Abstract:Service learning is increasingly being used as a pedagogical strategy for promoting the development of civic-mindedness among university students. Despite the use of this strategy, little is known about the benefits derived from specific types of service-learning experiences. Additionally, few notable studies have examined the unique outcomes experienced by mentors of at-risk youth. Therefore, this study examines the civic-related benefits that college students derive from mentoring at-risk youth within a stru… Show more
“…Campus Corps’ mentors are undergraduate university students enrolled in a 3-credit service-learning course which includes mentor training, live supervision, and ongoing support (cf. Weiler, Haddock, Zimmerman, Krafchick, Henry, & Rudisill, 2013). …”
Section: Campus Corpsmentioning
confidence: 99%
“…Each mentor-mentee relationship is a part of a Mentor Family (i.e., small groups of 4 mentor-mentee pairs) nested within the larger mentoring community which is further supervised and supported by Mentor Coaches (i.e., experienced youth mentors) and family therapist instructors (i.e., graduate students trained in systemic thinking and therapeutic interventions who oversee the mentoring community and service-learning course) (Weiler et al, 2013). Added benefits may occur as a result of combining one-on-one mentoring within a structured group setting (e.g., Deutsch, Wiggins, Henneberger, & Lawrence, 2013).…”
Youth mentoring can have a profound impact on the lives of high-risk youth. This study presents the Campus Corps program, a time-limited (12-week), structured mentoring program for high-risk youth (ages 11–18), and results from a quasi-experimental pilot evaluation. Baseline and post-intervention problem behavior data from 315 offending youth were used in multiple regression analyses. After accounting for baseline group differences, pre-intervention scores, and demographic covariates, Campus Corps participants (n=187, 63.1% male) reported less engagement in problem behavior, lower acceptance of problem behavior, and greater sense of autonomy from marijuana use post-intervention than participants in the comparison condition (n=128, 66.4% male). Conversely, post-intervention group differences were not observed for peer refusal skills or autonomy from alcohol use. A description of the Campus Corps program design and supplemental preliminary findings contribute to the growing knowledge base of youth mentoring program designs and outcomes.
“…Campus Corps’ mentors are undergraduate university students enrolled in a 3-credit service-learning course which includes mentor training, live supervision, and ongoing support (cf. Weiler, Haddock, Zimmerman, Krafchick, Henry, & Rudisill, 2013). …”
Section: Campus Corpsmentioning
confidence: 99%
“…Each mentor-mentee relationship is a part of a Mentor Family (i.e., small groups of 4 mentor-mentee pairs) nested within the larger mentoring community which is further supervised and supported by Mentor Coaches (i.e., experienced youth mentors) and family therapist instructors (i.e., graduate students trained in systemic thinking and therapeutic interventions who oversee the mentoring community and service-learning course) (Weiler et al, 2013). Added benefits may occur as a result of combining one-on-one mentoring within a structured group setting (e.g., Deutsch, Wiggins, Henneberger, & Lawrence, 2013).…”
Youth mentoring can have a profound impact on the lives of high-risk youth. This study presents the Campus Corps program, a time-limited (12-week), structured mentoring program for high-risk youth (ages 11–18), and results from a quasi-experimental pilot evaluation. Baseline and post-intervention problem behavior data from 315 offending youth were used in multiple regression analyses. After accounting for baseline group differences, pre-intervention scores, and demographic covariates, Campus Corps participants (n=187, 63.1% male) reported less engagement in problem behavior, lower acceptance of problem behavior, and greater sense of autonomy from marijuana use post-intervention than participants in the comparison condition (n=128, 66.4% male). Conversely, post-intervention group differences were not observed for peer refusal skills or autonomy from alcohol use. A description of the Campus Corps program design and supplemental preliminary findings contribute to the growing knowledge base of youth mentoring program designs and outcomes.
“…Mentors are recruited from a variety of majors and represent a diverse compilation of students. Mentors participate in 3 weeks of mentor training and are fully supported and supervised throughout a three‐credit service‐learning course (see Weiler et al., for details). For example, daily activities for mentor–mentee pairs are structured, which allows mentors to focus on building and strengthening their relationships.…”
“…SL provides opportunities for students to "come out" to their community environment and "research" what the current needs are (Rodríguez Gallego, 2014;Weiler, Haddock, Zimmerman, Krafchick, Henry, & Rudisill, 2013). This scenario favours a definite and unequivocal involvement of students in the analysis of social reality.…”
Section: Service-learning or When Methodology Becomes Actionmentioning
Abstract. This article makes explicit the importance of the relationship between multilingual, literary and intercultural education, Education for Development and Service-Learning. It is focused on the case of the project TALIS in Spain and its efforts to implement Task Based Learning and cooperative methodologies. As a result, we can bring forward that it should definitely be given a new pedagogical sense to "be destined to perpetual understanding among professionals related to the educational field" to emerge intercultural competences. The aim was to implement a social intervention program in order to foster intercultural ethos building to become socially responsible citizens.
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