58 research outputs found

    The public role of professionals: Developing and evaluating the civic-minded professional scale

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    Indiana University-Purdue University Indianapolis (IUPUI)This research provided understanding of the concept civic-minded professional. A civic-minded professional is one who is(a)skillfully trained through formal education, with (b) the ethical disposition as a social trustee of knowledge, and (c) the capacity to work with others in a democratic way, (d) to achieve public goods. Forty-four items were developed for the Civic-Minded Professional scale based on a multi-disciplinary literature review. The scale was part of an online survey distributed to a national sample of faculty in higher education (n=373)to evaluate the reliability (alpha = .95) and validity of the scale. Exploratory factor analysis reduced the scale to thirty-two item and five factors (i.e., voluntary action, citizenship, social trustee, identity and calling, consensus building)

    Assessing Civic Knowledge and Engagement

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    Civic engagement of college students is readily endorsed as an aspiration in higher education; however, defining and assessing civic learning outcomes is challenging. This chapter brings clarity to the knowledge, skills, and dispositions of civic-minded graduates and offers advice on program development and assessment strategies to reach civic outcomes

    Service-Learning in the United States and South Africa: A Comparative Analysis Informed by John Dewey and Julius Nyerere

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    As the prevalence of service-learning within higher education institutions grows across the globe there is value to explore, discuss, and describe the similarities and differences between the various expressions that are emerging. Such comparative analysis can deepen understanding of service-learning pedagogy, improve practice, and create a framework for future research. This paper compares service-learning in the United States and South Africa to understand Western-oriented and Africanized expressions of this promising teaching strategy. The analysis identifies three dimensions derived from the educational theories of John Dewey and Julius Nyerere and finds there is mutual agreement as to the value of developing civic-minded graduates. However, in the U.S., service-learning is supported primarily by nonprofit associations and stakeholders within higher education, whereas in South Africa, service-learning is a part of state mandated transformations for higher education

    A Service-Learning Curriculum for Faculty

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    The development of service-learning courses is contingent upon faculty. Institutions of higher education which are interested in service-learning can engage in faculty development activities in order to (a) develop a common understanding on campus concerning the nature of service- learning, (b) establish and maintain the academic integrity of service-learning, (c) increase the confidence of faculty as they implement a new pedagogy, and (d) increase the likelihood that service-learning is institutionalized in higher education. This article describes a curriculum for a series of faculty workshops: Introduction to Service-Learning, Reflection, Building Community Partnerships, Student Supervision and Assessment, and Course Assessment and Research. Each module provides a synopsis of topics and suggested readings for participants

    The Scholarship of Civic Engagement: Defining, Documenting, and Evaluating Faculty Work

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    Civic engagement, which is presented as teaching, research, and service in and with the community, presents new challenges for evaluating faculty work as part of the reappointment, promotion, and tenure process. The nature of service learning, professional service, and participatory action research are examined as faculty work that can be scholarly (i.e., well-informed) and the basis of scholarship (i.e., contributing to a knowledge base). As such, examples of evidence for documenting the work and issues associated with evaluating dossiers are presented

    Institutionalization of Service Learning in Higher Education

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    The Relationship between Enrollment in Service Learning Courses and Deep Approaches to Learning: A Campus Study

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    Utilizing 2012 National Survey of Student Engagement (NSSE) data for both freshmen and senior students on a college campus, this study isolates the influence of participation in service learning courses on freshmen and senior students’ application of deep approaches to learning. Deep learning, as compared to surface learning, describes the extent to which a student engages in the learning process. Students who use deep learning strategies make more robust connections to course material by emphasizing learning activities such as integration, synthesis, and reflection. By making deeper connections, students focus on both the substance and the underlying meaning of their studies. Students learn to apply the knowledge gained to real life situations and successfully integrate this with prior learning. Multiple linear regression results for both freshmen and senior students suggest that students’ use of deep approaches to learning increased as their participation in service learning courses increased, adjusting for student characteristics and participation in other high impact practices. These findings provide a rationale for institutions to support faculty who engage with their community partners to develop service learning courses. For faculty who teach service learning courses, these findings support the value, from an institutional perspective, of the work that they do

    Reflection in Service Learning: Making Meaning or Experience

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    Traditional methods of instruction based on lectures and textbook readings can be effective in some instances and for some types of! earning, yet many educators seek methods to enhance traditional student learning and to expand educational objectives beyond knowledge acquisition. Two related issues illustrate the limitations of traditional methods. The first is context-specific learning. Students are taught a particular module of content, they are provided examples of how to solve particular types of problems, and then they practice solving these types of problems. However, when the nature of the problem is varied, or when similar problems are encountered in different contexts, students fail to generalize prior learning to these new circumstances or situations. The second issue that frustrates educators is the shallow nature of the content learned through traditional instruction and the degree to which it does not promote personal understanding. That is, although students may demonstrate rote learning of a particular educational module, that new information does not always enlighten understanding of their own lives and the world outside the classroom. When knowledge acquisition is viewed as the most important goal of education, the educational system fails to develop intellectual habits that foster the desire and capacity for lifelong learning and the skills needed for active participation in a democracy.

    Reflection Activities for the College Classroom

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    As educators committed to strengthening the integration of service into academic study, we have provided this booklet of reflection activities as our first attempt to consolidate the collective wisdom on reflection activities that can be used in college classrooms
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