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
Share five programs that demonstrated outcomes for teens in citizenship & leadership and/or other educational content.

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
For more than 100 years
One of the educational outreach branches of the Land Grant University
provides learning opportunities
Reaches outside of the university
System links the university expertise through local offices and academic staff to citizens
Recognized for its educational quality of 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
Service Learning in Community Based Organizations – How it fits with SL and how it correlates with Experiential Learning
Youth Voice is the interrelationship of youth with adults and mutual respect it is not one voice having more strength over the over. Adult Guidance and Involvement
-- civic or other educational outcomes

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.
Each program included:
State Level Coordinator
Paid or unpaid Site Coordinators
Statewide training for site coordinators
Funding outside of MSUE – grants
Volunteer orientation
Specific learning objectives
Youth to younger youth service component
Positive outcomes
Community-based service learning model

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
Teens and youth gained knowledge in nutrition and fitness such as an increase consumption of fruits and vegetables; increase in nonfat or low fat milk or dairy products & increase participation in a physically active lifestyle
Teens gained knowledge in highway safety and stated increased use of seatbelts.
Teens increased their gained knowledge of reasons not to smoke and or use other tobacco products.
Evaluation demonstrated that program met goals; teens used the helping skill to help friends; set appropriate limits and knew when to refer others to professional help.
Program evaluation showed positive statistically significant changes in teens in civic disposition, relationship with peers and mentees, pro-social behaviors, leadership, communication knowledge related to peer mentoring
Each evaluation built on previous one
Grantors affected evaluation
Program design affected outcomes

10. Michigan 4-H Learn and Serve Teen Mentoring Program
Overview
Methods
Process evaluation – reports, calls, online classes, meetings
Outcome Evaluation – RMC Research Corporation
Definition
Mentoring: An on-going, structured relationship with a trusted individual aimed at developing the competence and potential of the mentee.
Community-based service learning: Activities that meet genuine community needs and require application of knowledge, skills and reflection time.
Service Learning
This is a “community-based” service learning project. Focus is on SERVICE LEARNING.
Peer mentoring is the “delivery vehicle” for accomplishing this goal.
Majority of service learning resources focus on school-based programs.
Service learning takes an academic approach to community service by linking classroom academics to related community service.
Billing and Furco (2002) describe service learning as an “approach to teaching and learning that involves having students perform community service as a means for achieving academic goals.”
Knox, A, Wangarrd, D.B., & Michaelson, S.R. (2003) describes four critical elements to a service learning project:
Preparation or researching and finding a community need.
Action or carrying out the project.
Reflection through journal writing, reading and discussion with others.
Celebration through certificates, parties and thank-you cards.

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.
Process Evaluation -- Findings
Are persistent: with partners, recruiting teens, talking to parents, recruiting mentees
An ongoing recruitment plan
Ongoing training and recognition for mentors
Consistent, interactive supervisory support
Average time spent on community-service activities – 2 hours per mentor
Have a champion at the partner site–someone who is excited versus just tolerates the program. This could be a principal, minister, or volunteer parent. It is someone other than the coordinator.
Were fun: Sites that had programs that were fun for both the teen mentor and the mentee.
Staff were self-confident: yes I can make this happen
Staff Attitude made a difference: Sites that seemed to have the attitude of, “Let’s get the most teens mentors we can,” were more successful than those that seemed to say, “I only need 15 matches.”

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
Structure versus non-structure

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
Chris Stickney
Associate Program Leader
MSU Extension
(517)