In the spring of 2019, a nonprofit program named Allow Good collaborated with undergraduate students from Loyola University Chicago to instruct weekly sessions with high school students at Senn High School on local social issues, philanthropy in action, and the evaluation of local nonprofit organizations. In my role as a student leader involved in Allow Good’s educational initiative, my reflection of its implications, through a detailed evaluation of its impact on teaching and learning, examines my personal experience as a student teacher and the relationship between an interactive model of education and community development. It provides insight into the successes and unanticipated consequences of instruction as an undergraduate student majoring in education, while demonstrating the utility of nonprofit organizations as an educational opportunity for student growth. This reflection emphasizes the beneficial aspects of educational programs that can deliver additional learning opportunities to teacher candidates of local universities.
"Allow Good and Its Unforeseen Benefits on Teacher Candidates,"
SPACE: Student Perspectives About Civic Engagement: Vol. 4
, Article 2.
Available at: https://digitalcommons.nl.edu/space/vol4/iss1/2