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Below is a text-only version of the Executive Summary (i.e. no tables, figures, graphics). A web compatible version (i.e. low resolution graphics) of the complete report can be downloaded from the bottom of this page. Contact TTEC directly for a high resolution version of the report.
EXECUTIVE SUMMARY
The Trail to Every Classroom (TTEC) project is a collaborative effort between the Appalachian Trail Conservancy and the National Park Service. TTECís premise is that by offering high quality professional development opportunities that promote place-based education and service-learning, teachers and community partners will develop opportunities to engage youth in trail management activities, and the Appalachian Trail (AT) volunteer tradition will be sustained.
Summary of Key Evaluation Findings
The primary finding from this evaluation is that educators continue to find the TTEC program to be extremely useful in the implementation of their TTEC curricula, which engaged many students with the Appalachian Trail. Educators made considerable progress in the quality of their place-based education and service-learning projects since they were surveyed last year.
Specific findings included:
- TTEC curricula engaged many students, and employed many subject areas and partners.
- Participants reported a positive impact of TTEC on their students in several realms, including appreciation of nature, academic engagement, environmental stewardship, and volunteering on the AT.
- Educators viewed TTEC support as useful, and TTEC staff as accessible.
- The TTEC program deepened some educatorsí use of local resources.
- Most participants believed that place-based education and service-learning go hand-in-hand.
- Participants reported higher levels of implementing service-learning components, but many felt overwhelmed about putting service-learning into practice.
Evaluation Methods
External evaluators from PEER Associates, Inc. have conducted evaluations of the TTEC summer institutes since 2007. In 2009, the evaluation focused on the reach of TTEC curricula, as well as the extent to which TTEC educators were implementing the service-learning and place-based education components of these curricula. TTEC staff identified all classroom educators who had participated in the TTEC summer institute between 2006 and 2008 (N=84) as potential participants in the evaluation. Fifty classroom teachers agreed to be interviewed (response rate of 60%), and of those fifty, 17 were purposefully selected for more in-depth interviews in order to delve deeper into questions of service-learning implementation.
Recommendations & Conclusions
Educators have found the TTEC program valuable and would like to see it expanded. Program recommendations include:
- Increase the focus on service-learning components at all TTEC workshops, and beyond.
- Provide additional networking opportunities for TTEC participants.
- Continue to keep in touch with TTEC alumni.
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