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 Glenda Crawford, Associate Professor - Education |
Evaluation of Service Learning Project Through this service learning initiative, middle grades education majors in a course, EDU 471 Effective Middle School Teaching, involved middle school students in interdisciplinary curriculum-based service learning projects. The first project, which expanded 6th graders' thinking about horticulture, poetic expression and measurement culminated in a beautification project: a garden on the school campus planted on Earth Day. The second project, an integrated social studies, language arts and mathematics study, focused on oral history as 8th graders "adopted," corresponded with and ultimately met other-generational pen pals at Twin Lakes Retirement Center in Elon. The middle grades students created and presented to the elderly residents a booklet that recorded and contrasted interests, values and views. The projects were featured in the Burlington Times News and the Mebane Enterprise, and will be included in a summer edition of the Elon University Magazine. Evaluation, which included questionnaires completed by young adolescents, Elon middle grades majors, and mentor teachers and administrators at Hawfields Middle School in Mebane, were overwhelmingly positive. Young adolescents were asked about perceptions of personal development related to feelings as a person, any expanded views about the value of service learning, and their learning to work together as project teams. Elon majors and cooperating teachers were asked about the value of service learning to young adolescent development of personal efficacy, level of civic concern, broadened perspective, and collaboration skills; they were also asked to assess the value of service learning for the school and community. Elon majors were additionally asked to assess their perceptions of personal and professional growth as a result of involvement and leadership in the service learning initiatives. The service learning endeavors were successful in terms of young adolescents experiencing the value of community outreach and personal fulfillment civic action. Selected comments from Hawfields students, teachers and Elon majors about the value of the service learning projects are categorized below. Value for young adolescents: I feel better because I contributed to the community and the environment on Earth Day. I feel a little more confident when I talk to people I have never met. As a person, I feel helpful and caring. It expanded my thinking. Now I see the world as a whole. This service learning project allowed me to realize just how much knowledge the elders of the community have inside them. I learned that you have to make sure you complete everything that you are responsible for or your group fails. It gives middle school students a sense of ownership and accomplishment. Value for middle grades education majors: I learned that student relish the idea of helping their school and environment. They also love to participate in activities that allow them to be outside the four walls of the classroom. I had to take a lot of initiative and make contacts with people in the community and to ask for help. Having that responsibility definitely made me more of a professional. These prospective teachers have been in situations where they can facilitate learning, rather than direct it. This prepares them for a variety of student-driven activities in their careers. The project has allowed teacher candidates practical experience managing resources for instructional purposes. Value for the school and community: School personnel can work with students in an environment not driven by grades. Students can utilize skills and knowledge in a productive way. The community views students as productive citizens. The project allowed citizens of our community to see that middle school students are not so "scary" after all. The ratings of the positive development of approximately 120 young adolescents with respect for self-efficacy, civic concern, and broadened perspective and collaborative skills ranged from noticeable to significant. |
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Last Modified: 5/8/03
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