Candidate: Jay Richardson Cooper
Doctor of Education
Tuesday, December 4, 2001, 10:00
a.m. - 12:00 p.m.
Type of service learning, the independent variable, included traditional community service, co-curricular service learning, and curricular service learning. Traditional community service was operationalized as membership in Alpha Phi Omega, a national co-ed service fraternity. The student sample was drawn from the membership on each campus. Co-curricular service learning was operationalized as involvement in alternative spring break, a week long service immersion experience. The student sample was randomly drawn from participants on two of the three campuses. Curricular service learning was operationalized as enrollment in a for-credit service learning course. The student sample was the participants in one randomly drawn course on each campus.
Using a Turkey post hoc procedure, it was found that traditional community service and co-curricular service learning both had higher mean scores on the Social Responsibility Inventory than curricular service learning. No difference was reported between traditional community service and curricular service learning. Results may reflect initial differences between the three groups of students participating in the study rather than the types of service learning, a typical flaw in ex post facto studies. Both traditional community service and co-curricular service learning are voluntary activities which may attract students who have a higher sense of social responsibility than students enrolled in a curricular service learning course.
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