Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Community Engagement Division
The goal of this study is to understand how participation in learning and teaching partnerships between (1) pre-secondary school teachers and students at a school with high barriers to success and (2) post-secondary school faculty and students impacts elementary school students’ knowledge of, interest in, and aspirations toward post-secondary education. In collaboration with elementary school teachers, university faculty and students participating in self-selected Community-Based Learning and Research Courses have begun to develop assessment tools that measure the degree of these outcomes. Data regarding aspirational levels and the practical value of the teaching and learning modules will be evaluated according to pre- and post- focus groups held with both control and experimental groups, and through observation during the classroom modules. Based on these focus groups and observations, a metric of measurable responses is being developed Elementary teachers and Lafayette faculty and staff. A secondary goal of this study will be to understand how this partnership will impact College students’ sense of civic engagement, understanding of diverse populations, connection with course material, and development of leadership skills. These outcomes will be measured through pre- and post- module 5-point Likert scale surveys as well as open-ended interview questions. Research will be conducted with elementary school students and teachers and college faculty and students enrolled in specified Community-Based Learning and Research courses at College. Preliminary data points to positive impact, primarily through attitudes about higher education and perceptions of what college actually “looks like.” The overall program has begun to expand across K-12, with links tied to programs being introduced beyond elementary in middle school and high school.
Cefalu, C., & Kney, A. D. (2020, June), Aspirations: Overcoming Barriers to Success through Pre- and Post-secondary School Partnerships Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34169
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