The University of Texas at Arlington

Dr. Shirley Theriot

Assistant Professor, Curriculum and Instruction
College of Education
Director, Center for Community Service Learning

UT Arlington Faculty

Dr. Theriot received a Ph. D. in Curriculum and Instruction at Louisiana State University, a B.S. in French and Physical Education and an M.A. in Education at University of Louisiana at Lafayette. Since coming to UT Arlington in 2002, she has served as Interim Director of Field Experiences, Middle Level Program Director, as a faculty member in the College of Education, and currently as Director of the Center for Community Service Learning.

Service Learning Class

EDML 5328. PRE-ADOLESCENT/ADOLESCENT GROWTH AND DEVELOPMEN. Physical, social, emotional, and cognitive growth patterns from emphasizing familial, cultural, societal, and genetic determinants of behavior. Topics include developmental characteristics pre-adolescent and adolescents including exceptional learners and students with special needs. This course is a prerequisite to subsequent courses in teacher education. It is designed to refine students’ understanding of basic learning theories and human development.

Academic Outcomes

• Develop a greater understanding of the most appropriate learning environments for young adolescents.
• Research and present findings of the influence of service learning on topics of human development and effective teaching.
• Apply principles of adolescent development in field settings.
• Demonstrate knowledge of the social, cognitive, physical, emotional and moral characteristics of adolescents through class discussion and reflection activities.

Service Learning Project

Novel Connections

Students participate in a service-learning project, which includes working with middle level students and literacy. Generally, the young adolescents are at risk of failing because of academic problems; however, this is not a requirement. Literacy in this occasion is a tool to help our university students observe adolescent behavior as it relates to teaching and learning. Together graduate students and young adolescents read and discuss the same novel selected from a class list. The triple-entry-journal strategy is used, because it includes written reactions to the reading by both the young adolescents and the university students. University students are reminded of their role as positive role models and mentors. Young adolescents are also able to address issues and concerns in their lives vicariously through the lives of the protagonists. Students continually refer to course material as they observe, interact with the young adolescents, and reflect on general principles of development and their observations in the context of teaching and learning.

In addition, the young adolescent invites a senior (grand parents, older extended family members, elderly neighbors) to join the literacy discussions and first listens as the adolescent tells the story. The adolescent prepares an interview with the senior and at another session the young adolescent relates selected parts of the novel to the senior and the senior relates life stories he feels the adolescent would enjoy. This celebration of old and young conversing and listening to each other in intentional environments increases their appreciation of each other’s lives, provides a rich experience for all, especially the university student who brings them together for a literacy event. The purpose for this is three-fold: (a) to raise the appreciation of seniors’ rich life stories, (b) to engage in literary experiences, and (c) to appreciate communicating effectively with all age levels. A reflective paper based on their understanding of adolescent development research and observations in community contexts becomes a dynamic text for ongoing examination in their future teaching career.