Using photovoice as a reflection tool for a service-learning head start project
Location
1053
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
The purpose of this photovoice project was for senior psychology majors at a small Catholic university in South Florida to take pictures which documented their progress while implementing a socio-emotional curriculum for head start students across a 10-week period. This photovoice project served as a reflection tool for students in a service-learning course. Each week 11 university students read a book to a class of head start students. The books focused on promoting socio-emotional well-being in the head start students. After reading the book, the university students engaged in an activity related to the book. There were nine classes and 20 head start students in each class. At three points in the project the university students took pictures that were discussed in the classroom setting. The pictures were guided by research questions that served as prompts. The discussions were recorded and transcribed by the course instructor. Next the students and the course instructor developed relevant themes from the transcriptions of the three pictures. The results suggest that using photovoice as a reflection tool promoted academic enrichment of the course content, civic, and social responsibility in the university students. This project received approval from the university’s institutional review board (IRB).
Keywords
Photovoice, service-learning, reflection, psychology capstone, head start
Using photovoice as a reflection tool for a service-learning head start project
1053
The purpose of this photovoice project was for senior psychology majors at a small Catholic university in South Florida to take pictures which documented their progress while implementing a socio-emotional curriculum for head start students across a 10-week period. This photovoice project served as a reflection tool for students in a service-learning course. Each week 11 university students read a book to a class of head start students. The books focused on promoting socio-emotional well-being in the head start students. After reading the book, the university students engaged in an activity related to the book. There were nine classes and 20 head start students in each class. At three points in the project the university students took pictures that were discussed in the classroom setting. The pictures were guided by research questions that served as prompts. The discussions were recorded and transcribed by the course instructor. Next the students and the course instructor developed relevant themes from the transcriptions of the three pictures. The results suggest that using photovoice as a reflection tool promoted academic enrichment of the course content, civic, and social responsibility in the university students. This project received approval from the university’s institutional review board (IRB).
Comments
Breakout Session I