Browsing by Author "Clayton, Patti H."

Now showing 1 - 9 of 9
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    The Articulated Learning: An Approach to Guided Reflection and Assessment
    (2004) Ash, Sarah L.; Clayton, Patti H.
    The value of reflection on experience to enhance learning has been advanced for decades; however, it remains difficult to apply in practice. This paper describes a reflection model that pushes students beyond superficial interpretations of complex issues and facilitates academic mastery, personal growth, civic engagement, critical thinking, and the meaningful demonstration of learning. Although developed in a service-learning program, its general features can support reflection on a range of experiences. It is accessible to both students and instructors, regardless of discipline; and it generates written products that can be used for formative and summative assessment of student learning.
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    Civic Learning: A Sine Qua Non of Service Learning
    (Frontiers Media, 2021) Bringle, Robert G.; Clayton, Patti H.; Psychology, School of Science
    Civic learning is an essential element of service learning, but one that is often underdeveloped in practice. This article surveys various conceptualizations of civic learning that are in use in higher education around the world, discusses approaches to designing service learning courses to generate civic learning outcomes, and proposes two methods for assessing student attainment of them. The intent is to build instructors’ capacities to cultivate the knowledge, skills, dispositions, and behaviors that lie at the very heart of civic learning and of public life in the ever-more complex and interconnected 21st century.
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    Designing Programs with a Purpose: To Promote Civic Engagement for Life
    (6/1/2011) Bringle, Robert G.; Studer, Morgan; Wilson, Jarod; Clayton, Patti H.; Steinberg, Kathryn S.
    Curricular and co-curricular civic engagement activities and programs are analyzed in terms of their capacity to contribute to a common set of outcomes associated with nurturing civic-minded graduates: academic knowledge, familiarity with volunteering and nonprofit sector, knowledge of social issues, communication skills, diversity skills, self-efficacy, and intentions to be involved in communities. Different programs that promote civic-mindedness, developmental models, and assessment strategies that can contribute to program enhancement are presented.
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    Differentiating and Assessing Relationships in Service-Learning and Civic Engagement: Exploitative, Transactional, or Transformational
    (2010) Clayton, Patti H.; Bringle, Robert G.; Senor, Bryanne; Huq, Jenny; Morrison, Mary
    As a defining aspect of service-learning and civic engagement, relationships can exist among faculty members, students, community organizations, community members, and administrators on campus. This research developed procedures to measure several aspects of these relationships. Investigators collected information from 20 experienced service-learning faculty members about their relationships with repre- sentatives of community organizations using the newly-developed Transformational Relationship Evaluation Scale (TRES). Results indicate that transactional and transformational qualities can be dif- ferentiated using TRES and are related to other characteristics of relationships (e.g., closeness). Conceptual work underlying this study aims to advance practitioner-scholars’ understanding of partner- ships as one type of relationship, offering a refinement on and an expansion of the terminology associ- ated with service-learning and civic engagement.
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    From Teaching Democratic Thinking to Developing Democratic Civic Identity
    (Partnerships: A Journal of Service-Learning and Civic Engagement, 2015) Bringle, Robert G.; Clayton, Patti H.; Bringle, Kathryn E.
    Using theory and research from the cognitive and social sciences as well as the literature of service-learning and community-campus engagement, we critically examine an over-emphasis on democratic thinking as the primary construct of interest in American higher education’s efforts to prepare young people for meaningful participation in democracy. We propose developing democratic civic identity as a more appropriate superordinate goal than teaching democratic thinking. We examine relationships between and among cognition, behavior, and attitudes generally and within the context of democratically-engaged community-campus partnerships and democratic critical reflection as a basis for developing and refining persons as civic agents in a diverse democracy. We conclude with implications of the analysis for service-learning—a pedagogy that, when designed and implemented accordingly, provides a uniquely powerful means to cultivate democratic civic identity.
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    Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning
    (2009) Ash, Sarah L.; Clayton, Patti H.
    Applied learning pedagogies—including service-learning, internships/practica, study abroad, and undergraduate research—have in common both the potential for significant student learning and the challenges of facilitating and assessing that learning, often in non-traditional ways that involve experiential strategies outside the classroom as well as individualized outcomes. Critical reflection oriented toward well-articulated learning outcomes is key to generating, deepening, and documenting student learning in applied learning. This article will consider the meaning of critical reflection and principles of good practice for designing it effectively and will present a research-grounded, flexible model for integrating critical reflection and assessment.
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    Integrating Service Learning and Digital Technologies: Examining the Challenge and the Promise
    (RIED. Revista Iberoamericana de Educación a Distancia, 2020) Bringle, Robert G.; Clayton, Patti H.
    Our intent is to frame the integration of service learning and digital technologies broadly in teaching and learning and to explore some of the complexities of the challenge and the promise, thereby setting up readers’ engagement with the questions and issues that follow in the papers of RIED. We seek to provide perspectives that may contribute to subsequent implementation of pedagogical innovations and research that will improve practice and, in turn outcomes for all. We begin by offering an overview of the what’s and why’s of service learning. We then examine some of the how’s of service learning in the context of its integration with digital technologies. Finally, we explore several issues that may shape new developments at the interface of these two pedagogical innovations.
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    Partnerships in Service Learning and Civic Engagement
    (2009) Bringle, Robert G.; Clayton, Patti H.; Price, Mary F.
    Developing campus-community partnerships is a core element of well-designed and effective civic engagement, including service learning and participatory action research. A structural model, SOFAR, is presented that differentiates campus into administrators, faculty, and students, and that differentiates community into organizational staff and residents (or clients, consumers, advocates). Partnerships are presented as being a subset of relationships between persons. The quality of these dyadic relationships is analyzed in terms of the degree to which the interactions possess closeness, equity, and integrity, and the degree to which the outcomes of those interactions are exploitive, transactional, or transformational. Implications are then offered for how this analysis can improve practice and research.
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    The Transformational Relationship Evaluation Scale II (TRES II) Reflection Framework: Version 2
    (2022-04) Clayton, Patti H.; Camo-Biogradlija, Jasmina; Kniffin, Lori E.; Price, Mary F.; Bringle, Robert G.; Pier, Alyssa A.
    The Transformational Relationship Evaluation Scale Reflection Framework (TRES II Reflection Framework, Version 2) is a critical reflection tool designed for all participants in community-campus relationships to generate actionable learning regarding their collective work and to serve as an intervention to deepen those relationships. This tool was designed to accompany the Transformational Relationship Evaluation Scale II (TRES II), which on its own has documented utility to enhance partnership inquiry and practice (Kniffin et. al., 2020). The TRES II Reflection Framework broadens and deepens the scale with intentionally-designed prompts structured using the DEAL Model of Critical Reflection (Ash & Clayton, 2009). Authors’ Note: This version of the TRES II Reflection Framework was last updated in April, 2022, and a PDF file can be accessed at the link provided in the recommended reference. Contact Patti Clayton, patti.clayton@curricularengagement.com, for an editable Word file and/or future versions.