Philosophical statement
Two core values are central to the youth development leadership
program in the College of Education and Human Development at the
University of Minnesota: the most effective learning process embraces
both theory and practice, and the most effective testing of
knowledge combines scholarship with the active demonstration of
leadership. The program assists professionals who work with and on
behalf of youth to better understand the youth development process and
to demonstrate leadership skills in their personal work settings. We
honor the precepts of adult learning, allowing for utilization of
knowledge gained from experience and from peer interaction, and the
concept of individualized instruction, where students select and
investigate issues of their own choosing, preferably in settings which
have maximum learning potential for their own goals.
“The YDL
program has facilitated opportunities to connect with a group of
people who have a wide range of experience and do youth work in so
many capacities. Also, the YDL program offers a perspective of youth
work that validates it as an important profession and allows us to
see how the profession has developed nationally and internationally.”
—Cardina Esparza, elementary education afterschool program
coordinator
Program processes follow this philosophy consistently. Students are
encouraged initially to combine the theory and practice through a set of
core experiences covering the world of youth, the experiential learning
process, the systems of youth programming, and the role of youth in
work, families and community. Through these courses, current theories of
learning and youth development are connected to existing student
understandings of the youth world gained from work and volunteer
experiences. Students demonstrate learning through traditional modes of
scholarship, such as writing papers and giving reports, as well as
through more non-traditional methods, such as portfolio development and
group presentation. In fact, all students must do exit presentations of
their learning through portfolio formats.
Students exercise control over their learning as they design their
individual program, selecting topics which improve their knowledge about
youth and youth issues from departments and programs across the
University. They also participate in seminars which are excellent
opportunities for peers to teach peers and for faculty to share about
personal areas of knowledge and information.
One of the unique program features is the cohort model, which
provides the opportunity for students to spend two or three years
learning with and from one another. Ideally each cohort becomes
self-sustaining group, capable of developing and mentoring its own
members and those of succeeding cohorts. The program establishes a
family of learners and performers who assume expanding roles of
leadership, continuously supported by involved faculty and nurturing
classmates.
“[My
adviser] guided me through all University systems that affected me
and pushed me to think beyond the M.Ed.“ —
YDL graduate The YDL program culminates in a demonstration of knowledge through
portfolio and presentation. Each student, in consultation with advisers
and fellow cohort members, produces an array of papers, projects, and
performance data to demonstrate the academic and practical world the
levels of accomplishment in youth leadership achieved. The final result
is a leader of youth, armed with academic and practical knowledge, who
demonstrates leadership through action. In so doing, the student
benefits, the College fulfills its purpose, and community youth
programming is enhanced.
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