Using service-learning to introduce at-risk students to a broader community

Abstract

A class of 16 at-risk students in Anaheim's Youth and Family Resource Center (YFRC) undertook the design, making, and delivery of pillows and care packages for young patients confined to the Neonatal and Pediatric Intensive Care Unit (NICU/PICU) at the University of California, Irvine Medical Center. The project had two goals: to extend the students' concepts of community and to aid young children in need. Service-Learning Coordinator Jim Perez submitted this effective practice in July 2006 as part of a report on the success of Alternative, Community, and Correctional Education Schools and Services (ACCESS) in Orange County, California.

Issue

The students were initially reluctant to even consider participating in a service-learning project. In the minds of the students, donating time to anyone besides their own families or neighborhood equaled "work program." In order to demonstrate the true meaning and benefits of service-learning, while satisfying high curriculum standards, the project was used to slowly expand the students' notions of community beyond just family and neighborhood to a more global connection.

Action

The pillow-making and care package project took place over a five-week period. Prior to initiating the service, students studied social science concepts, economics, math, and language arts.

Curriculum

The basics of organic chemistry and psychology were important academic components of the project. The focus was on three areas relating to the NICU/PICU patients: the affects of pre-natal stress on babies, the impact of alcohol, drug abuse, or sexually-transmitted infections on a child's health, and how post-natal comfort can improve the health of both mother and child.
Two additional academic components -- speaking and research/technology -- were added by assigning the students reading in health and medical journals and then have them present their findings in class.
Students gained basic algebra skills for the purpose of calculating the materials needed and costs for making X number of pillows and care packages for the children. They applied basic geometry when making and following patterns for constructing the pillows and care bags. Students learned to read patterns, hand stitch designs, and sew them to pillows and care bags. They also analyzed the economics of birth - what it costs to have a child.
The main academic component -- language arts -- included extensive written and verbal reflection, performed on a weekly basis before, during, and at the end of the project (typically in the last 45 minutes of class). The students had a group discussion during each class period that related to their experiences and feelings. While discussions were particularly useful in building group unity and understanding, journal composition encouraged individual contemplation and fostered skills in written English. In addition to weekly journaling, at the end of the project, students wrote an expository essay detailing the process they went through during the experience.
Two additional language arts activities took place. The first was to write professional letters and telephone scripts asking for donations of funds from the community to help support their project. The second was to apply for a supplemental grant from Disney (also located in Orange County) -- a task that the teacher left in the students' hands by dividing up aspects of the grant application and letting them work on it directly. They later received the award.

Goals/Standards

In keeping with the goals of ACCESS (See "Context" section below) the teacher developed a relationship with a new community partner, the University of California, Irvine Medical Center (UCIMC). Since UCIMC is a teaching hospital, staff of the hospital were amenable to providing interaction between patients and students.
Additionally, to uphold standards, the teacher performed near-daily assessments with students and YFRC staff throughout the project, often integrating the students' opinions into assessments, modifications, and strategies.

Recognition and Celebration

The students, collaborative team, and school officials celebrated the project by creating and giving a 10 to 15 minute group presentation to inform other students and team leaders of their project, accomplishments, and personal evaluations. When the project ended and the celebration event was in progress, local newspapers were contacted to elicit interest in the collaboration of students meeting community needs and participating in community service.
Group photos were taken while visiting NICU/PICU to commemorate the finished project.

Context

The Alternative, Community, and Correctional Educational Schools and Services (ACCESS) program provides classroom programs and services to nearly 8,000 students on a daily basis, year round. Partnering with Orange County school districts at over 100 program sites has provided over 500,000 students with a standards-based education. Students participate in a variety of educational program options that design learning strategies to ensure student success. Strengths of the program include addressing "engagement" of students; collaborating with community organizations to provide important resources; promoting the transition of students to and from county programs; ongoing assessment of students' needs and skills; and a commitment to a healthy, safe environment for learning. ACCESS students range from those having social/behavioral problems or learning disabilities to those who are highly motivated and goal oriented.

Most of the 16 students in this class were male, and all were on probation.

Outcome

The students who participated:

Expanded their definition of community from the smallest possible sphere -- family and neighborhood -- to a global connection.
Learned -- in some reported instances, for the first time in their lives -- how to care for others.
Heightened their sense of personal responsibility.
Exhibited self-responsibility by admitting transgressions and offering apologies.
Improved their behavior and performance in class.

Through the students' journals and oral discussions in class, the project was consistently (if informally) evaluated. Sometimes the student-driven evaluations resulted in small changes, such as adding more or different items to the care packages. Small modifications enhanced students' sense of efficacy through voice.

Evidence

A final survey, created by students and evaluated by the teacher, was given to all collaborative partners. (Results not available as of this time.)

Additionally a basic, eight-item pre/post measurement of content standards related/relevant to student learning on body systems, cells, and pathogens was administered. The average score among the students was 30 percent correct for the pre-test interval and 80 percent correct for the post-test interval.

Posted On

August 23, 2006

For More Information

Kristi Hofstetter

ACCESS: Pathways PAR

140 W. Cerritos St., Building 4

Anaheim, CA 92805

Phone: (714) 239-2561

Fax: (714) 533-6808

Website: http://www.access.k12.ca.us/

Resources

Schnell-Cisneros, H., Perez, J., and Christian, C. Alternative Education Options for Youth and Adults in Orange County. CalServe Final Evaluation Report - Orange County Department of Education/Alternative, Community, and Correctional Education Schools and Services (ACCESS). June 2005.

Related Activities

GotFabric.com - monthly projects

Sewing.org - home décor projects (pillows) http://www.sewing.org/enthusiast/html/e_homedec.html

Sewing and Service-Learning Project (PDF, 8 KB)

101 Ideas For Combining Service & Learning