ENGAGED CIVIC LEARNING COURSE DESIGN WORKBOOK

Transcription

1 ENGAGED CIVIC LEARNING COURSE DESIGN WORKBOOK RUTGERS-CAMDEN CIVIC ENGAGEMENT FACULTY FELLOWS COURSE DEVELOPMENT WORKSHOP THOMAS DAHAN, M.S., PROGRAM COORDINATOR FOR STUDENT CIVIC ENGAGEMENT, ANDREW J. SELIGSOHN, PH.D., ASSOCIATE CHANCELLOR FOR CIVIC ENGAGEMENT AND STRATEGIC PLANNING, JANUARY 15 & 16, 2013

2 DAY ONE: REDESIGNING YOUR SYLLABUS FACULTY FELLOWS TWO-DAY AGENDA 8:30 am Breakfast 9:00 am Intrductins 9:45 am Backgrund t Engaged Civic Learning (ECL) and the public missin f Rutgers University 10:30 am Break 10:45 am Interactive discussin: Examining ur wn practices teaching and cmmunity invlvement Nn Lunch 1:00 pm Purpses and learning pprtunities thrugh Engaged Civic Learning 1:30 pm Key elements f an effective ECL syllabus 2:00 pm Break 2:15 pm Small grup wrk with share-uts: Syllabus redesign 4:00 pm Wrap up DAY TWO: CRITICAL REFLECTION AND COMMUNITY PARTNERSHIPS 8:30 am Breakfast 9:00 am Presentatin by 2012 Faculty Fellw 9:45 am Intrducing the DEAL framewrk fr critical reflectin 10:30 am Break 10:45 am Practical examples f reflectin-in-actin 11:30 am Q & A Nn Lunch 1:00 pm Intrducing campus resurces: Office f Civic Engagement staff and mre 1:30 pm Key partnerships f the Office f Civic Engagement 2:00 pm Break 2:15 pm Interactive discussin: Principles f partnerships 3:15 pm ECL Curse Grant funding and ECL Curse Designatin 4:00 pm Wrap up: fr first Faculty Fellws fllw-up Engaged Civic Learning Curse Design Wrkbk Page 2

3 ASSESSING THE QUALITY OF ENGAGED CIVIC LEARNING COURSES ECL Element Develping Effective Exemplary Evidence Integratin f experience with learning gals and ther curse elements Opprtunity fr analysis f and/r reflectin n experience Substantial experiential r cmmunity-fcused cmpnent in which all students are required t participate Apprpriate student preparatin fr experiential activity (e.g. training, rientatin, etc.) Apprpriate Partnership Apprpriate distributin f benefits Integratin f ECL cmpnent int student assessment Sharing f infrmatin r findings with cmmunity partners and/r thers Curse s stated learning gals d nt directly address the experiential cmpnent f curse r are nt related t the expectatins fr the experiential cmpnent Faculty member s assignments d nt directly require students t actively reflect n the experiential cmpnent f the curse r pprtunities fr reflectin in ther stated assignment are nt actively sught. Experiential cmpnent is less than 10 hurs ver the semester and/r has n pedaggical relatinship t the learning gals f the curse OR experiential cmpnent is nt a required cmpnent f the curse N expectatins fr students t participate in any preparatry activities r expectatins are limited t cmmunity partner requirements Ideal partner types are identified by the faculty member and shared with the students wh must identify their wn partners; r faculty identifies partners and students are expected t arrange their wn scheduling Little cnsideratin f the benefits fr students r partner(s) is cnsidered befre placement Little evidence f ECL cmpnent in student assessment strategies and student grading Little r n evidence f plan t share findings r new knwledge with cmmunity partners r their clients At least ne stated learning gal addresses the experiential cmpnent f the curse and relate t the expectatins fr the experiential cmpnent At least ne assignment requires students t reflect n experiential cmpnent f the curse r reflectin is encuraged in many r all assignments. Opprtunities t reflect include in-class discussin, nline discussin bards, written assignments, r creative expressin. A required experiential cmpnent is between 10 and 15 hurs ver the semester and has a pedaggical relatinship t the learning gals f the curse Faculty member cnsiders the expectatins f cmmunity partners needs fr students prepared fr their cmmunity experience. T that end, the expectatin is explicit fr students participatin in preparatry activities Faculty member cllabrates with Office f Civic Engagement t identify partner(s) (r identifies partners separately) and wrks directly with partner(s) t develp scheduling that reasnably meets the needs f students and partner(s) Benefits fr cmmunity partners and students are cnsidered as part f the placement prcess The ECL cmpnent has a clear assessment strategy linking ne r mre learning gals t ne r mre graded assignments Plan t share infrmatin is separate frm learning gals f the curse r is an incidental benefit f the curse Multiple stated learning gals address the experiential cmpnent f the curse and are deeply embedded int the expectatins fr the experiential cmpnent All assignments are designed with reflective pprtunities used t reinfrce experiential learning and prvide students with multiple frms fr reflecting n experience thrugh in-class discussin, nline discussin bards, written assignments, and/r creative expressin. A required experiential cmpnent is mre than 15 hurs ver the semester and is substantially related t the learning gals f the curse The faculty member, cmmunity partner, and Office f Civic Engagement cllabrate t prepare students fr engaged civic learning as part f the clearly utlined expectatins f a curse Faculty member cllabrates with Office f Civic Engagement t identify partner(s), prvides pprtunities fr partner(s) t act as c-educatrs within classrm and during wrk that is scheduled with the needs f the partner(s) and students in mind Cnsideratin f benefits is recgnized thrugh selectin f placements, in cllabratin with partner(s), and detailed thrugh welldesigned learning gals Strategies fr bth frmative and summative assessment f student learning related t the ECL cmpnent are clearly utlined in the syllabus and addressed in the classrm Sharing infrmatin with cmmunity partner and/r its clients is a frm f summative assessment; r is planned utside f the learning gals f the curse but is a shared expectatin between faculty member and cmmunity partner. Learning Gals/Objectives Learning Gals List In-class Discussin Online Discussin Bards Jurnals / Field Ntes Reflective Essays Learning Gals List Descriptin f ECL Descriptin f ECL Class Plicies Discussins between Faculty member and Cmmunity Partner Descriptin f ECL Instructr Infrmatin Discussins between Faculty member and Cmmunity Partner Descriptin f ECL Learning Gals Discussins between Faculty member and Cmmunity Partner List Descriptin f ECL Grading Rubrics Grading System Descriptin f ECL List Discussins between Faculty member and Cmmunity Partner Engaged Civic Learning Curse Design Wrkbk Page 3

