Integrating+social+and+intellectual+experiences

Cathy Hamilton, Director, Office of Leadership and Service-Learning, University of North Carolina at Greensboro chhamilt@uncg.edu] Ulrich (Rick) Reitzug, Professor, University of North Carolina at Greensboro ucreitzu@uncg.edu]
 * Integrating social and intellectual experiences through service-learning **



**Keywords: **Civic engagement, leadership development, service-trips, qualitative inquiry

**Track: ** Student development and learning

**Format: ** Poster presentation

**Date & time: ** Thursday 3:20 - 4:30 **Location: ** Salon 4 / Salon 9

**Summary: ** Linking civic engagement with student leadership development is a tenet of the UNCG Office of Leadership and Service-Learning (OLSL) -sponsored student-led relief trips to the states impacted by Hurricane Katrina. The study identified short and long-term impacts of service trips, including student leadership development. The successful collaboration between Academic and Student Affairs provides the springboard for a broader discussion of student leadership development and civic engagement. The intentional focus of these trips on student leadership development, service learning, and community engagement enables this research to contribute to our understanding of the impact the trips are having on student learning and development.

The study used interpretive inquiry and a qualitative research design. Using Norman Denzin’s (1989) temporal mapping method, the researchers located key phrases and statements, interpreted the meaning of these phrases and statements, and identified essential or recurring features and themes. Among the results was the finding that students regularly articulated the powerful impact of the trips on them. Perhaps the clearest evidence of the impact of the trips is the high percentage of students who end up going on multiple trips—some as many as a dozen trips during their years at UNCG. The OLSL Senior Scholar and OLSL staff intuited the powerful impact the relief trips appeared to have on participants. In conclusion, the relief trips clearly reflect the educative mission of the university.

Astin, A.W. (1993). What matters in college. //Liberal Education, 79//(4), 4–15., Chickering, A., & Reisser, L. (1993). //Education and identity.// San Francisco: Jossey-Bass.
 * References: **

<span style="font-family: 'Arial','sans-serif'; font-size: 17px;">Des Maris, J., Yang, Y., & Farzanehkia, F. (2000). //Service-learning leadership development for youth // <span style="color: black; font-family: 'arial','sans-serif'; font-size: 17px;">. Phi Delta Kappan//, 81//(9), 678-680.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 17px;">Denzin, N. K. (1989). //Interpretive interactionism.// Newbury Park, CA: Sage.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 17px;">Kuh, G. (1995). The Other Curriculum: Out-of-Class Experiences Associated with Student Learning and Personal Development. //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 17px;">Journal of Higher Education,66 //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 17px;">, 123–155//.//

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 17px;">Kuh, G. (2008). //High Impact Practices: What they are, who has access to them, and why they matter.// AAC&U Publications. Washington, DC.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 17px;">Stringer, E.T. (1999) //Action research: A handbook for practitioners.// (2nd Ed.). Thousand Oaks: Sage.

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