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The effect of service-learning on pr...

Texas A&M University.

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The effect of service-learning on professional development as perceived by students attending selected accredited interior design programs.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effect of service-learning on professional development as perceived by students attending selected accredited interior design programs./
作者:	Thompson, Sandra Leigh Lambert.
面頁冊數:	91 p.
附註:	Chair: Kenneth Paprock.
Contained By:	Dissertation Abstracts International56-06A.
標題:	Education, Home Economics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9534445

The effect of service-learning on professional development as perceived by students attending selected accredited interior design programs.
Thompson, Sandra Leigh Lambert.

The effect of service-learning on professional development as perceived by students attending selected accredited interior design programs. - 91 p.

Chair: Kenneth Paprock.

Thesis (Ph.D.)--Texas A&M University, 1995.

The primary purpose of this study was to examine students' growth in professional development as they participated in service-learning. A pre-test/post-test questionnaire was designed by the researcher adapted from the 1988 Foundation for Interior Design Education Research (FIDER) Standards and Guidelines. The population for the study was composed of interior design programs that had met the criteria of the study and had been accredited by FIDER by the Spring of 1994. The criteria for programs to be included in the study were that they be offering courses which included community service projects during the Fall of 1994. In addition, accredited programs that volunteered to be part of this study but whose programs were not involved in any community service work were invited to participate. This study was conducted at 15 FIDER accredited colleges and universities across the United States and consisted of 172 students enrolled in design courses in the Fall of 1994. The data were collected from July 1994 through January 1995.Subjects--Topical Terms:

1020169
Education, Home Economics.

The effect of service-learning on professional development as perceived by students attending selected accredited interior design programs.
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100 1 $a Thompson, Sandra Leigh Lambert. $3 1021929
245 1 4 $a The effect of service-learning on professional development as perceived by students attending selected accredited interior design programs.
300 $a 91 p.
500 $a Chair: Kenneth Paprock.
500 $a Source: Dissertation Abstracts International, Volume: 56-06, Section: A, page: 2145.
502 $a Thesis (Ph.D.)--Texas A&M University, 1995.
520 $a The primary purpose of this study was to examine students' growth in professional development as they participated in service-learning. A pre-test/post-test questionnaire was designed by the researcher adapted from the 1988 Foundation for Interior Design Education Research (FIDER) Standards and Guidelines. The population for the study was composed of interior design programs that had met the criteria of the study and had been accredited by FIDER by the Spring of 1994. The criteria for programs to be included in the study were that they be offering courses which included community service projects during the Fall of 1994. In addition, accredited programs that volunteered to be part of this study but whose programs were not involved in any community service work were invited to participate. This study was conducted at 15 FIDER accredited colleges and universities across the United States and consisted of 172 students enrolled in design courses in the Fall of 1994. The data were collected from July 1994 through January 1995.
520 $a Data analyses indicated no significant differences at the 0.5 level of significance between the experimental and control groups and professional development. No significant differences were found between the groups and their global perception of professional development enhancement. No significant differences were found between student demographics and perceived professional growth. While the findings were demonstrated to not be statistically significant, the data did show a tendency that students enrolled in service-learning sections were more likely than students enrolled in non-service-learning sections to report that they acquired more knowledge leading to professional development. A tendency was found for students enrolled in service-learning sections to be more likely than students enrolled in non-service-learning sections to report that their global perception of professional development had been enhanced. Also, there were item relationships found between specific competencies of professional development and the student demographics. The findings of the study indicated that curricula that met FIDER guidelines provided for professional development in students whether or not they were involved in service-learning projects.
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