4 WORKSHEET 1 ESTABLISHING ACADEMIC LEARNING OBJECTIVES ADAPTED FROM HOWARD, J. (2001).SERVICE-LEARNING COURSE DESIGN WORKBOOK. ANN ARBOR: OCSL PRESS. Curse-Specific Academic Learning Curse-Specific Academic Learning bjectives include knwledge, skills, attitudes, and behavirs that are particular t yur curse. Write yur current curse learning bjectives in the numbered spaces belw, reflect n hw engagement with the cmmunity might strengthen ne r mre f them r enable new learning bjectives. Cmpse new r revised learning bjectives in the space belw the numbered spaces. Current Academic Learning Objectives Revised Academic Learning Objectives fr Engaged Civic Learning Engaged Civic Learning Curse Design Wrkbk Page 4

5 WORKSHEET 2 DESIGNING A SUBSTANTIAL COMMUNITY-FOCUSED COMPONENT IN WHICH ALL STUDENTS PARTICIPATE Requiring students t participate in any cmmunity-fcused assignment as part f an Engaged Civic Learning curse is equivalent t requiring students t read any bk as part f a traditinal curse. Being deliberate abut designing yur cmmunity-fcused assignment and establishing criteria fr selecting placements leads students t glean mre relevant learning frm their experiences and they are mre likely t meet curse learning bjectives (Eyler & Giles, 1999; Schnitzer, 2005). Lk at the Learning Objectives yu revised in Wrksheet 1. Then cnsider the fllwing questins: 1. What kind f placement might cnnect t yur learning bjectives? Where is the placement (a schl, an child-care facility, a sup kitchen/hmeless shelter, a lw-incme neighbrhd, a cmmunity garden)? 2. Wh des the student wrk with (directly with students at a schl, with staff at an rganizatin, with adults served by an agency, attendees at a series f city cuncil meetings)? 3. Hw many cntact hurs d yu think wuld be necessary t authentically engage with the cmmunity t achieve the revised learning gals 1? 1 Yu will want cnsider hw many hurs yu want yur students t engage with the cmmunity and wrk with yur cmmunity partner t determine if thse requirements meet their needs. Engaged Civic Learning Curse Design Wrkbk Page 5

