Religious Impact of a Poverty Immersion Experience on College Students

Autor/inn/en	Firmin, Michael W.; Tse, Luke M.; Johnson, Courtney; Vorobyov, Yelena; McKeon, Jacklyn
Titel	Religious Impact of a Poverty Immersion Experience on College Students
Quelle	In: Christian Higher Education, 13 (2014) 2, S.130-144 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3759
DOI	10.1080/15363759.2014.872494
Schlagwörter	Religious Factors; Immersion Programs; Christianity; Qualitative Research; Undergraduate Students; Learning Experience; Student Experience; Affective Behavior; Behavior Change; Teaching Methods; Experiential Learning; Service Learning; Spiritual Development; Semi Structured Interviews; Student Surveys; Emotional Response; Poverty + Suchen Sie Ihr Suchwort? Immersionsprogramm; Christentum; Qualitative Forschung; Lernerfahrung; Studienerfahrung; Affective disturbance; Active behaviour; Affektive Störung; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Service-Learning; Schülerbefragung; Emotionales Verhalten; Armut
Abstract	An increasing number of universities have initiated activities and assignments to foster empathic and altruistic behavior in students. This study is a report of an outcomes assessment of a poverty immersion experience in a Christian urban ministries course. Following Firmin's (2006) protocol, we used a qualitative methodology that included three waves of interviews with 23 undergraduate students. Analyses of the data suggested that students underwent both affective and behavioral changes as a result of their experience. Affectively, students reported deepening their appreciation for the grace of God in their lives and changed perceptions of homeless people as children of God deserving of dignity and for whom they should care and provide assistance. Behaviorally, students reported the intent to teach other Christians about the spiritual lessons learned, to make urban ministries a long-term part of their individual ministries to others, and to make a tangible difference in the lives of people less fortunate than themselves. The poverty immersion experience utilized by this particular professor seems to have helped students have a deeper experience than they would have had with a more traditional service-learning model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10