The transformative effect of generosity : a single case study exploring the long-term implications of an undergraduate experiential philanthropy course.
| dc.contributor.advisor | Shelton, Ryann N. | |
| dc.creator | Gammenthaler, Kyle S., 1989- | |
| dc.creator.orcid | 0009-0009-5821-6553 | |
| dc.date.accessioned | 2024-07-30T12:45:06Z | |
| dc.date.available | 2024-07-30T12:45:06Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:45:07Z | |
| dc.description.abstract | Higher education consistently utilizes service learning to engage students and impact communities. Experiential philanthropy is a more recent extension of service learning that delegates the responsibility of giving to students. With most undergraduate students engaging in experiences like these, much is known about their short-term implications. However, there needs to be more exploration of the long-term influences of service learning and experiential philanthropy on students’ lives beyond the classroom. Considering the potential impact on students, universities, and communities, understanding how students implement learning beyond the immediacy of the experience is vital. Transformative learning within an experiential philanthropy context allows students to translate learning into action. For this single case study, I utilized Mezirow’s (1978) transformative learning theory as a lens to explore data from six former experiential philanthropy students. The research questions focused on the former students’ descriptions of a disorienting dilemma, the role reflection plays beyond the experience, and how they integrated new perspectives into post-graduate decisions. Participants provided reflective commentary through a questionnaire, journal entry annotations, and a semi-structured interview. The participants’ descriptions of their experiences and subsequent behavior in the seven years beyond the course formed the basis for developing four key findings. First, the unique nature of the experiential philanthropy course prompted participants to reconsider their attitudes and perspectives related to philanthropy. Second, participants described experiencing complicated and conflicting feelings as a distinctive feature of the disorienting dilemma. Third, although participants expressed appreciation for the value of reflection, their critical reflection beyond the course experience was sporadic. Finally, despite barriers, participants exhibited thoughtfulness while reintegrating learning into decisions involving their time, treasure, and talent. These themes support the assertion that experiential philanthropy can have a transformative effect beyond the experience. Faculty and higher education leadership can use these findings to embrace the likelihood of students shifting perspectives and attitudes towards philanthropy within an experiential philanthropy course. Current and prospective funders can invest in philanthropic education that extends for years beyond the course. Former students can use these findings to reinforce their reflective habits to impact their decisions to use their time, treasure, and talent for good. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12895 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | The transformative effect of generosity : a single case study exploring the long-term implications of an undergraduate experiential philanthropy course. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2028-12-01 | |
| local.embargo.terms | 2028-12-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning and Organizational Change | |
| thesis.degree.school | Baylor University |
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