Service Politics and Civic Engagement

Service-Politics and Civic Engagement: The Development and Evaluation of an Innovative Service-learning Course Marshall Welch, Ph.D. William Chatwin Noella Sudbury University of Utah Introductions and Overview • • • • • Instructor & Students Who are you? – Why are you here? Background Rationale Course Description: “Ping-pong” Instructor & Student Perspectives • Course Outcomes & Evaluation/Research Service Politics & Civic Engagement Class • Rationale & Impetus – Campus Compact Summit Panel of Ehrlich Award Winners • Tom Ehrlich presentation on civic engagement at Campus Compact Summit • Going beyond student volunteerism and service-learning to bring about change • I wanted to learn more about it along with students Background • Previous conferences and professional literature call for developing civic education coupled with research and evaluation of the course impact. • Formative evaluation necessary to assess class format & activities. • Summative evaluation & outcome-based research is needed Call for Research Eyler (2000) asked: • How can we design measure of understanding and problem solving that allow students to demonstrate their competence rather than simply testify to it? • How can we embed authentic assessment measures into the service-learning experience? • How can projects be designed to increase students’ sense of engagement with community partners? Call for Research (continued) • Kahne, Westheimer, and Rogers (2000) maintained that higher education has a critical role in promoting civic engagement. They also proposed that research on civic engagement should focus on “strategies for supporting the development of informed, thoughtful, and active citizens” (p.49). This moves us “away from questions of whether service-learning works and toward a richer conceptualizations of service, of learning, of citizenship, and of the relationship between them” (p.49). Background – Citizenry Skills Battistoni, R.M. (2002). Civic Engagement Across the Curriculum. Providence, RI: Campus Compact. Political knowledge and critical thinking skills Communication skills Public problem solving Civic judgment Civic Imagination & creativity Collective Action Community/coalition building Organizational analysis Theoretical Models • Vygotsky (1978; 1986)– constructivist approach of allowing students to construct their learning experience – [challenge for students used to “transactional” education experiences]. • Kahne, Westheimer and Rogers (2000) – developing 3 types of citizens: a) responsible, b) participatory, c) reformer • Colby, Ehrlich, Beaumont, and Stephens (2003) active learning, learning as a social process, knowledge is shaped by contexts, reflective practice, and capacity to represent an idea in more than one modality The Civically Engaged Gang: 2003 - 2004 The Civically Engaged Gang: 2004 - 2005 Key Definitions: Civic Engagement • Responsible community involvement and citizenship characterized by: personal reflection, inner development, thinking, reading, silent protest, dialogue & relationship-building, sharing knowledge, political participation, community service, cultural & spiritual forms of expression, and/or expression through the arts (Pew Foundation) Key Definitions: Service-Politics Bridging community service and conventional politics for systemic change (Student Wingspread Statement) Course Overview • Honors 3354 (3 cr. hrs) • Met weekly – 15 weeks • 03/04: 8 students enrolled (course title confusion) in a day course • 04/05: 11 students enrolled in an eve. course • Reflection journals using ABCs – topic collectively generated Course Overview (cont.) • Class product = – 03/04: Create a student handbook for servicepolitics & civic engagement – 04/05: Create a student handbook of servicepolitics tactics • Service-learning component 03/04: – 5 Agencies: 1 On Campus + 4 off campus • Service-learning component 04/05: – 10 Agencies: 2 On campus + 8 off campus (2 projects at 1 agency) Course Overview (cont.) Text: The New Citizenship: Unconventional Politics, Activism, & Service by, Craig A. Rimmerman Selected readings 04/05: Instructor created an informal “handbook” Class Pre-flection • 03/04 - Brainstormed list of skills & concepts necessary for civic engagement • 03/04 - Created class covenant of guiding principles