Students with a Conscience: Civic Learning and Engaged Student Communities

Students with a Conscience: Students with a Conscience: Civic Learning and Engaged Civic Learning and Engaged

Student CommunitiesStudent Communities

Michael S. Miller, Vice President for Michael S. Miller, Vice President for Student Affairs, Rockford CollegeStudent Affairs, Rockford College

Keegan David, Associate Dean for Keegan David, Associate Dean for Student Success, Rockford CollegeStudent Success, Rockford College

OutlineOutline

OverviewOverviewPurposesPurposesLearning Outcomes of the Session (4)Learning Outcomes of the Session (4)Rockford CollegeRockford College– GeneralGeneral– Strategic VisionStrategic Vision– Commitments to the Strategic Vision (5)Commitments to the Strategic Vision (5)– Campus Life AlignmentCampus Life Alignment

Next Steps, Questions, Discussion and Next Steps, Questions, Discussion and SuggestionsSuggestions

OverviewOverview

This presentation This presentation describes our vision for a describes our vision for a campus life program that campus life program that is aligned with our is aligned with our institution’s vision and institution’s vision and mission.mission.– The process we used to The process we used to

identify and develop our identify and develop our vision for campus life.vision for campus life.

– The ways that vision is The ways that vision is being “incrementally” being being “incrementally” being practiced.practiced.

OverviewOverview

In essence, we want to describe to you:In essence, we want to describe to you:

– Who we are.Who we are.– What we are attempting to foster in our What we are attempting to foster in our

students.students.– How we are building a culture of engagement How we are building a culture of engagement

that is focused on civic engagement in the that is focused on civic engagement in the broadest sense.broadest sense.

– How we assess what we are doing.How we assess what we are doing.

OverviewOverview

We have all heard the challenges and questions We have all heard the challenges and questions for our institutions to better prepare students to for our institutions to better prepare students to use what they learn to benefit society as actively use what they learn to benefit society as actively engaged citizens. engaged citizens. – How can we as professionals in higher education How can we as professionals in higher education

respond to these challenges? respond to these challenges? – How best can we transcend traditional boundaries How best can we transcend traditional boundaries

within our institutions to effectively promote within our institutions to effectively promote democratic values such as action, advocacy, democratic values such as action, advocacy, dialogue, and service?dialogue, and service?

OverviewOverview

The campus life program at Rockford The campus life program at Rockford College has pursued these questions by College has pursued these questions by intentionally aligning itself with the intentionally aligning itself with the college’s vision: college’s vision:

– ““To make a difference in the world by linking To make a difference in the world by linking learning and citizenship through collective learning and citizenship through collective action.”action.”

OverviewOverview

Alignment – A Major Alignment – A Major Change EffortChange Effort

– Successes, Successes, Challenges, and Challenges, and ActionsActions

– Students’ perspectivesStudents’ perspectives– Discussion, Ideas, and Discussion, Ideas, and

SuggestionsSuggestions

Outcomes for this SessionOutcomes for this Session

1.1. Consider Consider characteristics for characteristics for effective civic effective civic engagement-related engagement-related activities, which activities, which involves:involves:

A.A. Process TeamProcess Team

B.B. Culture ChangeCulture Change


2.2. Understand Understand competencies for competencies for effectively effectively promoting civic promoting civic engagement engagement activities between activities between academic affairs, academic affairs, campus life, and the campus life, and the broader community.broader community.


3.3. Learn about ways Learn about ways CIRP data and CIRP data and focus group focus group research can be research can be used to enhance used to enhance and promote and promote student subcultures student subcultures on campus.on campus.


4.4. Learn about Learn about students’ students’ perceptions of perceptions of social and social and community activism community activism as it relates to civic as it relates to civic learning.learning.

Rockford CollegeRockford College

Rockford CollegeRockford College

Founded in 1847, RC exists to make a Founded in 1847, RC exists to make a difference in the world through linking learning difference in the world through linking learning and citizenship. and citizenship. Jane Addams – founder of Chicago’s Hull-House Jane Addams – founder of Chicago’s Hull-House and 1931 Nobel Peace Prize winner.and 1931 Nobel Peace Prize winner.RC is a community that is actively curious, RC is a community that is actively curious, creative, compassionate, and connected. An creative, compassionate, and connected. An independent, coeducational, liberal arts college, independent, coeducational, liberal arts college, RC is honored to have a chapter of Phi Beta RC is honored to have a chapter of Phi Beta Kappa, the nation’s leading advocate for the Kappa, the nation’s leading advocate for the liberal arts and sciences at the undergraduate liberal arts and sciences at the undergraduate level. level.

