1 / 21

CIVIC IDENTITY IN THE REAL WORLD

CIVIC IDENTITY IN THE REAL WORLD. How Multi-Term Undergraduate Civic Engagement Programs Impact Civic Action After College. Project Description and Objectives. The Public Service Scholars Program, Haas Center for Public Service at Stanford University (one-year model)

tamira
Télécharger la présentation

CIVIC IDENTITY IN THE REAL WORLD

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CIVIC IDENTITY IN THE REAL WORLD How Multi-Term Undergraduate Civic Engagement Programs Impact Civic Action After College

  2. Project Description and Objectives • The Public Service Scholars Program, Haas Center for Public Service at Stanford University (one-year model) • Citizen Scholars Program, Commonwealth College at the University of Massachusetts-Amherst (two-year model) • Public and Community Service Studies major, Providence College (four-year model) Objectives: • To identify the long-term impacts of these programs. • To determine how these programs influence civic identity and civic action after college. The study focuses on three sustained, developmental, cohort-based service-learning programs offered to undergraduate students:

  3. Conceptual Framework Multi-Term Curricular Experiences that Develop Civic Identity

  4. Sustained Developmental Approach • Persistent Engagement • Continuity and Repetition • Accumulation of Experience • Increasing Complexity

  5. Commitment to Fundamental Values • Diversity • Social Justice • Active Citizenship • Reflective Practice

  6. Cohort Model • Collaboration and Teamwork • Challenge and Support • “Reference Group” • Connection and Community

  7. Public Service Scholars Program (PSSP) Haas Center for Public Service Stanford University

  8. Public Service Scholars Program (PSSP) • Established in 1994 • Provides guidance to undergraduate students eager to integrate their public service commitments with their academic coursework and research interests through an honors thesis capstone. • Participation in the program is designed to promote civic learning outcomes related to positionality, cultural humility and curiosity, effective communication and cooperation, and public action.

  9. Public Service Scholars Program (PSSP) • Students participate concurrently in their departmental honors program and a yearlong, credit bearing seminar (Urban Studies 198: Senior Research in Public Service) with their PSSP peers. • With assistance from their faculty thesis advisors – and often with input from community partners – students design and implement a research study that meets the standards of academic rigor in their disciplines. • Throughout the year, students develop community-based translations of their research – for example, a public service plan and public presentations of their research. http://studentaffairs.stanford.edu/haas/pssp

  10. Citizen Scholars Program (CSP) Commonwealth College University of Massachusetts Amherst

  11. Citizen Scholars Program (CSP) MISSION: to produce community leaders who have the knowledge, the skills and the vision to be agents of progressive change. CHARACTERISTICS: selective, service-learning based, scholarship supported, open to students from all majors who are also enrolled in the Commonwealth Honors College at UMass. REQUIREMENTS: Five courses – four in sequence plus one elective; Students complete a minimum of 240 hours of public service.

  12. Citizen Scholars Program (CSP) CURRICULUM: Four courses in sequence plus one elective in social or political theory. The Required Courses include. • The Good Society – focusing on developing a vision • Tools for Change – an exploration of theory and practice associated with how change gets made. • Public Policy • Community Organizing • The last two courses fulfill the capstone requirement for the Honors College and involve developing community based projects in policy and organizing in collaboration with a community based organization. http://www.honors.umass.edu/academics/csl/students/citizenScholars.html

  13. Public and Community Service Studies (Feinstein) Program Providence College

  14. Public and Community Service Studies (Feinstein) Program • Interdisciplinary Academic Major and Minor • 11 Core Courses; 3-course Concentration • 2 full-year experiences (Practicum, Capstone) • First Graduating Class: 1997 • Total Number of Graduates to Date: 150

  15. Public and Community Service Studies (Feinstein) Program PSP Major: 6 Core Competencies • Eloquent Listening • Organizational Competencies • Cross-Cultural Competencies • Values Clarification & Critical Reflection • Writing & Public Speaking • Specific Issue/Content Competency http://www.providence.edu/Feinstein/

  16. Research Questions • What are our graduates doing? • How do program alumni define their responsibility to and membership in communities? • What do program alumni believe and understand about citizenship now that they lead lives outside the college environment? • Have program alumni’s civic engagement experiences in college affected their perceptions of themselves as civic actors and their commitment to civic action? If so, which curricular and instructional practices do alumni consider most influential? • Are themes and goals of the program still present in graduates’ lives? • How have program alumni applied the lessons learned in these programs, and in what ways do they make meaning of those experiences?

  17. Research Design: Why Alumni? • 3 different programs, similar framework • Interested in impact on civic identity/action over time • Not only “whether,” but how, long-term persistence of articulated program outcomes • Importance of cross-institutional, longitudinal research for this field (HERI, Bonner Scholars)

  18. Mixed Methods Sequential Exploratory Design QUAL data collection: interviews QUAL data analysis: codes & themes survey instrument construction grounded in interview data survey instrument pretest & revision quan data collection: survey instrument administered to all alumni (3+) quan data analysis: statistical analysis qual data collection: focus groups qual data analysis: codes & themes interpretation of entire analysis

  19. Contributions

  20. DRAFT: Interview Protocol

  21. Thank You! For Questions, Feedback, or More Information Rick Battistoni, Providence College rickbatt@providence.edu Art Keene, University of Massachusetts Amherst keene@anthro.umass.edu Tania D. Mitchell, Stanford University tanmitch@stanford.edu John Reiff, University of Massachusetts Amherst jreiff@honors.umass.edu Virginia Visconti, Stanford University vav08@stanford.edu

More Related