6 WORKSHEET 3 INTEGRATING LEARNING ASSESSMENT INTO ENGAGED CIVIC LEARNING There are tw frms f learning assessment: frmative and summative (Marzan, 2006). Frmative assessments are thse that enable yu t gauge a student s understanding f curse cntent ver time. It prvides substantive pprtunities fr yu t prvide feedback t students t further their cmprehensin f a tpic. In engaged civic learning, it includes assessing their perspectives and attitudes regarding the experience in the cmmunity. Summative assessments are thse that enable yu t judge the quality f learning at the end f a curse. These assessments may be final prjects, essays, exams. They may als take the frm f a final determinatin f a grade. In engaged civic learning, summative assessment shuld demnstrate hw the student integrated their learning frm experience and applied it t classrm theries and cncepts. Intrducing frmative assessments int yur teaching will enable yu and yur students t track their learning. It als permits students t cntinuusly cnstruct their understanding that will be demnstrated in a summative assessment. Use the space belw t write yur learning bjectives and then determine apprpriate evidence t assess learning. Learning Objective Frmative Assessment Strategies Summative Assessment Strategies Engaged Civic Learning Curse Design Wrkbk Page 6

7 WORKSHEET 4 DEAL FRAMEWORK FOR CRITICAL REFLECTION [ADAPTED FROM ASH, S.L. & CLAYTON, P.H. (2009). GENERATING, DEEPENING, AND DOCUMENTING LEARNING: THE POWER OF CRITICAL REFLECTION IN APPLIED LEARNING. JOURNAL OF APPLIED LEARNING IN HIGHER EDUCATION,1(1), ] Part I: Chse 2 r 3 key experiences t fcus the reflectin n - What were the mst significant r reflectinwrthy experiences ver the last [week, tw weeks, semester]? Describe Experience(s) Objectively Where was I? Wh else was there? When did this experience take place? What was said? What did I/thers d? Examine Experience frm the Perspective f Academic Enhancement What specific elements f ur curse materials relate t this experience? Hw was I able t apply a skill, perspective, r cncept related t ur academic material? What similarities and differences are there between the perspective n the situatin ffered by ur academic material, and the situatin as it in fact unflded? Hw des this experience enhance my knwledge f a specific reading, thery, r cncept? Des it challenge r reinfrce my prir understanding? Based n analysis f the experience in light f curse material, is the material (r my prir understanding f it) adequate? What reasns might there be fr any differences r inadequacies? What questins shuld I ask t put myself in a better psitin t judge the adequacy f the material? Articulate Learning What did I learn? Hw, specifically, did I learn it? Why des this learning matter, why is it imprtant? In what ways will I use this learning, what gals shall I set in accrdance with what I have learned in rder t imprve myself and / r the quality f my learning and / r the quality f my future? Use this space and the resurce frm Wlctt & Lynch (2006) t develp specific curse-related questins: Engaged Civic Learning Curse Design Wrkbk Page 7

8 RESOURCE TEMPLATES FOR DESIGNING ASSIGNMENT QUESTIONS WOLCOTT, S. K., & LYNCH, C. L. (FEBRUARY 9, 2006). TEMPLATES FOR DESIGNING ASSIGNMENT QUESTIONS [ON-LINE]. AVAILABLE: Less Cmplex Skills Mre Cmplex Skills Step 1 Identifying Step 2 Explring Step 3 Priritizing Step 4 Re-Visining Identifying Relevant Infrmatin: Interpreting Infrmatin Frm Multiple Viewpints: Priritizing and Cncluding: Acknwledging Limitatins: * List data r types f infrmatin relevant t * Identify relevant infrmatin in (a textual passage such as a case, article, r piece f literature) * Identify r access relevant theries, laws, standards, r rules fr * Identify factrs r issues related t * Identify varius ptential pints f view r slutins t * Describe arguments in favr f Identifying Uncertainties: * Describe uncertainties cncerning * Identify and describe uncertainties abut the interpretatin r significance f * Identify risks assciated with * Describe why there is n single, crrect way t * Identify reasns why might change r vary * Describe the prs and cns (r advantages / disadvantages, r strengths / weaknesses) f * Analyze the csts and benefits f * Explain hw ambiguities affect yur analysis f * Identify assumptins assciated with (a pint f view r alternative) * Interpret frm the viewpint f * Apprpriately use (a technique) t analyze * Objectively evaluate infrmatin * Explain hw alternative slutins might affect (ne r mre individuals, rganizatins, grups, r ther stakehlders) * Analyze the quality f infrmatin and evidence related t * Identify wn biases and explain hw thse biases were cntrlled when * Identify the effects f n Organizing Infrmatin: * Develp meaningful categries fr analyzing infrmatin abut * Organize the varius aspects f t assist in decisin making * Develp and use reasnable guidelines fr drawing cnclusins regarding * Assess the amunt f uncertainty (r degree f risk) f * Objectively cnsider when making a decisin abut * Priritize * Cnsider in reaching a cnclusin * Develp reasnable recmmendatin fr * Address the csts and benefits f in reaching a cnclusin abut * Develp reasnable plicies fr * Develp an effective plan fr addressing Effectively Invlving Others in Implementatin: * Take actins t implement the best slutin t * Organize (a cmmunicatin) s that it is meaningful t the receiving party * Cmmunicate effectively fr (a given setting and audience) * Identify and describe ptential future develpments in * Describe limitatins t a recmmendatin abut * Strategically/practively cnsider cntingencies and future develpments related t Creating and Mnitring Strategies * Develp and mnitr strategies fr * Implement apprpriate crrective actin fr ver time * Acknwledge changing circumstances and recnsider (a slutin) as apprpriate * Cntinuusly mnitr and update, as needed * Develp strategic uses f * Manage under changing r unusual demands * Apply cntinuus imprvement principles t Engaged Civic Learning Curse Design Wrkbk Page 8

