In order to develop undergraduates’ core competences, since 2014-15, students of HKIEd have been required to complete a 3-credit Co-curricular and Service Learning (CSL) Course, in which students are involved in service-based activities. The current paper contributes to our knowledge about the relationship between undergraduates’ personal development and service learning with focusing on the change of self-awareness and social-awareness of a sample of HKIEd students who were enrolled in CSL courses in 2014-15. Pre and posttest surveys were employed to track participants’ change of self-awareness and social-awareness over one semester period. Two validated instruments, Situational Self-Awareness Scale and The Social Awareness Inventory, were employed to capture participants’ self-awareness and social-awareness development. Additionally, five subscales taken from the survey titled “Service-Learning Quality Indicators” were administered post-project to assess student participants’ evaluation of service-learning program quality. The findings will report participants’ change of self-awareness and social-awareness as well as the impacts the five factors of quality service-learning programs.
|Publication status||Published - Apr 2016|
CitationXu, H., & Chan, K. S. J. (2016, April). Developing undergraduates' self-awareness and social-awareness through service-learning: Opportunities and challenges. Paper presented at the Comparative Education Society of Hong Kong (CESHK) Annual Conference 2016: Learning to Live Together & Comparative Education, and Third Across-Strait Four Region Forum on Comparative Education, The Hong Kong Institute of Education, Hong Kong, China.
- TDG project code: T0154
- Period: TDG 2014-2015
- No. of participants: 20
- Teaching Development Grant (TDG)
- Teaching Development Grant (TDG) Output