Graduate (Archived)

Benefits of Service Learning in CHFD 3135- Youth Development

Major

Child and Family Development (B.S.)

Research Presentation Abstract

The purpose of this study was to assess the benefits of service learning in CHFD 3135-Youth Development. This course requires 14 hours of service learning done in one of three after school program settings in Statesboro. A two-page survey, developed at Sam Houston State University, was administered the last day of class Fall 2015. Four questions were modified to assess content specific to CHFD 3135. The mean scores on the 20 questions ranged from a 4.25-4.75 (on a 5 point scale) indicating an overall positive experience. The open-ended questions asked for three separate words indicating what they liked most and disliked about the experience. The thing the students most liked were the children and most disliked were time constraints. The findings will further our understanding of service learning as it relates to students’ overall undergraduate education in civic engagement and understanding of youth development.

Keywords

Keywords: Pedagogy, Benefits, Higher Education, Community, Course Content, Citizenship

Publication Type and Release Option

Presentation (Open Access)

Copyright

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Principal Faculty Mentor

Dr. Alice Hall

Principal Faculty Mentor Email

alicehall@georgiasouthern.edu

Principal Faculty Mentor’s Department

Child Development Center (CHHS)

Archived Content

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COinS
 

Benefits of Service Learning in CHFD 3135- Youth Development

The purpose of this study was to assess the benefits of service learning in CHFD 3135-Youth Development. This course requires 14 hours of service learning done in one of three after school program settings in Statesboro. A two-page survey, developed at Sam Houston State University, was administered the last day of class Fall 2015. Four questions were modified to assess content specific to CHFD 3135. The mean scores on the 20 questions ranged from a 4.25-4.75 (on a 5 point scale) indicating an overall positive experience. The open-ended questions asked for three separate words indicating what they liked most and disliked about the experience. The thing the students most liked were the children and most disliked were time constraints. The findings will further our understanding of service learning as it relates to students’ overall undergraduate education in civic engagement and understanding of youth development.