9 WORKSHEET 5 PRINCIPLES OF COMMUNITY PARTNERSHIPS FOR ENGAGED CIVIC LEARNING (ADAPTED FROM COMMUNITY-CAMPUS PARTNERSHIPS FOR HEALTH. (2006). PRINCIPLES OF GOOD COMMUNITY-CAMPUS PARTNERSHIPS. SEATTLE: AUTHOR.) Partnerships are premised n these principles: Cmmunicatin: Open cmmunicatin is critical t the success f the partnership and ECL curse. Articulated Missin: A shared missin that guides the actins f the partnership is develped and measurable utcmes f the partnership are defined. Mutual Trust, Respect, Genuineness and Cmmitment: The values f trust, respect, genuineness and cmmitment characterize the partnership. Reciprcal Benefit: The benefits fr all parties will be utlined in advance f a curse, in this agreement between the cmmunity rganizatin and the faculty members teaching the ECL curse and will be agreed t by students enrlled in the curse. Jint Ownership: The wrk prcess and prduct f students, faculty, cmmunity partners and the Office f Civic engagement will be shared. T the extent pssible and reasnable, this partnership shuld engage partners demcratically in terms f pwer relatinship and attentin t the vices f all stakehlders are cnsidered in the design and implementatin f prjects, curses and partnerships. Clear Expectatins: All stakehlders will participate in setting the expectatins fr success in this partnership. In additin, respnsibilities related t all wrk with f the partnership will be clear t all stakehlders in advance f the wrk. Faculty will clearly detail their learning utcmes with bth the students and the cmmunity partners t ensure clear expectatins. Reflective Actin: Each persn invlved in the partnership will participate in a reflective prcess that will serve multiple purpses that benefit the partnership in situ as well as any nging partnership activities fr the future. These purpses might include: t achieve r reinfrce curse learning utcmes (benefiting student and faculty); prvide assessment evidence f partnership effectiveness (benefiting cmmunity partner and Office f Civic Engagement); prvide feedback t infrm future decisin making regarding a curse s design (benefiting faculty and Office f Civic Engagement). Plan fr Clsure: This agreement will delineate the prcess f clsure that details what happens after an ECL curse ends r when things dn t g as planned. 1. What steps shuld faculty cnsider t incrprate these principles int their curse? 2. What are the ptential challenges f using principles t guide partnership develpment? 3. What the ptential benefits f engaging students and cmmunities in develping partnerships based n these principles? Engaged Civic Learning Curse Design Wrkbk Page 9

10 References Ash, S.L. & Claytn, P.H. (2009). Generating, deepening, and dcumenting learning: The pwer f critical reflectin in applied learning. Jurnal f Applied Learning in Higher Educatin,1(1), Cmmunity-Campus Partnerships fr Health. (2006). Principles f gd cmmunity-campus partnerships. Seattle: Authr. Eyler, J. & Giles, D. (1999). Where s the learning in service-learning? San Francisc: Jssey Bass. Hward, J. (2001). Service-learning curse design wrkbk. Ann Arbr: OCSL Press. Marzan, R. J. (2006). Classrm assessment & grading that wrk. Alexandria, VA: ASCD. Schnitzer, M. H. (2005). The jb characteristics mdel. In S. Rt, J. Callahan, & S. Billig (Eds.). Imprving service-learning practice: Research n mdels t enhance impacts. Charltte, N.C.: Infrmatin Age. Wlctt, S. K., & Lynch, C. L. (2006). Templates fr Designing Questins [On-line]. Retrieved frm Engaged Civic Learning Curse Design Wrkbk Page 10