Educating for Diversity, Social Justice, and Civic Engagement on Campus, in the Community, and Globally

Transcription

1 Educating for Diversity, Social Justice, and Civic Engagement on Campus, in the Community, and Globally Christine Bachen, Andrea Brewster, & Megan France Santa Clara University IUPUI, 2016

2 Democratic education in the 21st century calls for... A more comprehensive definition of civic learning A Crucible Moment, 2012

3 Diversity A society that is racially and ethnically diverse requires..a conscious effort to build shared values and ideals among its citizenry. --Ravitch 2000 Social Justice A way has to be found to enable everyone to benefit... but above all to satisfy the demands of justice, fairness, and respect for every human being. --Pope Francis 2014 Civic Engagement A socially cohesive and economically vibrant US democracy and a viable, just global community require informed, engaged, open-minded and socially responsible people committed to the common good and practiced in doing democracy. --A Crucible Moment 2012

4 1. Diversity Emphasis on: Understanding & appreciating diverse human experiences, identities, and cultures Analysis of the institutional or social structures, hierarchies, processes, or paradigms that lead to and perpetuate inequity and injustice Communication with diverse others

5 2. Social Justice Emphasis on: Values & ideals of equity, access, inclusion Uncover underlying causes of inequity Seek and work for systemic change in institutions, policies, norms

6 3. Civic Engagement Emphasis on: Understanding of civic institutions & processes Developing skills, values, & motivation to promote quality of life in a community Participation in civic, community, & political life

7 How do your students achieve these goals? Which learning experiences promote similar outcomes? How do you assess student learning in these areas?

8 Our focus today: Four high impact experiences Community-based learning Immersion trips Study abroad Participation in a diversity-related workshop or organization

9 What do these experiences have in common? Experiential learning Reflection Connection of curricular with co-curricular learning

10 Communitybased learning (CBL) Direct and Indirect Assessments Add photo

11 CBL Undergraduate Core Course Requirement Learning Outcomes Students will: 1.1 Recognize the importance of life-long responsible citizenship and civic engagement in personal and/or professional activities in ways that benefit underserved populations. (Civic Life, Civic Engagement, and Social Justice) 1.2 Demonstrate an understanding and appreciation of the formal and informal knowledge, wisdom, and/or skills that individuals in these communities possess, showing awareness of own and at least one other perspective/worldview. (Perspective) 1.3 Recognize, analyze, and understand the social reality and injustices in contemporary society, including recognizing the relative privilege or marginalization of their own and other groups. (Social Justice)

12

13

14 It helps me to have real-life application to the information I am learning in class. I see everything in action I realize that social injustices are literally a few minutes away from campus. My [CBL] experience has greatly enhanced my learning this quarter.it has also inspired me to make a positive change in the world. Students describe the role of CBL in their learning of academic course content...

15 CBL Survey Results Students reported fairly high learning gains through their CBL experience and academic coursework. 72% report good or great gains (4 or 5 on a 1-5 scale) in understanding the causes of inequality 71% report good or great gains in sense of civic commitment 60% report good or great gains in understanding ways to take social action to address these inequalities

16 Diversity I need to step out of my bubble now and then and see how people around me are living their lives.the only way I can grow is if I learn more about those around me and develop an appreciation Social Justice My communitybased experience has definitely brought the inequalities of education to my attention. Civic Engagement I have absolutely thought more about my role and commitment in this community because of this experience. Students voices about their CBL experience

17 Content Analysis of Open-ended Survey Data Civic Engagement (Learning Outcome 1.1) Diversity (Learning Outcome 1.2) Social Justice (Learning Outcome 1.3) 4 - Highly Proficient 3% 3% 1% 3 - Proficient 35% 34% 21% 2 - Approaching Proficiency 45% 44% 45% 1 - Not Proficient 17% 19% 33% 80% of students demonstrate approaching proficiency or proficient on the CBL Assessment rubric row for Civic Engagement, 78% for Diversity, and 66% for Social Justice.