and values • 03/04 - Expectations, role clarification • 04/05 – Reflected on our personal motivations for being civically engaged • 04/05 – Respond to the statement: “The way we live our life is inherently a political and spiritual act.” Class Pre-flection: Will’s Student Perspective 03/04 • Personal Expectations • Course Covenant • Typology of Service Class Pre-flection: Noella’s Student Perspective 04/05 • Setting the tone • Revisiting initial impressions • Creating a comfortable atmosphere Service-learning Projects: 03/04 • Student Union waste audit • Alternative weekend on homelessness • Established campus group addressing homelessness (2 students) • Payday loan research & pamphlets in Spanish • Archeological site stewardship training manual • Health care client interviews for advocacy group • Marriage-bill research for advocacy group Will’s Waste Audit • Collected & analyzed waste from Student Union • Formal report & recommendations to Union Administration • Display in “free speech” area • Project continued Service-learning Projects: 04/05 • • • • • • • • • • • Legislators’ report card (more detail in a moment) Pay-day loan research Established campus group addressing homelessness Anti-child porn website On-campus dialogue on religious diversity Youth leadership training manual & brochure Created infrastructure for Faith-based Choral Fest Sponsored on-campus tour for disadvantaged children On-campus Animal-rights awareness campaign On-campus student health insurance awareness campaign Community environmental education events/brochure Noella’s Legislators’ Report Card • Response to article written during March 2004 in the Salt Lake Tribune • Independent research and tracking of the 2004 Legislative Session • Partnership with many local interest groups • Partnership with Salt Lake Tribune • Formal report discussing outcomes • Model for a possible project next year Topics 03/04 • • • • • • • • • • Student Wingspread Statement on Service Politics Typology of service Change agents as role models & theoretical foundation “The Man Who Planted Trees” Civil Rights Movement Civic indifference Legislative change Advocacy Creating student-led courses + structure of the university Change process & stress Topics 04/05 • Student Wingspread Statement on Service Politics • Typology of service • Change agents as role models & theoretical foundation • “The Man Who Planted Trees” • Civil Rights Movement • Higher Education 101 Topics: Noella’s Student Perspective 04/05 • Wingspread Statement • Moving from volunteerism to civic engagement • Using change agents and events throughout history as leadership models (scavenger hunt) • Learning the school system • Didn’t get through everything Topics: Will’s Student Perspective 03/04 Constriction between years • Response to Apathy (civic indifference) • Legislative Change/Advocacy • Student Taught Courses • Change Process & Stress Skills 03/04 • • • • • • • Goal statements & action plans Public relations/press releases Community-based research Advocacy tactics Internet as a tool (didn’t do as much as I wanted) Oral Presentations Group dynamics, organizing groups, & collaboration Skills: Will’s Student Perspective 03/04 Same and Different • Goal Statements/Action Plans/Group Dynamics • Internet Under-utilized Tool • Oratory • Community-Based Research Skills 04/05 • • • • • • • Goal statements & action plans Public relations/press releases Internet & blogging Advocacy tactics Oral Presentation skills Organizing groups/running meetings Group dynamics, organizing groups, & collaboration Skills: Noella’s Student Perspective 04/05 • A skill for everyone • The importance of action plans • Group feedback Guest Speakers 03/04 • • • • • Directors of non-profit advocacy groups State Senator Local news reporter Campus P.R. officer Political campaign manager/Congressional Aide • [*only 1 guest speaker on P.R. in 04/05 due to election] Guest Speakers: Will’s Student Perspective • Reporter Retracts Statement • Ashley, Will You Marry Me? • The Bill and Linda Show Activities & Assignments: 03/04 • • • • • • “Killer articles” Reflection (written vs. alternative forms) Create “answer key” to post-test of concepts Oral presentations Press release Action Plan Activities & Assignments: Will’s Student Perspective 03/04 • Killer Articles - missing