LSJILasallian Social Justice Institute (Eatontown, NJ)
LSJILeadership San Juan Islands
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Participants resoundingly indicated that they were personally and professionally changed by their experience in the LSJI, reporting that they were more knowledgeable about the Lasallian tradition and more committed to social justice work (see Table 2).
The LSJI works well with new staff and with those who have attended many mission formation programs previously.
Often participants in social justice initiatives, though personally moved by such experiences as the LSJI, have not always acted on their commitment and dedication to social justice.
Additionally, 71% of the participants indicated that they became newly involved or recommitted to social justice initiatives since returning from the LSJI. The activities range from being an advisor to a JustPeace club, involving students in community-based research projects, organizing a Homeless Night Out for students, buying free trade products, sponsoring a child in Mexico, integrating social justice topics in their teaching, serving as a speaker on peace and justice issues, and taking students on immersion programs into such diverse places as Tijuana, Dominican Republic, Central America, and Kenya.
For example, 70% of the participants indicated that their bosses did not follow up with them upon returning from the LSJI. Fifty-four percent received no personal recognition for transferring their learning to work; 50% noted that there is not a shared culture at their institution that participants can apply their LSJI experience.
Then, a correlation and t test analyses were conducted to examine the extent to which these transfer of learning factors, gender, extent of personal transformation, LSJI site, and level of satisfaction with LSJI were associated with participants' transfer of learning into action.
In other words, the following items2 made the most important contribution to participants transferring their learning into action at their home institutions: The learning from the LSJI helped the participants perform their work more effectively.
The level of satisfaction and the degree to which the LSJI outcomes have been achieved are quite remarkable.
Similarly, the respondents specified that their personal and professional lives were dramatically influenced by the LSJI. Some 93-95% of the participants reported that they are now more knowledgeable about the Lasallian mission, more committed to the mission, more dedicated to promoting social change, more sensitive to issues of poverty and social injustice, more reflective about their own life style practices, and more open to examining their own assumptions about poverty, justice, and/or peace than before the LSJI.
The designers and current facilitators for the LSJI programs can rest assured that they have implemented a powerful program that meets the intended learning outcomes.
Regarding the actions taken since attending the LSJI, 71% of the participants reported that they had begun a new or recommitted to an existing social justice project.
These data suggest that the LSJI participants were most likely to transfer their learning when they could easily apply their experience to their jobs, and it helped them solve a problem or develop a skill.