This is a presentation I created to present for the college I am currently attending to persuade them to implement Service-Learning in the curricula. It recieved excellent feedback and was presented to the deans.

1. CIVIC ENGAGEMENT
Defining, Evaluating, and Applying It
By: Dylan T. Chaplin
Figure 1; Joo

2. What is Civic Engagement?
 There is no one definition for Civic Engagement, but many. No one has made a
definition that the majority agrees on.
 Civic Engagement In Higher Education : Concepts and Practices defined Civic
Engagement as, “Acting upon a heightened sense of responsibility to one’s
communities. This includes a wide range of activities, including developing civic
sensitivity, participating in building civil society, and benefitting the common good.
Civic engagement encompasses the notions of global citizenship and
interdependence. Through civic engagement, individuals—as citizens of their
communities, their nations, and the world—are empowered as agents of positive
social change for a more democratic world. (Coalition for Civic Engagement and
Leadership, 2005)”

3. What does it involve?
 Civic Engagement involves one, or more, of the following:
 Learning from others, self, and environment to develop informed perspectives on
social issues.
 Valuing diversity and building bridges across difference.
 Behaving, and working through controversy, with civility.
 Taking an active role in the political process.
 Participating actively in public life, public problem solving, and community service.
 Assuming leadership and membership roles in organizations.
 Developing empathy, ethics, values, and sense of social responsibility.
 Promoting social justice locally and globally.
(Jacoby, 9)

4. History of Civic Engagement
 American higher education has always included among its core mission the
preparation of effective citizens, “As long as there have been colleges and
universities in this country, there has been a commitment at the heart of the
curriculum to preparation for what we might call civic engagement”, (Lawry et al., 7).
 Benjamin Franklin and Thomas Jefferson, two of the greatest thinkers of the
Revolutionary period, put considerable energy into reforming higher education to be
even more responsive to the needs of citizens in the emerging nation: “They
considered informed and responsible participation, at least by qualified men,
essential to the success of the democratic experiment”, (Lawry et al., 7).
 Arguably, John Dewey was the single most influential advocate for the civic role of
higher education, particularly in the liberal arts. In Democracy and Education, he
wrote that the liberal arts experience should consist of “three essential elements: it
should engage students in the surrounding community; it should be focused on
problems to be solved rather than academic discipline; and it should collaboratively
involve students and faculty”, (as cited in Lawry et al., 7). (Jacoby, 11)

5. Further Development of Civic Engagement
 A concept called “service-learning” was eventually developed by pioneers in
pedagogy named Stanton, Giles, and Cruz in 1999. It combined community service
with academic study. (Jacoby, 12)
 Campus Compact was formed in 1985 by college and university presidents who
pledged to encourage and support education in service of civic responsibility.
(Jacoby, 12)
 The National and Community Service Trust Act of 1993, under the Bill Clinton
administration, created the Corporation for National and Community Service, which
administers several programs to mobilize Americans into Service. These include
Senior Corps, AmeriCorps, USA Freedom Corps, and Learn and Serve America. The
latter three programs have since provided substantial technical and financial support
to service, service-learning, and civic engagement in higher education (Corporation
for National and Community Service, n.d). (Jacoby, 12-13).

6. Major Civic Engagement Initiatives in Higher Education
 Campus Compact: advances the public purposes of colleges and universities by
deepening their ability to improve community life and to educate students for civic and
social responsibility. Work includes institutional engagement with communities and
educating students for responsible citizenship. Network includes thirty-four states.
(Jacoby, 15)
 Association of American Colleges and Universities: Liberal education, civic engagement,
and diversity are at the hub of the extensive work of the AAC&U. Advocates, “a
philosophy of education that empowers individuals, liberates the mind, and cultivates
social responsibility” (AAC&U, p. x). Views civic engagement as an essential principle in
today’s discussions of higher learning. (Jacoby, 16)
 American Association of Community Colleges states in three national surveys that nearly
sixty percent of community colleges offer service-learning in their curricular programs.
The associations national project, Community Colleges Broadening Horizons through
Service Learning, provides an information clearinghouse, publications, training and
technical assistance, and model programs to increase the number, quality, and
sustainability of service-learning programs in its member institutions. Funded by the
Corporation for National and Community Service. (Jacoby, 17)

7. Involvement in Civic Engagement by College Students and
Graduates Compared to Those Without A College Education
 The following slides will display the impact a college education has on civic
engagement and community service. Those with a college education have a
significantly higher percentage of being involved in their communities compared to
those who have no college education.

