Examining Developmental Readiness in an International Service-Learning Context

被引：5

作者：

Taylor, Kari B. ^{[1
]}

Jones, Susan R. ^{[2
]}

Massey, Rachel ^{[3
]}

Mickey, Jasmine ^{[4
]}

Reynolds, Danyelle J. ^{[5
]}

Jackson, Torrie ^{[6
]}

机构：

[1] Univ Connecticut, Higher Educ & Student Affairs Program, 249 Glenbrook Rd,Unit 3093, Storrs, CT 06269 USA

[2] Ohio State Univ, Higher Educ & Student Affairs, Columbus, OH 43210 USA

[3] Texas Tech Univ, Study Abroad, Lubbock, TX 79409 USA

[4] Ohio Soc CPAs, Div & Inclus, Columbus, OH USA

[5] Univ Michigan, Student Leadership Change Edward Ginsberg Ctr Com, Ann Arbor, MI 48109 USA

[6] Florida Gulf Coast Univ, Fratern & Soror Life, Ft Myers, FL USA

来源：

JOURNAL OF COLLEGE STUDENT DEVELOPMENT | 2017年 / 58卷 / 05期

关键词：

IDENTITY; MODEL;

D O I：

10.1353/csd.2017.0054

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The authors examined students' developmental readiness for productively negotiating the disorienting dilemmas and dissonance they experienced during an international service-learning experience. Using a case study methodology, researchers collected data from a diverse group composed of 7 graduate students and 5 undergraduates who participated in a pre-departure course and 3-week immersion in Ecuador, which instructors framed with a critical service-learning pedagogy. Findings emphasize how the complexities of the students' in-country experience sparked disorienting dilemmas and point to the intertwined nature of developmental readiness, dissonance, and emotions during service-learning experiences.

引用

页码：685 / 703

页数：19

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