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 – fforhan@mwcc.mass.eduMaureen Provost – mprovost@mwcc.mass.eduGreg Clement – g_clement@mwcc.mass.edu