Strategic VisionStrategic Vision

To advance the To advance the ideals of Rockford ideals of Rockford College through College through the study and the study and practice of practice of citizenship, citizenship, service, and life-service, and life-long learning.long learning.

Mission-based PrinciplesMission-based Principles

Practical educationPractical education, , which promotes which promotes engaging one’s self in engaging one’s self in the entire collegiate the entire collegiate experience and taking experience and taking advantage of advantage of opportunities to opportunities to expand one’s ability expand one’s ability to think critically and to think critically and to act on one’s to act on one’s personal convictions.personal convictions.


Civic engagementCivic engagement, , which involves which involves joining, students, joining, students, staff, and faculty in staff, and faculty in dialogue and action in dialogue and action in the democratic arts of the democratic arts of service, social service, social activism, and political activism, and political advocacy.advocacy.


Agile and Agile and accountableaccountable, which , which means learning to means learning to adapt and respond to adapt and respond to both problems and both problems and opportunities, while opportunities, while holding firm to abiding holding firm to abiding principles such as principles such as integrity and integrity and responsiveness.responsiveness.

Commitments to the Strategic VisionCommitments to the Strategic Vision

There are four There are four commitments or commitments or principles principles embedded in our embedded in our pursuit of a pursuit of a mission-driven mission-driven campus life campus life program.program.


1.1. To serve the campus To serve the campus and broader and broader community through:community through:

– The Jane Addams The Jane Addams Center for Civic Center for Civic EngagementEngagement at at Rockford College.Rockford College.

2. To pursue 2. To pursue responsible actions responsible actions through:through:

– Civic engagement in the Civic engagement in the broadest sense.broadest sense.

– A campus culture of social A campus culture of social activism & community activism & community outreach (See Astin).outreach (See Astin).

– Developing & promoting Developing & promoting students dedicated to civic students dedicated to civic and social responsibility.and social responsibility.


3. Alignment - To 3. Alignment - To intentional actions intentional actions for effectively for effectively promoting civic promoting civic engagement engagement activities between:activities between:

– academic affairsacademic affairs– campus lifecampus life– the broader the broader

communitycommunity

4. To use 4. To use assessment to assessment to guide guide commitments to commitments to responsible action responsible action and campus and campus cultures.cultures.

The Jane Addams Center for The Jane Addams Center for Civic EngagementCivic Engagement

The Jane Addams The Jane Addams Center for Civic Center for Civic Engagement at Engagement at Rockford College Rockford College exists to make a exists to make a difference in the difference in the world by linking world by linking learning and learning and citizenship.citizenship.

The Jane Addams Center for The Jane Addams Center for Civic EngagementCivic Engagement

Jane Addams Jane Addams Conference – An Conference – An International International Conference on Higher Conference on Higher Learning and Learning and DemocracyDemocracy..– Institutional teams seeking Institutional teams seeking

to design and implement to design and implement civic engagement-related civic engagement-related practices.practices.

– Student-led dialogues on Student-led dialogues on democracydemocracy

PlungePlunge – Annual off- – Annual off-campus service project campus service project conducted during conducted during freshmen orientation.freshmen orientation.

Three Commitments to Three Commitments to Responsible ActionResponsible Action

Civic EngagementCivic Engagement

Social Activism and Social Activism and Community Community OrientationOrientation

Civic ResponsibilityCivic Responsibility

Civic Engagement Civic Engagement

Involves individual and Involves individual and collective actions designed to collective actions designed to identify & address issues of identify & address issues of public concern.public concern.

Many forms, from individual Many forms, from individual voluntarism to organizational voluntarism to organizational involvement to electoral involvement to electoral participation.participation.

