The focus of the Chelsea Center ...
The following types of student experiences will be candidates for which to develop programming (courses, workshops, projects, discussion groups, feedback mechanisms, etc.) to facilitate individual growth:
- Internships, part-time jobs and other work experiences
- School classes/activities/organizations
- Summer experiences of all sorts including travel
- Volunteer and service activities (community, church, school)
- Peer group interactions (with friends, work teams, etc.)
What will the Chelsea Center do?
Work with students in three phases of their experiences: Pre, during and post.
- Pre: Ask students to consider what they are getting into, what they might learn from the experience, what expectations they and others start with in terms of involvement and performance, what problems they might anticipate, how they are going to consider/evaluate what they learned, etc.
- During: In some instances, a journal or reflective document can be a very useful tool for introspection and self-discovery. In other instances specific, structured feedback (as from a coach, mentor, advisor or employer) will be important.
- Post: What happened? What did I learn, what did I like/not like, why; how could the experience have been better, what could I have done differently, what guidance could have been beneficial that I didn’t get, etc. The Chelsea Center will make certain that a level of reflection and introspection is emphasized and facilitated.
Work with WGHS teachers and staff to encourage experientially based class assignments that facilitate student interest and engagement. Also, the Center will help teachers focus on their own continuing growth and development – as individuals and as teachers – as part of a Learning Community committed to lifelong learning.
Work with parents to help them be effective partners in the overall education of their children by showing them how they can be supportive and encouraging of a developmental approach to many different kinds of experiences their kids are having.
Work with WGSD elementary and middle school administrators and teachers to make them aware of the value of experiential learning and encourage their interest and involvement in developing and supporting worthwhile experiential activities for students in the early stages of the educational process.
Work with members of the community in creating internships and volunteer activities that provide a variety of experiential opportunities for students – and help community members understand how they can contribute to the education and development of students with whom they become involved. Also, the Chelsea Center will bring interested people into the Learning Community that is Webster Groves by encouraging their participation in programs developed by the Center to stimulate and facilitate lifelong learning.