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DOI

10.21768/ejopa.v6i3.4

Abstract

Although the service-learning literature has clearly demonstrated the importance of reflection in connecting service to learning, this is often a difficult task for faculty. As colleges and universities continue to promote civic engagement through a wide array of service activities, in the classroom, and increasingly through co-curricular projects, greater emphasis needs to be placed on reflecting well. This study evaluated changes in perceptions of poverty by undergraduate students engaged in a co-curricular service project. Poverty was selected as one indicator for understanding concepts of justice. Pre- and post-project surveys were conducted by the student participants, who were members of an on-campus student organization. In addition, guided discussion-based reflection was facilitated by a faculty adviser as well as through interactions with patrons and site supervisors during the project. The findings revealed changes in student attitudes regarding structural issues that promote poverty. As a result, the study concluded that an expanded definition of service-learning which includes co-curricular service cannot be overlooked as an important outlet for student learning and the development of civically engaged citizens.

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