Engaging Students, Educating Citizens:

1
Engaging Students, Educating Citizens

• Moral and Civic Learning Inside and Beyond the
  Classroom

2
Overview of the Seminar

• Introductions and Brief Summary of the MCR
  Project
• Dimensions of Moral and Civic Responsibility
• Engaging Students Inside and Beyond the
  Classroom
• Institutional Intentionality Forging a Distinct
  and Comprehensive Approach to Engaging Students
• Final Thoughts Guiding Principles and Golden
  Opportunities

3
Educating Citizens

• Higher Education and the Development of Moral and
  Civic Responsibility
• Anne Colby, Tom Ehrlich, Liz Beaumont, and Jason
  Stephens
• The Carnegie Foundation for the Advancement of
  Teaching
• Origins and Purposes
• Revitalize the Historic and Necessary Role of HE
  in Educating Citizens
• Provide Working Examples of Academic and MC
  Learning can be Integrated.

4
Educating Citizens Review of Our Approach

• Reviewed 100s of College and Universities
• Highly Intentional, Holistic Efforts to EC
• 12 Case Study Institutions
• Public and Private Secular and Religious Large
  Research and Small Liberal Arts Military, Native
  American, HBCU, and Community.
• Dozens of Courses and Programs
• Curricular, Extra-Curricular, and Cultural
• Interviews, Observations, and Focus Groups

5
Dimensions of Moral and Civic Responsibility

• Understanding,
• Motivation,
• and Skills

6
Questions to Consider

• What are the essential elements of moral and
  responsibility for Americans?
• What must one know or understand?
• What must one value and be motivated to do?
• What kind of skills must one have to be an
  engaged and effective citizen?

7
Goals and Dimensions of MCR
UNDERSTANDING
Substantive Expertise Ethical Concepts Civic
Concepts Moral Interpretation
MOTIVATION
SKILLS
Goals and Values Emotions Efficacy Identity
Critical Thinking Communication Collaboration Lead
ership
8
Reflect and Share

• Take a few minutes to consider
• Which of these dimensions, consciously or
  unconsciously, are already being addressed in or
  by your course, program, department or office?
• How might you improve or be more conscious in
  your efforts?
• Which other dimensions could your course,
  program, department or office focus on.

9
Engaging Students, Educating Citizens

• Inside and Beyond the Classroom

10
Questions to Consider

• How can moral and civic education be integrated
  with academic learning in a way that enriches
  both?
• Which forms of pedagogy are most effective for
  this kind of integration?
• How can moral and civic education be promoted
  outside the classroom?
• Which types of extra-curricular programs and
  efforts are most useful toward this end?

11
Pedagogies of Engagement

• Meaning
• Pedagogies that not only grab but also hold
  students interest
• Engagement as not only a means to deep learning
  but also an end in itself
• Types
• Service or Community-Based Learning
• Other Experiential Education (e.g., Internships)
• Collaborative or Cooperative Learning
• Problem or Project-Based Learning

12
Moral and Civic Learning Inside the Classroom

• General Education
• Distribution Requirements -- Dukes Ethical
  Inquiry
• Core Courses -- Tusculums The Commons
• Outcomes-Based Education
• Alvernos 8 Abilities -- Valuing in Dec-Making,
  Effective Citizenship, Global Perspective, etc.
• CSUMBs 12 ULRs -- US Histories, Democratice
  Participation
• The Majors (see AAHE series)
• Liberal Arts and Sciences
• Undergraduate Professional Fields
• Interdisciplinary Majors and Minors
• Stanfords Ethics in Society Program
• Emorys Violence Studies Program

13
Moral and Civic Learning Beyond the Classroom

• Setting the Stage
• Application Materials
• Admission Letters and Pledges
• Summer Newsletters and Readings
• Freshman Orientation Programs and Seminars
• Opportunities for discussions about diversity and
  gender issues as well as the mission, goals,
  values, and traditions of the campus
• Opportunities for community involvement
• Honor Codes and Other Conduct Codes
• Dukes Center for Academic Integrity
• Stanfords Fundamental Standard

