Abstracts
Abstract
This study investigates the extent to which service-learners’ mindfulness is affected by engagement in reflection (e.g., dialogue) and contemplation activities (e.g., labyrinth tracing). The results are compared within and between treatment groups, while covarying for participants’ initial levels of mindfulness. While both dialogue and contemplative labyrinth treatment groups reported increases in mindfulness as measured by CAMS-R, neither within or between group overtime-changes were significant. Contemplative labyrinth tracing as a reflection activity does not appear to be better than dialogue at increasing mindfulness in service-learners. However, contemplative reflection performed as well as traditional dialogue reflection.
Résumé
Ce projet de recherche explore dans quelle mesure s’engager dans un processus de réflexion (c.-à.-d. le dialogue) et dans des activités contemplatives (c.-à.-d. créer des labyrinthes) influence la conscience de ceux qui apprennent par le service communautaire. Les résultats sont comparés à l’intérieur des et entre les groupes expérimentaux, covariant les niveaux initiaux de conscience des participants. Si les participants des groupes expérimentaux de dialogue et de création de labyrinthes ont connu une augmentation de leur niveau de conscience, tel que mesuré par le CAMS-R, aucun des deux groupes n’a connu de changements significatifs à l’intérieur et entre les groupes au fil du temps. Le traçage contemplatif de labyrinthes comme activité de réflexion ne semble pas être plus efficace que le dialogue lorsqu’il s’agit d’augmenter le niveau de conscience des apprenants. Cependant, la réflexion contemplative a eu d’aussi bons résultats que la réflexion effectuée à l’aide du dialogue traditionnel.
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Appendices
Biographical notes
Trae Stewart is associate professor of Education and Community Leadership at Texas State University. He is former Chair of the Board of the International Association for Research on Service-Learning & Community Engagement (IARSLCE). He may be contacted at traestewart@txstate.edu or via www.traestewart.com.
Megan Alrutz is assistant professor of applied theatre and community engagement at the University of Texas at Austin, where she teaches graduate students in the Drama & Theatre for Youth & Communities program. Her research focuses on service learning, digital storytelling, and applied theatre pedagogy and practice.
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Appendices
Notes biographiques
Trae Stewart est professeur agrégé au sein du département d’éducation et de leadership communautaire de l’Université d’État du Texas. Il a siégé comme président du conseil d’administration du International Association for Research on Service-Learning & Community Engagement (IARSLCE). Il est possible de communiquer avec lui par courriel (traestewart@txstate.edu) ou via www.traestewart.com.
Megan Alrutz est professeur adjointe de jeu théâtral appliqué et d’engagement communautaire à l’Université du Texas à Austin, où elle enseigne aux étudiants de maîtrise au sein du programme Drama & Theatre for Youth & Communities. Ses travaux de recherche portent sur l’apprentissage par le service communautaire, la mise en récit numérique et la pédagogie et la pratique de jeu théâtral appliqué.