Third Generation of Service-Learning Research Yields More Thorough Data

The first and second generations of studies on service-learning, encompassing an era from the 1960s to the early 1990s, can be said to have consisted largely of: 1. research on experiential learning and community service in general (but not service-learning as we define it today); and 2. research conducted specifically on servicelearning programs, but having numerous methodological shortcomings

The Future of Youth Development: Multiple Wisdoms, Alternate Pathways and Aligned Accountability

Based on trends and events observed or experienced by the author over the last 30 years in research, evaluation and practice, this article examines three challenges facing and shaping the future of the youth programs as contexts for development. The first challenge surrounds how the field comes to understand, value and integrate different forms of knowing -- particularly quantitative data. The second challenge represents how the field shifts from proving it makes a difference to improving the ways it makes a difference by expanding the pathways to impact. The third challenge regards how the field responds to and shapes accountability pressures in ways that better align accountability rather than succumb to it. Implications of each challenge for effectively bridging research and practice are noted

Assessing Social & Emotional Skills in Out-of-School Time Settings: Considerations for Practitioners

This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.This peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives

The Relationship between Youth Program Quality and Social & Emotional Learning

This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.This peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives

Education Leaders Perspectives on Social & Emotional Learning

This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.This peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives

Race, Antiracism, and Youth Development: From Awareness to Sustained Action

After yet more vivid examples of how Black people are far too often treated unjustly in America and the enormous response worldwide, it is high time to recognize racism in our field and promote a strong and sustained commitment to antiracist approaches to research, publishing, practice, and policy in the youth development field. This essay begins to make the case for such efforts and calls for sustained action in many areas. These are things we can and must do as a field that supports the positive development of all youth

Perspectives on Social and Emotional Learning (SEL) from Out-of-School Time (OST) Leaders in Minnesota

"To be successful in school now and ready for college and careers later, young people need to develop a range of skills that extends beyond traditional academics. Content knowledge and academic skills are important, but it is also critical that youth learn how to work well with others, persevere when faced with challenges, and recognize when a new strategy is needed to solve a problem. There is increasing evidence that social and emotional factors are critical to young people's success. There is, however, little agreement on which factors to assess or how best to support their development in both school and out of school programs. This poster presents results from an online survey of over 900 leaders in the out of school time field. The survey taps their perspectives on social and emotional learning, its importance, its assessment, barriers, current efforts in this area, and which dimensions of SEL are considered most important. Many of the questions parallel a survey we conducted with over 600 school district and building education leaders. Results from these surveys, along with one being conducted with youth this fall, help round out our understanding of how leaders and youth both in and out of school understand, value, and promote the social and emotional development of young in Minnesota. These data provide direction for how best to move forward in both improving practice and assessing social and emotional learning in different contexts.

Minnesota 4-H Retention Study Brief

This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.While the Minnesota 4-H Club program has been growing over the last six years, over 25% of youth do not re-enroll annually. Wanting to know how 4-H could improve its member retention rate, the Minnesota 4-H Retention Study asked 4-H members who left the program why they decided to join, stay and ultimately leave 4-H

Intentional Practices to Support Social & Emotional Learning

This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.This peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives

Examining the Reasons and Relationships Between Why Youth Join, Stay in, and Leave 4-H

While the Minnesota 4-H Club program has grown over 29% in the last six years, annually over 25% of youth do not re-enroll. The Minnesota 4-H Retention Study asked youth who left the program why they decided to join, stay and ultimately leave 4-H. Data from 220 youth were examined to better understand the reasons for and relationship between youth joining and staying in 4-H and their reasons for leaving 4-H. Youth joined 4-H because they wanted to have fun, try new things, and participate in projects and fairs. Top reasons they stayed in 4-H were they liked being with other kids, had fun, and learned new things. Primary reasons youth left were they lost interest in 4-H or became involved in other activities. Examining the relationships revealed that paying particular attention to youth experiences in project learning and teaching, relationships with adults, and youth having fun will increase retention