Enhancing Youth to Youth Community-Based Service Learning

October 29, 2010Annual International Research Conference

on Service Learning and Community Engagement

PresentationExamine 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.

Goals continued . ,

Share five programs that demonstrated outcomes

Discuss implications and future recommendations

Extension & 4-H Research based Non-formal experiential education Site based & issue orientedCaring Adult Learning OutcomesProgramming 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

ProgramsJump Into Foods and NutritionHighway SafetyLife’s A KickNatural HelpersMichigan 4-H Learn and Serve

Teen Mentors

Underlying Research Experiential Learning and

Positive Youth DevelopmentK-12 Service LearningCBSLYouth Voice Content such as citizenship,

tobacco prevention, nutrition and fitness.

Cross Age Teaching

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.

Limitations of findingsChallenges with research designsNo control groupsComparisons made over program

design with different contentsDemographic differences -

gender, ethnic, geographic and income

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

Michigan 4-H Learn and Serve Teen Mentoring ProgramOverviewMethodsProcess evaluation – reports,

calls, online classes, meetings Outcome Evaluation – RMC

Research Corporation

Additional outcomes from Teen Mentors ProgramTeen 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.

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.

Supporting CBSL programming?

Increases citizenship & leadership skills

Increase knowledge in content areas

Influences career choices (Anecdotal)

Meets community needsUnique from School Based SL

Comparing CBSL & SLSimilarities

◦Caring Adult◦Learning objectives◦Youth voice◦Part of on-going programming

site/classroom ◦Addresses community needs

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

Why allocate resources CBSL programs?Addresses community issuesDepth of youth voiceRelationships built between youth and

adultsProvides different types of educational

activities Continues and supports academic learningEnriches youth experiences outside of

school.Links universities, non-profit s, government,

private organizations to youth programming.

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

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

Implications Similarities and differences exist

between SL and CBSLParticipants gain skills and

change behaviorsLearning includes citizenship,

leadership, service and other content.

Others

Presenters

Cyndi Mark, Ph.D.Program Leader

Emeritus MSU ExtensionConsultantEmail:

markc@msu.edu517-282-2326

Chris StickneyAssociate Program

LeaderMSU ExtensionEmail:

stickne4@msu.edu(517) 432-7650