Examples:Examples:

– working in a soup kitchen, working in a soup kitchen, – serving on a neighborhood association, serving on a neighborhood association, – writing a letter to an elected official, &writing a letter to an elected official, &– Voting.Voting.

(The Pew Charitable Trusts)(The Pew Charitable Trusts)

Social Activism and Community Social Activism and Community Orientation (Astin, 1993)Orientation (Astin, 1993)

The extent to which an institution is The extent to which an institution is perceived as concerning itself with perceived as concerning itself with producing student leaders who will producing student leaders who will become social change agentsbecome social change agents..– Teach students how to change society.Teach students how to change society.– Develop leadership ability among students.Develop leadership ability among students.– Help solve major social and environmental Help solve major social and environmental

problems.problems.– Facilitate involvement in community service Facilitate involvement in community service

activities.activities.

Civic Responsibility (Outcomes)Civic Responsibility (Outcomes)

““The sense of The sense of personal personal responsibility responsibility individuals should individuals should feel to uphold their feel to uphold their obligation as a part obligation as a part of any community”of any community”

(Komives, Lucas, & McMahon, (Komives, Lucas, & McMahon, 1998)1998)


Understandings of ethical Understandings of ethical and social issues from and social issues from multiple perspectives.multiple perspectives.

Willingness to take Willingness to take responsibility for personal responsibility for personal actions.actions.

Commitment to contribute to Commitment to contribute to society.society.

Appreciation of cultural Appreciation of cultural pluralism and global pluralism and global interdependence.interdependence.

(Colby, Ehrlich, Beaumont, & (Colby, Ehrlich, Beaumont, & Stephens, 2003)Stephens, 2003)


VotingVotingPolitical Participation Political Participation “beyond the vote”“beyond the vote”

Campaign volunteeringCampaign volunteeringAttending a political Attending a political rally of meetingrally of meetingContributing money to a Contributing money to a political campaignpolitical campaignWriting a letter to a Writing a letter to a public officialpublic official

Civic volunteerismCivic volunteerismCommunity ServiceCommunity ServicePublic ServicePublic Service

(Nie & Hillygus, 2001)(Nie & Hillygus, 2001)


Themes in the Higher Themes in the Higher Education Literature:Education Literature:

– Knowledge and support of Knowledge and support of democratic values, democratic values, systems, and processessystems, and processes

– Desire to act beneficially in Desire to act beneficially in community for its memberscommunity for its members

– Use of knowledge and skills Use of knowledge and skills for societal benefitsfor societal benefits

– Appreciation for and Appreciation for and interest in those unlike selfinterest in those unlike self

– Personal accountabilityPersonal accountability

((Thornton & Jaeger, 2006)Thornton & Jaeger, 2006)

Campus Life AlignmentCampus Life Alignment

A commitment to intentional actions for A commitment to intentional actions for effectively promoting civic engagement effectively promoting civic engagement activities between academic affairs, activities between academic affairs, campus life, and the broader community campus life, and the broader community (mission-driven alignment).(mission-driven alignment).


3 key strategies for 3 key strategies for creating mass changecreating mass change

– Vision (College and Vision (College and Campus Life)Campus Life)

– ImplementersImplementers– RecipientsRecipients

LessonsLessons


Primary Lessons of Strategic Change (MSM)Primary Lessons of Strategic Change (MSM)

– Must pay attention to more than the visionMust pay attention to more than the visionOwnership and identitiesOwnership and identitiesLead others to lead through a network of leaders and Lead others to lead through a network of leaders and volunteers, connecting the initiative to structures such as volunteers, connecting the initiative to structures such as pre-enrollment communications, orientation, first-year pre-enrollment communications, orientation, first-year advisingadvising

– Ethics – Balance institutional demands with those of Ethics – Balance institutional demands with those of the students, some of whom embrace, others who the students, some of whom embrace, others who feel something else other than what they enrolled for feel something else other than what they enrolled for is happening, which in turn may lead to further is happening, which in turn may lead to further institutional demands related to retention.institutional demands related to retention.


Vision (College and Campus Life)Vision (College and Campus Life)

– Emerge incrementally, with the idea of trying Emerge incrementally, with the idea of trying to realize a tipping point.to realize a tipping point.

– Create a network of interactions, beginning Create a network of interactions, beginning with a campus life team.with a campus life team.

