Blog Archives: April 2013
Why Not 74 Million Solutions?
There are 74 million people under the age of 18 in this country. Unfortunately a far smaller number will have been engaged as leaders in their classrooms and communities this year. This gap represents a tremendous opportunity cost, a huge pool of untapped talent, ingenuity, and human capital. At a time when our nation is facing so many challenges, we cannot afford to leave 74 million potential problem-solvers, 74 million potential servant-leaders out of critical national conversations.
In the many conversations I have had, the response to this statement is that collaboration with young people needs to happen, but most are honestly baffled by how to accomplish it in a meaningful way. This is where service-learning provides a compelling answer — with over 20 years of research and practice, service-learning is a proven strategy to mobilize this immense resource and connecting young people with learning objectives to advance enterprising solutions that are changing the world.
We need to think differently about how we engage related strategies and broaden our efforts with renewed vigor. NYLC has a clear strategy to focus on engaging elected officials and highlighting what young people themselves are accomplishing through service-learning. The Department of Transportation shadow day last year with Project Ignition students prompted the Secretary of Transportation Ray LaHood to meet again with those students at the National Service-Learning Conference last April. Staff at the Department continue to talk about the impact of that visit, naming specific students whose expert research and insightful questions impressed them.
In September, NYLC hosted a bipartisan, bicameral Capitol Hill Briefing highlighting the successes in Guilford County Schools. The briefing included two students, Al and Tyler, and a panelist from the Department of Education among others. It went a long way to showcase how service-learning is a very effective part of a district-wide school improvement strategy.
We have prioritized drafting bipartisan legislation that would amend No Child Left Behind to make it easier to use existing resources from Department of Education to be utilized for service-learning strategies and professional development within schools and during out of school time. In 50 or so meetings on Capitol Hill with both sides of the aisle, this approach was widely supported. We continue to look for opportunities to advance this effort.
Through a series of regional summits convened by the National Center for Learning and Citizenship, at the Education Commission of the States, I was struck by the similar challenges facing civic education and how if we each thought about our approaches a bit differently, we could accomplish even more together. With service-learning, any subject area can incorporate civic dimensions into the learning objectives and give students real-world opportunities to practice taking civic-oriented action.
We have found like-minded approaches advanced by the Civic Mission of Schools around the Sandra Day O’Connor Civic Learning Act, which is being re-introduced with bipartisan support. Service-learning is included as a recommended strategy and is one of six proven practices for effective civic learning. At the Corporation for National and Community Service, there remains a commitment to engaging young people in national service and to supporting service-learning.
Looking beyond government, we have compelling private programs launching or expanding. The McCormick Foundation’s Democracy Schools are demonstrating how service-learning can be connected to hands-on practice of civics and are finding compelling results. Free the Children and We Act are bringing a social enterprise model of engaging youth in service connected to their schools from Canada to the US for the first time, and there are countless other examples.
I am not an advocate for, nor does NYLC embrace, service-learning for service-learning’s sake. I believe in, and am inspired by, this strategy for what it can achieve because it empowers young people to solve real problems, taps leadership in youth who are least often asked to serve, and can transform teaching, educational outcomes, and student engagement in schools and during out of school time. Accomplishing this requires us to go on the offence; to reach out purposefully and proactively; to build common ground.
The knowledge, skills, and traits we are building in youth and their adult allies will better position current and future generations to tackle new problems and challenges as they arise. And we can ensure that young people from all walks of life are active contributors in their own lives and communities — building a true democracy and leaving no ideas, innovation, or human capital on the table. This is our ultimate goal and we need you to help make it a reality.
Getting Even More From My Second National Service-Learning Conference
Throughout my adolescent years, volunteerism was always an important aspect of my family; several days a week we devoted our time to help give back to the community and serve those who needed it most. Volunteering and devoting my time to others seemed like a natural thing to do, but I never imagined it was the stepping stone that would lead me to a life of service learning and advocacy. Today, not a day goes by that I can’t help but wonder how I can leave my footprint on this world, how I can make a difference in someone’s life, and how I can give back to the community.
