A Grateful Recollecting: A Qualitative Study of the Long-Term Impact of Service-Learning on Graduates

Autor/inn/en	Fullerton, Ann; Reitenauer, Vicki L.; Kerrigan, Seanna M.
Titel	A Grateful Recollecting: A Qualitative Study of the Long-Term Impact of Service-Learning on Graduates
Quelle	In: Journal of Higher Education Outreach and Engagement, 19 (2015) 2, S.65-92 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	Qualitative Research; Service Learning; Learning Processes; Transformative Learning; Recall (Psychology); College Graduates; Outcomes of Education; Learning Experience; Interviews; Communication Skills; Self Esteem; Leadership; Individual Development; Maturity (Individuals); Oregon + Suchen Sie Ihr Suchwort? Qualitative Forschung; Service-Learning; Learning process; Lernprozess; Pädagogische Transformation; Abberufung; Hochschulabsolvent; Hochschulabsolventin; Lernleistung; Schulerfolg; Lernerfahrung; Interviewing; Interviewtechnik; Kommunikationsstil; Self-esteem; Selbstaufmerksamkeit; Führung; Führungsposition; Individuelle Entwicklung; Reifung
Abstract	Service-learning practitioners design community engagement activities to affect students in powerful and even transformative ways. This qualitative study explores the long-term impacts (3-16 years after graduation) of participation in a senior-level service-learning course. Through interviews with 20 randomly selected participants, the researchers explored whether and in what ways graduates continued to experience impacts from the course, including those that have become interwoven with other life experiences or have catalyzed altered perspectives and/or actions. Graduates were first asked to identify their most significant learning experiences in college in order to gauge the relative importance, if any, of the service-learning course in their college education. Then graduates were asked to recall their experiences in the course and to share what impacts those experiences had at the time and in the intervening years. Findings are discussed through the lens of transformational learning processes and outcomes. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://www.jheoe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01