8. Voter Turnout Rates for Current College Students and other
Young People, 2004-2012. (United States Census Bureau)
0%
10%
20%
30%
40%
50%
60%
70%
80%
Presidential 2012 Presidential 2010 Presidential 2008 Presidential 2006 Presidential 2004
Current College Students Recent College Graduates No College Experience

9. College Attendance and Civic Engagement Among 18-25 Year-
Olds. (Lopez and Elrod, 2006)
Indicators of civic
engagement
Current College Student College Graduate No College
Voted 30% 34% 20%
Volunteered 43% 45% 24%
Raised Money for Charity 25% 29% 20%
Active member of civic
group
23% 28% 13%
Member of political
group
20% 32% 9%
Tried to persuade other
in election
40% 40% 29%
Signed petition (paper) 25% 28% 12%

10. Four Essential Learning Outcomes (AAC&U)
 Knowledge of human cultures and the physical and natural world. Through study in
the sciences and mathematics, social sciences, humanities, histories, languages, and
the arts.
 Intellectual and Practical Skills. Inquiry and analysis; critical and creative thinking;
written and oral communication; quantitative literacy; information literacy; teamwork
and problem solving.
 Personal and Social Responsibility. Civic knowledge and engagement—local and
global; Intercultural knowledge and competence; ethical reasoning and action;
foundations and skills for lifelong learning.
 Integrative and Applied Learning. Synthesis and advanced accomplishment across
general and specialized education.
(The National Leadership Council For Liberal Education & America’s Promise, 12-13)

11. The Civic Learning Spiral (Musil et al.)
 A model of civic learning that could be applied from elementary school through
college and, in the process, establish the habit of lifelong engagement as an
empowered, informed, and social responsible citizen.
 1. Self
 2. Communities and Cultures
 3. Knowledge
 4. Skills
 5. Values
 6. Public Action

12. Outcomes for Self Outcomes for Communities
and Cultures
 Understanding that the self is always
embedded in relationships, a social
location, and a specific historic
moment.
 Awareness of ways one’s identity is
connected to inherited and self-chosen
communities.
 Ability to express one’s voice to effect
change.
 Disposition to become active in what a
person cares about.
 Capacity to stand up for oneself and
one’s passionate commitments.
 Appreciated of the rich resources and
accumulated wisdom of diverse
communities and cultures.
 Understanding how communities can
also exclude, judge, and restrict.
 Curiosity to learn about the diversity of
groups locally and globally.
 Willingness to move from the comfort
zone to the contact zone by
transgressing boundaries that divide.
 Capacity to describe comparative civic
traditions expressed within and by
different cultural groups.

13. Outcomes for Knowledge Outcomes for Skills
 Recognition that knowledge is dynamic,
changing, and consistently reevaluated.
 Understanding that knowledge is socially
constructed and implicated with power.
 Familiarity with key historical struggles,
campaigns, and social movements to
achieve the full promise of democracy.
 Deep knowledge about the fundamental
principles of and central arguments
about democracy over time as
expressed in the United States and in
other countries.
 Ability to describe the main civic
intellectual debates within one’s major.
 Adeptness at critical thinking, conflict
resolution, and cooperative methods.
 Ability to listen eloquently and speak
confidently.
 Skills in deliberation, dialogue, and
community building.
 Development of a civic imagination.
 Capacity to work well across multiple
differences.

14. Outcomes for Values Outcomes for Public Action
 Serious exploration of and reflection about core
animating personal values.
 Examination of personal values in the context
of promoting the public good.
 Espousal of democratic aspirations of equality,
opportunity, liberty, and justice for all.
 Development of affective qualities of character,
integrity, empathy, and hope.
 Ability to negotiate traffic at the intersection
where worlds collide.
 Understanding of, commitment to, and ability to
live in communal contexts.
 Disposition to create and participate in
democratic governance structures of school,
college, and the community.
 Disciplined civic practices that lead to
constructive participation in the communities in
which one lives and works.
 Formulation of multiple strategies for action
(service, advocacy, policy change) to
accomplish public ends/purposes.
 Planning, carrying out, and reflecting upon
public action.
 Development of the moral and political courage
to take risks to achieve the public good.
 Determination to raise ethical issues and
questions in and about public life.

