Lindsey Almond, Silvia Vilches, Francesca Adler-Baeder
Typically, Youth Relationship Education (YRE) in high-schools involve models that utilize experienced community educators or teachers as facilitators. A new program model involves training undergraduate students as "near-peer" facilitators. Limited research on this model exists. Within this study, nine undergraduates in diverse majors participated in a HDFS service-learning course where they were trained to teach YRE. Data were collected from in-course reflections and student/instructor observations. Relational-Cultural Theory is utilized to explain how relationships built throughout the course are intertwined with elements of change to support students’ teaching efficacy. Five themes emerged: the process of preparation/instruction, influence of peers/instructors, teaching skills reflected on, reflective processes about feedback and the course, and suggestions for the course from students and instructors. The results demonstrate that integrating teaching experiences can provide students confidence and skills in YRE, link students’ academic knowledge with applied experiences, and develop individual identity through active learning.
- Understand the effectiveness of a training model for undergraduate experiences in a community-based youth relationship education program.
- Interpret the elements of change within a service-learning experience focused on youth relationship education.
- Translate findings into suggestions for applied academic experiences in undergraduate family science courses.
Subject Codes: education, identity, relationships
Population Codes: undergraduate students, emerging/young adulthood,
Method and Approach Codes: community participation/action research, qualitative methodology, scholarship of teaching and learning (SoTL)