1. Designing and Assessing Civic Engagement Activities for 300 Level Learning Communities
Maggie Commins
November 28th, 2016

2. Goals for today:
Establish a common understanding for terms like “service-learning”, “civic engagement” and “community engagement”.
Look more closely at “civic engagement” as a learning pedagogy. What types of learning outcomes are associated with civic engagement? What kinds of assignments may help your students achieve these learning outcomes?
Help you to start thinking about how you can integrate civic engagement into your 300 level learning community (or improve what you are already doing).
Get some feedback on what would be helpful for you going forward. What kinds of workshops, resources, advising would support you as you design and teach your 300 level LC course?

3. (Bringle and Hatcher 1995, p. 112)
Service-learning
Service-learning is…
“a credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility.”
(Bringle and Hatcher 1995, p. 112)

4. Civic engagement Civic engagement is…
“Working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values, and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes.”
(Ehrlich, 2000, Preface, p. vi)

5. Community Engagement NERCHE
Community engagement describes collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. 
The purpose of community engagement is the partnership of college and university knowledge and resources with those of the public and private sectors to enrich scholarship, research, and creative activity; enhance curriculum, teaching and learning; prepare educated, engaged citizens; strengthen democratic values and civic responsibility; address critical societal issues; and contribute to the public good.

6. Community Engagement How does it all fit? COMMUNITY ENGAGEMENT
Civic Engagement
Community Service
Service Learning
University Outreach
Engaged Scholarship

7. What is the difference between volunteering and civic engagement (CE)?
CE emphasizes connection – connection to the political and community components of service.
CE includes reflection upon the consequences of one’s actions.
The focus of CE is empowerment – of all participants. The goal is to find common means to address common concerns.
CE is an active learning strategy.

8. Challenges to implementing civic engagement strategies
A perceived liberal political bias.
Academic reward structures do not incentivize this type of work.
A lack of resources to support the work.

9. 3 primary goals or objectives
of civic engagement
Civic knowledge
Civic skills
Civic identity

10. Civic knowledge Information literacy
Knowledge about community and political organizations, relevant governmental institutions, current and past laws and processes, etc.

11. Civic skills Kirlin (2005): 305 Communicating Organizing
“…the fundamental elements of civic and political participation are skill-based, and therefore must be practiced in order to be learned.”
Communicating
Organizing
Collective decision-making
Critical thinking

12. Civic identity
“When one sees her or himself as an active participant in society with a strong commitment and responsibility to work with others towards public purposes”
(AAC&U Civic Engagement Value Rubric)
“A morally and civically responsible individual recognizes himself or herself as a member of a larger social fabric and therefore considers social problems to be at least partly his or her own; such an individual is willing to see the moral and civic dimensions of issues, to make and justify informed moral and civic judgments, and to take action when appropriate.”
(Ehrlich, 2000, Introduction, p. xxvi)

13. Some considerations:
Problem-based learning works very well to promote civic engagement.
It’s essential that we make clear to students the value of this work.
It’s essential that we believe in the value of this work.
There are resources to help – on and off campus. (Campus Compact, an active research community, DICE, colleagues on campus)

14. QLC 330: Political responses to global migration
What is the theme of the learning community? The challenge of global migration
What is the focus of my course? What problem or issue is at the center of our inquiry? How do we fix our “broken” immigration system?
What civic knowledge is necessary to understand and address this problem?
What civic skills are necessary?
What will motivate students to see themselves as essential to resolving this problem?

15. QLC 300: What is the theme of the learning community?
What is the focus of my course? What problem or issue is at the center of our inquiry?
What civic knowledge is necessary to understand and address this problem?
What civic skills are necessary?
What will motivate students to see themselves as essential to resolving this problem?

16. Resources and next steps:
Worksheet: mapping civic engagement outcomes across the university.
AAC&U value rubric
What can I do to help you going forward?

17. References
Bringle, Robert, and Julie Hatcher. “A Service Learning Curriculum for Faculty.” Michigan
Journal of Community Service Learning, 2 (1995).
Ehrlich, Thomas, ed. Civic Responsibility and Higher Education. Westport, CT: Greenwood Press, 2000, Preface, p. vi.
New England Resource Center for Higher Education (NERCHE), Carnegie Engaged Campus Classification: