Fostering Resilience Through Quality Standards-Based Service-Learning

• In Event: 31.092 - Sheraton Roundtable Session Three - Grand Centre
  In Roundtable Session: 31.092-2 - Developing Young Students' and Teachers' Social-Emotional Identities Through Service-Learning in Classrooms and After School

Abstract

This study examined the difference in perceptions of personal and school resilience of students who implemented quality standards-based, service-learning (SL) projects and those whose SL programs did not meet SL quality standards. The program aimed to transform traditional science classrooms into engaging learning environments by incorporating Service-Learning into STEM problem-based learning science pedagogy, teaching students to solve real problems in schools and communities. Twenty middle schools, 103 science teachers, and 120 community partners serving high poverty families participated. Results suggest there was a small to moderate effect of high-quality, standards-based SL experiences on student resilience, i.e., social-emotional development, echoing the AERA 2019 theme of integrating “siloed” Divisions and SIGs (Service-Learning and Social-Emotional Learning).

Author

• Jane Lumpkin Newman, University of Alabama