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Civic Engagement: What, Why and How Iowa Campus Compact Can Help
The document discusses the significance of civic engagement and service-learning in higher education, emphasizing its role in enhancing student learning and community involvement. It outlines benefits such as improved academic performance, personal development, and increased chances of employment post-graduation. Additionally, it provides insights on how to effectively implement civic engagement initiatives and the support available through Iowa Campus Compact.
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Civic Engagement: What, Why and How Iowa Campus Compact Can Help
- 1.
- 2. • About IowaCampus Compact • What is Civic Engagement? • Why is it important? • How you can engage and how we can help Session Overview
- 3.
- 4. Member Benefits • Resources •Successful models • Funding • Visibility • Faculty opportunities • Recognition • Professional development • Technical assistance • Advocacy and policy • National movement About Us
- 5. . WHAT? Civic Engagement • Service-learning •Community engagement • Community-based research • Civic education • Community experiences • Community-based learning • Democratic practice • Philanthropy education • Other forms of engaged scholarship • Other co-curricular offerings for students
- 6. Service-learning is ateaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (Seifer and Connors, 2007) WHAT? Service-Learning
- 7. The system ofcommunity colleges grew out of a commitment to the democratic principles of access and opportunity; its leaders were philosophically dedicated to the belief that broad engagement of the diverse community will create a strong educational, social, political, and economic fabric. (Cohen & Brawer, 2003) WHY?
- 8. The American Associationof Colleges and Universities considers Service Learning/Community-Based Learning a HIGH IMPACT practice “The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve problems in the community. A key element in these programs is the opportunity students have to both apply what they are learning in real- world settings and reflect in a classroom setting on their service experiences.” WHY? High Impact
- 9. • Eyler, Giles,Stenson, and Gray (2001) found a range of benefits for students: • academic learning and ability to apply what they have learned in the “real world” • improves student satisfaction with college, more likely to graduate • sense of personal efficacy, personal identity, interpersonal development, ability to work well with others • spiritual and moral development • leadership and communication skills • reducing stereotypes and facilitating cultural and racial understanding • social responsibility and citizenship skills WHY?
- 10. • 2010 JobOutlook Survey from the National Association of Colleges and Employers candidate’s involvement in volunteer work key factor in making hiring decisions WHY?
- 11. • High-quality curricularand co-curricular civic engagement is positively correlated with student success in K-12 schools, community colleges, and public and private four-year colleges and universities (Grantmakers for Education, 2010; Meyer, 2003). • Peer group interaction key for college student success, service is one way to develop peer relationships (Astin, 1996) • Service-learning is positively associated with student retention and the likelihood of completing a degree (Astin and Sax, 1998) WHY?
- 12. • Gallini andMoely (2003) effects of service-learning on student retention, academic challenge, academic engagement, interpersonal engagement, and community engagement • surveyed students about engagement, academic challenge, and persistence • students in service-learning courses scored significantly higher on all measures WHY?
- 13. • Campus Compactoffices of Northern New England study • 770 students at 17 institutions • student survey on how service-learning course affected them on five measures: retention, academic challenge, academic engagement, interpersonal engagement, and community engagement WHY?
- 14. • AACC, Prenticeand Robinson (2010) study More than 2,000 students • Statistically significant differences between service- learners and non–service-learners on five out of six learning outcomes • educational success and academic development, civic responsibility, critical thinking, communication, and career and teamwork. WHY?
- 15. • Today’s studentsdemand opportunities • More interested in service and civic engagement • Need structured, team-oriented opportunities • Want to see how their education will be used in the “real world” WHY?
- 16. • Advance Planning •Strong, Reciprocal Partnerships • Students As Colleagues • Tie to Learning Outcomes • Don’t Forget Reflection HOW? High-Quality Engagement
- 17. • Prepare yourself– goals, type of service (direct, non- direct, indirect) • Prepare your partners – site logistics, learning outcomes • Prepare your students – background, larger issues, expectations and assumptions HOW? Advance Planning
- 18. Community-Campus Partnerships forHealth (CCPH) Principles of Partnership • Specific purpose • Agreed upon mission, values, goals, measurable outcomes and accountability • Mutual trust, respect, genuineness, and commitment • Builds upon identified strengths and assets, works to increase capacity • Balances power among partners • Clear and open communication • Principles and processes established with the input and agreement of all • Feedback among all • Partners share the benefits • Partnerships can dissolve, need plan for closure. HOW? Partnerships
- 19. • Student rolein planning and evaluating • Student leadership role in service experiences • Students as research partners HOW? Students as Colleagues
- 20. • Clearly defineobjective of service-learning element • Design assessment tools • Utilize community partners HOW? Learning Outcomes
- 21. Reflection ”facilitates thestudents making connections between their service experiences and their learning” (Eyler and Giles, 1999) • Dialogue • Journaling (writing, video, blog) • Incorporate in exams • Class presentations • Creative projects • Community events HOW? Reflection
- 22. 1. Professional development 2.Funding opportunities 3. Student engagement programs 4. Faculty programming 5. Networking and collaboration 6. Information on research and models 7. Dissemination and recognition HOW? IACC Can Help
- 23. • Monthly webinars– next one is January 17 on Economic Development • Iowa Workshops – three per year, next one is on engaged scholarship at Clarke University April 12 • Regional Summit – May 29 and 30 at Loras College in Dubuque • Other opportunities – STEM Conference in May, Peer Coaching Circles, campus-specific training and technical assistance IACC – Professional Development
- 24. • AmeriCorps andVISTA • Campus Speaker Network • Faculty Fellowships • Notices on other grant opportunities IACC - Funding
- 25. • AmeriCorps andVISTA • Day of Service • Alternative Breaks • National Campus Compact Newman Civic Fellows • NEW in 2013: Civic Ambassadors Network IACC – Student Engagement
- 26. • Professional developmentlearning and dissemination opportunities • Research and course models • Awards and recognition • NEW in 2013: Engaged Scholarship Faculty Fellows IACC – Faculty Programming
- 27. • Research publications:Engaged Learning Economies, A Promising Connection • Hundreds of syllabi and models • Civic Engagement Journals IACC – Research and Models
- 28. • Publishing andpresentation opportunities • Ten Years of Engagement: 2013 Iowa Campus Compact Anniversary Awards • National Campus Compact Ehrlich Award IACC – Dissemination/Recognition
- 29. Questions? Discussion? Information andresources at: www.iacampuscompact.org
- 30. References • AAC&U HighImpact Practices www.aacu.org/leap • Campus Compact “A Promising Connection” www.compact.org • Faculty Toolkit for Service-Learning in Higher Education www.servicelearning.org • Campus-Community Partnerships for Health www.ccph.info • Millenials Coming to College http://www.niu.edu/stuaff/grad_resources/pdfs/Millennials% 20Article_AHE.pdf
Editor's Notes
- #4 Coalition of college and university presidents committed to the public purpose of higher education.Support service-learning and civic engagement with programs, funding, professional development, research, advocacy.
- #5 Coalition of college and university presidents committed to the public purpose of higher education.Support service-learning and civic engagement with programs, funding, professional development, research, advocacy.
- #7 Remind participants that the service and the learning are equally important
- #8 Remind participants that the service and the learning are equally important
- #17 Requires advanced planning, agreements a good idea
- #18 Planning is the most critical stepInclude partners as co-educatorsMake sure students are prepared and have considered their assumptions and are ready for populations they will encounter
- #19 Co-educators, let in on learning outcomesInclude in reflection if possible
- #24 Talk about PACRegional summit call for proposals