Impact of Service-Learning and Social Justice Education on College Students' Cognitive Development

NASPA Journal ◽  
2006 ◽  
Vol 43 (2) ◽  
Author(s):  
Yan Wang ◽  
Robert Rodgers
Keyword(s):  
College Students ◽  
Social Justice ◽  
Cognitive Development ◽  
Service Learning ◽  
Positive Impact ◽  
Social Justice Education ◽  
The Impact

This study used the Measure of Epistemology Reflection to explore the impact of service-learning and social justice education on college students’ cognitive development. Six service-learning courses taught with or without a social justice emphasis were studied. Results showed that service- learning courses in general had a positive impact on students’ cognitive development, while service-learning courses with a social justice emphasis appeared to have more impact on students’ cognitive development than those without a social justice emphasis.

scholarly journals Serious Play in Education for Social Justice - A Mixed-Methods Evaluation

2018 ◽  
Vol 7 (1) ◽  
pp. 61-69 ◽  
Author(s):  
Thomas Wartenweiler
Keyword(s):  
Social Justice ◽  
High School Students ◽  
Mixed Methods ◽  
Service Learning ◽  
Positive Impact ◽  
Evaluation Model ◽  
Social Justice Education ◽  
School Students ◽  
Consumer Habits ◽  
The Impact

Fair Battles is a 12-week Swiss education for social justice program with the goal of sensitizing high school students about the impact of their consumer habits on society. The pedagogical concept of Fair Battles is to employ the tool of serious play to enhance students’ social empathy, which then leads to service learning projects. This exploratory mixed-methods study examined the impact of the program by using pre- and post-program student surveys (n=16) and post program semi-structured qualitative student interviews (n=10). The survey data were analyzed using SPSS and the interview data were analyzed using template analysis. The results were organized according to Kirkpatrick’s four-level evaluation model. The quantitative results show a statistically significant increase in the post-program survey scores for the learning and behavior level. The qualitative results suggest that the program had a positive impact on students on all four of Kirkpatrick’s levels. The conclusions are that the Fair Battels program is impactful, that social justice education needs to be holistic and that the combination of serious play and service learning elements seems to be effective for social justice education. Further research in the area of social justice education and serious play is recommended

scholarly journals Innovative Development in the Context of Complementarity

2021 ◽  
Vol 2 (48) ◽  
pp. 181-186
Author(s):  
H. I. Rybak ◽  
Keyword(s):  
Economic Development ◽  
Social Justice ◽  
Positive Impact ◽  
High Rate ◽  
Favourable Result ◽  
Ripple Effect ◽  
Innovative Development ◽  
Institutional Complementarity ◽  
Complementary Approach ◽  
The Impact

The peculiarities of innovative development in the interaction of economic and social components of the external and internal environment are studied on the basis of a complementary approach, namely the relationship between economic efficiency and social justice, their negative and positive impact on the quality of life and socio-economic development opportunities. As for complementary development, the idea of justice, which currently is an important factor in achieving European living standards and guaranteeing social-economic rights of a person and citizen, plays an important role in reforming all the spheres of public life, democratization of Ukrainian society, and providing Ukraine's integration into the European political and legal space. Complementarity research is becoming relevant at the present stage of global economic development, when the market situation is characterized by a fairly high rate of transformation, and innovation becomes the main competitive factor. The author considers the emergence of the complementarity concept in research works made in various areas (e.g., the concept of institutional complementarity), and also highlights the features of compensatory and supplemental complementarity. Unconditional following global examples without taking into account the state of real socio-economic and institutional structures in a certain state will not give a favourable result from implementing reforms and introducing innovations due to the lack of complementary connections. Therefore, the conditions for the emergence of new institutional changes and the impact of "social elevators" on social development in the long run are analyzed. The presence of complex unresolved problems in the development of our state actualizes the study of the complementary context of innovative development, aimed at rethinking the role of social justice in solving major economic problems. Due to a complementary approach, the economic system will be able to increase such features as adaptability and continuity by developing mechanisms of self-preservation, and will acquire systematic innovative development with a ripple effect.

scholarly journals The effects of restaurant nutrition menu labelling on college students’ healthy eating behaviours

2016 ◽  
Vol 20 (5) ◽  
pp. 797-804 ◽  
Author(s):  
Mary G Roseman ◽  
Hyun-Woo Joung ◽  
Eun-Kyong (Cindy) Choi ◽  
Hak-Seon Kim
Keyword(s):  
College Students ◽  
Affordable Care Act ◽  
Positive Impact ◽  
Nutrition Knowledge ◽  
Nutrition Information ◽  
Calorie Intake ◽  
Eating Behaviours ◽  
Southwest Usa ◽  
The Impact ◽  
Daily Calorie Intake

AbstractObjectiveAccording to the US Affordable Care Act, restaurant chains are required to provide energy (calorie) and other nutrition information on their menu. The current study examined the impact of menu labelling containing calorie information and recommended daily calorie intake, along with subjective nutrition knowledge, on intention to select lower-calorie foods prior to the implementation of the Affordable Care Act.DesignFull factorial experimental design with participants exposed to four variants of a sample menu in a 2 (presence v. absence of calorie information) ×2 (presence v. absence of recommended daily calorie intake).SettingLarge, public university in the Southwest USA.SubjectsPrimarily undergraduate college students.ResultsMajority of participants were 19–23 years of age (mean 21·8 (sd 3·6) years). Menu information about calorie content and respondents’ subjective nutrition knowledge had a significantly positive impact on students’ intention to select lower-calorie foods (β=0·24, P<0·001 and β=0·33, P<0·001, respectively); however, recommended daily calorie intake information on the menu board did not influence students’ intention to select lower-calorie foods (β=0·10, P=0·105). Gender played a significant role on purchase intent for lower-calorie menu items, with females more affected by the calorie information than males (β=0·37, P<0·001).ConclusionsFindings support the role menu labelling can play in encouraging a healthier lifestyle for college students. College students who are Generation Y desire healthier menu options and accept nutritional labels on restaurant menus as a way to easily and expediently obtain nutrition information.