Attending the National Service Learning Conference for a second year in a row was such a privilege to me. Often times, youth leaders who feel so strongly about a cause, face the challenge of connecting with other peers who have similar standpoints. Fortunately, the National Service Learning Conference opens the door for these young people to connect with each other and other service learning professionals for three days of learning, reflection and growth. Each year I have left the conference with a newfound feeling of confidence and energy, but this year I also left with a feeling of accomplishment; a feeling that I was able to advocate for a cause that is so close to my heart.
My best friend and colleague, Danielle Liebl, and I, were asked to take on a more defined role at the conference this year. We had the honor of giving a keynote speech during the plenary session about our how our inclusive friendship and involvement in Special Olympics Project UNIFY has shaped us into the leaders we are today. We were able to demonstrate the power of being living examples of how to live a life of leading and advocating through our own actions. Danielle and I spoke about the struggles we have faced along the journey of becoming youth leaders, and how we used those struggles to reinforce our beliefs that we could accomplish anything we put our minds to.
We ended our keynote speech with a challenge; a challenge for each and every person to think about their own leadership. Danielle and I were willing to go down a path that was frowned upon by our peers to achieve social justice for all. We were willing to make our perfectly normal inclusive friendship visible to others and were willing to express how disabilities do not hold one back in terms of leadership. We left our audience thinking about their own leadership, but we didn’t want these thoughts to end in the plenary session- our hopes are that it will go a step further.
Whenever you think people with disabilities are incapable of accomplishing things, I want you to think about Danielle and all of the incredible accomplishments she has had. When you think about what the “ideal” leader looks like, I hope you will remember the Special Olympics athletes from the video in our presentation, and remember that leaders come in all shapes and sizes. When you think about how difficult it can be to lead and make the right choice when your peers are telling you differently, I hope you will think about Danielle and me. We made choices that were not accepted by all of our peers; we went down a path that was frowned upon by many, but that is what made us leaders, that is what made us strong, and that is what brought us to the National Service Learning Conference to share our story with others.
St. Paul VISTAs Report On The National Service-Learning Conference
On March the 12th, 11 bleary-eyed twenty-somethings gathered on a dark street near the Mississippi river. They were encumbered with suitcases, garment-bags, pillows, and burritos - and one by one, they filed into two vehicles (“Mama” van, and “Horace” the subaru) and struck out West
You entrusted your money to these 11, under the impression that they would be using it to attend some kind of professional development conference - but what had become of them? Not only the 11, but the money?
As the sun was rising on the 17th of March, “Mama” and “Horace” were seen rolling back into the Twin Cities, but somehow their cargo had been altered - their 11 twenty-somethings now bore wide grins, minds full of innovative ideas, and notebooks crammed with contacts and resources.
Thanks to your incredible generosity, you helped 11 St. Paul VISTAs attend and facilitate the 24th Annual National Service Learning Conference in Denver Colorado, hosted by the National Youth Leadership Council - and that’s no small feat! We were able to accomplish a LOT:
- 5 SOLID days,
- 4,000 collective miles of travel,
- 250 gallons of gasoline used,
- 32 haikus written,
- 2 mail carts of swag bags: stuffed,
- 99 workshops monitored,
- 1,980 workshop surveys administered and collected,
- 2,000 attendees registered and badged,
- Over 2,000 plenary audience members greeted,
- 1 Wendy Spencer, CEO of the Corporation for National and Community Service, met and greeted,
- 158 live Tweets,
- 176 square meals consumed,
- 14 inter-van letters written,
- 6 Denver service projects completed,
- 6 Fleetwood Mac songs played on the Ukulele
- COUNTLESS sources of inspiration: found,
- UNBOUNDED stories of service rendered,
- PLETHORAS of connections to other people and programs,
- UNKNOWABLE numbers of future careers: informed.
What a journey! The help you offered was an incredible boon to our efforts, and we’ve all returned to the Midwest supercharged and inspired to continue making a difference in our professional and personal communities, by teaching, and learning, through service.
Here are some personal highlights and lessons-learned from the trip, as penned by members of the 11:
“From the conference I took away the idea that building lasting partnerships to maintain sustainability and longevity of projects and organizations is better than continually seeking out funding by oneself.”
