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Service-Learning is Catalyst
for Character
Service-learning is gaining recognition as a powerful teaching tool for schools that support experiential learning and positive character development. SEE is working in collaboration with the Albert Schweitzer Institute for the Humanities (ASIH) to offer youth seminars focused on service-learning. This fall, two successful seminars were held on the campus of Choate Rosemary Hall in Wallingford, CT. Seminars were attended by seven middle school teams in October and four high school teams in November. The teams included five to six students, school staff member(s) and parent volunteers. A total of 79 students and adults from Norwalk to New Britain and East Lyme participated in the first two events.
Participants came to the seminar to learn team work and ethical decision making skills to support their design of service-learning projects. Service learning (as opposed to community service) is defined by several criteria which include: 1. inclusion of students within project planning, 2. integration of academic objectives within the service project goals, 3. reflection by participants during the project and after project completion, 4. meaningful contribution to the community resulting from project work, and 5. social connection within the community increases due to project activity.
Team building exercises which focused on ethical decision making were completed in the morning of each seminar. The students discussed real-life dilemmas and how a team might solve them. After the process, several students reflected how useful it was to hear the perspective of others in seeking dilemma solutions. These exercises also introduced service-learning project ideas and the criteria to qualify for a well implemented project. Teams began brainstorming project ideas before lunch, and returned in the afternoon to draft a strategic plan for service-learning.
The student and adult enthusiasm was contagious as plans developed for each school. One student noted, "Everyone seems excited to be involved and complete the project we designed." Team project reports were summarized at the end of the day and included ideas such as: completion of a descriptive nature trail near the school, publication of a newsletter for a local senior center, mentoring elementary students, support projects for a local homeless shelter and inventorying resources and needs for future service-learning projects.
Student and adult responses were extremely positive at the end of each event. Students commented, "During our brainstorming we came up with some great ideas." "I learned that I have the power to help others and really make a difference." "This was a great seminar and a great lunch!" We at SEE and ASIH celebrate the students' success in planning and hope to report the positive outcomes of these projects in future newsletters. Let's keep those ethics in action!
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