Post-Graduation Impact of a Program Planning Service-Learning Project

2020 ◽  
pp. 237337992090764
Author(s):  
Deb Risisky ◽  
Tess Goldson ◽  
Robert DeMezzo
Keyword(s):  
Public Health ◽  
Service Learning ◽  
New England ◽  
Positive Impact ◽  
Program Planning ◽  
Public Health Workforce ◽  
Health Promotion Program ◽  
Group Settings ◽  
Health Course ◽  
The Impact

Research has shown that service-learning can increase student-learning outcomes across various disciplines. Service-learning opportunities have been steadily increasing in college settings, especially in health-related fields. This evaluation of an undergraduate public health course at a mid-size, public university in New England sought to understand the impact of service-learning on material retention, internships, and post-graduation public health careers. A 25-item questionnaire was emailed to students who took the course between the Fall 2010 and Spring 2016 semesters with 75 completed (33.3% completion rate). More than half of the respondents noted that their participation in a service-learning project positively affected their internship experience, their first post-graduation job, and their overall career, while also helping them retain the course material after graduation. Open-ended responses provided insight to the qualitative responses. Respondents noted that in addition to having the understanding and ability to put on programs in their community, they also had more confidence in their abilities. The opportunity to practice public speaking skills as well as work collaboratively in group settings, were both noted as essential skills needed to succeed in the public health workforce. It was concluded the project had a positive impact on student’s learning and retention in planning, implementing, and evaluating an actual health promotion program as well as how they were able to use those skills in their careers.

Partners, Neighbors, and Friends: The Practice of a Place-Based Education

2001 ◽  
Vol 23 (2) ◽  
pp. 19-23 ◽  
Author(s):  
Talmage Stanley ◽  
Stephen Fisher
Keyword(s):  
Public Policy ◽  
Social Justice ◽  
Social Change ◽  
Service Learning ◽  
Community Service ◽  
Systematic Study ◽  
Agents Of Change ◽  
Public Ethics ◽  
Place Based Education ◽  
The Impact

At Emory and Henry College, our vision for a place-based education integrating service with learning led in 1996, to the approval of the creation of a new major in Public Policy and Community Service. A rigorous and interdisciplinary service learning major, all of its courses are designed to help students better understand the impact of local, regional, national, and global structures and institutions on social change. As the curriculum evolves, we are institutionalizing in it a systematic study of several primary conceptual themes: citizenship, service, religion, public ethics, cultural diversity, public policy, place-based politics, social justice, and social change. The program aims to empower students by enabling them 110t only to understand critically the necessity and processes of social change but also to become agents of change in Southwest Virginia, Appalachia, and beyond, while they are students.

scholarly journals Dictogloss as a Technique to Raise EFL College Students’ Knowledge of Grammar, Writing and the Comprehension of Meaning

2018 ◽  
Vol 9 (1) ◽  
pp. 293
Author(s):  
Liqaa Habeb Al-Obaydi ◽  
Fatima Raheem Al-Mosawi
Keyword(s):  
College Students ◽  
English Language ◽  
Positive Impact ◽  
Language Teaching ◽  
English Language Teaching ◽  
Positive Attitudes ◽  
Measurement Tools ◽  
Efl College Students ◽  
The Impact

Dictogloss is a classroom activity where all the four skills work together. The present study is an experimental one where a group of twelve students was taught by the researchers. The researchers train students to use dictogloss technique for twelve lectures. In each lecture, they used a new authentic text with a new focus on a specific role of grammar. The study aims at; finding out the impact of using dictogloss technique on Iraqi EFL college students&rsquo; knowledge of grammar, determining the impact of using dictogloss technique on Iraqi EFL college students&rsquo; improvement of writing, determining if there is any impact of using dictogloss technique on EFL college student&rsquo;s comprehension of meaning and determining students&rsquo; attitudes toward using dictogloss in English language teaching. Four measurement tools were used in this study; an achievement test, a reflection sheet used at the end of each lecture, a questionnaire, and in addition to the teacher&rsquo;s daily observation. Final results of the study clarify that there is a positive impact of dictogloss technique on the three variables in addition to the positive attitudes of students towards using dictogloss in English language teaching. So, the hypotheses of the study are rejected.

The Epistemology of Young Children

2011 ◽  
pp. 21-44
Author(s):  
Denise L. Winsor
Keyword(s):  
College Students ◽  
Cognitive Development ◽  
Theory Of Mind ◽  
Young Children ◽  
Cognitive Ability ◽  
Theoretical Framework ◽  
Epistemological Development ◽  
Children's Beliefs ◽  
Impact Of Technology ◽  
The Impact

The purpose of this chapter is to raise questionable doubt about young children’s abilities to engage in more sophisticated thinking; and the impact of technology on children’s early epistemological development. The theoretical framework is rooted in Piaget’s theories of cognitive development, and is typically applied to college students and adults. However, Piaget is criticized for seriously underestimating young children’s cognitive ability. Moreover, scholars including Chandler, Hallet, and Sokol (2002) and Burr and Hofer (2002) have proposed an early predualist phase of epistemological development in which children between the ages of 3-to-6 may demonstrate more sophisticated ways of thinking and knowing related to theory of mind development. How does technology influence young children’s beliefs about knowledge or how might teacher’s and parent’s beliefs about knowledge affect young children? This chapter explores the answer to this question by discussing the research on epistemology and young children in relation to cognition and cognitive development.

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