CPS and NYLC Develop STEM-Based Service-Learning Projects with Middle Schools

Beginning in 2008, Chicago Public Schools partnered with the National Youth Leadership Council to develop STEM–based service-learning projects at the middle school level. This article highlights key findings from “Service-Learning and CPS Middle Schools” — a report published by CPS.

Overview

As one of three geographical areas to receive a Corporation for National and Community Service grant through NYLC (G-3 Service-Learning Initiative), Chicago Public Schools recruited a total of 14 middle schools and provided professional development and support to generate STEM-based service-learning projects. Over a three-year period, schools participated in more than 50 hours of professional development and worked together to generate service-learning experiences.

Why Service-Learning?

Service-learning has energized both teachers and students to re-think education and implement a pedagogical strategy that put students in a position to act on their commitments to their community even as they attend to curricular requirements.

• Civic Enterprises found that 47% of those who left high school without a diploma found classes un-engaging, while 67% say that they were not motivated or inspired to do the work (Bridgeland, 2006).
• Duckenfield and Drew (2006) found service-learning to be among “the best research-based dropout prevention strategies” (p.42).
• Billig (2004) reports that students, when participating in service-learning, do better than their peers on school engagement and attitudes towards school. Yet as recently as 2010, researchers Furco and Root (2010) found that only 30% of K-12 U.S. schools are utilizing service-learning in classrooms.

School Profiles

• Students at Evergreen Middle School gained the opportunity to learn about climate change and environmental action through the CERAP (Carbon Emissions Reduction Action Project) initiative, which led to a $300,000 community impact grant from the City of Chicago to build a new school and community garden.
• Libby Elementary School has completed four service-learning projects during this past school year, most of which have built on efforts of the last three years. These include the Carbon Emissions Reduction Action Project, and the “Do One Thing” campaign.
• Mollison Elementary students created posters, acted out skits in classrooms, hosted a school-wide informational assembly, and participated in creating a sustainable school recycling program.
• 80 middle school students have participated in service-learning projects at Mile Davis Magnet Academy, with four teachers facilitating projects with their students.

Lessons Learned

G-3 lead teachers suggest that other teachers just need to know what is expected of them in order to feel comfortable implementing a service-learning project. Once they see other teachers doing a project, they are more inclined to participate if support is available.

Each G-3 school cited the National Service-Learning Conference® as a key professional development opportunity for teachers. The conference helps teachers see that service-learning is not just a Chicago Public Schools mandate, but an international educational strategy with multitudes of resources.

All teachers noted the importance of principal buy-in and support. The elements of a successful school-wide strategy appear to be strong principal buy-in and support, opportunities for collaboration, meaningful professional development, and the development of a thoughtful and intentional school-wide strategy for implementation that include curriculum integration, meaningful projects, and thoughtful reflection.