The Journal of Youth Engagement is an online forum of ideas and dialogue for those committed to engaging youth in vibrant Jewish life and living. Join the discussion and become a contributor.
By Michael Fuld
Defining success is one of the key components to any organization. As a youth professional, when someone asks me, “How did the event go?” it’s almost always followed by, “How many people were there?” As we continue to innovate and provide new and unique entry points for Jewish teens, the number of teens shouldn’t be the only benchmark by which we judge success.
In our field, the number of participants that we serve is something that is constantly being scrutinized. We’ve all heard the numbers. 80% of teens leave our movement after b’nai mitzvah. The Campaign for Youth Engagement began with a goal that defines the quantity - that we see a four-fold increase in the number of Jewish youth engaging in Jewish life by 2020. When we look at our best youth-friendly congregations, we often refer first to the number of participants that are coming through our doors. Quantity is an incredibly important factor in determining whether or not a program is successful. However, as we continue to innovate and provide new and unique entry points for Jewish teens, it’s important to also remember that the number of teens doesn’t always tell the full story, and shouldn’t be the only benchmark by which we judge success.
On the flip side, quality is something that’s incredibly hard for us to measure. Often times we determine whether something was of high quality based on whether it “felt good,” and whether or not we saw teens looking “engaged.” In my own experience, these words are at best only vaguely defined and are anecdotal, varying from event to event. However, as we look to continue to professionalize our field, what our “gut” says about our qualitative successes isn’t enough. We have to find a way to evaluate in a way that measures both the quantity and quality of our work.
Drs. David Bryfman and Joseph Reimer, in their article “What We Know About Experiential Education” lay out a framework that might be a good starting place for us to think about qualitative success. Bryfman and Reimer lay out three different components of Jewish experiential education. In their research of successful experiential educational models, they define a high quality experience as one that
- provides its participants with a social comfort, fun and belonging in a Jewish context (Recreation)
- provides the knowledge skills and attitudes to be an active member of the Jewish community (Socialization)
- encourages participants to undertake the challenge of stretching themselves towards a more complex participation in one’s Jewish life (Challenge)
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