Browsing by Subject "civic engagement"

Now showing 1 - 10 of 12
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    Assessing Hidden Outcomes of Civic or Community Engagement during College
    (2017-08-03) Weiss, H. Anne; Norris, Kristin
    Pedagogies of community engagement have been touted as one way faculty or staff can produce or strengthen disciplinary or subject-related learning outcomes or skill development for students in higher education. This has, consequently, left other learning and developmental outcomes often unspoken or, more often, unmeasured and hidden across teaching and learning experiences during college . These unstated learning and developmental outcomes are, however, intrinsic to community engaged pedagogies and initiatives: civic learning/knowledge, civic identity, civic agency, civic mindedness, and much more! In this presentation participants will begin with the PUBLIC goals, objectives, outcomes, etc. in mind and end with articulating a strategy to identify and assess these, often, unstated outcomes of community engagement pedagogies or initiatives.
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    Civic-Minded Graduate: A North Star (Assessment Tools)
    (9/13/2011) Steinberg, Kathryn S.; Hatcher, Julie A.; Bringle, Robert G.
    Because of increased interest in higher education regarding the civic learning outcomes for college students and graduates, identifying and measuring civic learning outcomes is important to evaluating the efficacy of civic engagement programs and teaching strategies (e.g., service- learning). A conceptual framework for the Civic-Minded Graduate (CMG) construct is presented as well as three measurement procedures (i.e., CMG Scale, CMG Narrative Prompt and Rubric, CMG Interview Protocol and Rubric) that evaluate the construct. Results from three studies provide evidence of the psychometric properties of each measurement procedure and converging evidence to support the meaningfulness of the CMG construct. Implications of adopting the CMG as a “north star” for future research and for practice are presented.
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    Conscientious Women: The Dispositional Conditions of Institutional Treatment on Civic Involvement
    (Cambridge UP, 2016) Friesen, Amanda; Djupe, Paul A.; Department of Political Science, School of Liberal Arts
    Current thinking about the effect of religion on civic engagement centers on “institutional treatment”—the development of resources, social pathways to recruitment, and motivation that occurs in small groups and activities of congregations. None of this work has yet incorporated the personality traits that may shape the uptake of institutional treatment. Following a growing line of research articulating how individual predispositions condition political involvement, we argue that gendered personality differences may moderate civic skill development. With new data, we find that women do not develop skills from religious involvement at the same rate as men and that this pattern is largely attributable to their distinctive personality profile. The results shift the balance between individuals and institutional influences by augmenting the cognitive bases for acquiring church-gained experiences and linking them to the public square.
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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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    Fostering Muslim Civic Engagement through Faith-Based Community Organizing
    (2017) Fulton, Brad R.
    Muslims often encounter discriminatory practices similar to those experienced by other minority groups living in the United States. Such practices range from mass incarceration and anti-immigration efforts to racial and religious profiling. In response, a growing number of U.S. Muslim leaders are organizing their communities and collaborating with non-Muslims to address these issues through civic participation and political action. At the same time, several foundations throughout the country have begun asking how to promote civic engagement among U.S. Muslims. Although little is known about U.S. Muslim civic engagement and its outcomes, data from a national study indicate that faith-based community organizing is becoming a viable pathway for Muslim communities to (1) strengthen themselves internally by developing civic leaders and mobilizing everyday Muslims to address issues affecting their community and (2) strengthen their external ties by bridging religious and social differences and by promoting policies that also benefit non-Muslims.
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    Fundamentals of Assessing Civic Learning Outcomes
    (2015-11-20) Norris, Kristin; Weiss, H. Anne
    This interactive presentation is designed for attendees to create an assessment plan for gathering evidence around students civic learning during a particular pedagogical experience- usually community- or experiential-based teaching and learning strategies.
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    Gaming as Civic Engagement in Salman Rushdie’s Luka and the Fire of Life
    (Project Muse, 2015) Musgrave, Megan L.; Department of English, School of Liberal Arts
    This essay investigates the ways that Salman Rushdie’s 2010 novel Luka and the Fire of Life engages twenty-first-century concerns about the role of technology in daily life. Borrowing its narrative structure from classic video games, Luka argues that “old” storytelling modes must be adapted in order to remain relevant to new generations for whom technology is becoming indispensable. In this regard, Rushdie supports the position asserted by James Paul Gee, Henry Jenkins, Jane McGonigal, and other new media critics: gaming has the potential not only to bridge the generation gap, but also to sharpen problem-solving skills and inspire young people to integrate play, technology, and citizenship-building activities.
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    Integrating Civic Learning into the STEM Classroom: An orientation and selected resources.
    (2017-11-02) Price, Mary F.
    Resource Guide to accompany the CIRTL Network Series entitled "Integrating Civic Learning into STEM" offered as a two part series on November 2nd and 9th, 2017. The guide provides starter resources for instructors seeking to enhance STEM curricula through the integration of civic rich learning experiences, including but not limited to service-learning.
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    Monitoring and Assessing Community-Engaged Activities Across Campus
    (2016-10-23) Norris, Kristin; Weiss, H. Anne; Mack, Heather; Medlin, Kristin; Wittman, Amanda
    Most campuses are eager to answer the question "How are students, faculty, and staff at my campus working to address wicked or public problems?" In this presentation we explore a range of strategies to track and monitor community-engaged activities going on across your campus, which includes curricular, co-curricular or project-based activities that are done in collaboration with the community. This presentation gives participants tools, strategies, steps, and information that can be used to design, initiate, and/or enhance systematic assessment or evaluation of community-engaged activities.
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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.