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This study examined the effect of an interdisciplinary program of reading and service learning on the cognitive and affective development of university students in Hong Kong. As Nussbaum (1997) stated, literature plays a vital role in educating citizens of the world through its narrative imagination and its power of promoting understanding and empathy toward the life of others. Halstead and Pike (2006) also emphasized that art can foster reflection upon action and bring about change in behavior as a result of perspective change. In this study, 24 freshmen read literary works under the theme of children's welfare and explored issues related to the welfare of children worldwide. Their reflections on these materials were expressed in writing and in a presentation. In the following semester, the students participated in voluntary services within and outside Hong Kong. All students completed a questionnaire on their humanistic concerns and sense of global citizenship at the beginning and the end of the project. Results showed that students were conscious of their changes after joining the program and stated their growth in values and knowledge. The pre-post-t-test analysis suggested that students had made significant improvement in the following areas: (1) their attitude toward serving others, especially in their personal and social values; (2) their engagement in reading literary and nonfiction works which reflect social and moral issues of the world; (3) their attention to world affairs; (4) their concern for the underprivileged; and (5) awareness of their potential in helping the poor. © 2011 The Author(s).published_or_final_versionSpringer Open Choice, 21 Feb 201

Toward integration of reading and service learning through an interdisciplinary program