18 Conclusions: Direct and Indirect Assessment of CBL Course Learning As students scores on the Social Justice learning outcome were the lowest, this area may benefit from faculty discussion and curriculum development Other activities provide additional value in developing outcomes in diversity, social justice, and civic engagement

19 Immersion Experiences National or international immersions during school breaks or summer in communities with little access to wealth, power, or privilege. Add photo Pre-post test assessment

20 Changes due to immersion experiences Perspective Taking Diversity Race Ethnicity Socioeconomic Status

21 Changes due to immersion experiences Social Justice Attitudes Social Justice Actions

22 And now, a focus on: Multiple CBLs Immersion Study Abroad Participation in Diversity-related Organization Assessment Measures: NSSE CIRP (CSS)

23 CIRP- CSS (2015) NSSE (2015) Total N Demographics Gender Male 36% 35% Female 64% 65% Race/Ethnicity American Indian 2% 2% Asian 19% 20% Black 3% 4% Hispanic 15% 18% White 51% 46% Not Specified 10% 10%

24 Types of Experiences CIRP (CSS) Multiple CBL courses vs. one required course - Immersion experience vs. no Immersion - Study abroad vs. no study abroad NSSE Multiple CBL courses vs. one required course - Immersion experience vs. no Immersion - Study abroad vs. no study abroad - Participated in diversity-related workshop or organization vs. no participation

25 Participation CIRP- CSS (2015) NSSE (2015) More than one CBL 20% 23% Immersion 11% 11% Study Abroad 42% 39% Participated in diversity-related organization/workshop 49% NA

26 CIRP (CSS) Diversity Measures Pluralistic Orientation - Skills/dispositions for diverse society Positive Cross-Racial Interaction - Positive interaction with diverse peers NSSE (GPI module) Cognitive Knowing - Complexity of thinking about diversity and cultures Cognitive Knowledge - Knowledge about multicultural issues Social Interaction - Interaction with diverse others

27 Social Justice Measures CIRP (CSS) Social Agency - value of political and social involvement NSSE Social Responsibility (GPI) - level of social concern for others Social Justice items (Jesuit Consortium Module) - social justice dispositions and actions

28 Civic Engagement Measures CIRP (CSS) Civic Awareness - understanding of civic issues Civic Engagement - involvement in civic life Leadership - belief about leadership capacity and experience with leadership roles

29 Number of Experiences: SCU seniors four or five 5.3% one three two

30

31 T-tests: Diversity Outcomes Pluralistic Orientation Positive Cross-Racial Interaction GPI-Cognitive Knowing GPI-Cognitive Knowledge GPI-Social Interaction Multiple CBL NS NS NS Immersion trips NS NS NS NS NS Study Abroad NS NS NS Participate in racial/ethnic organization/workshop NA NA NA

32 Regression analysis: Diversity outcomes After controlling for gender, race/ethnicity, and other highimpact experiences, most significant are: Multiple CBLs > Cognitive Knowing Multiple CBLs < Cognitive Knowledge Study abroad > Cognitive Knowing and Cognitive Knowledge Diversity-related workshop/organization > Positive Cross- Racial Interaction

33

34 T-test: Social Justice Outcomes Social Agency GPI- Social Responsibility Jesuit Consortium - Social Justice Items Multiple CBL Immersion trips Study Abroad NS Participate in racial/ethnic organization/ workshop NA NA

35 Regression Analysis: Social Justice After controlling for gender, race/ethnicity, and other high-impact experiences: - Multiple CBLs > all three social justice measures - Immersion > all three social justice measures - Diversity-related workshop/organization > social agency - Interaction between gender and study abroad and race/ethnicity and study abroad on social justice items.

36 Social Justice Items Jesuit Consortium Module

37

38 T-test: Civic Engagement Outcomes Civic Awareness Civic Engagement Leadership Multiple CBL NS Immersion trips Study Abroad NS Participate in racial/ethnic organization/workshop

39 Regression Analysis: Civic Engagement Outcomes After controlling for gender, race/ethnicity, and other high-impact experiences: Study abroad > leadership Diversity-related workshop/organization > civic engagement and leadership

40 Conclusion Democratic education = diversity, social justice, civic engagement Cognitive (Knowledge) Affective (Attitudes) Behavior (Action)

41 What we ve learned about student learning of diversity, social justice & civic engagement outcomes Experiential education is an important pedagogy Include critical reflection Effective civic education involves: Knowledge, Attitudes, Action Provide specific training and practice for skills Co-curricular experiences add significant value So do multiple experiences Importance of communication among faculty and staff across curricular and co-curricular areas Importance of setting goals & designing strategies for different groups of students

42 What we ve learned about assessment of these student outcomes Value of examining curricular and co-curricular assessment data together NSSE and HERI data provide institutions with an excellent starting place to examine high-impact practices that enhance diversity, social justice, and civic engagement. More focused studies of CBL, immersion, or study abroad can provide greater institution-specific understanding of HOW these experiences have an impact Importance of conducting assessment over a period of time in collaboration across units

43 Please contact us: Christine Bachen Andrea Brewster Megan France