Creating a Culture of Civic Learning Fagan Forhan, Greg Clement & Maureen Provost
Feb 24, 2016
Creating a Culture of Civic LearningFagan Forhan, Greg Clement & Maureen Provost
Agenda
123
4Introduction
Evolution & PurposeInstitutional Alignment and Foundations
Curricular IntegrationContextualize Learning
Co-Curricular EngagementBuilding a Culture within a Culture
5 Learning OutcomesQualitative & Quantitative
Introduction
Who are we and why are we here?• Meet the Presenters• Who is in the Room?
• Name• Institution
• Position
…and introductions!
Do you currently utilize
civic engagement in
your work?
What do you want to take
away from this conversation?
PURPOSEMore than 82% of MWCC students stay in North Central MA• For the vitality of the region, it is essential
that students know the touch-points within the community to create change when they need to
• Students who are civically engaged are more likely to persist and be successful
• We live in a more global economy than ever before, and are not necessarily preparing our students for today’s workforce
• Students with civic engagement experiences have a “leg up” on their peers when it comes to employment or transfer
Civic Engagement at MWCC has gone through many iterations • 2001 Decade of Civic Engagement - driven by
faculty and community• Mission drift and chasing soft $
• Alignment with the College’s strategic plan• Identification and engagement of allies• Systematization of assessment and embedment
of standards of practice• Faculty support – technical assistance,
resources, structure, assessment and accountability
• Community support – technical assistance, resources, structure, mission alignment and accountability
• Student support and recognition• Institutionalization led to Carnegie Classification
in Civic Engagement, President’s Higher Ed Honor Roll & Center’s Endowment
EVOLUTION
Evolution & PurposeWhy is this Work Important? The
process takes time!
Evolution & PurposeThe Structure of Engagement
Center for Civic Learning & Community Engagement
Faculty & Curriculum
Student Services & Activities
President’s Office, Board of Trustees & Executive
Council
STUDENTS
CommunityPartnerships
Evolution & PurposeInstitutionalization of Civic Engagement
Where we’ve been…
• Faculty, staff and community buy-in• Launched dual-enrollment Citizenship Academy
• Faculty stipends for curricular re-design to include service learning
• Institute for Nonprofit Development provided support, expertise and capacity building for partnering organizations and ensured that students were meeting existing needs within the community
• Grant funded programs came and went, with minimal alignment with the College’s strategic plan or goals; in 2009, the Center underwent a strategic planning process and intentionally linked the Center’s Strategic plan to the college’s plan and goals, resulting in a more viable and effective means of engaging students, faculty and the community.
Where we are…
• Civic engagement is embedded within the college’s Mission and strategic plan
• Full-time civic engagement staff are institutionalized by the college
• Volunteerism and service learning are noted on student transcript and tracked against student success and retention and recognized at graduation and awards ceremonies
• Carnegie Classification in Curricular Engagement & Outreach and Partnerships
• Presidents’ Community Service Honor Roll 2006, 2007, 2008, 2009, 2010 & 2011
• Founding signatory on The Democracy Commitment & Steering Committee representation
• Alignment of civic learning outcomes with LEAP Value Rubric is underway
• Service Learning data shows student success and retention are closely aligned with meaningful curricular and community opportunities
• Adjunct faculty are receiving training, support and stipends for curricular redesign through Bridging Cultures
• Students own the responsibility for reporting service learning and volunteerism efforts
Where we’re
headed…
• 100% of MWCC students will receive an education in civic engagement and democratic practice
• Assessment and evaluation will be funned through a single on-line source, by multiple users across departments
• Courses will receive a ‘civic engagement’ designation once alignment with faculty-designed system of standards is met; student success and retention will be tracked against
• Civic engagement as a graduation requirement
• Student e-portfolios will include civic engagement efforts
• Standardization of practice among faculty with established reward structure
Service is great, but the learning part is what we want students to have!
• To get students to think globally we need to start small. Begin by building a community within your own classroom and work out to the larger community
• Have students look at the news and start with an issue that is close to their minds and hearts. Then, take it further
• Students begin to connect with their role as a productive member of a democratic society!