“My favorite moment from the trip was hiking in the mountains outside of Boulder.”
“I've been struggling a lot lately about service, my motivation for doing it, where it fits in with society, etc. [...] at [...] the Friday plenary session: Peace, Justice, and Education, I felt as though Naomi Tutu was speaking to me directly when she was talking about treating others as human beings, not as labels. It's our differences that make this world an amazing place, giving each of us opportunities of new experiences to expand our world. This, I feel, applies to my personal life just as much as my work. Interacting with and treating people as human beings is what makes us truly human.”
“[I’m] falling in love with the people I'm following up with as potential career opportunities in the next few years!”
“I plan on incorporating service into the EMS Academy through a massive project to train 30,000 residents of St. Paul as CPR instructors. Ideally the EMS Academy students will become stewards of this initiative and incorporate tangible, life-saving service, into their EMT educations.”
“One of the most inspiring sessions I attended was the United World College - USA, HIV/AIDS Peer Educators session. There were about 25 junior and senior high school students from all over the world who did (and do all over) skits and songs to educate folks about sexual and reproductive health. They were super energetic, well-informed, and extremely poised in discussing what is oftentimes difficult subject matter. I was blown away by their professionalism and enthusiasm, and am inspired to think outside the box for ways to engage different kinds of learning into trainings, self- and peer-education, and in general more worldly perspectives on local problems.”
“I learned that only through the trust and support of adults may youth leadership be fostered. Witnessing an English teacher allow his students to occasionally misstep and falter in the midst of a presentation, only to have their confidence build over the course of the session, exemplified how meaningful and powerful his trust in them was. This moment inspired me to rely more on the actions of youth in the new program I am helping launch at my organization.”
“Something that I learned: I learned that youth do amazing things! They are teaching peers and adults about world issues like the global water crisis, converting used kitchen waste to fuel to heat low income homes, and building incredible things like schools around the world. From the volunteer experience on Saturday, I learned about vertical gardening, and another VISTA and I are now getting together to submit a vertical gardening proposal in St. Paul.”
“My favorite and most proud moment of the trip was meeting Wendy Spencer, the CEO for the Corporation for National & Community Service, who met with our group of 11 VISTA members after her plenary session on Wednesday night - shaking all of our hands, taking pictures, and shooting a quick video for St. Paul Mayor Chris Coleman about being excited for the Mayor's Day of Recognition for National Service on April 9th. I was proud of the grace and professionalism of all our members, and how well they represented the Saint Paul VISTA Program, the office of Mayor Chris Coleman, and AmeriCorps members in general.”
From all of us, thank you! From the bottom of our hearts. We couldn’t have had this experience without your help, and it was not one we’ll soon forget!
- Angie - Natalie - Tracy - Matt - Maddie - Maggie - Brittany - Casey - Amanda - Allison - Claire -
I choose to risk my significance,
to live so that which came to me as seed
goes to the next as blossom,
and that which came to me as blossom,
goes on as fruit.
-Dawna Markova
Combatting Complacency
I spend most of my time selling the idea and training on service-learning. I rarely, however, get the chance to sit down with a group of folks committed to service-learning as a best-practice pedagogy and analyze the method. That is why some of my favorite service-learning discussions happen with members who work in higher ed settings. Although I am committed to training on service-learning in the K-12 education field, I find university faculty more willing to talk openly about its challenges and successes with a probing eye.
On Friday, April 5, I had the opportunity to attend a discussion titled “Combatting Complacency: Challenges of Advancing a Critical Service-Learning Pedagogy”, led by Professor Tania D. Mitchell from the University of Minnesota. Professor Mitchell shared some of her research on the difference between “traditional” and “critical” pedagogy within service-learning. Critical service-learning is focused on social change and redistribution of power, which causes service in the first place. This method is change driven, versus need driven, and sees community partners as teaching partners.
This made me think of the K-12 Service-Learning Standards for Quality Practice, and how people use the eight standards for planning or to ”check off” their progress along the way. How many teachers have sat down and really studied the indicators for those standards to really assess whether or not they are truly meeting those teaching practice standards in their classroom?
