Abstract

Community based learning (CBL) could be defined as a transformational learning approach that promotes students' civic participation and community engagement (Davidson, 2002). CBL’s main objectives are academic, professional, personal and social growth. Additional objectives include awareness of different social challenges impacting the community, and being socially responsible and active (Celio, Durlak, & Dymnicki, 2011). Given the rapid social, political and cultural change happening in recent years in Sudan, and that women in particular, have been given a reduced role in public life and leadership. An in-depth assessment of service learning and its role in developing positive personal, professional and civic engagement outcomes for female students is needed. This research explored how an intensive university CBL program influenced female university students' civic attitudes, personal and professional growth, and intercultural sensitivities. It further explored whether school discipline had an impact on the learning outcomes of CBL on students. Results showed that overall the learning outcomes for students were equally contributed between CBL and classroom knowledge. CBL positively influenced students’ civic engagement, personal growth and helped develop their professional skills. Meanwhile, students attributed development in their educational and academic skills more to their classroom knowledge. Both first year and fourth year students had high levels of intercultural sensitivity, yet there were no differences between students who experienced CBL and students who did not, on the Intercultural Sensitivity Scale (ISS) scale. Meanwhile, through the interviews students expressed high levels of intercultural sensitivity due to their CBL experiences. In terms of the learning outcomes of CBL, schools of Medicine, Pharmacy, and Management had better outcomes than school of Rural Extension Education and development (REED), Psychology and Health Sciences.

Department

Psychology Department

Degree Name

MA in Community Psychology

Graduation Date

Fall 9-13-2020

Submission Date

September 2020

First Advisor

Forden, Carie

Second Advisor

NA

Third Advisor

NA

Committee Member 1

Kotb, Heba

Committee Member 2

Hassaballa, Ithar

Committee Member 3

NA

Extent

96 p.

Document Type

Master's Thesis

Library of Congress Subject Heading 1

Community Psychology

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

Streaming Media

Comments

NA

Download

Share

COinS