Chapter IV

Everybody wins: Involving

Youth in Community Needs
Assessment
Needs Assessment
•Has long been an important
community development tool,
but it is often expensive to
undertake
Community Service Learning
• Service learning works to increase the
relevance of classroom activities through
learning by doing.
• Much like practicums, on the job training ,
and internships, community service learning
seeks to provide an educational experience
that is tied to the real world.
The Community Service
Learning
DESCRIPTION
The NSTP CWTS Community Service Learning is youth engaged in
learning their community, determining a need and working
cooperatively with others in the community to meet the need. It is
experiential in nature and involves youth in a process to develop
decision making skills and responsibility for helping the needs of
the community.
OBJECTIVE
For NSTP CWTS trainees to learn and develop through active participation in
thoughtfully organized service experiences:
• That meet community needs
• That are coordinated in a collaborative effort between the school and other
individuals or groups
• That provide structured reflection time for young people to think, talk, and
write about what they experience
• That provide opportunities for young people to apply NSTP CWTS 12 project
skills and knowledge in real life situation in their own communities
• That enhance what is taught by NSTP CWTS 11 by extending learning into
the community
• that entail longer term involvement which may last from one to six months
or longer
• That help foster a sense of caring for others
RELATED LIFE SKILLS
Hands: Heart:
• Giving • Caring
• Community Service Volunteering • Nurturing Relationships
• Leadership • Sharing
• Responsible Citizen • Empathy
• Contributions to Group Effort • Concern for Others
• Working • Relating
• Dynamic Skills • Accepting Differences
• Teamwork • Conflict Resolution
• Self-motivation
SOME RELATED DEVELOPMENTAL ASSETS
Empowerment: Social Competencies
• youth as resources
• Planning and decision making
• Service to others
• Interpersonal competence
Constructive User of Time: • Cultural competence
• Youth program (3 or more per week)
Positive Identity
Positive Values:
• Personal power
• Caring
• Equality • Self-esteem
• Integrity • Sense of purpose
• Responsibility
CONCLUSION
The successful implementation of the community needs
assessment project illustrate that student can make significant
contributions to the development of their community while at the
same time gaining valuable experience. The partnership of college
students and teachers, community leaders, and the Cooperative
Extension Service also was an important part in successfully
conducting the community needs assessment survey.
Experience show that projects like this can help youth develop a
better understanding of their community. This can increase
students’ confidence that they contribute to their community’s
efforts solve local problems.
 NSTP CWTS 12’s LEARNING GOALS
and
ACADEMIC EXPECTATIONS
(Some connections to serve learning)
Goal 1
Students are able to use basic communication and mathematics skills for purpose
and situations they will encounter throughout their lives.
1.10. student use references tools such as dictionaries, almanacs, encyclopedia,
and computer reference programs and research tools such as interviews and
surveys to find the information they need to meet specific demands, explore
interest, or solve specific problems
1.11. student write using appropriate forms, conventions and style to communicate
ideas and information to different audiences for different purposes.
1.12. student speak using appropriate forms, conventions and style to
communicate ideas and information to different audiences for different purposes.
GOAL 2
Student shall develop their abilities to apply core concept and principles form
mathematics, the science, the arts, the humanities, social studies, practical living
studies and vocational studies to what they will encounter throughout their lives.

SOCIAL STUDIES
2.14 students understand the democratic principle of justice, equality,
responsibility and freedom and apply them to real-life situation.
2.17 students interact effectively and work cooperatively with the many ethnic
and cultural groups of our nation and world

VOCATIONAL STUDIES
2.37 students demonstrate skills and work habits that leads to success in future
schooling and work.
GOAL 3
Students shall develop their abilities to become self-sufficient
individuals.

GOAL 4
Students shall develop their abilities to become responsible members
of a family, work group, or community, including demonstrating
effectiveness in community service.
GOAL 5
Students shall develop their abilities to think and solve problems in school
situations and in a variety of situation they will encounter in life.
5.1 students use critical thinking skills such as analyzing, prioritizing,
categorizing, evaluating and comparing to solve a variety of problems in real-life
situation.
5.2 students use creative thinking skills to develop or invent novel, constructive
ideas or products.
5.3 students organize information to develop or change their understanding of a
concept.
5.4 students use decision-making process to make informed decision among
options.
5.5 students use problem-solving process to develop solutions to relatively
complex problems.
INTRODUCTION
There is growing evidence to substantiate what many of us have believed and
acted upon for years. Namely, youth are motivated to participate in programs
which encourage them to be involves in the decision-making process and
where they can make a difference in the lives of others. The early pioneers in
the youth development were intuitive enough to include community service as
an integral part of the Vocational or College Program. Hence, “I pledge my
hand to larger service, for my club, my community, my country and my world.”
Another principle of equal importance is the emphasis NSTP CWTS places on
experiential learning, the “learn by doing” found in the NSTP CWTS slogan.
Over the years, those of us involved with NSTP CWTS Youth Development have
found the experiential learning process to be the most effective teaching
methods for increasing both understanding and application of new knowledge,
skills and attitudes.
IN NSTP CWTS 12 community service
learning
Young people learn and develop through active participation in thoughtfully
organized service experiences:
• That meet community needs
• That are coordinated in a collaborative effort between school’s NSTP CWTS
and other individuals or groups
• That provide structured reflection time for young people to think, talk and
write about what they experience
• That provide opportunities for young people to apply NSTP CWTS community
service project skills and knowledge in real life situations in their own
communities
• That enhance what is taught in NSTP CWTS 11 by extending learning into the
community