In her many positions at a range of universities from Amherst to Stanford, Tania has served in many different roles related to service-learning and culture. She stressed that it is a hard to find a balance between encouraging teachers to integrate service-learning as a methodology, and to think beyond the “my students volunteered X amount of hours in the community resulting in $X contributed because of their service” mentality. I struggle with that same balancing act as a professional development manager; I want to encourage teachers to try, but I also want to give them the push to create real change.
Inevitably, these discussions led to the institutional barriers that higher ed schools face, including the integration of technology, which, to me, was not the intended focus of the discussion, but it was hard to ignore. Hurdles such as the school calendar, tenure procedures, job descriptions, ease of integration, the marginalization of serviced-learning, professional development, language and definition, humanities vs. science-based courses, and students not seeing the community around the university as their home were all mentioned as barriers that faculty in the room face. The answer to all of these seems to be a shift in culture, starting with the leadership.
In closing, I ask everyone reading this from any setting: Are you, or the teachers you work with, using a traditional or critical approach to service-learning? What are the hurdles you are facing institutionally to service-learning, and how can we work together around those?
To read more about critical pedagogy in service-learning, visit:
Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models, Tania D. Mitchell
Critical Consciousness and Critical Service-Learning at the Intersection of the Personal and the Structural, Etsuko Kinefuchi
Cheng Leng Xiong – HOBY Outstanding Youth Award
On Saturday, April 6, several NYLC staff and friends gathered at Bethel University in Minnesota to celebrate Cheng Leng Xiong, winner of the Outstanding Youth Award, presented by HOBY. Cheng, a former NYLC Youth Advisory Council member from Saint Paul, MN, was celebrated with the award for his inexhaustible service to his peers, his friends, and his community. Like a tree that, through its growth, hopes to be of benefit to what it comes in contact with, Cheng is a steadfast support to all who have the good luck of coming to know him. He is not of the variety that engages in an act of service hoping to be observed — he would rather he not be noticed — but when, invariably, he is seen, he playfully passes the credit along to someone else. Truly, he wants to serve to be of benefit, not for the satisfaction or the attention.
He seems, as best as I can tell, to be that caliber of person who does the thing he does out of a real sense of commitment to bettering people and society. There are so many people and stories in our communities worth celebrating, and so it was with great joy that I was able to join in celebrating Cheng, a man of infinite inspiration. He is present and dedicated in so many communities and the lives of so many individuals. He is not only remarkable because of how widely he has committed himself to the better good of his community, but because of the courage with which he has done so as he transitions between his Hmong roots, his present place here in Minnesota, and on the many national and local councils of which he is a part. Through all of his engagements and relationships, Cheng remains the very picture of the ‘Servant-Leader,’ offering opportunities for his life to be a cultural exchange to those who he works with, inviting us to learn from his rich heritage as he shares himself in service. I am reminded, at the close of this short note, of one afternoon while working with Cheng at the National Youth Leadership Training. He was wearing a shirt that read, “create a leader, be the first follower.” I thought that there was no better way to describe him, succinct and lovely, a wonderful vision and aspiration.
The One Million Bones Onsite Project
I was so happy to see Students Rebuild as one of our exhibitors at the National Service-Learning Conference this year in Denver, who offering attendees the opportunity to be a part of the One Million Bones Challenge. We first worked with Students Rebuild in 2010 in Atlanta, GA, when they hosted an onsite project building clay bones for the challenge. I remember hauling very heavy boxes of clay for them! Our attendees then and now loved crafting bones and playing a part in raising awareness about international conflict as well as joining in solidarity with victims and survivors in countries on ongoing conflict, such as the Democratic Republic of Congo, Sudan, Burma, and Somalia. Rebuild staff estimate that our attendees made over 200 bones! Students Rebuild, along with other international humanitarian organizations, are “equipping young leaders and their families with resources they need to peacefully rebuild their communities.” I am glad our attendees helped play a role in this awareness, which culminates with an installation of 1 million bones on the National Mall, Saturday, June 8, 2013. It is going to be a remarkable installation – don’t miss it!
