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.
