Welcome Please take a moment to introduce yourselves

Welcome! Please take a moment to introduce yourselves to your neighbors, then consider the following: • What is civic engagement? • Why should civic engagement be part of the college curriculum? Integrating a Civic Engagement Component into Your Classes: Tips, Tricks and Strategies Aryn Bartley, Michele Ren, Haley Russell Our Turn 2013

• • • What is Civic Engagement? (Your definitions) Community Involvement Voting Volunteerism Becoming informed Thinking of self as member of a communtiy • Any engagement with structures of society • Student identity integrated with civic society/identity

Questions Raised by Discussion 1) What defines a community? Local, classroom, university? 2) Is action necessary, or can a change in perception count? 3) How active should the faculty member be in determining a “cause”? 4) How can we incorporate a civic engagement component in our classes while meeting other responsibilities/requirements?

Truman Commission on Higher Education (1947) Emphasis on education for: • A fuller realization of democracy • International understanding and cooperation. • The application of creative imagination and trained intelligence to the solution of social problems and to the administration of public affairs.

The National Task Force on Civic Learning and Democratic Engagement (2012) “[D]eep engagement with the values of liberty, equality, individual worth, open mindedness, and the willingness to collaborate with people of differing views and backgrounds toward common solutions for the public good”

Talloires Network (2005) “The university should use the processes of education and research to respond to, serve and strengthen its communities for local and global citizenship. ”

Munck, Mc. Quillan and Ozarowski (2012) The university as a “socially embedded institution” with a “[firm commitment] to social transformation and the pursuit of knowledge for the benefit of the community” (26).

Lyons (2012) “A mutually beneficial knowledge-based collaboration between the higher-education institution, its staff and students, [and] the wider community, through community-campus partnerships. ” Can Include: • Service Learning/Community-Based Learning • Community-engaged Research • Volunteering • Community/Economic regeneration • Capacity-Building and Access

Common Themes/Terms • Education for “democracy, ” “common good, ” social benefit • Emphasis on cooperation/collaboration/ partnering • University as located within community - global, local, “glocal”

Rationale • Encourage active civic participation/engagement and reinvigorate democratic practices like voting, civil public discourse, etc. (National Task Force on Civic Learning and Democratic Engagement ) • Strengthen relationship between university and community (Munck et. al. , Lyons) • “improved graduation rates and narrowed achievement gaps between racial–ethnic groups” (Kinzie, 2012, 13).

Rationale (Your Ideas) • Thwarting narcissism/ fostering more expansive sense of identity • Responsibility towards community • Making world better • Making learning tangible/connected to people, places, debates, issues • Note: Debate over civic engagement is intimately linked to debate over the role/mission of the university

Group Wikis Radford University - CORE 101 - Fall 2012 - Aryn Bartley • Construct a wiki page about “an important, interesting and/or helpful aspect of RU, Radford, or the New River Valley. ” • Three sections (60 students) participated.

“Civic Engagement” Component • Writing for a specific audience of their peers (student body as “community”) • Writing to help their peers access local resources • Engaging with local/university community (places and people) • Collaborative project with peers

Sample topics (on and off campus) • Clubs and Activities • Sororities/fraternities • Food/hangout spots • Local small businesses • Outdoor Recreational Locales

Sample Wiki: “RU Leisure Activities”

Reflections: Pros • Asked students to consider the positive impact of their writing/research on others within their community (student body) • Students learned about community resources • Engaged students with each other, RU, and Radford

Reflections: Cons • Varying levels of student engagement often depended on their interest in the topic • Community as commodity?

Finding and Interviewing “Experts” Radford University - CORE 101 - Fall 2012 - Michele Ren • A formal, taped, interview with an “expert” on the topic the student is addressing in their final essay • Asks students to become familiar with not only the issue, but with a community member who has experience, knowledge, expertise in the area • Gives practice in working with others who are concerned about the issue, and, often, allows students to encounter different viewpoints.

Informative Poster Presentation Radford University – CORE 102 – Spring 2013 - Haley Russell Research Portfolio • Annotated Bibliography (5 Articles) • Weekly Posts to a Research Blog • Poster Design • Oral Poster Presentation • Multiple Peer Review Workshops • Final Argumentative Essay

Informative Poster Presentation Radford University – CORE 102 – Spring 2013 - Haley Russell Modeling Civic Engagement in the Classroom: • models an academic community • emphasizes the process of peer review • requires that students question college culture • requires reflection on personal engagement in their community • looks at the cultural and moral issues of college life

Take a few minutes discuss with those around you and/or to make notes on: How you might incorporate a civic engagement component in your classroom in the future?

Sharing How can we incorporate civic engagement component(s) into mixed-major, lower level course(s)? How might we foster civic engagement in courses from multiple disciplines?

Thank You! Please share any parting questions or insights…

Works Cited, p. 1 Department of Education, The National Task Force on Civic Learning and Democratic Engagement (2012). A crucible moment: College learning and democracy’s future. (ED-OPE-10 C 0078). Retrieved from Association of American Colleges and Universities website: http: //www. aacu. org/civic_learning/crucible/documents/crucible_ 508 F. pdf Kinzie, J. (2012). High-impact practices: Promoting participation for all students. Diversity & Democracy, 15(3), 13 -14. Retrieved from http: //www. diversityweb. org/Diversity. Democracy/vol 15 no 3/about_issue. cfm Lyons, A. (2012. ) Civic engagement practices in higher education in Ireland. In Mc. Ilrath, L, A. Lyons & R. Munck, Eds. Higher education and civic engagement: Comparative perspectives. New York: Palgrave Mac. Millan.

Works Cited, p. 2 Munck, R. , Mc. Quillan, H. , & Ozarowsk, J. Civic engagement in a cold climate: A glocal perspective. In Mc. Ilrath, L, A. Lyons & R. Munck, Eds. Higher education and civic engagement: Comparative perspectives. New York: Palgrave Mac. Millan. Talloires Network. (2005). Talloires declaration on the civic roles and social responsibilities of higher education. Retrieved from http: //talloiresnetwork. tufts. edu/what-is-the-talloiresnetwork/ talloires-declaration/ Truman Commission on Higher Education. (1947). Retrieved from