Enhancing Social Responsibility: A Comprehensive Study On Undergraduate Students' Participation In Community Service At Loyola College, Chennai.
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Abstract
This research investigates the integral role of undergraduate students from Loyola College, Chennai, in rendering community service within the slums of the metropolitan city. As a manifestation of social responsibility, students, guided by a dedicated team of social workers, actively participate in service-learning initiatives. This study evaluates the participation of second-year undergraduate students, emphasizing the transformative impact of community service on academic learning and personal development. Primary data from 120 respondents were collected through interviews, revealing a significant increase in students' participation and involvement. The study underscores the mutual benefits of academic learning and community engagement.
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References
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Carrington, S., & Saggers, B. (2008). Service-learning informing the development of an inclusive ethical framework for beginning teachers. Teaching and Teacher Education, 24(3), 795-806.
Dewey, J. (1938). Experience and Education. The Educational Forum, 50(3), 241-252.
Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice-Hall.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2014). Experiential learning theory: Previous research and new directions. In Perspectives on thinking, learning, and cognitive styles (pp. 227-248). Routledge.
Carrington, S., & Saggers, B. (2008). Service-learning informing the development of an inclusive ethical framework for beginning teachers. Teaching and Teacher Education, 24(3), 795-806.
Dewey, J. (1938). Experience and Education. The Educational Forum, 50(3), 241-252.
Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice-Hall.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2014). Experiential learning theory: Previous research and new directions. In Perspectives on thinking, learning, and cognitive styles (pp. 227-248). Routledge.