Alternative Break Service Trips

Abstract

The world as classroom

Alternative Breaks: The impact of student-to-student connections in non-classroom service-learning experiences

“…Overall, alternative break participants make significant developmental gains as a result of participation (Barclay, 2010;McElhaney, 1998;Noll, 2012). Importantly for this investigation, scholars have suggested that participants build meaningful and lasting relationships during the experience (Bohon, 2007;DuPre, 2010;Jones et al, 2012). These scholars have also argued that these relationships persist despite the formal conclusion of the alternative break experience.…”

“…Despite their growing popularity these programs are understudied. Research that has examined alternative breaks has arrived at claims based on anecdotal data (e.g., DuPre, 2010;Noll, 2012). This dissertation investigated two claims found in alternative break literature: students forge connections (e.g., DuPre, 2010, McElhaney, 1998 and alternative break experiences have a long reaching impact on students (e.g., Barclay, 2010;McElhaney, 1998;Noll, 2012).…”

“…Within the literature reports of connections formed among students on alternative breaks abound (e.g., Bohon, 2007;DuPre, 2010;Hui, 2009;Jones et al, 1998). Indeed, Alternative Breaks 10 Barclay (2010) noted that students who participate in alternative breaks report gains in the development of mature interpersonal relationships.…”

“…To date much of the research conducted on alternative breaks has come from anecdotal data. Scholars have claimed that students make lasting connections through these trips (e.g., Boswell, 2010;DuPre, 2010). In order to insure that these programs are adequately serving students and achieving the aims purported by previous research, the current investigation sought to ascertain whether or not students actually connect with one another in a meaningful way.…”

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Alternative Breaks: The impact of student-to-student connections in non-classroom service-learning experiences

Zac D. JohnsonAlternative breaks represent a new tradition in collegiate service learning (Campus Connect, 2011), wherein students forego traditional break activities (e.g., vacations) to participate in community service with their peers through university sponsored programs.Despite their growing popularity these programs are understudied. Research that has examined alternative breaks has arrived at claims based on anecdotal data (e.g., DuPre, 2010;Noll, 2012). This dissertation investigated two claims found in alternative break literature: students forge connections (e.g., DuPre, 2010, McElhaney, 1998 and alternative break experiences have a long reaching impact on students (e.g., Barclay, 2010;McElhaney, 1998;Noll, 2012).

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