Curricular IntegrationThe Faculty Perspective
Curricular IntegrationDeveloping the Impact
Build a community within your own classroom, working out to the larger community
Utilize active learning strategies and current events to engage students in a purposeful dialogue about issues they care about, and what steps they can take as an individual to influence change
The world is now a “smaller” place. Students will self-identify issues that mean the most to them as well as the methods for addressing these issues while also better understanding the content of our course
Week of the Young Child Art Show• Students participate by planning, preparing and
hosting an art show in collaboration with the teachers and children at the Garrison Center Heart Start Program.
• This year is our 7th show. The college community, families and early childhood providers are invited to this open house and showcasing of artwork.
Curricular IntegrationSome Examples…
Growing Up Green, Read Across America, Nature Day, Voter Registration (entire class events)• Students brainstorm what “community” means, the needs of that community and a project to address those needs utilizing their collective skills• Collaboration with Center for Civic Learning & Student Life as well as with SGA• Learning Outcomes: critical thinking, collaboration, communication, project management, leadership
Co-Curricular IntegrationOpportunities to Engage - Student Activities Office
• Summer Leadership Camp• Fall Orientation• CCSLA Civic Engagement
Component• Group & Club Requirement• Leadership for Life Series• Alternative Spring Break• Collaboration with Faculty & Classes• Grant collaborations with Academic
Departments
Methods of Integration
Infuse civic engagement into leadership development programs
Use current events such as the President’s Serve America Act, the recent economy to incorporate
service into campus activities programming
Involve faculty, classes and staff on targeted projects that meet their needs or are linked to their academic
area of interest
Educate students about volunteer opportunities in their communities leading to greater involvement
and citizenry
Co-Curricular IntegrationUp for Discussion…
99% of all the Leadership Camp students indicate they will continue
volunteering
Determination
Improved Confidenc
e
More accepting of others
Six terms of data: Fall 2008-Spring 2011 (summer excluded)
Only courses with a service learning (SL) component and the same course without the service learning (non-SL) are included (e.g. PSY101 with SL and PSY101 non-SL)
Student Learning OutcomesService Learning
The Analysis
Retention RateCourse Completion RateStudent Learning Outcomes• Graduate Follow-Up SurveyCivic Responsibility and Community Engagement Survey
Six terms of data: Fall 2008-Spring 2011 (summer excluded)
Only courses with a service learning (SL) component and the same course without the service learning (non-SL) are included (e.g. PSY101 with SL and PSY101 non-SL)
Student Learning OutcomesService Learning
Fall Cohort: Retention Rates
Service Learning Non-Service Learning
Fall 2008
Fall 2009
Fall 2010
Fall 2008
Fall 2009
Fall 2010
Returned in next Spring (F-to-S)
93% 92% 100% 74% 76% 74%
Returned in next Fall (F-to-F)
59% 81% 100% 56% 56% 55%
Spring Cohort: Retention RatesService Learning Non-Service Learning
Spring 2009
Spring 2010
Spring 2011
Spring 2009
Spring
2010Spring 2011
Returned in next Fall (S-to-F)
89% 92% 88% 64% 63% 63%
Returned in next Spring (S-to-S)
83% 91% 75% 54% 50% 54%
Six term course completion rate with a C or better grade
Student Learning OutcomesService Learning
ART BIO CGD DHY ENG MKT NURS PSY SOC
76%70% 74%
100%
62%
79%
97%
52%
70%
100%93% 90%
100%94%
88%
100%
82% 86%
Non-SL SL
Student Learning Outcomes2010 Graduate Survey Learning Outcome Assessment
To be engaged in politics/civic life
To use mathematical reasoning
To embrace cultural diversity
To think critically
To manage time effectively
To problem solve
To set clear goals
To become a public speaker
55%
81%
86%
90%
89%
91%
89%
71%
68%
90%
94%
98%
96%
97%
95%
75%
Service Learning Non-Service Learning
Student Learning Outcomes2012 Civic Learning and Community Engagement Survey
I like to participate in political or social causes to improve my community.
I know how decisions are made in my community.
I know how to design and carry out a project in my community.
I have voted in national and/or local elections.
It is important to vote in national and/or local elections.
Students can influence community or political decisions and policies.
I am active in my community through civic organizations, town committees or community organizations.
It is important for people to find time to volunteer in their communities.
It is important to financially support local nonprofits or causes that someone cares about.
48%
52%
24%
65%
83%
84%
28%
85%
79%
75%
75%
46%
82%
100%
100%
43%
100%
93%
Participated in SL Not Participated in SL
Thank You!!Fagan Forhan – [email protected] Provost – [email protected] Clement – [email protected]