Introduction
Leadership Service in Action
We aim to develop students’ leadership characteristics by creating opportunities for them to take collective action to improve their community—addressing issues that matter to them. One of the criteria for active citizenship (not just a citizenship in legal terms) is to be engaged in improving the community, so it is our role as teachers and educators to enhance this vital sense through encouraging students, leadership skills. The purpose of community development has never been to build a road or improve a park but "to teach others to teach themselves, to learn how to learn, and to evolve from a history of dependence .. to one of independence and helpfulness." That’s exactly what this course aims to do : cultivate tomorrow’s leaders.
This webquest has been created by Asmaa Alotaibi, Natasha Hervatta, and Seham Alshehri for their project in ELPS 812 (Spring 2016) at the University of Kansas.
Task
Task
In this webquest, students will learn about other community members’ greatest concerns and decide what issues are most critical to their communities.
Students are expected to work in groups for this project. Through the process, each group should identify & highlight a community issue in order to find a solution for it. They should first set clear project's goals to focus on them while planning their projects. They should feel free to choose or decide the best means, tools and techniques that help them to conduct their projects as well as achieve their final goals. For instance, a lack of jobs as an issue that they wanted to work on. Students should decide to focus on job-training opportunities. They can invite representatives from a variety of programs to a meeting at the school, then spend class periods role-playing and planning, and they also can contact their interviewees if they like so.
Process
Process
Each student must initiate conversations with 10 other people, including students in and outside of the class as well as adults within and outside their families. They should seek answers to the following questions:
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What is this person interested in? How do they spend their time? What gives them energy?
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What goals does this person have for next year? Five years from now? Ten years from now?
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What does this person worry about?
- What other concerns about the community might this person have?
Students may use the following resources to plan or complete their projects:
Evaluation
Evaluation Rubric
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1 |
2 |
3 |
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Following Directions |
I did not follow directions and had a difficult time understanding what to do. |
I followed directions, but had a difficult time staying on task and had to be reminded at times. |
I followed all directions and was always on task. |
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Working in Your Group |
I was unable to work well with my group. I did not help my group. |
I had difficulties with my group, but I helped my group somewhat. |
I had no problems working with my group. |
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Use of Resources |
I did not use the resources. |
I used some resources well. |
I used all the resources I had to finish my reports. |
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Written post-project reflections |
It was sloppy and missing parts. |
It was okay, but something was missing. |
The report was neat and all parts were included. |
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Individual Written Report |
It was sloppy and missing parts. |
It was okay, but something was missing. |
The report was neat and all parts were included. |
Conclusion
Conclusion
Congratulations! You have achieved the project goals with bright success!
You were able to highlight the important community issues, and you played a vital role in finding practical avenues to solve them. Thank you for putting you sincere pride and energy into the project, I am really proud of you all !
Best Wishes,
Mrs. Thornton