Bray, Rosemary2024-01-232024-01-232018-11-15https://hdl.handle.net/11299/260226A Field Project Proposal [sic] submitted to the faculty of University of Minnesota by Rosy Bray, B.A. in partial fulfillment of the requirements for the degree of Master of Environmental Education, November 15, 2018. This item has been modified from the original to redact the signature present.Social and emotional learning (SEL) has gained a lot of attention since the late 1990s as researchers are deeming it as a fundamental skill set for youth to develop in order to transition successfully into their adult lives. However, incorporation of SEL in school curricula is inconsistent due to other responsibilities that demand teachers’ and professors’ attention. Non-formal out-of-school time programs are conducive environments for incorporating SEL practice in the lives of our youth and young adults. This study explored the impact of a young adult program, Conservation Corps Minnesota and Iowa (CCMI), on participants’ social and emotional learning. This impact was measured by distributing a retrospective pre-posttest Social and Emotional Learning Questionnaire (SELQ) to 26 young adult CCMI program participants at the end of their service term. Both the quantitative and qualitative findings showed growth in all five core competencies of social emotional learning. These findings suggest that social and emotional growth can be a measured outcome of environmental service learning programs, which can improve the quality of the program, can increase recruitment and funding opportunities, and can better prepare the program participants for successful adult lives.enUniversity of Minnesota DuluthMaster of Environmental EducationCenter for Environmental EducationCollege of Education and Human Service ProfessionsPlan Bs (project-based master's degrees)Scholarly Text or Essay