scholarly journals Civic Engagement in the Online Classroom: Increasing Youth Political Engagement in an Online American Government Course

2019 ◽  
Vol 8 (1) ◽  
pp. 31-68
Keyword(s):  
Service Learning ◽  
Civic Engagement ◽  
Learning Community ◽  
Political Process ◽  
Lessons Learned ◽  
Discussion Board ◽  
American Government ◽  
Community Based Research ◽  
Challenges And Opportunities ◽  
Current Events

This article discusses the development and implementation of a civics project in an online American government course and explores the challenges and opportunities around managing civic engagement projects in an online format. Data analyzed for this article included 11 semesters of responses to anonymous pre- and post-project surveys, university end-of-course evaluations, Center for Civic Engagement surveys of Citizen Scholar courses, student reflection papers, and discussion board posts. Findings revealed that participation in the civics project increased students’ civic knowledge and helped them develop the skills needed to become active citizens. Students indicated that they intended to continue following current events and that they would stay involved in the political process. Lessons learned are applicable to courses in fields seeking to incorporate service-learning, community-based research, or civic engagement in an online context.

English at Your Service

2018 ◽  
pp. 1-25
Author(s):  
Helene Krauthamer ◽  
Matthew Petti
Keyword(s):  
Service Learning ◽  
Civic Engagement ◽  
General Education ◽  
Learning Community ◽  
Educational Practice ◽  
Black College ◽  
Community Based ◽  
Historically Black College ◽  
Community Based Learning ◽  
The Impact

This chapter discusses civic engagement and service-learning in higher education at an urban, land-grant, Historically Black College/University, with a particular focus on the challenges and benefits of service-learning for commuter students. After a discussion of service learning and how it exemplifies the Kolb learning model and effective educational practice, the chapter presents illustrations of civic engagement and extracurricular community-based learning in an English BA program through its two student organizations – The Literary Club and Sigma Tau Delta-Alpha Epsilon Rho. The chapter also provides an example of how service-learning has been implemented in a General Education program and specifically in a writing course. The chapter highlights the partnerships with community organizations that have developed, presents reflective testimonials about the impact of these experiences, provides recommendations for strengthening community-based learning, and concludes that service-learning/community-based learning results in a sense of community for all participants.

scholarly journals Service-Learning Pedagogy, Civic Engagement: Multiple Bidirectional Relationships in College Freshmen

2013 ◽  
Vol 1 (1) ◽  
pp. 23-46
Author(s):  
Valerie I. Sessa ◽  
Stanley Grabowski ◽  
Aishwarya Shashidhar
Keyword(s):  
Service Learning ◽  
Civic Engagement ◽  
Learning Community ◽  
Academic Engagement ◽  
First Semester ◽  
Attitudes And Behaviors ◽  
Post Test ◽  
Quasi Experimental ◽  
And Behaviors ◽  
Service Learning Pedagogy

This study begins to unravel the multiple bidirectional relationships between service-learning pedagogy and civic and academic engagement attitudes and behaviors. A quasi-experimental, nonequivalent comparison group pre- and post-test design was used with a sample of 300 first-semester freshmen participating in either a service-learning-based learning community or a learning community without service-learning. Participants completed a pre-test at the beginning of the semester measuring high school civic and academic engagement behaviors and attitudes and a post-test at the end of the semester measuring the same variables based on their first semester in college. Students with higher civic engagement attitudes and behaviors prior to college were more likely to take a service-learning course than students with lower civic engagement attitudes and behaviors. Students in service-learning were more likely to participate in community activities than students not participating in service-learning. Finally, within the service-learning groups, students who were more academically engaged had higher academic and civic attitudinal engagement at the end of the course. Students who were more civically engaged were more likely to see lower costs of helping to themselves; they did not change in terms of their beliefs about the community’s needs. This study replicates and extends previous research to demonstrate that there are multiple bidirectional relationships among these variables that need to be taken into account in research and practice.

scholarly journals Development of a Required Service-Learning Course: Lessons Learned and Stakeholders’ Perceptions

10.29007/hjb7 ◽  
2020 ◽  
Author(s):  
Lauren W. Redden ◽  
Robert A. Bugg
Keyword(s):  
Service Learning ◽  
Civic Engagement ◽  
Construction Management ◽  
High Impact ◽  
Lessons Learned ◽  
Knowledge Gain ◽  
Construction Process ◽  
Curriculum Revision ◽  
Perceived Knowledge ◽  
Required Service

There is a growing movement for universities to include high-impact educational practices. This study explores the implementation and efficacy of one such practice in a construction management undergraduate program. During a recent curriculum revision, faculty decided to include a required service-learning course in the curriculum to enhance both student learning and civic engagement. The course assimilates all components of the construction process. Key assessments of the course include: written proposal & preconstruction presentation to the owner, project update reports, a mid-semester site inspection, and a final presentation accompanied by a written reflection. Students and owners voluntarily completed surveys at the end of the semester to determine the elements requiring improvement, elements that should remain unchanged, and the perceived knowledge gain through the experience. The results indicate the project owners were satisfied and the students acknowledged learning benefits. Owners, students and faculty all noted major challenges/frustrations with the course and the need for improvement. The paper summarizes the data to evaluate the efficacy of the required course and highlights lessons learned to improve the course. Dissemination of the results may be useful in starting or improving service-learning courses at other institutions.

