Date of Award

7-1977

Document Type

Thesis

Degree Name

Master of Arts

First Advisor

Saralei M. Farner

Second Advisor

Sharon Rubin

Abstract

This study by Roberta Mundt Stewart examines the feasibility of awarding academic credit for volunteer work in the public secondary schools of Alexandria, Virginia. Originating from Stewart's coordination of youth volunteer programs through the American Red Cross since 1971, the research explores whether integrating volunteer service into the academic curriculum could benefit both students and schools. Although one parochial school in Alexandria offered such credit, public schools had not adopted similar programs. The study addresses broader questions about how volunteerism fits within educational objectives, especially regarding experiential learning and adolescent development.

Through an extensive review of literature and program models nationwide, Stewart outlines the evolution of service learning, its potential to enhance career education, civic engagement, and personal growth, and the curricular considerations involved in implementing such programs. Arguments for and against awarding academic credit are discussed, particularly concerns around the purity of volunteerism and academic rigor.

The research includes surveys conducted among Alexandria students—both volunteers and non-volunteers—as well as educators and community agency representatives. The results highlight student perceptions of volunteering, motivations, deterrents, and the potential influence of academic credit on participation rates. Findings indicate substantial student interest in integrating volunteer service with academic recognition, provided the program includes structured learning components and meaningful community involvement.

The thesis concludes that with careful planning, service learning can enhance educational outcomes, promote civic responsibility, and support personal development. It recommends the consideration of a pilot program in Alexandria’s public schools and suggests broader implications for educational policy and curriculum design.

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