TY - JOUR
T1 - Social and Cognitive Outcomes of Service-Learning: Results from a Pre-Post and Control Group Comparison
AU - Ryan, Rebecca G.
PY - 2017/1/1
Y1 - 2017/1/1
N2 - Students in an undergraduate course opted to either complete a service-learning project or write article summary papers over the course of a semester. Analyses revealed a significant increase in aspects of empathy, social responsibility, and community and personal involvement in the service-learning group, but not in the control group. The findings are discussed in terms of the social and cognitive benefits of service-learning and considerations of incorporating service-learning into a gerontology-related course.
AB - Students in an undergraduate course opted to either complete a service-learning project or write article summary papers over the course of a semester. Analyses revealed a significant increase in aspects of empathy, social responsibility, and community and personal involvement in the service-learning group, but not in the control group. The findings are discussed in terms of the social and cognitive benefits of service-learning and considerations of incorporating service-learning into a gerontology-related course.
KW - community engagement
KW - empathy
KW - social responsibility
UR - https://digitalcommons.georgiasouthern.edu/psych-facpubs/131
UR - https://discovery.indstate.edu/jcehe/index.php/joce/article/view/406
M3 - Article
VL - 9
JO - Journal of Community Engagement and Higher Education
JF - Journal of Community Engagement and Higher Education
ER -