| Chapter 1: | Introduction |
|
|
This is a limited free preview of this book. Please buy full access.
If motivation, indeed, changed over time, that would have signaled a possible change in cognitive development. If the exemplars participated in service and began to develop a commitment to service, their motivation may have shifted from egoistic motivation to altruistic motivation. That shift in motivation may indicate developmental growth along Perry’s scheme.
Unit of Analysis
Each exemplar took part in a year-long service-learning program—the Sharpe Community Scholars Program—during his or her freshman year at the College of William and Mary. This program offers approximately 75 students a unique educational setting to learn from one another in classrooms and through service projects that emphasize the development of problem-solving and leadership skills. Students accepted into the program select one of several first-semester courses that are the basis for year-long service-learning projects. With guidance from faculty and staff, students plan and carry out these projects designed to assist nonprofit and government agencies. Projects address community needs in a variety of areas, such as housing, education, planning, and human services, and include a wide range of activities, such as program development, community outreach, data gathering, and dissemination of public information.
Research Question
The principle research question addressed in this study follows: Is exposure to and immersion in a service-learning program related to cognitive development? How exemplars progressed to the point of deep commitment may have been affected by their characteristics, their experiences, and the processes of maturation, as outlined in the following questions: