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Beyond the Walls of the Classroom

Posted By NYLC, Sunday, April 7, 2019

(This article was originally posted on January 21st, 2019 on nylc.org.)

By: Joy Mazur 

A senior year English class is usually filled with college essay writing, novel reading, and research practice. However, students in the Morris Hills Regional District’s new Service-Learning course are developing their college readiness in a different way–through investigating genuine community needs and applying their academic knowledge and skills to meet those needs.

Service-Learning teams at Morris Knolls are currently planning projects based on student-chosen topics, focused on raising awareness of veterans’ issues, the benefits of training your pet to be a therapy animal, advocacy and support for people experiencing homelessness, and fighting stigma associated with mental health issues. They have developed community partnerships within the school as well as with local organizations such as Creature Comfort Pet Therapy and Family Promise of Morris County. Morris Hills Service-Learning teams are designing and implementing a new way for students to choose tutors through a website they created, running after-school seminars and meetings at retirement homes to lessen the communication divide between generations, and organizing a clubs/sports fair for to help 8th grade students feel excited and more comfortable coming into their freshman year.  In addition to these ongoing projects, students will develop individual or small group projects during the second half of the school year.

“I have learned many things that I would’ve missed out on if I hadn’t taken Service-Learning. Unlike our other classes, it throws us into the world. I’m thankful that this course was added to Morris Knolls and that I am able to be a part of it.” – Senior Iara Vellaro 

The Service-Learning course is based on a framework developed by the National Youth Leadership Council, which follows the IPARD cycle: Investigation and Research, Planning and Preparation, Action, Reflection, and Demonstration. Students are expected to research and become experts in their field of concern, and determine community needs through interviewing stakeholders before beginning their planning phase in collaboration with a community partner. The Action phase may take place through direct service, indirect service, or advocacy. They must also create a sustainability plan, outlining how their project can be replicated or carried on in the future.

The students are the Project Managers, and hold leadership roles in Outreach, Budget, and Research. In order to be successful, they must collaborate, communicate, and problem-solve when things don’t go according to plan. I have seen them make great leaps in their confidence through taking on this responsibility.

In order to enroll in the course, which can fulfill the MHRD 12th grade English requirement due to its focus on research, writing, and communication skills, students apply during the winter of their Junior year. The application process includes a personal statement, recommendations from a school counselor and a teacher, and a group interview. Thirty-two students at Knolls and twenty-one students at Hills were accepted for Service Learning’s pilot year.

Morris Knolls Principal Ryan MacNaughton is happy with the new course so far. He has been interviewed as a stakeholder by several student teams during the Investigation phase of their projects, and says the students “have been a pleasure to work with. Ms. Mazur is doing some amazing work with our students and I am so pleased with the success of the program.” Morris Hills principal Todd Toriello agrees, adding that students “are learning first-hand the importance of giving back to one’s community. Through authentic learning experiences, students are exploring local community-identified needs as well as the historical and philosophical roots of service.”

Dominique Tornabe, Director of Development and Community Relations for Family Promise of Morris County, describes her time working with a team of Morris Knolls Service-Learning students as “incredibly impactful” and commented about the course, “In addition to teaching empathy and compassion, it develops the critical thinking and problem solving skills required for leadership in the 21st Century and beyond.” As Service-Learning student Luke Nienstadt observed, “The goals we are trying to achieve go way beyond the walls of the classroom.”

Tags:  college readiness  community engagement  english  featured  IPARD  research  service-learning 

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February Service-Learning Digest 2019

Posted By NYLC, Friday, March 29, 2019

(This article was originally posted on March 13th, 2019 on nylc.org.)

What happens when service-learning is part of classroom instruction? Check out a few shining examples of excellence in this month’s digest.

UTD ADDS SERVICE LEARNING CLASSES

UTD is joining the nationally growing trend of service learning in the classroom. This semester, the university is offering 10 classes centered around service.

In 2017, UTD received $1 million through the University of Texas System to incorporate community engagement into the curriculum. Since then, the school has offered a variety of classes, from helping the homeless youth population to supporting students who identify as parents, to reach this goal.

Read more

SPHS Juniors Connect With Community For Service Learning Projects

Throughout February, the 400-person junior class at Severna Park High School traveled to three elementary schools to complete their service learning project.

The project was to connect with students at Park, Brooklyn Park and Hebron Harman elementary schools and write books for their buddies.

“It is probably one of the most meaningful things that I get to be part of at Severna Park,” said Valerie Earhart, an English teacher at SPHS.

Read more

Learn 2 Love group makes sandwiches for 363 Sandwich Project

The Somerset Elementary Learn 2 Love service learning group recently made 610 sandwiches for the 363 Sandwich Project.

Read more

Fort Service Learning Academy honors Columbus community members in celebration of Black History Month

On the last day of Black History Month, 10 community members were honored by Fort Service Learning Magnet Academy in Columbus.

News Leader 9 Barbara Gauthier was among the honorees.

“Everybody should be celebrated, not just this one month, but all months,” said Crystal Simonton, theater arts director. “Everybody should be celebrated in general.”

Read more

Service Learning earns state award

Only ten schools in state recognized for their service

Staying busy is nothing new for the dedicated Jefferson County High School Service Learning teacher Lani O’Connor, who matches the energy and passion of her students as they work together.

Read more

New Service Learning Classes Build Community Connections

In one of the newest University of Texas at Dallas classes, students are helping immigrant high schoolers with English. Another class is talking to fifth- and sixth-grade girls about social media and bullying. And still another is working with homeless teens in Dallas.

These classes are part of the University’s growing community-based service learning program, which gives students the opportunity to explore new topics while serving as teachers and mentors in the community.

Read more

 

Got a story you want to share? Send it to info@nylc.org

Tags:  civic action  civic engagement  community engagement  featured  service-learning  volunteerism  youth leadership 

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Beyond the Walls of the Classroom

Posted By NYLC, Friday, March 29, 2019

(This article was originally posted on January 21st, 2019 on nylc.org.)

By: Joy Mazur 

A senior year English class is usually filled with college essay writing, novel reading, and research practice. However, students in the Morris Hills Regional District’s new Service-Learning course are developing their college readiness in a different way–through investigating genuine community needs and applying their academic knowledge and skills to meet those needs.

Service-Learning teams at Morris Knolls are currently planning projects based on student-chosen topics, focused on raising awareness of veterans’ issues, the benefits of training your pet to be a therapy animal, advocacy and support for people experiencing homelessness, and fighting stigma associated with mental health issues. They have developed community partnerships within the school as well as with local organizations such as Creature Comfort Pet Therapy and Family Promise of Morris County. Morris Hills Service-Learning teams are designing and implementing a new way for students to choose tutors through a website they created, running after-school seminars and meetings at retirement homes to lessen the communication divide between generations, and organizing a clubs/sports fair for to help 8th grade students feel excited and more comfortable coming into their freshman year.  In addition to these ongoing projects, students will develop individual or small group projects during the second half of the school year.

“I have learned many things that I would’ve missed out on if I hadn’t taken Service-Learning. Unlike our other classes, it throws us into the world. I’m thankful that this course was added to Morris Knolls and that I am able to be a part of it.” – Senior Iara Vellaro 

The Service-Learning course is based on a framework developed by the National Youth Leadership Council, which follows the IPARD cycle: Investigation and Research, Planning and Preparation, Action, Reflection, and Demonstration. Students are expected to research and become experts in their field of concern, and determine community needs through interviewing stakeholders before beginning their planning phase in collaboration with a community partner. The Action phase may take place through direct service, indirect service, or advocacy. They must also create a sustainability plan, outlining how their project can be replicated or carried on in the future.

The students are the Project Managers, and hold leadership roles in Outreach, Budget, and Research. In order to be successful, they must collaborate, communicate, and problem-solve when things don’t go according to plan. I have seen them make great leaps in their confidence through taking on this responsibility.

In order to enroll in the course, which can fulfill the MHRD 12th grade English requirement due to its focus on research, writing, and communication skills, students apply during the winter of their Junior year. The application process includes a personal statement, recommendations from a school counselor and a teacher, and a group interview. Thirty-two students at Knolls and twenty-one students at Hills were accepted for Service Learning’s pilot year.

Morris Knolls Principal Ryan MacNaughton is happy with the new course so far. He has been interviewed as a stakeholder by several student teams during the Investigation phase of their projects, and says the students “have been a pleasure to work with. Ms. Mazur is doing some amazing work with our students and I am so pleased with the success of the program.” Morris Hills principal Todd Toriello agrees, adding that students “are learning first-hand the importance of giving back to one’s community. Through authentic learning experiences, students are exploring local community-identified needs as well as the historical and philosophical roots of service.”

Dominique Tornabe, Director of Development and Community Relations for Family Promise of Morris County, describes her time working with a team of Morris Knolls Service-Learning students as “incredibly impactful” and commented about the course, “In addition to teaching empathy and compassion, it develops the critical thinking and problem solving skills required for leadership in the 21st Century and beyond.” As Service-Learning student Luke Nienstadt observed, “The goals we are trying to achieve go way beyond the walls of the classroom.”

Tags:  college readiness  community engagement  english  featured  IPARD  research  service-learning 

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