Aspirations: Overcoming barriers to success and developing character through pre- And post-secondary school partnerships

Abstract

The goal of this study is to improve understanding of how participation in learning and teaching partnerships between elementary classrooms facing high barriers to success and college classrooms can: 1) influence the knowledge of, interest in, and aspirations toward post-secondary education in populations less likely to explore college; 2) impact college students' sense of civic knowledge, civic learning, civic reflection, and civic efficacy. Qualitative evaluation methods designed by Lafayette College's Landis Center for Community Engagement in collaboration with elementary school professionals measure the success of these goals. Collaborators include students and faculty from a college level civil and environmental engineering class and student, faculty, and administrators from two different elementary schools. Research is conducted with elementary school students and teachers and college faculty and students enrolled in specified community-based learning and research courses at Lafayette College. These courses are part of Landis Center for Community Engagement-sponsored program, Connected Classrooms. Connected Classrooms partnerships pair college classrooms with elementary school classrooms. College faculty and elementary school faculty collaboratively determine where the academic content of their courses align. Once a subject area is determined, college students begin working in small groups to develop a learning module that teaches the younger students' key educational points. The elementary teacher works with the college students to ensure that the material is appropriate to the grade level and coaches the groups on how to communicate with younger children. Students from the elementary school then visit the college classroom where the college students will deliver their modules at an approximate 1:2 ratio. Preliminary data indicates the program has a positive impact on the younger students, primarily on attitudes about higher education and perceptions of what college actually looks like. These data also suggest the development of civic knowledge, civic learning, civic reflection, and civic efficacy qualities in participating college students. 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.