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Developing Engaged Citizens Through the
First Year, Interdisciplinary Seminar
Jay Barth
Pete Gess
Todd Tinsley
Hendrix College
Hendrix College’s History of Engaged Learning
and Civic Engagement Work
Your Hendrix Odyssey: Engaging in Active Learning has been an integral part of the Hendrix
curriculum since 2005.
Through the Odyssey Program, students complete engaged learning projects in at least three
different categories as part of their graduation requirements. Students select projects from the
following six categories:
Artistic Creativity
Global Awareness
Professional and Leadership Development
Service to the World
Undergraduate Research
Special Projects
The Odyssey categories require clear reflection exercises on the part of all students completing
projects in them.
The Path to The Engaged Citizen
• Western Intellectual Traditions
• Journeys
• April 2012: Final Faculty Vote for The Engaged
Citizen
“The Engaged Citizen: An
Interdisciplinary Seminar”
• Combines the spirit of Hendrix’s Odyssey Program with the College’s commitment to prepare “its graduates for lives of service and fulfillment in their communities and the world.”
• Interdisciplinary and collaboratively taught by dyads of faculty from different disciplines who approach a shared topic from different methodological "ways of knowing.”
• Faculty have differing interpretations of what the theme “the engaged citizen” entails.
• Some student choice in the selection of their TEC section; a continued focus on smaller seminar settings.
“The Engaged Citizen” (TEC) Learning Goals
All dyads share a common set of learning goals adopted by faculty vote:
• The ability to comprehend and appreciate a set of complex issues relevant to being engaged citizens.
• The ability to make connections between the evidence and methods from two distinct disciplines in order to formulate arguments about engaged citizenship.
• The ability to express those arguments clearly in writing and discussion.
• The ability to engage in and reflect on experiential learning that connects directly to the classroom experience, preparing the students for vibrant Odyssey experiences later in their Hendrix careers.
TEC Shared ParametersAlong with an assumption that students will spend at least 2/3 of their class time in groups of 15 or smaller, there were four shared components, which faculty are free to interpret as they choose:
1) At least one formal writing assignment for each professor
2) An engaged learning activity
3) Reflection upon the engaged learning activity
4) A summative experience during finals week (at the scheduled final time); can be an exam, presentations, group event, etc.
The Engaged Citizen:
Assessment
2013 Summer Institute on General
Education and Assessment
The ability to comprehend and appreciate a set of
complex issues relevant to being engaged citizens.
TEC will set the
stage for Hendrix
Seniors to …
“discern and understand core principles about complex
issues” related to engaged citizenship.
High Achieving Demonstrates a sophisticated understanding of the complexity
of elements that contribute to engaged citizenship in a manner
that transcends the course itself.
Competent Clearly understands the complex array of elements regarding
engaged citizenship as relates to the topic of a particular TEC
course.
Needs Improvement Is able to define some issues relevant to engaged citizenship,
but does not fully explore the complexities examined in the
course.
Unsatisfactory Exhibits understanding of individual elements of engaged
citizenship in the context of the course, but from a narrow
perspective.
The ability to engage in and reflect on experiential learning that
connects directly to the classroom experience, preparing the students
for vibrant Odyssey experiences later in their Hendrix careers.
TEC will set the
stage for
Hendrix Seniors
to …
“reflect on their studies” and “engage with the world based on their
inquiry and deliberation.”
High Achieving Provides an expansive enumeration of the ways that the experiential
learning component puts classroom knowledge into practice and
enhances that knowledge, and has already begun to thoughtfully
design future experiences based on this introduction.
Competent Thoughtfully participates in the engaged learning component of the
course and describes how it connects to the classroom experience,
and provides evidence of some consideration of future experiences.
Needs
Improvement
Participates in the engaged learning component of the course and
describes some connections to the classroom experience, but does
not provide evidence of further reflection.
Unsatisfactory When prompted, reflects on the experiential learning component of
the course, but without connection to the course’s content.
19%33%
37%40%
43%
22%37%
34%28%27%
22%37%37%
26%31%
26%36%37%39%
31%
44%44%
45%40%35%
41%38%44%
38%42%
36%39%
42%46%
42%
44%38%
41%33%
42%
29%17%
15%13%17%
29%16%
18%24%
21%
31%18%
16%19%
19%
24%20%
18%22%19%
8%6%
3%7%6%
8%8%
5%10%9%
11%6%5%
9%8%
6%6%4%
6%8%
0% 20% 40% 60% 80% 100%
2013201420152016
Engaged Learning
2013201420152016
Expression of…
2013201420152016
Connections…
2013201420152016
Engaged Citizenship
Faculty Assessment of Student Learning Goals
High Achieving Competent Needs Improvement Unsatisfactory
Part III. INSTRUCTOR EVALUATION:
[Instructor 1]
PEDAGOGICAL STYLE / TEACHING METHODS:
______ The instructor displays a clear understanding of course topics.
______ The instructor’s teaching methods were appropriate to the course.
______ The instructor used class time effectively.
______ The instructor presented material clearly, emphasizing major points and their
relationships.