15. Implementation and Uses
 There are many methods to implementing civic engagement into classrooms. As
long as the curricula abides by the previous outcomes and ideals it would become
successful.
 Leadership programs are key in education, and are a great place to implement such
ideals.
 It is key to move community service and civic engagement away from the sidelines
and make it central.
 Best way to build a service-learning program in your college is to undergo research
on other colleges that have implement it, and tailor it to your own college.

16. Service-Learning Examples—Implementation in Nursing
(Washington-Brown)
 Introduced in orientation of the program to the use of Service-Learning in the
curricula.
 Students are required to complete 100 hours of Service-Learning prior to
graduation, and must complete 10 per course. (Could tailor to Reynolds’ needs)
 To avoid overlap, laboratory and clinical practicum courses do not require service-
learning hours because they must spend 48-96 hours in a laboratory or college
contracted agency for their clinical experience. (Would cause a burden essentially)
 Their final Capstone program does not require them to complete any service
learning because students create and complete their professional portfolios that
contain all service learning activities they participated in.
 College has a partnership with a community agency that seeks students to
participate in volunteer activites. (In Reynolds’ case Handson Greater Richmond
would serve as a perfect partner)
 Uses NobleHour to track all hours undergone by students.

17. Service-Learning Examples—Implementation in a History
Class
 Service-Learning is not a new concept, but has yet to take hold and grow.
 Service-Learning falls off in the Humanities disciplines, due to a lack of connection.
 The History Class that undergone this “experiment” to find a way to implement service-
learning into their education found a way to do so. In their service-learning project they
created a database of local research and history by finding material and authors from
their community and compiled it together.
 Other service-projects and ideas for ones consisted of formulating research projects and
trips into their communities to compile historical events new and old.
 To sum it up, implementing service-learning in a history classroom consisted of
compiling information from their local communities and undergoing research projects to
share this information. It benefited the community as a informative approach to service,
more so than a physical hands-on approach.
 They found the best way to think up new service projects to implement service-learning
in their classroom was to collaborate with community organizations, the whole campus
network, and service-learning practitioners.

18. References
 Ehrlich, Thomas, and Barbara Jacoby. Civic Engagement in Higher Education: Concepts and Practices. San Francisco,
CA: Jossey-Bass, 2009. Print.
 Joo, Isaiah. "What Motivates You to Give?" Young Government Leaders. Young Government Leaders Research, 13 May
2014. Web. 13 May 2014.
 Lawry, S., Laurison, D. L., and VanAntwerpen, J. Liberal Education and Civic Engagement: A Project of the Ford
Foundation’s Knowledge, Creativity and Freedom Program.
http://www.fordfound.org/elibrary/documents/5029/toc.cfm, 2006.
 Lopez, M. H., and Elrod, B. College Attendance and Civic Engagement among 18 to 25 Year Olds. College Park, MD:
Center for Information & Research on Civic Learning and Engagement, 2006b.
 Musil, C. M., Wathington, H., Battistoni, R., Calderson,J., Trementozzi, M., Fluker, W. E., et al. The Civic Learning Spiral:
Education for Participation in a Diverse Democracy. Washington, DC: Association of American Colleges and Universities,
in press.
 Straus, Emily E., and Dawn M. Eckenrode. "Engaging Past and Present: Service-Learning in the College History
Classroom." The History Teacher 47.2 (2014): 253-66. Academic Search Complete. Web. 13 May 2014.
 Washington-Brown, Linda, and Arlene Ritchie. "The Fundamentals of Integrating Service in a Post-Licensure RN to BSN
Program." ABNF Journal 25.2 (2014): 46-51. Academic Search Complete. Web. 13 May 2014.
 College Learning for the New Global Century: A Report from the National Leadership Council for Liberal Education &
America's Promise. Washington, D.C.: Association of American Colleges and Universities, 2007. Print.
 "United States Census Bureau." Voting and Registration. U.S Census Bureau, 13 May 2014. Web. 13 May 2014.

19. Links for Further Information
 https://www.e2e-store.com/compact/compact-category.cgi?category_id=7
 http://www.compact.org/initiatives/service-learning/
 http://www.aacc.nche.edu/Resources/aaccprograms/horizons/Pages/default.aspx
 http://en.wikipedia.org/wiki/Service-learning
 http://www.servicelearning.vcu.edu/
 http://colleges.usnews.rankingsandreviews.com/best-colleges/rankings/serving-
learning-programs