A presentation for the International conference on New Philosophical Practices

UNESCO : 15th and 16th of November, 2006“Philosophy as educational and cultural practice:

a new citizenship”

and the

Charlottesville City School Board, February 17, 2011

presented by Kathy Harris, Rhonda Pedigo, Jennifer Merritt, and Loren Intolubbe-Chmil

The Carroll-Cleveland Philosophers’ Program: A Model for the Henry Avenue Learning Center- Women’s Center Philosophers’ Club

CCPP Mission

The mission of the Carroll Cleveland Philosophers’ Program is to provide for under-served children and children at risk of court-adjudication an alternative educational curriculum which will, through unique and enriching learning experiences, combat recidivism, inspire self-discipline, engage the mind and the imagination in the love of learning, promote academic excellence, encourage and support emotional growth and development, enable giftedness, and encourage and support the social skills necessary for life-long achievement, success and happiness.

Program Model: 3 Hallmarks

Service Learning

“Gifted” EnrichmentCurriculum

Philosophy Discussion

CCPP Program History:A Partnership Between John Carroll University, The University of Virginia and The Cleveland Municipal Schools

4 year middle school program: 2000-2004, 15 students/year

Served court-adjudicated students from Cleveland Municipal School District

State Curriculum plus focus on: Philosophy Discussion Service Learning Gifted Education – Enrichment Triad Model

New Program 2004/6: weekly program serving 40 CMSD high school students SPECIFICALLY with philosophy, service learning and art enrichment

Margaret Ireland School (Students at-risk of dropping out/academic and behavior deficits)

Cleveland School of the Arts (Accelerated Art Program) 4 evaluations conducted by faculty and staff of the NRC

at the University of Virginia

Program Goals

1. Increase academic achievement among student population as evidenced in written work and oral participation.

2. Build enthusiasm for service to others among student population as evidenced in responses to program surveys.

3. Enable the development of giftedness among student population.

4. Achieve family and community support for the student population.

5. Enhance diversity within the John Carroll community and promote educational cooperation between students and teachers from the Cleveland Municipal School District and students and higher education faculty from John Carroll University.

Program Strategies: History / Today

Utilize experiential education to increase success opportunities. (Carver, 996) Utilize service learning curriculum to increase responsibility, explore concepts of

community, and discuss/internalize concepts of social justice. (Coles, 1993) Utilize graduated, differentiated curriculum to stimulate and identify gifted students

and to provide intellectual challenge for all students. (Tomlinson, 1995) Utilize discussion-centered curriculum to promote intellectual esteem, emotional

community and the notion of an individual purpose in life. (Cutler Merritt, 1999) Employ numerous elements of art, music, drama, dance and creative writing

experience within curriculum of non-art subjects (English and Social Studies) to foster creative expression of thoughts and feelings. (Ford, 1996)

Adopt student-centered self-government program/critical democratic pedagogy (the Unity Circle) to develop personalized, collaborative environment, encourage cohesion among student body and internalize Locus of Control (LOC). (Knight, 1995)

Provide family and personal support to help reduce student stress and promote positive, functional family relationships. (Moon, 1998)

Institute growth-oriented assessment program. (Hollifield, 1996) Develop cooperative teaching arrangement between Cleveland Municipal School

District teachers, John Carroll faculty and John Carroll students.

Quantitative Results – Years 2 & 3

Peabody Individual Achievement Test – Revised (General achievement test)

Total test was significant in both years 2 & 3 Total reading was significant in year 3

Arlin Hills Attitude Survey (Attitude toward school)

No significant differences were found in both years 2 & 3

SDQ – II (Adolescent self-concept instrument) No significant differences were found in both years 2

& 3

Qualitative Results – Years 2 & 3

Enrichment Students were engaged at their interest level by the

program Mentors facilitated more Type III activities that

students enjoyed Achievement gains were made through enrichment

activities Students (from interviews) wanted more enrichment

activities and less academics Community Service

Students understood the concept better after participation in the program

Students put more emphasis on how they give back

Qualitative Results – Years 2 & 3

Engagement Lecture-based activities elicited disengagement Discussions reached more students

