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Campus Compact Webinar Series 2019

Join the Campus Compact Webinar to learn about curriculum mapping for civic learning. Explore civic learning goals, examples from CSUMB, and the importance of community engagement.

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Campus Compact Webinar Series 2019

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  1. Campus Compact Webinar Series 2019 Thursday, April 4th

  2. Curriculum Mapping for Civic Learning H. Anne Weiss, Ph.D. Candidate Director of Assessment Indiana Campus Compact Seth Pollack, Ph.D. Service Learning Institute California State University, Monterey Bay (CSUMB)

  3. Agenda • Introductions • Introduction to curriculum mapping • Exploring civic learning goals • Example from CSUMB • A call to action • Discussion

  4. Introductions to our speakers WELCOME

  5. HELLO! I am Anne Weiss. DIRECTOR OF ASSESSMENT Indiana Campus Compact IUPUI Office of Community Engagement Visiting Scholar, Tufts University PhD Candidate, Indiana University AmeriCorps Alumna (*NCCC, VISTA, Learn & Serve) Over 14 years studying the public mission of higher education. Going on 7 years focused on the work of data collection, analysis, and reporting; strategic planning and measurement; institutional research; data shepherding & stewardship; information technology & community engagement. You can message me at haweiss@iupui.edu

  6. HELLO! I am Seth Pollack PROFESSOR OF SERVICE LEARNING Founding Faculty Director Service Learning Institute California State University, Monterey Bay (CSUMB) I have spent the past 25 years looking at the interface of higher education and community, particularly underserved, low-income communities. Twenty-two of those years have been at CSUMB, where we have built a service learning program that is focused on social justice and what we call “critical civic literacy.”

  7. Get to know you a bit: POLLING Does your campus have learning outcomes at the institutional levelspecifically for service-learning? In other words: …specifically for those that utilize a pedagogy that connects learning with community – its people, organizations, issues, assets, et cetera.

  8. During college… Where does learning happen?

  9. CURRICULUM MAPPING • Who maps and why? • Leveling and mapping relationships in our learning environments • What is mapping? Example 1 Table 1. A basic curriculum map for a program of study

  10. CURRICULUM MAPPING • Example 2: What is mapping? Table 2. Map of assessment approaches

  11. What is it? The process of mapping

  12. COMMONLY USED APPROACHES • An excel spreadsheet is circulated… • A program officer or department chair works solo… • Faculty and/or staff come together…

  13. PRE-FLECTION • Are there existing learning outcomes…If yes… • Is there agreement to include a course or learning experience… consensus on the essential learning experiences to map? • How will alignment be ensured? • What strengths, weaknesses, gaps, opportunities, threats, etc. will the map point out?

  14. DEFINE the PROCESS of MAPPING • Purpose • Scope • Participation • Form • Limitations • Communication/Dissemination

  15. What do we know about the learning associated with community-based or –engaged pedagogies and programs? WHAT OUTCOMES

  16. TWO broad areas of learning outcomes assessment. Discipline- or subject-based learning outcomes Transdisciplinary outcomes, e.g. civic outcomes

  17. Explore together the five major CIVIC LEARNING GOALS

  18. CIVIC KNOWLEDGE BEING CIVICALLY LITERATE CIVIC IDENTITY POSESSING A CIVIC IDENTITY CIVIC AGENCY HAVING CIVIC EFFICACY or BEING A CIVIC AGENT DEMOCRATIC VALUES & NORMS VALUING EQUITY, JUSTICE, & DIVERSITYNORMS LIKE VOTING, CIVIL DISOBEDIENCE & OTHER CIVIC ENGAGEMENT CIVIC MINDED GRADUATE THE ULTIMATE GOAL IN HIGHER ED

  19. CIVIC MINDED GRADUATE Rubric 2.0

  20. Get to know you a bit: POLLING In my course, I have CLOs In my student affairs-based program or curriculum, we have CLOs Across a program of study, we have CLOs At the institutional level, we have CLOs A different level Unsure or unaware At what level does your campus have civic learning outcomes? Check all that apply.