14
Moral and Civic Learning Beyond the Classroom,
Cont.

• Residence Halls
• Strong RD/RAs with structured opportunities for
  engagement
• Theme-Based Halls or Houses
• Living and Learning Programs
• Building on Students Values and Interests
• Community Service or Leadership Programs
• Political or Religious Clubs and Organizations
• Supporting M and C Engagement After Graduation
• Career counseling
• Fellowships to support M and C related research
  or action
• Pledge of Social and Environmental Responsibility

15
Small Group Discussion

• What are you currently doing (in your department,
  program, course, etc.) that embodies or reflects
  these ideas?
• How could these efforts be supplemented and
  improved?
• Is there something youre not currently doing but
  would be feasible to begin doing?

16
Food for Thought

• Imagine youre prospective freshmen (or an
  anthropologist) visiting Westerns campus for the
  first time. After a long day of walking around
  the Hill and interacting with numerous faculty,
  staff and students
• What are your most memorable experiences?
• What are most likely to recall seeing and
  feeling?
• What do these things tell you about the norms,
  values and goals of WKU?
• What assumptions or conclusions are you likely to
  make about the university and its culture?

17
Sharing of Food for Thought

• What would be your most memorable sights and
  feelings and the messages they convey about
  Westerns goals, priorities, and identity?

18
Institutional Intentionality

• Forging a Distinct and Comprehensive Approach to
  Engaging Students

19
Community Connections
Moral/Civic Virtues
Portland State Univ Spelman College Kapiolani CC
Messiah College Turtle Mountain CC US Air Force
Academy
Univ of Notre Dame College of St. Catherine CSU,
Monterey Bay
Social Justice
20
Small Group Discussion

• Do any or all of these themes seem particularly
  relevant for WKU?
• How are themes currently embodied and
  communicated?
• What could be done to strengthen the
  understanding and communication of these themes?
  
• How can Western use its history, mission,
  philosophy, traditions and spirit to create its
  own distinctive approach to moral and civic
  education one that represents all three themes?

21
Closing Thoughts

• Guiding Principles
• and
• Golden Opportunities

22
Guiding Principles

• Authentic -- Meaningful and Substantive
  Integrations (address real-world problem/issue)
• Theory into Practice -- Cycles of Action and
  Reflection
• Collaborative -- Genuine Exchanges between
  Students and Community
• Ethical -- Community Involvement Should Be
  Informed, Responsible, and Respectful
• Autonomy with Support
• Developmental -- Build Corridors that Move
  Students from Individual/Direct Service to
  Participatory to Advocacy/Systemic Change

23
Golden Opportunities

• The Western Experience and Spirit
• MASTER Plan (Plus!)
• First Year Seminar
• Freshmen Writing Program threaded with M and C
  Issues
• Distribution requirement (inquiry or
  service-based)
• Interdisciplinary program on civic engagement or
  leadership (e.g., Stanford, Duke, U Mass, etc.)
• Living and Learning Program (e.g., CIVICUS)

24
Political Science The Ethics and Politics of
Public Service

• Students
• Mostly freshmen and sophomores interested in
  taking a service learning course or doing
  community service.
• Goals
• To prepare ss ethical, reflective, and effective
  service.
• To help ss integrate their service experiences
  and academic lives
• Content and Pedagogy
• To hell with good intentions
• Historical and Sociocultural Contexts of Service
• Pushing the Peanut Forward
• Readings, Cases, Discussion, Reflective Essays

25
History and Ecology Social Environmental
History of California

• Students
• Juniors and Seniors seeking to fulfill US
  Histories and Democratic Participation ULRs
• Goal
• To help ss become historically informed,
  self-aware, ethical participants in the civic
  lives of their communities.
• Content and Pedagogy
• What is politics?
• Triangles and Cycles
• HIPPs -- Historically Informed Political Projects
• Readings, Fieldtrips, Discussions, Political
  Action/Service, Student Choice.