Relationships Teacher/student relationships were generally

positive Students liked the extra attention they received at

the Bridge School Behavior & Retention

The program population decreased year 2 to year 3 because some students had problems with discipline and behavior that the program could not support

Quantitative Results – Year 5

Writing Critical thinking, written expression, and

total writing scores improved significantly Grammar & mechanics did not show a

statistical difference These results are supported by base-school

teacher ratings of student work Oral Participation

Teachers indicated increased student participation in base-school classes

Results – Year 5

Quantitative Results – Year 5

Altruism Questionnaire No statistically significant

results Altruism Self-Report

Instrument Students acknowledged

an increased interest in community service

Students indicated they would be more likely to do community service in the future

Qualitative Results – Year 5 Giftedness Model

The program uses more of a talent development model that emphasizes specific talents (i.e., writing)

Future Aspirations While students generally

commented that they wanted to attend a post-high school institution, few expressed an interest in John Carroll University

Qualitative Results – Year 5

Student Interviews Student interviews corroborated the quantitative results

Students felt more able to participate orally in class Students felt better equipped to write effectively and

appropriately Students felt like they would do more to benefit their

community after being in CCPP Students enjoyed the enrichment activities, but wanted

more opportunities to do off-campus activities Students also wanted the ability to self-design individual

projects that connect the curriculum to community service

Philosophers’ Club Vision

Build on the identity and mission of the Women’s Center related to service, engagement, and social justice.

Contribute to the development and practice of university-community partnerships.

Positively impact the educational experience and aspirations of secondary and post-secondary student participants.

Utilize the pilot program to create a platform for the development of a sustainable and replicable initiative geared toward supporting alternative school students in Charlottesville and beyond.

Philosophers’ Club Goals

To enhance capacity and human resources of the Women’s Center in supporting the academic and personal development among students at Henry Avenue Learning Center

To assess the effectiveness of the initiative through the evaluation of attendance and grade records, teacher/counselor feedback, student feedback and parent response

To develop a plan for continuation/dissemination of the initiative at a scale that will maximize effectiveness for Charlottesville students while utilizing a manageable amount of human capital from UVa

Philosophy Component

Based on Philosophy for Teens written by Drs. Sharon Kaye & Paul Thomson; each chapter illustrates two philosophical positions on an issue.

Chapter provides a set of questions intended to stimulate and direct the discussions following the dialogue.

Supplementary sources are incorporated for weekly planning which builds on previous topics/discussions

Through this method, the textbook and supplementary sources introduce students to philosophical concepts such as beauty, truth, and justice while providing a model of effective dialogue.

Participation to Date

2009-2010: Total of 8 HALC participants and 5 WC Interns

2010-2011: Total of 8 HALC Participants, 4 WC Interns, 1 returning intern, 3 UVa service learning students

2 staff from HALC, two staff from WC

Philosophy as Service Learning course spring 2011

Philosophers’ Club Activities

HALC-WC Philosophers’ Club meets every Friday at the Curry School of Education from 10-11:30 for discussion and activities then 11:30-12:00 for lunch at Newcomb Dining Hall

Topics include: What is Truth? What is Beauty? What is Justice? Do Animals Have Rights? Is it Ever Okay to Lie?

Activities Include: Debates, Skits, Dialogues, Photography, Poetry

Preliminary Findings Pilot I-II

Increased continuity between group and other contexts

Evidence of mutual transformation

Articulation of future goals for HALC students and benefits of engaged scholarship for UVa students

Recent approval of research study to begin spring 2011

Expanded Goals

To utilize spring 2011 evaluation data to inform an asset-based approach for alternative education

To expand capacity of the program

To increase awareness and support for HALC-WC PC

To formalize best practice through evidence-based approaches