Transcript Slide 1
ALTERNATIVE SPRING BREAKS Measuring Student Development Karen Terhune, Community Service Programs INTRODUCTION Community Service Programs (CSP) has conducted four (4) Alternative Spring Breaks (ASB) to various locations in the United States. The experience is intended to be about giving back, learning and fun. While over the years students have been enthusiastic about the program there has been insufficient evidence of student development and only general, anecdotal information regarding suggested improvements to the program. The purpose of this project is to develop a useful, reliable assessment strategy. OBJECTIVES To ascertain and measure: What benefits do students gain from their participation in the Alternative Spring Break? Specifically, as a consequence of participating in the Alternative Spring Break do students demonstrate: • a deeper understanding of a specific community need or societal problem (e.g., poor academic preparedness of children from low-income families); STUDENT LEARNING Pre-Trip Meetings: Students will research topics to prepare for pre-trip discussion sessions. Sample Topics: • problems facing low-income children living in New Orleans • the objectives and goals of the Head Start program • the actual outcomes of these programs • the short and long term benefits of community service • the concept of interfaith cooperation and service • the merits and flaws of the interfaith initiative ~~~ During Trip: We will hold de-briefing sessions at the conclusion of each day to discuss the day’s activities and the topics identified above. The director of the Head Start Program will talk to our group about the program’s mission, goals, objectives and how they assess whether their program is successful. We will also have discussions regarding the concept of interfaith service and whether serving with persons possessing different belief systems leads to greater understanding and acceptance. ~~~ After Trip: Students shall discuss changes they recommend to improve the Head Start Program and the Alternative Spring Break program. Following this discussion the students will be asked to compile a list of the best ideas. ~~~ • a greater understanding of how government and non-governmental entities are working to resolve these challenges; • an increased understanding of how conflicts (e.g., political, religious, social) impede and even prevent progress; Mid-Trip Questionnaire: This assessment devise will take the form of journal responses to specific questions regarding the volunteer project and the interactions with other volunteers and the community being served. • a greater commitment to work towards overcoming divisiveness and work collaboratively to address community needs or solve societal problems. Final Questionnaire: This questionnaire will be virtually identical to the initial questionnaire. However, with regard to the “ranking” questions, students will be asked to explain their response. www.PosterPresentations.com The three (3) questionnaires will be compared to determine the extent to which students made gains in the areas identified in the OBJECTIVES section. We will also analyze the extent to which the group as a whole made progress. Non-numerical, written responses shall be evaluated using a point system. E.g., the statement “poor people are lazy” would receive no credit as it illustrates an acceptance of an unsubstantiated negative stereotype. Conversely, a response that included a recommended strategy enabling individuals to receive equal educational opportunities would receive a high number of credits . REFERENCES Total Community Action, 2011. Retrieved Dec. 14, 2011 from http://www.tca-nola.org ASSESSMENT TOOLS Initial Questionnaire: During the initial team meeting, students will complete a questionnaire regarding their knowledge and views of service generally, interfaith service specifically, community needs and societal problems generally and the challenges facing low-income families specifically. Some of the questions will ask students to report the level to which they agree or disagree with a statement; others will require substantive responses. RESEARCH POSTER PRESENTATION DESIGN © 2011 ANALYSIS Davis, A. (Ed.). 2009. Hearing the Call across Traditions: Readings on Faith and Service. Woodstock, VT: Skylight Paths Patel, E. and Brodeur, P. (Eds.). 2006. Building the Interfaith Youth Movement. Lanham, MD: Rowman & Littlefield Publishers, Inc. ACKNOWLEDGMENTS Community Collaborations, International (Miami, FL) Total Community Action, Head Start Program (New Orleans, LA)