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Full-Text Articles in Education
Explore, Fall 2007, Vol. 11, No. 1: Fostering Vocation Through Cbl, Ignatian Center For Jesuit Education
Explore, Fall 2007, Vol. 11, No. 1: Fostering Vocation Through Cbl, Ignatian Center For Jesuit Education
explore
Contents: Callings: Fostering Vocation Through Community-based Learning; Community-based Learning in El Salvador: Casa de la Solidaridad and the Romero Program; Everyone Gains: Peer Exchange Between On-site Service-learning Students and On-campus Students; Writing in the Community: Lessons From Teaching At-risk Teens; Spirituality as Pedagogy: Theoretical Constructs for Service-learning; A Table in the Common Room: Twenty Years of Community-based Learning at SCU; Vocation as Understood by First-generation College Students; Coming Events; Next Issue
Explore, Spring 2007, Vol. 10, No. 2: William C. Spohn's Contributions To Theological Scholarship, Ignatian Center For Jesuit Education
Explore, Spring 2007, Vol. 10, No. 2: William C. Spohn's Contributions To Theological Scholarship, Ignatian Center For Jesuit Education
explore
Contents: Follow the Friendships: The Work of William Spohn; Hearers and Doers of the Word: The Challenge of William C. Spohn to Scripture and Ethics; Jesus and the Moral Life: Edwards, H. R. Niebuhr, and Spohn; William C. Spohn's Contribution to Moral Theology; Where Do We Go From Here? Ways We Can Build on Spohn’s Contributions; Bannan Grant Report: Shakespeare at San Quentin - Santa Clara Students Perform Shakespeare For and With Inmates; Spohn Memorial Fund and Next Issue
The Impact Of College Student Immersion Service Learning Trips On Coping With Stress And Vocational Identity, Brad A. Mills, Richard B. Bersamina, Thomas G. Plante
The Impact Of College Student Immersion Service Learning Trips On Coping With Stress And Vocational Identity, Brad A. Mills, Richard B. Bersamina, Thomas G. Plante
Psychology
This study examined the impact of service learning immersion trips on vocational identity and coping with stress among college students. Fifty-one students (15 males, 36 females) who participated in immersion trips and 76 students (25 males, 51 females) in a non-immersion control group completed a series of questionnaires directly before and immediately after both fall and spring break immersion trips, and during a four-month follow up. Results suggest that, after returning from an immersion trip, students report a greater ability to cope with stress and a somewhat stronger sense of vocational identity relative to students who do not participate in …