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ERIC Number: EJ1432362
Record Type: Journal
Publication Date: 2024-Jul
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1475-7257
EISSN: EISSN-1475-7257
Service-Learning: An Empirically Driven and Transformational Pedagogy to Develop Psychologically Literate Citizens for Contemporary Challenges
Ana I. Ruiz; Roger N. Reeb; Tia N. Turner; Robert G. Bringle; Patti H. Clayton
Psychology Learning and Teaching, v23 n2 p151-171 2024
Service-learning can produce timely paradigmatic shifts in the psychology curriculum and in teaching practices. This innovative pedagogy enhances students' academic learning, personal growth, civic development, and professional development. Service-learning pedagogy also has the potential of enhancing students' understanding of, and commitment to, "glocal" (global-local) issues as expressed in the United Nations' Sustainable Development Goals. Service-learning is defined and proffered to transform the undergraduate psychology curriculum by engaging the department faculty to align course outcomes and scaffold community-engaged activities from the introductory to capstone courses. This transformation is illustrated with a major contemporary challenge: climate change.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A