A THEORETICAL MODEL OF STUDENT LEARNING IN AN ACADEMIC SERVICE-LEARNING COURSE: DIVERSITY AND CIVIC OUTCOMES

Authors

  • Lori Simons Widener University, Chester, PA, USA
  • Sylvia Wang Widener University, Chester, PA, USA
  • Nancy Blank Widener University, Chester, PA, USA
  • Elizabeth Renavitz Widener University, Chester, PA, USA
  • Madeline Hoffman Widener University, Chester, PA, USA
  • Sara Shoneman Widener University, Chester, PA, USA

DOI:

https://doi.org/10.46827/ejes.v11i11.5611

Keywords:

academic service-learning, diversity and civic outcomes, multicultural education

Abstract

A qualitative-quantitative mixed-methods longitudinal research study was conducted to measure differences in civic and diversity outcomes in a cross-sectional sample of 138 undergraduate students. The quantitative results indicate that students improve their social justice attitudes, awareness of White racial privilege, racial-cultural-ethnic identity, and interests in multicultural work from the beginning of the semester. The qualitative findings replicate and extend the quantitative results. Career development and opportunities for growth were detected as unexpected themes that emerged from the data. The use of the mixed-methods approach provided an opportunity to conceptualize how students reformulate their diversity attitudes and acquire civic skills in an academic service-learning course. Implications for teaching and learning are discussed.

 

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Author Biographies

  • Lori Simons, Widener University, Chester, PA, USA

    Lori Simons, Ph.D., LPC is a Professor of Psychology, Co-Director of the University’s Academic Service-Learning Faculty Development Program, and Coordinator of the Psychology Department’s Practicum/Internship Program at Widener University. She has written extensively on student learning and development. Dr. Simons has published over 60 peer-reviewed articles and book chapters about the impact from academic service-learning, diversity strategies, and other high impact practices on student learning. She has presented her scholarship on student learning outcomes at over 70 international and national conferences.

    https://www.widener.edu/about/faculty-directory/lori-simons

  • Sylvia Wang, Widener University, Chester, PA, USA

    Sylvia Wang is an Assistant Professor of Psychology also at Widener University. Her research focuses on wellness in adulthood. Her scholarship also includes examining mental health disparities in adults. She teaches courses in developmental psychology-adulthood, abnormal psychology, and clinical-counseling practicum. Dr. Wang is a recent fellow in the Academic Service-Learning Faculty Development Program.

    https://www.widener.edu/about/faculty-directory/sylvia-y-wang

  • Nancy Blank, Widener University, Chester, PA, USA

    Nancy Blank, Ph.D. is a Professor of Criminal Justice and the Chair of the Criminal Justice Department at Widener University. She also serves at the Department’s Practicum and Internship Coordinator. Professor Blank has published on the impact from academic service-learning and student learning. Her other scholarship focuses on diversity and empathy in undergraduate students, as well as youth court programs and outcomes for adolescents involved in the juvenile justice system.

    https://www.widener.edu/about/faculty-directory/nancy-hirschinger-blank

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Published

2024-10-07

Issue

Vol. 11 No. 11 (2024)

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