A Multidisciplinary Assessment of "Chesteropoly" as an Academic-Service Experience

Autor/inn/en	Bonk, Robert J.; Simons, Lori N.; Scepansky, Timothy M.; Blank, Nancy B.; Berman, Elisa B.
Titel	A Multidisciplinary Assessment of "Chesteropoly" as an Academic-Service Experience
Quelle	In: Journal of Experiential Education, 32 (2009) 2, S.155-177 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
Schlagwörter	Undergraduate Students; Service Learning; Interdisciplinary Approach; Educational Games; Disadvantaged Youth; High School Students; Interpersonal Competence; Self Concept; Reflection; Diaries; Surveys; Focus Groups; Tests; Citizen Participation; Scripts; Writing (Composition); Video Technology; Educational Psychology; Independent Study; Individual Development; Community; Pennsylvania; Piers Harris Childrens Self Concept Scale; Social Skills Rating System + Suchen Sie Ihr Suchwort? Service-Learning; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Educational game; Lernspiel; Benachteiligter Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interpersonale Kompetenz; Selbstkonzept; Diary; Tagebuch; Survey; Umfrage; Befragung; Examination; Prüfung; Examen; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Skript; Schreibübung; Erziehungspsychologie; Pädagogische Psychologie; Selbststudium; Individuelle Entwicklung
Abstract	Because service-learning challenges participants to widen perspectives on social issues, we designed and assessed a multi-semester, multidisciplinary project with both academic and service objectives. In this project, undergraduate students developed a script and video centered on a board game designed to educate high-school students about their community, Chester, Pennsylvania. The script and video featured undergraduate students playing "Chesteropoly," with deeded properties reflecting Chester's current community agencies, as well as business, educational, entertainment, and government groups from past and present days. Next, students enrolled in an educational-psychology independent-study class developed a content-knowledge test; this test, along with assessments of social skills and self-concept, was administered to local high-school students from this disadvantaged community. Undergraduate participants assessed experiences through reflection journals, surveys, and focus-group interviews. Overall, the types of outcomes that we observed for our high-school and undergraduate participants reflected development of civic values, improvement of academic learning, and self-motivation. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Association for Experiential Education. 3775 Iris Avenue Suite 4, Boulder, CO 80301. Tel: 866-522-8337; Fax: 303-440-9581; e-mail: publications@aee.org; Web site: http://www.aee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10