link to internet and current events • Reflection Alternatives • I Didn't Trust Classmates Answers Activities & Assignments: 04/05 • • • • • • • Reflection (written vs. alternative forms) Create “answer key” to post-test of concepts Oral presentation on project Press release Action Plan Tactic presentation Tactic handbook Activities & Assignments: Noella’s Student Perspective 04/05 • Combination of Oral, Written, and Group Activities • Learning from Reflection • House Party: writing the answer key • Presenting my project • Putting skills and tactics to use Course Impact • • • • • Pre and post test on cognitive measures Pre and post measure on citizenry Course evaluation Class product Unexpected outcomes 03/04: – Change process & time – Stress + “Success” and “failure” – Democracy Dialogue & S.P.A.C.E. • Unexpected outcomes 04/05: – Noella’s independent major Cognitive Pre & Post-tests: 03/04 • • • • • • • 50 key terms & concepts Dichotomous scoring 1/0 Pre mean = 3.87 Post mean = 45.87 t = - 44.2344 SD = 2.67 P < .000 Cognitive Pre & Post-tests: 04/05 Pre Treatment (n=11) Comparison (n= 10) 7.54 2.60 Post 45.54 3.20 t = -31.909 SD = 3.94 p = < .000 Citizenry Assessment • • • • • • Modified Eyler & Giles (1999) [with permission] Part I = Opinion (26 items) Part II = Skills & activities (21 items) Part III = Behaviors (25 items) Part IV = Demographics (12 items) Limitations = small n + lack of matched pre/post in 03/04 sample Part I – Sample Items • I feel social problems should be of concern to me. • Government should help solve social problems. • It is important to me to personally influence the political structure. • I can play an important role in improving my community. Pre/Post Scores Part I: Citizenry Opinions 03/04 (no overall statistical sig.) Student 1 Student Ave (pre) 4.58 Student Ave (post) 4.77 2 3 4 5 4.96 4.65 5.56 5.42 5.04 5.04 5.31 5.53 Pre/Post Scores Part I: Citizenry Opinions 04/05 Pre Treatment Comparison 5.02 4.86 Post 5.46* 4.71 Significance p < .03 No sig. between pre/post *p < .000 significant difference between groups’ post mean scores Part II: Sample Items • • • • • • • Thinking critically. Ability to take action. Knowing where to find information. Ability to lead a group. Ability to speak in public. Tolerance of people different from me. Ability to work with others. Pre/Post Scores on Part II: Citizenry Skills (p = .02) Student 1 Student Ave (pre) 4.52 Student Ave (post) 4.81 2 3 4 4.57 4.00 4.43 4.86 4.48 5.00 5 5.19 5.24 Pre/Post Scores Part II: Citizenry Skills 04/05 Pre Treatment 4.78 Post 5.33 Significance p < .04 between pre/post No sig. between pre/post Comparison 4.89 4.92 No significant difference between groups’ post mean scores [p < .102] Part III: Sample Items • I discuss political/social issues with friends. • I carefully consider facts before taking a stand. • I sign petitions. • I read the newspaper or watch TV/Web news everyday. • I vote in local elections. Pre/Post Scores on Part III: Behaviors (no overall statistical significance*) Student 1 2 3 Student Ave (pre) 3.84 4.96 5.32 Student Ave (post) 4.32 4.76 5.84 4 5 4.04 4.08 4.28 3.68 Pre/Post Scores Part III: Citizenry Behaviors 04/05 Pre Treatment Comparison 3.87 3.43 Post 4.68 3.66 Significance p < .03 No sig. between pre/post *p < .007 significant difference between groups’ post mean scores Course Evaluation 03/04 1= Strongly Disagree 6 = Strongly Agree • I developed leadership skills = 5.57 • I have a better understanding of diverse group/diversity = 5.71 • I developed my collaboration skills = 5.14 • I provided a needed service to address a community need = 5.71 • I learned to be a good citizen = 5.0 • I better understand course content through service in this class = 5.86 Course Evaluation 03/04 1= Strongly Disagree 6 = Strongly Agree • I reflected on what I learned in class = 6.0* • I think recipients of service have something of value to offer to my learning = 5.57 • I learned from class members as well as the instructor = 5.86 • I believe it is my responsibility to help solve social problems = 5.71 • Community partners played an active part in my learning = 5.57 Course Evaluation 03/04 1= Strongly Disagree 6 = Strongly Agree • I will use class information in the future = 5.86 • I used knowledge from the field/discipline to guide my service experience = 