BRIAN PERRY EASTERN KENTUCKY UNIVERSITY Developing a Model for Service & Civic Engagement

BACKGROUND EKU  Civic Engagement  Offices  Regional Stewardship  Service Learning  Community Service (Student Life) Community Service  4+ years  Variety of Initiatives  Local projects, Alternative Break Program, Social Justice Film Series  The ‘Hub’ for active citizenship on campus

THE QUESTION(S) / PROBLEM What’s our purpose?  Active Citizenship! How do we know that students are becoming civically engaged?  What is the (theoretical) basis for our programming?  How do we program for students at different levels of engagement?  How do we assess the programs?

THE FOUNDATION: Generational Broadly  Rise of service-learning in K-12  In the 20 year period from 1979 to 1999, the number of secondary schools implementing service-learning jumped from 15% to 46% (Spring, Grimm, & Dietz, 2008 )  The ‘9-11 Generation’

THE FOUNDATION: Theory Theory  Swartz’s (1977) model of altruistic helping behaviors  The model has four cognitive and affective phases, comprised of eight steps, through which a person progresses, beginning with a recognition of need and ending with overt behaviors.  Active Citizenship Continuum developed by Breakaway  Shiarella, McCarthy, and Tucker (2000)  Community Service Attitudes Scale (CSAS)

Swartz’s (1977) Model Phase 1. Activation steps: Perception of a need to respond.  Awareness that others are in need.  Perception that there are Actions that could relive the need.  Recognition of one’s own Ability to do something to provide help.  Feeling a sense of responsibility to become involved based on a sense of Connectedness with the community or the people in need. Phase 2. Obligation step: Moral obligation to respond.  Feeling a moral obligation to help generated through (a) personal or situational Norms to help and (b) Empathy. Phase 3. Defense steps: Reassessment of potential responses.  Assessment of (a) Costs and (b) probable outcomes (Benefits) of helping  Reassessment and redefinition of the situation by denial of the reality and Seriousness of the need and the responsibility to respond. Phase 4. Response step: Engage in helping behavior.  Intention to engage in community service or not.

Active Citizenship Continuum

THE MODEL

LEVEL 1 Programming Programming at this level is aimed at getting students involved and interested in civic engagement and social issues, possibly for the first time.

LEVEL 1 Programming con’t Opportunities to learn:  about needs in the community  why civic engagement is necessary in meeting these needs  that actions can meet those needs  that their actions can, in fact, help  a sense of responsibility to become involved based on a sense of connectedness with the community or those in need. Examples:  Volunteer Fair  Episodic service projects  Philanthropy drives  Educational events  National Days of Service

LEVEL 2 Programming Programming at this level is aimed at educating regular volunteers about social issues. It’s programming that pushes participants to ask why a service is needed, what are the root causes.

LEVEL 2 Programming Con’t Opportunities to become more involved in service projects.  On-going projects  Developing relationships with community partners  Opportunities to take on leadership roles Examples:  Alternative Breaks (as participants)  Social Justice Film Series  Speakers/Panel Discussions  Service Council

LEVEL 3 Programming Programming at this level is targeted at socially active students that are beginning to make civic engagement a priority expressed through their values and life choices. Leadership development is a high priority.

LEVEL 3 Programming Con’t  Opportunities to:  become a leader on campus  engage other students in service; leading by example  learn how individual choices impact the world around them  learn how to make socially responsible choices in their daily lives  Examples:  Alternative Break Citizenship schools  Community Service Intern  Alt Break Site Leaders  Alternative Break Board