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Enhancing Youth to Youth Community-Based Service Learning

Enhancing Youth to Youth Community-Based Service Learning. October 29, 2010 Annual International Research Conference on Service Learning and Community Engagement. Presentation.

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Enhancing Youth to Youth Community-Based Service Learning

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  1. Enhancing Youth to Youth Community-Based Service Learning October 29, 2010 Annual International Research Conference on Service Learning and Community Engagement

  2. Presentation • Examine a conceptual framework of teen programs that include standards for community based service-learning and the framework of positive youth development • Demonstrate teens gain skills and knowledge in several areas; • Civic engagement and other learning outcomes.

  3. Goals continued . , • Share five programs that demonstrated outcomes • Discuss implications and future recommendations

  4. Extension & 4-H • Research based • Non-formal experiential education • Site based & issue oriented • Caring Adult • Learning Outcomes • Programming locally designed • Teen leadership and service programming not new to the organization, however over the last several years; more emphasis has been placed on the link to the university, learning objectives and outcome based programming

  5. Programs • Jump Into Foods and Nutrition • Highway Safety • Life’s A Kick • Natural Helpers • Michigan 4-H Learn and Serve Teen Mentors

  6. Underlying Research • Experiential Learning and Positive Youth Development • K-12 Service Learning • CBSL • Youth Voice • Content such as citizenship, tobacco prevention, nutrition and fitness. • Cross Age Teaching

  7. Common Program Elements • Utilized youth development theory in design • Overlapped YD design to standards for successful community-based service learning programs. • Included teen service model with teens providing service in the community by their teaching or mentoring younger youth.

  8. Limitations of findings • Challenges with research designs • No control groups • Comparisons made over program design with different contents • Demographic differences - gender, ethnic, geographic and income

  9. Outcomes – Teens: Gained knowledge in nutrition and fitness & increase participation in a physically active lifestyle Gained knowledge in highway safety and stated increased use of seatbelts. Increased their knowledge of reasons not to smoke and or use other tobacco products. Used the helping skill to help friends; set appropriate limits and knew when to refer others to professional help. Positive statistically significant in civic disposition, relationship with peers and mentees, pro-social behaviors, leadership, communication knowledge related to peer mentoring

  10. Michigan 4-H Learn and Serve Teen Mentoring Program • Overview • Methods • Process evaluation – reports, calls, online classes, meetings • Outcome Evaluation – RMC Research Corporation

  11. Additional outcomes from Teen Mentors Program • Teen were involved in a variety of activities with their mentees and reported they knew how to plan, implement and seek support when needed. • Teen responses to survey items revealed increases in civic dispositions, peer/mentee relationships, community attachment, prosocial behaviors, leadership skills and communication skills.

  12. Teen mentors were highly engaged in the Michigan Learn and Serve 4-H Teen Mentoring program. • Mentees perceived their mentors to be caring, patient, responsible, trustworthy and good listeners.

  13. Supporting CBSL programming? • Increases citizenship & leadership skills • Increase knowledge in content areas • Influences career choices (Anecdotal) • Meets community needs • Unique from School Based SL

  14. Comparing CBSL & SL • Similarities • Caring Adult • Learning objectives • Youth voice • Part of on-going programming site/classroom • Addresses community needs

  15. Differences between SL & CBSL • Starts in the community • Youth can opt out of program • Funding can be irregular • Paid and unpaid staff. • Non-formal education versus formal • Lack of school bureaucracy • Year long activities

  16. Why allocate resources CBSL programs? • Addresses community issues • Depth of youth voice • Relationships built between youth and adults • Provides different types of educational activities • Continues and supports academic learning • Enriches youth experiences outside of school. • Links universities, non-profit s, government, private organizations to youth programming.

  17. Recommendations • More research is needed for Community-Based Service Learning Programs. • Involve participants in evaluation design • Link University program evaluation courses with CBSL research projects. • Research academic & career success with CBSL

  18. Recommendations - continued • Research bonding and relationship issues between volunteers and paid staff. • Link CBSL research with academic grades, engagement in school & community and future volunteerism • Research differences in youth voice between academic SL and CBSL

  19. Implications • Similarities and differences exist between SL and CBSL • Participants gain skills and change behaviors • Learning includes citizenship, leadership, service and other content. • Others

  20. Presenters Cyndi Mark, Ph.D. Program Leader Emeritus MSU Extension Consultant Email: markc@msu.edu 517-282-2326 Chris Stickney Associate Program Leader MSU Extension Email: stickne4@msu.edu (517) 432-7650

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