5.14 • I would recommend the community partner I worked with = 5.0 • Overall, this was an effective course = 5.63 • Overall, this was an effective instructor = 5.71 • Overall, this was an effective course = 5.82 (04/05) • Overall, this was an effective instructor = 5.78 (04/05) Students’ Responses to Cognitive and Citizenry Measures • Will’s Response: – Cognitive and Citizenry Measures Very, very difficult for me to assign personal values – Relative Understanding vs Improvement • Noella’s Response: – Pre/post exam showed an increased understanding and familiarity of concepts Class Product 03/04 & 04/05 • Students created a handbook/manual for civic engagement and service-politics [03/04]. • Students created a tactic handbook [04/05]. • Application of assimilated knowledge in projects. • Service-learning projects all had outcomes, primarily at a high degree of satisfaction and impact. Students’ Responses to Class Products • Will’s Responses: – Manual Was Messy – Project Orientation Essential • Noella’s Responses: – Creating the manual and handbook – Learning from knowledge and experience in class and in the future – Personal project outcomes Unexpected/Contributed Outcomes • Two students went on to create & implement Democracy Dialogue project Spring Semester. • Two students began the Service Politics & Civic Engagement (SPACE) program at the Bennion Center. • Student presentations. • Student contribution to chapters • Create independent major on Social Justice What I Learned: The Good News & What Went Well • “Scavenger hunt” of change agents • Power of reflection • Empowering students with creating assessment rubrics • Obstacles to social change discussion • Innovative projects • Tactic handbook & presentations (04/05) The Good News & What Went Well: Students’ Perspective • Will’s Responses: – Democratic Classroom • Ownership • Collaborators • CTR vs CTL • Noella’s Responses: – Knowledge – Action – Inspiration What I Learned & Will Do Differently: The “Bad” News • Oral Presentations (03/04) – objective/context not articulated [Much Better 04/05] • Better up-front work with agency partners (still a challenge) • Select/choice from menu of partners & projects • Student handbook  student tactic manual (better) • “killer articles” = major “dud” & hoop jumping • Agency evaluation “input” and signoff on projects (better 04/05) • “Volunteer” mentality and meltdown of 2 students (03/04) • Student perception of change process & “failure” (03/04) The “Bad” News: Students’ Perspective • Will’s Responses: – Timeline – Failure to Change • Noella’s Responses: – What were the other students doing? – Working with a hard agency partner – Balancing time Return to Call for Research • Eyler (2000) called for: – Demonstration of problem solving • Action plans + service projects + develop class manual – Authentic assessment measures • Action plans + service projects + class manual – Increasing students’ sense of engagement with partners • Sense of engagement  self report on survey • With partners  yes & no Return to Call for Research (cont) • Kahne et al (2000) – Develop richer conceptualization of service, learning, citizenship and the relationships between all of them • Projects + survey results + student perspectives seem to confirm this – Create participatory citizens & social reformers • For the most part – nurtured both types of citizens Theory Re-visited & Validated • Colby, Ehrlich, Beaumont, and Stephens (2003) - active learning, learning as a social process, knowledge is shaped by contexts, reflective practice, and capacity to represent an idea in more than one modality This Year’s Class • Access syllabus, readings, & “handbook” at: www.bennioncenter.org/welch • Student tactic manual • Focus on change & stress early on • Oral presentation – “press conference” + “lobbying” + “report to donors” formats • STILL struggle with community partnerships • Working together to help with action plans (interpersonal) Tentative Plan for Next Year • • • • • Group projects (include conservative causes) Create manual and/or website Explore & utilize art as a “tactic” for change Provide artistic alternatives for reflection Work longer/harder in summer with potential community partners • More dialogue among students in class • More guest speakers • “field trips”??? Questions & Discussion