1. PREPARING Civically Engaged Graduates
Christine Bruckner, MS & Erin Thomas, Ph.D.
Center for Community Engagement & Service Learning Office of the Vice President of Student Affairs

2. Preparing civically engaged graduates
Background
Learning Goals
Using Learning Goals
Designing Learning
Assessing Learning
Resources
Benchmarking/Research
Review of the following:
SoTL research on civic engagement learning outcomes (IUPUI, Tufts, ETS, etc.); AAC&U VALUE Rubrics, strategic plans/learning and program outcomes from colleges/departments at ISU, ISU General Education Learning Goals, ISU’s strategic plan
Collaboration
Worked with University Assessment Services, Division of Student Affairs, and Division of Academic Affairs to complete goals
Alignment
Looked to existing outcomes (student affairs and general education) and current assessments (NSSE, BCSSE, FSSE, Alumni survey) to identify areas where goals could be assessed and outcomes measured.
Updates/Modifications
As we learn more about how civic engagement is being taught/experienced at ISU, it is anticipated that goals may be modified.

3. Civically Engaged Graduates will be able to demonstrate civic:
Civic Competency
Knowledge
Skills
Civic Engagement
Disposition
Participation
Please note, when discussing “civic engagement” one should think of the definition of “civic” that is relating to the duties or activities of people in relation to their town, city, or local area. This does not necessarily mean politics or political engagement, though that is one facet. Essentially a civically engaged graduate is one who possesses the knowledge, skills, disposition, and motivation to positively contribute to their community(ies).
Keeping in mind that the path to civic engagement is a journey not a destination, these are perceived “goals” we would expect ISU graduates to have reached and/or approached based on their experiences both inside and outside of the classroom.

4. Huba & Freed’s (2000) Learning Outcome Design & Delivery Model
1 – Institution
2 – Academic Program/Division/Department
3 – Course/Office
4 – Unit/Program
5 – Lesson/Activity 5 4 3 2 1

5. Rubric as assessment Name Category 1 Category 2 Category 3 Category 4
Student A 4 2 3
Student B
3.5 1
Student C
Student D
2.5
Student E
TOTAL
3.9
1.6
3.6

6. National research council assessment triangle
Theory of cognition
Aligned (set of) observations .
Gathering & interpreting evidence

7. Earl’s Assessment of/for/as learning
Assessment OF learning
Teachers test and students are tested.
Results of tests are used to make judgments or evaluations about students and their learning.
Assessment FOR learning
Students and teachers share judgments about learning.
Students and teachers take joint responsibility for maintaining assessment evidence.
Assumes that learning is supported by a meta- cognition and feedback cycle.
In education, the teacher and students share responsibility for the feedback cycle.
Assessment AS learning
“a multi-dimensional process of judging the individual in action”
An integrated process of assessment per criteria, self-assessment, and feedback (often from multiple sources)
Feedback builds reflective practice that improves learning and integrates it with assessment

8. Smith, M. B. , Nowacek, R. S. , & Bernstein, J. L. (2010)
Smith, M. B., Nowacek, R. S., & Bernstein, J. L. (2010). Citizenship across the Curriculum. Bloomington, IN: Indiana University Press.
Battistoni, R. M. (2002). Civic Engagement across the Curriculum: A Resource Book for Service Learning Faculty in all Disciplines. Providence, RI: Campus Compact.
Boyte, H. C. (Ed.). (2015). Democracy’s Education: Public Work, Citizenship, & the Future of Colleges and Universities. Nashville, TN: Vanderbilt University Press.
Saltmarsh, J. & Zlotkowski, E. (2011). Higher Education & Democracy: Essays on Service-Learning and Civic Engagement. Philadelphia, PA: Temple University Press.
RESOURCES
Most books available at the CTLT Instructional Resource Commons and/or Milner Library.

9. Earl, L. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press.
Huba, M. E. & Freed, J. E. (2000). Learning- centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn and Bacon.
National Research Council (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.
RESOURCES
Most books available at the CTLT Instructional Resource Commons and/or Milner Library.

10. RESOURCES Center for Community Engagement and Service Learning
Service Learning – Harriett Steinbach
Assessment – Christine Bruckner
Center for Teaching Learning and Technology
Civic Engagement Instructional Design – Dana Karraker