Design elements that contribute to long term transformation through service
This thesis explores the design elements in Social Justice classes that lead to long-term transformation through service to the community. Various questions concerning design elements, transformation, and service were posed to five participants in a focus group setting from various graduating years. The participants shared their thoughts, perceptions, and insights into personal transformation from their Social Justice class and, if their development continued past graduation, the design elements that assisted with personal growth, and any missing aspects they wish would have been included. According to the participants, there were three key design elements that helped with individual transformation: class atmosphere, learning about consultation, and planning and execution of a self-determined service project. Participants’ primary dissatisfaction was around class size and composition, group size, and lack of discussion and education around privilege. All expressed a desire to have more exposure to the outside community and a greater variety of teaching methodologies to enhance student learning. Most of the design elements which assisted with personal, long-term transformation of the participants are transferrable to any British Columbia classroom where the focus is on developing The Educated Citizen and core competencies.