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Social responsibility and intellectu...

The Ohio State University.

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Social responsibility and intellectual development as outcomes of service-learning courses.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Social responsibility and intellectual development as outcomes of service-learning courses./
作者:	Wang, Yan.
面頁冊數:	398 p.
附註:	Adviser: Robert F. Rodgers.
Contained By:	Dissertation Abstracts International64-12A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3115795
ISBN:	9780496632428

Social responsibility and intellectual development as outcomes of service-learning courses.
Wang, Yan.

Social responsibility and intellectual development as outcomes of service-learning courses. - 398 p.

Adviser: Robert F. Rodgers.

Thesis (Ph.D.)--The Ohio State University, 2003.

This study focuses the following: (1) the development of social responsibility and intellectual complexity as outcomes of service-learning courses, (2) the relationship between these two outcomes, (3) whether different course designs have differential effect, and (4) whether student characteristics results in differential outcomes. Development of social responsibility is a major motivation for those who theorize about or design community service and service-learning. The development of intellectual complexity is one of the goals of most higher education institutions. The possible relationship between development of social responsibility and intellectual complexity also needs to be studied. Course designs which emphasize and do not emphasize social justice need to be investigated in order to learn if they have different outcomes on development of social responsibility and intellectual complexity. Finally, students' characteristics such as previous levels of volunteer involvement and reasons for taking service-learning courses were examined because they may have influence on students' development of social responsibility.

ISBN: 9780496632428Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Social responsibility and intellectual development as outcomes of service-learning courses.
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245 1 0 $a Social responsibility and intellectual development as outcomes of service-learning courses.
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500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4389.
502 $a Thesis (Ph.D.)--The Ohio State University, 2003.
520 $a This study focuses the following: (1) the development of social responsibility and intellectual complexity as outcomes of service-learning courses, (2) the relationship between these two outcomes, (3) whether different course designs have differential effect, and (4) whether student characteristics results in differential outcomes. Development of social responsibility is a major motivation for those who theorize about or design community service and service-learning. The development of intellectual complexity is one of the goals of most higher education institutions. The possible relationship between development of social responsibility and intellectual complexity also needs to be studied. Course designs which emphasize and do not emphasize social justice need to be investigated in order to learn if they have different outcomes on development of social responsibility and intellectual complexity. Finally, students' characteristics such as previous levels of volunteer involvement and reasons for taking service-learning courses were examined because they may have influence on students' development of social responsibility.
520 $a In this study, the development of social responsibility is measured by the Scale of Service Learning Involvement (Olney & Grande, 1995), and students' intellectual development is measured by the Measure of Epistemological Reflection (Baxter Mogalda & Porterfield, 1985). Courses with strong, moderate, and minimal social justice content were compared on the two outcomes. Students with occasional and consistent volunteer history were compared as well as students who are required to take service-learning courses and students who freely elect to take service-learning courses.
520 $a The major outcomes are as follows: (1) Service-learning courses, especially the ones with strong social justice designs have positive influence on students' development of social responsibility and intellectual complexity. (2) Students who had previous volunteer involvement and who took the courses as free electives had not only higher level of social responsibility development at the beginning of the courses but also developed more after taking service-learning courses than those who did not participate in volunteer work consistently and those who took the courses as required for their majors or as general education requirement. (3) Levels of social responsibility have a positive relationship with levels of intellectual ability. The development of social responsibility may presuppose intellectual development. There were exceptions, however. Some students in lower position of intellectual development also scored high in development of social responsibility. This issue needs further study.
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