This past semester I was able to better see the importance of university-school-community partnerships to improve the preparation of teachers. While teaching the ‘Transition Practices’ course, I was able to integrate the principles of service learning by implementing an after-school mentoring program to teach transition skills and strategies to K-12 students at Rogers High  School in Wyoming Public Schools.

The timeliness of this ‘epiphany’ is uncanny and coincides with President Obama’s ‘call to service’ to all citizens, in particular to our nation’s youth. Today is the perfect time to initiate service learning into teacher preparation and K-12 classrooms, for it has long since been an historic part of receiving an American education. Service learning can be used as a pedagogical approach for increasing social responsibility in students by connecting classroom and curriculum learning to activities that address human and community needs (Mayhew & Welch, 2001).

This approach can be a direct link for providing experiential learning to both university and K-12 students who have a variety of academic and social needs (Glickman & Thompson, 2009). Learners can become agents of change and service learning has the potential to create caring and compassionate professionals as informed and active citizen advocates. Furthermore, service learning can be embedded into the K-12 general education curriculum to improve the preparation of teachers to meet the academic and social learning needs of all students.

The Project

Let me tell you a little about the service learning project and its outcome. First, service learning is an approach to teaching and learning that encourages students to make meaning connections between school curriculum and community issues or needs (Anderson & Erickson, 2003; Billig, 2007; Weah, 2007). In this case, GVSU students serve as mentors and helped to develop a ‘Career Night at Rogers High’ in which high school students attended an evening filled with food, strategies for success, guest speakers & FUN!

For the inaugural Career Night, the Reverend Tony Campbell from the The Heart of West Michigan United Way gave a very heart-felt and motivational keynote that emphasized the sentiment that what we do today reflects in our tomorrow; and that it is up to us to lead the sort of life we want to live. Other speakers from the community included Mary Benedict (Goodwill Industries of Grand Rapids) and Thad Smith (Napa Auto Corporation) who discussed the ‘Do’s and Don’ts of Interviewing.’ All speakers were well-received and given high marks for presenting their information. GVSU mentors provided information and strategies on three areas: organizational skills, how to complete job applications, and creating a résumé. The Rogers High School students (and guests) rotated through all three stations to get information and learn about all the topics. Finally, students reflected and shared their experiences with others as part of the learning process (Welch & James, 2007).

The Results

Here are a few comments made by those Rogers High School students who participated in the after-school mentoring program and/or Career Day!

I liked how they helped us with finding information about jobs… I also liked just being here!

I liked making new friends.

I enjoyed learning all the new skills and how to do a great résumé.

I wouldn’t change anything – it helped me out a lot!

I liked the résumé building and the part when we talked about how to dress for an interview.

Overall, the mentors who worked with their mentees over the semester (approx. 10 weeks) reflected and shared how much they had learned, made genuine connections with their mentee, and intended to keep in touch via texting. Here are a few specific comments made by GVSU students on their experience:

I learned how difficult it can be to prepare for post-secondary life with limited supports.  Many of the students did not have a great deal of family support and in most cases were solely responsible for their post-secondary plans.  The other thing I took away from this experience was the fact that many of these students do have the desire to succeed following high school but struggle with self advocacy and do not generally put themselves in positions to receive assistance.  That is why I think this program is so beneficial.  It provides students with a risk free environment to receive help and assistance that they may not get otherwise. – GVSU student

Working with [student] helped make this class real. I had a real person with which to share the information I was learning.  It helped me apply my learning; I benefitted and had a chance to gain a new friendship. – GVSU student

The first day of class we were all asked, “Why did you become a teacher?” I said something along the lines of, the whole special education program at GVSU interested me and I think the skills I’m learning are neat. But participating in this transition class and the clinic really defined why I want to become a teacher. I became a teacher for the passion I possess for students with special needs. I love how I get to put different hats on; I am a social worker, mentor, motivator and friend. I am vastly satisfied at the end of my day.  I know my actions make a difference. – GVSU student

This process was a wonderful testimony to how meaningful the experience at Rogers was for both mentor and mentee. In addition, on a practical level, the feedback received is being used to shape the ‘Career Day’ that is being planned to take place at Rogers HS in August 2010! I’ll keep ya posted. If you’d like to take part in or have any suggestions for this upcoming event, please let me know.

If you would like to know more about the these topics, check out these references:

Anderson, J.B. & Erickson, J.A. (2003). Service-learning in preservice teacher education. Academic Exchange Quarterly, 7(2) 111-115.

Billig, S. H. (2007). Unpacking what works in service-learning: Promising research-based practices to improve student outcomes. Retrieved September 21, 2008 from http://www.nylc.org/resources.

Glickman, C. & Thompson, K. (2009). Tipping the tipping Point: Public engagement, education, and service-learning. Voices from the Middle, 17 (1), 9-15.

Mayhew, J. & Welch, M. (2001). A call to service: Service learning as a pedagogy in special education programs. Teacher Education and Special Education, 24(3), 208-219.

Weah, W. (2007). Toward research-based standards for K-12 service-learning. Retrieved September 21,2008 from http://www.nylc.org/resources.

Welch, M. & James, R.C. (2007). An investigation on the impact of a guided reflection technique in service-learning courses to prepare special educators. Teacher Education and Special Education, 30(4), 276-285.