This presentation provides critical information to help the university ensure students have mastered learning outcomes necessary to be effective practitioners and to assist in the university’s programmatic assessment process.

1. DeShone Watson
CUR/516
March 8, 2021
Dr. Deborah Hornsby

2. PART I: CIVIC
ENGAGEMENT

3. COURSE:
CIVIC
ENGAGEME
NT
 Course Description
 a community‐based learning course, is
intended to give understudies a
fundamental comprehension of key ideas
and systems of urban commitment.
Understudies will fundamentally analyze
university‐community connections, power
structures and the idea of advantage.
They will be presented to various sorts of
community commitment, through direct
help openings and by investigating
explicit contextual analyses. All through
all class discussions and assignments,
understudies will be approached to
participate in basic reflection.

4. THE PRIMARY AUDIENCE
WILL BE THE
UNIVERSITY STUDENTS
HIGH SCHOOL
STUDENTS WHO ARE ON
COLLEGE PREPARATORY
TRACK FROM AGES 15-18
UNDERGRADUATES AT A
4-YEAR UNIVERSITY, 2-
YEAR OR COMMUNITY
COLLEGE
COMMUNITY OUTREACH
PROGRAMS AND
EMPLOYERS.

5. LENGTH OF
COURSE &
LEARNING
GOALS
 8-week course
 Civically engaged students learn higher-order skills—
including critical thinking, writing, communication,
mathematics, and technology—at more advanced levels of
aptitude (Cress 2004).
 Through scholastic praxis (use of hypothetical ideas to
activity), understudies move from being information
beneficiaries to thought makers. Theoretical ideas come
into help against the foundation of circumstance and
setting as understudies consider, apply, test, evaluate,
and rethink numerous disciplinary ways to deal with
tackling a variety of human, mechanical, and natural
difficulties.
 Civic engagement increases students’ emotional
intelligence and motivates them toward conscientious
community action (Bernacki and Jaeger 2008). Students
who partake in municipal commitment acquire relational
adequacy, the capacity to work together across assorted
points of view, and a self-appreciation viability for
emphatically affecting people, associations, and networks.
Through city commitment, information and
understanding at this point don't exist in the existence of
the psyche; they become mixed in careful and caring local
area contribution.

6. The student will apply
fundamental parts of
city commitment, (for
example, perception,
reflection and
discourse).
1
The student will
identify social issues
associated with direct
assistance at a local
area accomplice.
2
The student will
construct an individual
vision of a civic
pathway.
3
The student will
recognize instances of
force and advantage
and have the option to
clarify their effect in
regular daily existence.
4

9. Attendance and class participation
Discussion board posts
Direct service (in the field community
service)

10. To address instructional
technology needs, students will
be given a course syllabus, to see
what's in store for each learning
module complete with each week
assignments, a finished study
assessment, and an
authentication of consummation.
We will use Blackboard, school
email, and personal email if need
be.

12. LENGTH OF
COURSE
 Time
 45-minute class discussion/group
interaction
 Feedback and grading will be time
varied
 Online discussion board posts will be
time varied
 Posts and two replies to two classmates
are due every Sunday by 11:59 pm EST
time
 Individuals involved will be as followed:
instructor (myself)

13. IMPLEMEN
TION
 How will your plan be implemented?
 On-site class will be once weekly for 45 minutes
 In-class participation is required, as there will be
group discussions participation, along with group case
studies.
 Online discussions board posts will be weekly (posts
are due every Sunday by 11:59 PM EST, 2 responses
are required at minimum by Sunday as well).
 How will you engage learners during the training/course?
 Discussion in class and discussion posts that will be
posted on Blackboard.
 How will you know participants are learning during the
session. What formative assessments will you use?
 Class attendance & participation in discussions with a
ticket out the door.
 Responses on students’ weekly discussion board posts.
 On week 1 of class students will type a paper in MLA
format about what their civic pathway will be like.
 On the week 8 of class students will reflect on details
of their civic pathway and what worked for them and
what was challenging for them during their direct
service.

14. ANALYZE
DESIGN
DEVELOP
IMPLEMENT
EVALUATE

16.  Evaluation Instruments that must be created:
 In-class (including ticket out the door) and online
discussions posts.
 Criteria used to determine whether the participants met
the learning goals and objectives:
 Discussions in class and online on Blackboard.
 In-class group case studies
 Direct service reflection from the field experience of
community service.
 Summative assessment
 Week 1 Civic pathway details
 Week 8 Civic pathway reflection

17.  Bernacki, Matthew L., and Elizabeth Jaeger.
2008. “Exploring the Impact of Service Learning
on Moral Development and Moral
Orientation.” Michigan Journal of Community
Service Learning 14 (2): 5–15.
 Cress, C. M. (2020, December 25). Civic
engagement and student success: Leveraging
multiple degrees of achievement. Retrieved
February 16, 2021, from
https://www.aacu.org/publications-
research/periodicals/civic-engagement-and-
student-success-leveraging-multiple-degrees
 Google for education. (n.d.). Retrieved February
24, 2021, from
https://www.youtube.com/channel/UCt84aUC9O
G6di8kSdKzEHTQ
 Video conferencing, web Conferencing,
Webinars, screen sharing. (n.d.). Retrieved
February 16, 2021, from
https://zoom.us/education