in service-learning? 2) Which aspects of the service-learning experience relate to the occurrence of spiritual growth? 3) What role do "challenge" and "support" play in the process of spiritual growth?

ISBN: 9781321803495Subjects--Topical Terms:

641065
Higher education.

Fostering the spiritual development of undergraduates through service-learning.
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245 1 0 $a Fostering the spiritual development of undergraduates through service-learning.
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500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Dwight E. Giles.
502 $a Thesis (Ph.D.)--University of Massachusetts Boston, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a By integrating spiritual development theories with Sanford's theory of challenge and support and study findings, this mixed methods study examines how spiritual development may be occurring through service-learning. The relationship between service-learning participation and spiritual growth is analyzed by addressing the following research questions: 1) Does spiritual growth occur among undergraduates participating in service-learning? 2) Which aspects of the service-learning experience relate to the occurrence of spiritual growth? 3) What role do "challenge" and "support" play in the process of spiritual growth?
520 $a The 272 study participants are drawn from the Boston College PULSE Program, a service-learning program that requires 10-12 hours of weekly service for the full academic year while students simultaneously take an interdisciplinary philosophy and theology course entitled, Person and Social Responsibility. The quantitative strand of this study sought to objectively understand the components of the PULSE program that may relate to spiritual development among undergraduates through a pre-test/post-test survey adapted from the College Student Beliefs and Values instrument created by Astin, Astin, & Lindholm (2011). The qualitative strand consisted of semi-structured, one-on-one interviews with eleven study participants whose quantitative survey results demonstrated particularly high or low levels of spiritual change.
520 $a Study findings indicate that nearly 80% of study participants grew spiritually during the service-learning experience. Consistent with Sanford's (1962, 1966,1967) theory of college student development and the spiritual development theories of Fowler (1981) and Daloz Parks (2000), spiritual growth was most likely to occur when students experienced significant challenge balanced with support. Qualitative and quantitative results found that challenge was related to the eye opening experience of witnessing injustice at service sites while simultaneously being exposed to diverse perspectives through course assignments and discussions. This eye opening experience led students to struggle spiritually as they questioned prior assumptions and beliefs. Support was found in relationships and effective integration of course content with the service experience.
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