______ The assignments given were relevant to the goals of the course.
______ The class atmosphere was conducive to the free exchange of questions and ideas.
______ The instructor was intellectually stimulating and prompted me to think.
______ The instructor usually was aware of whether or not members of the class were
following the lecture or discussion with understanding.
______ The course texts were appropriate and contributed to the learning process.
______ Other assignments—films, papers, etc.—were effective instructional tools.
______ The instructor explained difficult material in a way I could understand.
Student Evaluations
RESPONSE SCALE:
SA = Strongly agree
A = Tend to agree
N = Neutral or uncertain
D = Tend to disagree
SD = Strongly disagree
Part I. COURSE EVALUATION:
For this section, please evaluate the course as a whole.
_______ This course increased my awareness of the evidence and methods from two
distinct disciplines.
_______ This course caused me to make connections between these two distinct
disciplines.
_______ This course led me to examine the concept of engaged citizenship.
_______ Having two professors teach this course enhanced my learning.
_______ As a result of this course, I have strengthened my ability to express arguments in
writing.
_______ As a result of this course, I have strengthened my ability to express arguments in
discussion.
_______ The experiential learning component had clear goals that related to the theme of
the engaged citizen.
_______ The experiential learning component connected to the classroom experience.
_______ The course content led me to explore my future role as an engaged citizen.
_______ The course content was relevant to my liberal arts education at Hendrix.
_______ The course content was challenging.
_______ The course cultivated my abilities and capacities.
_______ Learning goals and grading procedures were clearly explained.
_______ The assignments required in the course were conducive to my learning.
The Engaged Citizen Fall 2016
Part III. INSTRUCTOR EVALUATION:
[Instructor 2]
PEDAGOGICAL STYLE / TEACHING METHODS:
______ The instructor displays a clear understanding of course topics.
______ The instructor’s teaching methods were appropriate to the course.
______ The instructor used class time effectively.
______ The instructor presented material clearly, emphasizing major points and their
relationships.
______ The assignments given were relevant to the goals of the course.
______ The class atmosphere was conducive to the free exchange of questions and ideas.
______ The instructor was intellectually stimulating and prompted me to think.
______ The instructor usually was aware of whether or not members of the class were
following the lecture or discussion with understanding.
______ The course texts were appropriate and contributed to the learning process.
______ Other assignments—films, papers, etc.—were effective instructional tools.
______ The instructor explained difficult material in a way I could understand.
55%
73%
65%
61%
62.1%
63%
75%
73%
75%
72%
56%
79%
73%
73%
74%
22%
8%
13%
15%
17.3%
14%
7%
8%
8%
13%
19%
6%
10%
9%
12%
0% 20% 40% 60% 80% 100%
2013
2014
2015
2016
The course content led me to explore my future…
2013
2014
2015
2016
The experiential learning component had clear…
2013
2014
2015
2016
This course led me to examine the concept of…
TEC: Engaged Citizenship
Agree Neutral Disagree
66%
78%
78%
74%
68.1%
75%
87%
86%
83%
80%
80%
86%
86%
88%
80%
15%
7%
9%
11%
12.5%
11%
3%
3%
9%
10%
10%
4%
4%
3%
10%
0% 20% 40% 60% 80% 100%
2013
2014
2015
2016
Having two professors teach this course enhanced…
2013
2014
2015
2016
This course caused me to make connections…
2013
2014
2015
2016
This course increased my awareness of the…
TEC: Multidisciplinarity
Agree Neutral Disagree
64%
78%
71%
72%
71%
63%
69%
65%
69%
66%
57%
66%
59%
66%
59%
12%
5%
8%
5%
12%
13%
6%
11%
9%
15%
19%
8%
14%
9%
20%
0% 20% 40% 60% 80% 100%
2013
2014
2015
2016
The course cultivated my abilities and capacities.
2013
2014
2015
2016
As a result of this course, I have strengthened my ability to express
arguments in discussion.
2013
2014
2015
2016
As a result of this course, I have strengthened my ability to express
arguments in writing.
TEC: Expression of Arguments
Agree Neutral Disagree
73%
78%
78%
75%
70%
67%
74%
79%
80%
76%
63%
75%
73%
75%
72%
12%
8%
8%
9%
13%
11%
3%
6%
3%
9%
14%
7%
8%
8%
13%
0% 20% 40% 60% 80% 100%
2013
2014
2015
2016
The course content was relevant to my liberal…
2013
2014
2015
2016
The experiential learning component connected…
2013
2014
2015
2016
The experiential learning component had clear…
TEC: Engaged Learning
Agree Neutral Disagree
Reflection
• How to link the classroom to the world of engaged citizenship?
• How to move from multidisciplinary thinking to interdisciplinary integration?
• How to improve first year student oral and written argumentation?
• How to assess goal attainment and impact?
QUESTIONS?
Jay Barth
Pete Gess
Todd Tinsley
Hendrix College