Impact of Service-Learning and Social Justice Education on College Studentsâ•Ž Cognitive Development

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

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-learnin...

Building Momentum in Student Engagement: Alternative Breaks and Studentsâ•Ž Social Justice and Diversity Orientation

The Relationship Between Studentsâ•Ž Interactions With Student Affairs Professionals and Cognitive Outcomes in the First Year of College

Georgianna L. Martin, Clinical Assistant Professor of Higher Education, Loyola University Chicago. Tricia A. Seifert, Assistant Professor of Higher Education, Ontario Institute for Studies in Education, University of Toronto. This research was supported by a generous grant from the Center of Inquiry in the Liberal Arts at Wabash College to the Center for Research on Undergraduate Education at T...

Service-learning in nursing education: its impact on leadership and social justice.

Although studies suggest that service-learning is positive for students, findings reported are primarily qualitative. A convenience sample of 306 senior-level nursing students completed the Service-Learning Self-Evaluation Tool (SLSET) pre- and post-service-learning experience over a six-year span. The constructs measured were leadership skills and social justice. Paired t-tests were calculated...

Using self- and peer-assessment to enhance studentsâ•Ž future-learning in higher education

Using self-and peer-assessment to enhance students' future-learning in higher education. In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assess...