國立虎尾科技大學 |

Global Citizenship Development in College : = International Service-Learning Students' Meaning-Making after Returning Home.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Global Citizenship Development in College :/
其他題名:	International Service-Learning Students' Meaning-Making after Returning Home.
作者:	Axlund McBride, RaeLyn A.
面頁冊數:	1 online resource (202 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355120325

Global Citizenship Development in College : = International Service-Learning Students' Meaning-Making after Returning Home.
Axlund McBride, RaeLyn A.

Global Citizenship Development in College :International Service-Learning Students' Meaning-Making after Returning Home. - 1 online resource (202 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--University of Washington, 2017.

Includes bibliographical references

Several scholars argue that higher education should play a central role in facilitating the development of interculturally competent, global citizens who participate actively and constructively in our interconnected world (e.g., Davies & Pike, 2009). However, little is known about if or how we are facilitating global citizenship development among college students, especially within the context of international service-learning (ISL) experiences and from students' own perspectives. This phenomenological study explored how college students who participate in ISL programs aimed at developing global citizenship competencies perceive and describe their experiences as they transition back home. I conducted in-depth interviews with 10 students who engaged in an ISL program that took place in Kenya, Rwanda, and the United States in winter 2016. From the interviews, emerged three metathemes that broadly describe how these students interpreted their experiences and emerging understandings as they transitioned home: (1) redefinition of learning, (2) redefinition of community, and (3) redefinition of self. My findings suggest that ISL experiences have the potential to facilitate among participating college students not only substantial perspective transformation across the domains of learning, community, and self, but also development of specific global citizenship competencies within each of these broad areas.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355120325Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Global Citizenship Development in College : = International Service-Learning Students' Meaning-Making after Returning Home.
LDR:02669ntm a2200349K 4500 001 913514
005 20180618095057.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355120325
035 $a (MiAaPQ)AAI10285497
035 $a (MiAaPQ)washington:17072
035 $a AAI10285497
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Axlund McBride, RaeLyn A. $3 1186391
245 1 0 $a Global Citizenship Development in College : $b International Service-Learning Students' Meaning-Making after Returning Home.
264 0 $c 2017
300 $a 1 online resource (202 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Joe Lott.
502 $a Thesis (Ph.D.)--University of Washington, 2017.
504 $a Includes bibliographical references
520 $a Several scholars argue that higher education should play a central role in facilitating the development of interculturally competent, global citizens who participate actively and constructively in our interconnected world (e.g., Davies & Pike, 2009). However, little is known about if or how we are facilitating global citizenship development among college students, especially within the context of international service-learning (ISL) experiences and from students' own perspectives. This phenomenological study explored how college students who participate in ISL programs aimed at developing global citizenship competencies perceive and describe their experiences as they transition back home. I conducted in-depth interviews with 10 students who engaged in an ISL program that took place in Kenya, Rwanda, and the United States in winter 2016. From the interviews, emerged three metathemes that broadly describe how these students interpreted their experiences and emerging understandings as they transitioned home: (1) redefinition of learning, (2) redefinition of community, and (3) redefinition of self. My findings suggest that ISL experiences have the potential to facilitate among participating college students not only substantial perspective transformation across the domains of learning, community, and self, but also development of specific global citizenship competencies within each of these broad areas.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Higher education. $3 1148448
650 4 $a Multicultural Education. $3 1179578
650 4 $a Adult education. $3 555548
650 4 $a Educational sociology. $3 555555
655 7 $a Electronic books. $2 local $3 554714
690 $a 0745
690 $a 0455
690 $a 0516
690 $a 0340
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Washington. $b Education. $3 1180047
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10285497 $z click for full text (PQDT)