The CCSR provides an authentic experience for student leaders. They select projects that they believe are important to address locally and globally. The advisors are “guides on the sides” who support and advise the leaders. The authentic selection process has been one of the cornerstones of the CCSR program methodology, along with Project-Based Learning (PBL)

Authentic learning, also known as experiential learning, is a teaching method that focuses on real-world problems. It is effective because it allows students to make connections between the material they are learning and the world around them, which can increase their engagement and motivation. Additionally, authentic learning tasks often require students to use critical thinking and problem-solving skills, which can help them develop and apply them in other areas of their lives. Additionally, it allows learners to apply the learning in a real-world scenario which makes it more meaningful and relevant to them.

ACEs are traumatic events that occur during childhood or adolescence, such as physical, emotional, or sexual abuse, neglect, household dysfunction, and exposure to violence or substance abuse. These experiences can harm a child’s development, behavior, and health outcomes. According to the National Center for Injury Prevention and Control: on and Control Division of Violence Prevention skill-based learning is an important part of a comprehensive approach to prevent ACEs. Decades of research show that teaching children and youth skills to handle stress, resolve conflicts, and manage their emotions and behaviors can prevent violent victimization and perpetration, as well as substance misuse, sexually transmitted infections, including HIV, and teen pregnancy.

After-school programs, like the CCSR, are a way to provide opportunities for youth to strengthen their behavioral, leadership, and academic skills and become involved in positive school and community activities. Mentoring and after-school programs can reduce the prevalence of crime, violence, and other adolescent risk behaviors and pave the way for positive outcomes in adulthood. Evidence Research suggests that mentoring programs improve outcomes across behavioral, social, emotional and academic domains. Other benefits include improvements in academic performance, parent-child and student-teacher relationships, and parental trust. Opportunities to develop and practice leadership, decision-making, self-management, and social problem-solving skills are important components of after-school programs with documented benefits.

Project-Based Learning (PBL) is an instructional process in which students gain knowledge, problem-solving, and leadership skills by working for an extended period to investigate and respond to a genuine, engaging, complex issue, problem, or challenge. Since PBL incorporates real-life experiences for students by working to help others, the learning has a lasting positive effect on their self-image, self-confidence, ability to empathize, and understanding of others

– The projects are designed on student learning goals and skills such as critical thinking/problem solving, communication, collaboration, and self-management and focus on a meaningful problem to solve or a question to answer

– Students engage in a rigorous, extended process of finding resources and applying information.

– The project features real-world context, tasks, tools, quality standards, or impact – or speaks to students’ concerns, interests, and issues in their lives.

– Students make essential decisions about the project, including how they work and create.

– Students collaborate – working on a typical goal/project, students learn the importance of teamwork

– Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles, and how to overcome them.

– Students give, receive, and use feedback to improve their processes and products.

– Students make their project work public by explaining, displaying, or presenting it to people beyond the classroom

Project-based methodology – Students and staff create projects that culminate with a demonstration of the learning outcome (project). Projects address the need to make the world a better place to live – for a single student, school, group, community, state, country, or the world.

– Promotes empathy, compassion, teamwork, and leadership skills

–  Helps prevent depression, hopelessness, loneliness, anxiety, addiction, etc.

– Improves self-esteem and self-confidence

– Communication skills to effectively communicate with their peers, as well as with other members of the school community

– Organization skills – leaders learn to plan and organize events and activities

– Problem-solving skills – leaders learn to identify and solve problems that arise within their organization or school community.

– Responsiveness – leaders learn to be responsive to the needs and concerns of their peers and be willing to- listen to and consider different perspectives.

-Empathy: Student leaders must be able to understand and relate to the experiences and perspectives of their peers.

The CCSR was awarded a $10,010 grant from the City of Medford Community Fund. These funds will allow the CCSR to offer high school students to attend a two-week summer academy. There will be two sessions for two weeks in July. Upon completion of the session, students will understand the role of a leader, effective leadership, essential leadership skills, and the importance of leadership in social change. The academy will employ the same methodology as the after-school program.