  21. An example from CSU, Monterey Bay (Dr. Seth Pollack) CIVIC Learning THROUGH SERVICE-LEARNING (among other THINGS…): a learning outcomes approach

  22. California State University Monterey Bay (1995)Service Learning & Social Justice

  23. CSUMB Focus:Civic Learning Across the Curriculum • SL is an academic discipline • Knowledge-base: civic learning • Compassion, diversity, justice & social responsibility • Critical civic literacy (Pollack, 2013) • SL is required for ALL students • Lower division: General Education • Upper division: integrated in major • Specific service learning outcomes (OLD…) • Self & Social Awareness • Service & Social Responsibility • Community & Social Justice • Multicultural Community Building / Civic Engagement “CSUMB is the model for a university that incorporates civic responsibilities with career preparation. It shows us the next level needed in campus civic work.” National Task Force on Civic Learning and Democratic Engagement, 2012; p. 13

  24. Civic Learning Goal Multicultural Community Builders have the knowledge, skills and attitudes to work effectively in a diverse society to create more just and equitable workplaces, communities and social institutions. -CSUMB Service Learning Institute

  25. https://csumb.edu/tla “Learning outcomes are only as good as the conversations they generate.” -CSUMB Teaching Learning & Assessment

  26. “Learning Outcomes are only as good as the conversations they generate.” • College Assessment Fellows (degree programs) • Assessment Scholars and Learning Communities (Undergraduate Learning Outcomes -ULOs) • Assessment Process • Learning Outcomes • Curricular Mapping • Rubrics & Rubric guides • “Signature Assignments” / Assignment Guides • Threshold Concepts • Processes to review student work in order to…

  27. Three-Levels of Civic Learning Outcomes

  28. Lower Division GE: Civics/SL Civic Identities • Examine one’s personal, social and political identities in relationship to social and cultural contexts, particularly multiple civic institutions and communities. • Examine how one’s identities connect with systems of power, privilege and marginality. Civic Knowledge • US Constitution; California Constitution; National, state and local government; rights & obligations of citizenship • Local community history, assets, strengths and dynamics related to structural causes of local social challenges and responses • Within the context of systems of inequity (racism, classism, sexism, heterosexism, etc.) Civic Action • Ethical service to community (reciprocity, cultural humility, intercultural competence) • Use tools of social/political action in an informed civic advocacy activity/assignment

  29. Upper Division:Major-Based Service Learning Self and Social Awareness • Examine the diverse dimensions of social, cultural and professional identities, and their relationship to systems of power, privilege and oppression Service and Social Responsibility • Analyze how the field/profession has perpetuated inequity/injustice and/or contributed to equity/justice at the individual, group and societal levels. • Engage in responsive, reciprocal service that is informed by knowledge of the multicultural histories, demographics, sociocultural dynamics and assets of a specific community. Action for Systemic Change • Develop and implement personal and professional strategies, policies and/or practicesthat work towards creating greater equity and social justice in our communities, workplaces and institutions.

  30. ULO #2: Personal, Professional & Social Responsibility “CSUMB graduates engage in ethical reasoning and public action informed by historical, multicultural, global, ecological and equity-oriented perspectives.” Is this ethically-informed public action?

  31. Is this ethically-informed public action?

  32. and a call to action for you! CLOSING COMMENTS

  33. Your Opportunity! We need more mapping of WHERE and HOW we are assessing learning, particularly civic outcomes. In essence, we need to parse out what is happening in our learning environments.

  34. Final POLL Not at all important Slightly important Moderately important Extremely important How important is it that we map civic learning across the levels of our learning environments?

  35. What can we clarify, rectify, continue to trouble, discuss, or discern? WHAT SAYS YOU?

  36. Thank You! EMAIL or @Anne haweiss@iupui.edu @AmericANNE34 EMAIL or @Seth spollack@csumb.edu

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