Defense Date
10-28-2020
Graduation Date
Fall 12-8-2020
Availability
Immediate Access
Submission Type
dissertation
Degree Name
EdD
Department
Educational Studies (General Education)
School
School of Education
Committee Chair
Connie Moss
Committee Member
Gretchen Generett
Committee Member
Lina Dostilio
Keywords
Community Engagement, Co-Curricular, Authentic Relationships, Social Justice Mindset, Community, Higher Education, Service, Belief Formation, Power Shift, Student Development
Abstract
Which programmatic principles of community engagement have a higher potential to irritate the beliefs that college students hold regarding their own power, privilege, understanding of social justice? This study takes a qualitative approach to the exploration of three groups of students representing curricular community engagement, co-curricular community engagement, and a hybrid model. Data showed that reflection and education as components of community engagement with college students allow students to better develop characteristics indicative of a social justice mindset.
Language
English
Recommended Citation
DiMaggio, L. (2020). Approaches to Curricular and Co-Curricular Community Engagement with College Students: Building Relationships, Shifting Power, and Developing a Social Justice Mindset (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1930