This study compares student learning outcomes for 1,500 students enrolled in psychology courses that utilize academic- and cultural-based service-learning and experiential learning (i.e., internships) as primary pedagogical methods. A repeated measures analyses of variance with post hoc Tukey HSD analyses were conducted to measure differences in student learning outcomes from the beginning to the end of the semester for academic-based service-learners (ABSL), cultural-based service-learners (CBSL), and experiential learners (EL). There were significant Group x Time interaction effects. Experiential learners and academic-based service-learners increased their guilt and shame regarding their own Whiteness from the beginning to the end of semester compared to cultural-based service-learners. Cultural-based service-learners also increased their intercultural relationships, civic responsibility, interpersonal engagement, and understanding of diversity content by the end of the semester. ABSL, CBSL, and EL contribute to different student learning outcomes. The alignment between HIPs and student learning outcomes is discussed.
A comparative analysis was conducted on student attitudes and skills among student interns, academic-based service-learners, and cultural-based service-learners. Students did not differ in scores at the beginning of the semester, but by the end of the term student interns had higher multicultural awareness and intercultural relationship scores and lower racial and civic attitude scores than did cultural-based service-learners. Field supervisors also appraised student interns as having a better ability to develop relationships with professionals at placement sites than service-learners. The consistency of data from field supervisors and students suggest that the alignment between the course content and the service activity is associated with student development and learning.
This pilot study examined the impact from COVID-19 on academic learning. An explanatory mixed-methods research design was used to explore student learning outcomes for 70 students who participated in an academic service-learning course during the pandemic. Student surveys revealed increases in their racial-cultural-ethnic identity development and interest in multicultural work from the beginning to the end of the semester. Student reflections also indicate that they gained confidence and patience, reformulated diversity attitudes, and acquired White privilege awareness through participation in service activities with recipients who culturally differed from them. The impact of COVID-19 on student learning is discussed.
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