Langhout Regina Day, Kohfeldt Danielle, Chamberlain Amy, Cruz Irene, Rock Terri, Emmert Sarah
Department of Psychology, University of California, Santa Cruz, Santa Cruz, CA 95064, USA.
J Prev Interv Community. 2013;41(2):61-7. doi: 10.1080/10852352.2013.757979.
In this article, a faculty member, a graduate student teaching assistant, and four undergraduates describe their experiences with a "Day of Social Justice Praxis Assignment" as a form of experiential learning in a 120-person social-community psychology course. The faculty member lays out the goals of the course and her hopes for the specific assignment. The undergraduates reflect on their experience with the assignment, and the graduate student contextualizes how their work is reflective or not reflective of the work produced in the class and course concepts. The article ends with a critical and frank discussion of the benefits and drawbacks of the assignment.
在本文中，一位教员、一名研究生助教和四名本科生描述了他们在一门有120名学生的社会社区心理学课程中，参与“社会正义实践日作业”这一体验式学习形式的经历。教员阐述了课程目标以及她对这项特定作业的期望。本科生们反思了他们完成作业的经历，而研究生则结合背景情况，分析了他们的作业如何体现或未体现课堂上所产生的作业及课程概念。文章最后对该作业的优缺点进行了批判性且坦诚的讨论。
