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Self-Determined Service-Learning Framework: Enhancing Graduate Students’ Perceptions Of Competence, Jamie Langlois

Doctor of Social Work Banded Dissertations

Decades of research have demonstrated that service-learning is an effective pedagogy. However, service-learning practices in higher education were primarily designed for undergraduate students. Leading scholars in community-engaged research have begun to acknowledge that distinct practices are needed for graduate-level service-learning. This banded dissertation begins to fill this gap by infusing Self-Determination Theory (SDT) with service-learning pedagogy to meet graduate students’ needs and enhance their self-efficacy. The first product is a conceptual manuscript that explores the potential relationship between SDT and curricular service-learning on the graduate level. Initial findings suggest that infusing SDT allows students the freedom to follow their interests …