scholarly journals Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’

2021 ◽  
Author(s):  
Astrid Fieldsend
Keyword(s):  
Civic Engagement ◽  
Social Cohesion ◽  
Political System ◽  
Political Process ◽  
Lessons Learned ◽  
Quality Education ◽  
The Political ◽  
Open Society ◽  
Evidence Of Impact ◽  
Considerable Body

The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.

scholarly journals Community-Based Research (CBR) in the Education Doctorate: Lessons Learned and Promising Practices

10.28945/3620 ◽  
2016 ◽  
Vol 11 ◽  
pp. 441-465
Author(s):  
Laurie Stevahn ◽  
Jeffrey B Anderson ◽  
Tana L Hasart
Keyword(s):  
Service Learning ◽  
Professional Training ◽  
Community Organization ◽  
Lessons Learned ◽  
Management Skills ◽  
Graduate Studies ◽  
Community Based ◽  
Education Doctorate ◽  
Community Based Research ◽  
Positive Attitudes

Community-based research (CBR) is an advanced form of academic service-learning through which university students, faculty, and community organizations collaborate to conduct inquiry projects aimed at producing social change. Despite its potential for advancing learning in graduate studies, little research exists on CBR implementations or outcomes in doctoral programs. This study examined the effectiveness of integrating CBR into an educational leadership doctorate across three consecutive cohorts in which students worked in teams to conduct CBR projects, each in partnership with a community organization pursuing a social justice initiative. A mixed-methods developmental case study design produced quantitative and qualitative data on students’ perceived effectiveness of cooperative/collaborative interaction and team decision making in CBR, experience with and learning from CBR in the education doctorate, and development of CBR competencies. Triangulated results overall revealed students’ (a) positive attitudes toward CBR, (b) enhanced understanding of and commitment to CBR and how to conduct it, (c) expanded understanding and application of technical research skills, (d) growth in coopera-tive/collaborative and conflict resolution skills, and (e) development of leadership project management skills. These findings may assist faculty in planning innovative, authentic, applied, professional training in the education doctorate capable of advancing students’ graduate inquiry skills while also enhancing competencies for successful leadership in the field.

Students promoting economic development and environmental sustainability

2004 ◽  
Vol 5 (4) ◽  
pp. 384-394 ◽  
Author(s):  
Cheryl Keen ◽  
Elizabeth Baldwin
Keyword(s):  
Service Learning ◽  
Learning Community ◽  
Environmental Sustainability ◽  
Research Projects ◽  
Waste Streams ◽  
Community Based ◽  
Community Partners ◽  
Community Based Research ◽  
New Information ◽  
Effective Form

Community‐based research has been suggested as a particularly effective form of service learning in college‐community collaborations. This paper reviews findings from interviews with alumni/ae and community partners of an environmental and economic sustainability center at Allegheny College in Northwest Pennsylvania, the Center for Economic and Environmental Development (CEED). CEED's community‐based research projects have spanned the natural and social sciences to analyze water quality, reduce waste streams and local energy consumption, identify environmental problems and enhance forest management. Interviews with alumni/ae point to the valued real world experience, enhanced cognitive development, and improved communication skills for students. Community partners valued new information and networks resulting from research and stressed the contribution they were making to college students' learning. Community‐based research projects can benefit from interviewees' recommendations to increase continuity, clarity of purpose, and follow‐through in projects, while maximizing opportunities for dialogue between community partners and students. Community‐based research may have a strong contribution to make to students' cognitive, academic, social, civic and career development.

Higher Education Out-of-the-Box

2018 ◽  
pp. 67-100 ◽  
Author(s):  
Miltiadis D. Lytras ◽  
Paraskevi Papadopoulou ◽  
Christina Marouli ◽  
Anastasia Misseyanni
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Community ◽  
Educational Systems ◽  
Engaged Scholarship ◽  
Learning And Development ◽  
Community Based Research ◽  
The Social ◽  
Ict Tools

Engaged Scholarship entails utilizing Technology driven Learning Innovation in Higher Education (HE) in an integrative manner and more than before in an Out-of-the-Box approach. Proper use of ICTs in higher learning educational systems ensures that not only the resources of the institutions are put in good use but that academic service learning, community based research and community engagement are enhanced. This chapter looks to discuss and address the various challenges HE institutions face as they try to adopt engaged scholarship by putting emphasis on proper use of ICTs and examining the implementation and impact of various ICT tools and of the social media. This will drive engaged scholarship, and the type of learning and development required to empower the stakeholders. Our main point is that proper and often Out-of-the-Box use of ICT tools in Higher Education could increase the engagement of the individuals in the learning process, help empower them and thus also improve their Quality of Life but also lead to improved Economic Development and Sustainability.

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