Join us next year for the 25th Annual National Service-Learning Conference, which will be held in Washington DC, April 9-12, 2014. The One Million Bones installation will be gone, but we can’t wait to help with Student Rebuild’s next initiative.
Read more about the One Million Bones Challenge here.
Featured GSN Member: Deborah DeCovis
Deborah DeCovis is an exemplary service-learning educator. Her classroom has no desks, no whiteboard, and no electricity. For what her classroom lacks in bricks and mortar, it makes up for in student engagement, practical knowledge, and a lasting connection to the curriculum.
Her classroom is the great outdoors.
At the National Park Service, biologist Deborah DeCovis teaches students ages 5-18. She engages local youth by introducing them to ecology, biology, and even archaeology. Using the parks as her classroom, she creates a connection between science, schoolwork, and the local community.
“Many of the students I work with are disconnected from the local environment, despite living in an area surrounded by public lands, incredible history and unique desert ecology,” Deborah said. The service-learning programs at the National Park Service do more than teach about the local environment. They also instill their student participants with a sense of pride and environmental ownership.
Students travel to Montezuma Castle and Tuzigoot National Monuments for full days, several times a year, to learn about ecology and biology. Topics include the identification of native and invasive plants through seed collection, invasive plant removal, planting native seedlings, educational hikes, water testing, soil testing, macro invertebrate analysis and resource management.
Her current service-learning project involves the collection of native seeds. In it, seeds are collected within the park and then propagated in school greenhouses. Students care for the plants for a season before replanting them within the park boundary.
“The park’s outreach program, as supported by the National Park Foundation Park Stewards and America’s Best Idea grant programs, has allowed the National Park Service to reach students that would otherwise not have an opportunity to visit parks,” Deborah said, proud to have the opportunity to instruct and inspire the youth who inspire her right back. “This program instills ownership, resource stewardship and a sense of personal responsibility.”
Read more about Deborah, and other environmental service-learning projects featured during Earth month, in the Generator School Network.
An Event You Won’t Want to Miss
The National Youth Leadership Council and Youth Service America are committed to helping youth change the world. In preparation for 2014, we have joined forces to bring you one spectacular event — the 25th Annual National Service-Learning Conference and the 26th Annual Global Youth Service Day. Join us April 9-12, 2014, in Washington, D.C., for an event that celebrates service-learning as a force that engages students in their education, builds communities, and strengthens young people and schools.
The National Service-Learning Conference brings together youth and adults from across the country and around the world for three and a half days of learning, inspiration, and connection. This conference is more than workshops and keynote addresses; it is an extension of the classroom, allowing for the youth and adult attendees to be part of something bigger. Throughout the conference youth plan networking receptions, on- and off-site projects, roundtable discussions, exhibit booth activities, and training sessions; they emcee plenary sessions, inspire attendees through keynote addresses, and — in lieu of presenting a paper in front of 40 classmates — youth lead workshops for 40 youth and adult peers from around the world. Youth are given the reins to create something so spectacular that it changes how adults perceive all young people — as solutions to real problems. Both youth and adults come out of the experience with the tools and resources, ideas and inspiration to return home to improve their practice, their schools, and their communities.
Global Youth Service Day celebrates and mobilizes the millions of young people who improve their communities each day of the year through service. Established in 1988, Global Youth Service Day is the largest service event in the world, and the only day of service dedicated to children and youth. GYSD is celebrated each year in over 100 countries, with young people working together — and with schools, youth organizations, nonprofit organizations, community and faith-based organizations, national service programs, government agencies, and adult mentors — to address the world’s most critical issues and change their communities.
This combined event will feature thought-provoking addresses from internationally recognized leaders, a showcase of projects from around the world, and a platform for youth to share how they are changing the world.
Save the date and follow NYLC and YSA on Facebook to stay up-to-date on all of the latest information!
World Savvy Students Solve Global Problems in Minnesota
This winter, middle school students at Minnetonka Middle School East in Minnetonka, Minn., wowed a large group of judges at the World Savvy Challenge at their school. While most of us are at a loss when discussing solutions to issues like global hunger and water scarcity, seventh-grade students in Ms. Nelson’s social studies class tackled them head-on by conducting research and crafting local, national, and global solutions.
For those of you outside of Minnesota and California, where the program is currently available, World Savvy Challenge engages middle and high school students in project-based learning and collaborative problem-solving around a global theme, such as how child labor or electronic waste (e-waste) affects other countries. Students in Ms. Nelson’s class presented their projects in one of two formats: an exhibit or a website. The top four winning teams will go on to present at Macalester College in St. Paul where they could win funding to implement their plan over the next six months.
As a judge, my job was to interview and score four student teams based on their projects’ content, presentation, and action plan. One team, “Purple Turtle,” impressed me not only because they created their own website, but because they took ownership over their topic.
Once the three other judges and I sat down, Katie and Kate — members of team “Purple Turtle” — gleefully walked us through their website, which outlined what they learned about clean water scarcity in places like Bangladesh and India, and described their ideas for raising money locally to build wells and support filtration technologies in those countries. Equally as impressive as their findings was their enthusiasm for the cause and ability to work as a team.
So how did they do it? “Everyone loves caribou coffee!” exclaimed Kate. “We brought our laptops [to the coffee shop], and eventually got our parents involved.” Katie explained that what was most satisfying was: “not just hearing others, but coming up with our own solutions [to the issue].”
The whole experience gave me a window into the world of seventh-grade, a glimmer of hope for the next generation, and enough new knowledge to make me reconsider buying a bottle of water at the gas station on the way home. It also reaffirmed my belief that access to real-world learning opportunities like these can enhance the connection between social issues and academic subjects, as well as help adults see young people as more than just a test score.
Reflections On Nine Years With The NYLC Board
What a joy and rewarding experience it has been for me to be a part of the National Youth Leadership Council. Our country is facing big issues like providing access to economic opportunity and education for all. The challenges can seem insurmountable at times. That’s what makes NYLC and its active engagement and leadership of youth, working to build and create a more just community so important. I recall the Freedom Schools of the Civil Rights Movement that educated ordinary citizens to organize and change their communities. NYLC continues that tradition. I saw it at the summer leadership camps, the annual conferences, and the youth who served on the board. NYLC youth are not waiting to make a difference, they are active right now. Can anyone see NYLC youth and be concerned that there will be an absence of leadership in the future? I can’t.
NYLC is synonymous with service learning---quality service learning. It’s frustrating when one mentions service leaning, and the image people have is of youth cleaning a park. There’s nothing wrong with people cleaning parks, but that’s not service learning. One of the great contributions of NYLC to the service learning field is the standards for service learning that NYLC created and developed. Everyone, especially teachers, must know and practice them. In the future I hope quality service learning becomes embedded in our pedagogy.
One of my biggest concerns, especially being a Twin Citian, is the achievement gap in our education system. A quality education system has many dimensions, and I know service learning is not the only solution, but I believe service learning can be a part of the solution. Service learning is a great equalizer and can be a catalyst to igniting the student’s interest in learning.
NYLC gave me the opportunity to work with a great group of board members and staff. I recall the words of St. Paul in his first letter to the Corinthians, “to each individual the manifestation of the Spirit is given for the common good”
It was a special honor to serve as board chair with two amazing visionary and gifted leaders---Jim Kielsmeier and Kelita Bak. Where would the service learning movement be without Jim’s passion, thoughtfulness and creativity? We all know the answer. And no organization can stand still. Kelita, acknowledging and building on the foundation of NYLC, is building an organization for today and the future. Both of them faced challenging times, but with their hearts and minds dedicated to the mission, NYLC moved and moves forward.
Based in the middle of the Heartland, NYLC is making a difference in Minnesota, Washington D.C. and throughout the country. It was an honor to be a part of the action. De Tocqueville would write today that the state of democracy in America is in good hands.
Jim Scheibel is a teacher at Hamline University and former mayor of St. Paul, MN, he recently completed his term serving on NYLC's board, with nearly 8 years as board chair.
