Elementary Education Majors Take Part in Leadership Forum
Holly Cunningham, senior elementary education major, and the middle school students under her charge, pose during their trip to Washington.
Holly Cunningham, left, and Tara Barnes, senior elementary education majors, visited several Washington-area attractions, including Williamsburg, where they tried out the colonial-era stocks.
Twelve future teachers experienced leadership in two ways on a recent trip to Washington. They learned about how U.S. leaders shaped the nation's history, and they became more comfortable in their chosen roles as leaders of students.
The senior elementary education majors from the College of Education and Health Professions spent a little over a week in the nation's capital this spring working with middle school students in a leadership program called People to People that celebrates its 50th anniversary this year.
Tara Barnes, Megan Blevins, Nicole Bonner, Holly Cunningham, Jill Frauenthal, Julie McDaniel, Sarah Milford, Carly Weatherford, Cassandra Deaton, Bethani Ussery, Chassie Marsh and Julie Israel earned the trip April 16-23 as facilitators at the World Leadership Forum through their hard work at the university this year, said Donna Owen, an instructor in the Department of Curriculum and Instruction. The program brings together sixth- through eighth-graders from all over the United States who show leadership qualities or are seen to have the potential to be leaders.
The college students took charge of the younger students as they toured the region's memorials, monuments and museums, including Jamestown, Williamsburg and Gettysburg.
"It was like having my dream class," Cunningham said. "All the students wanted to be there and learn all they could."
Each of the UA students served as chaperone/teacher to 12 students. Cunningham's students came from New York, New Jersey, Kentucky, Connecticut, Louisiana, California, Hawaii and Oklahoma. In all, the Arkansas students worked with middle school students from all 50 states.
A tour guide led the groups through each site, and the middle school students participated in activities, using a written program guide with questions to help focus their thinking and allow them to get the most out of the visits.
"I had to make sure the students kept up with their program guides because at the end of the trip they are evaluated on how well they completed the program guide as well as their behavior and leadership qualities," Cunningham said.
The UA students unwound at the end of the day in team meetings, discussing with other facilitators from around the country what they learned that day as well as what it takes to be an effective leader. They also talked with the students in their group about what they would be learning the next day.
"I learned a lot about our nation, about my students and about myself," Cunningham exclaimed as she said she would recommend other students apply for the program.
People to People traces its heritage to 1956, when President Eisenhower called a special White House meeting of American leaders to join him in creating the initiative. Since then, People to People has helped more than 200,000 students and professionals develop their leadership skills so that they can serve as more effective leaders within their schools, organizations and communities.
Owen described the trip as partially a reward for students who excelled as well as a learning experience for both the children and the older students.
"They learn about our past and present leaders and the qualities they possess," Owen said. "They reflect on their own leadership qualities and focus on ones they want to develop."
The exposure to a new place is also valuable, she said.
"Traveling opens up a world of experience," Owen said. "I believe it makes people not so judgmental."
The UA students gained confidence in their ability to manage a classroom, although at first they were a bit intimidated because of the caliber of the middle school students, some said. Although Deaton has volunteered on a daily basis at an elementary school, the experience of taking responsibility for 12 children was nerve-racking at first, she said.
"I felt like I had to count 12 heads constantly, but the kids were really good and I was able to relax some," Deaton said.
"They were really impressive," Hudgens said of her charges. "They would ask questions I didn't know the answer. I feel like I learned with them. I cried when we had to leave because I had connected with them."
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Contact:
Heidi Stambuck, director of communications
College of Education and Health Professions
(479) 575-3138, stambuck@uark.edu