ChargeChargePrimary OutcomePrimary OutcomePrimary ActionsPrimary Actions


Campus Life TeamCampus Life Team

– Faculty, staff, studentsFaculty, staff, students– Specific chargeSpecific charge– Time frameTime frame– Identity group leader and note takerIdentity group leader and note taker– Establish rules for operatingEstablish rules for operating– Consider assessment data and research literatureConsider assessment data and research literature– Management of psychological boundariesManagement of psychological boundaries


Psychological BoundariesPsychological Boundaries

– Task: Who does what?Task: Who does what?– Authority: Who’s in charge of what?Authority: Who’s in charge of what?– Identity: How do we take pride in our efforts?Identity: How do we take pride in our efforts?– Political: What’s in it for us?Political: What’s in it for us?

(Hirshhorn, 1992)(Hirshhorn, 1992)


ChargeCharge

– Strategically reposition campus life to be consistent Strategically reposition campus life to be consistent with the college’s strategic vision and the research with the college’s strategic vision and the research literature on civic engagement, and campus cultures literature on civic engagement, and campus cultures that promote civically-engaged students. that promote civically-engaged students.

Define outcomesDefine outcomes

Pursue intentional actions that link campus life to the Pursue intentional actions that link campus life to the academic life of studentsacademic life of students


Primary Lessons of ImplementationPrimary Lessons of Implementation

– To keep focus through intentional To keep focus through intentional engagement meetings with students and staff.engagement meetings with students and staff.


Primary outcome: students as engaged “Citizens Primary outcome: students as engaged “Citizens of the Campus”of the Campus”

– Intentionally seeks to make the campus a better place Intentionally seeks to make the campus a better place (e.g., increase in students taking personal (e.g., increase in students taking personal responsibility for enforcing the honor code, student-responsibility for enforcing the honor code, student-driven alcohol task force)driven alcohol task force)

– Intentionally seeks to realize ideals such as inclusion, Intentionally seeks to realize ideals such as inclusion, participation, tolerance, reason, and respect (e.g., participation, tolerance, reason, and respect (e.g., student driven responses to community needs – student driven responses to community needs – homeless and hurricane).homeless and hurricane).


Primary actionsPrimary actions

– Introduce students, Introduce students, before they enroll, to the before they enroll, to the idea that they can create idea that they can create their own community their own community through self governance.through self governance.

– Governance involves Governance involves structured dialogue structured dialogue where students, led by where students, led by faculty/staff members faculty/staff members and student leaders, and student leaders, consider questions such consider questions such as:as:

What type of community do we What type of community do we want to be, related to our vision?want to be, related to our vision?

How do we support and help each How do we support and help each other succeed?other succeed?

What do we expect from each What do we expect from each other?other?

What does tolerance mean to our What does tolerance mean to our community and how do we pursue community and how do we pursue actions that are just, respectful actions that are just, respectful and thoughtful?and thoughtful?

How do we hold each other How do we hold each other accountable for inappropriate accountable for inappropriate behavior (i.e., alcohol, vandalism, behavior (i.e., alcohol, vandalism, etc.)?etc.)?


ImplementersImplementers

Student OrganizationsStudent Organizations

Rockford College Regent PlayersRockford College Regent Players– Reading programs at a local grade school.Reading programs at a local grade school.– Theater workshops for high school and Theater workshops for high school and

middle school students.middle school students.

Nobody Expects the Spanish Nobody Expects the Spanish Inquisition (NESI)Inquisition (NESI)– Movie showings for children.Movie showings for children.– Food and money drives for the homeless.Food and money drives for the homeless.


RecipientsRecipients

– Intentional ActionsIntentional Actions

Assessment DataAssessment Data– CIRPCIRP

– Focus GroupsFocus Groups

InterpretationsInterpretations

AssessmentAssessment

A commitment to use assessment data to A commitment to use assessment data to guide commitments to responsible action guide commitments to responsible action and campus cultures.and campus cultures.

AssessmentAssessment

Collection (Exploratory Analysis)Collection (Exploratory Analysis)

– SecondarySecondaryCooperative Institutional Research Program (CIRP) Freshmen SurveyCooperative Institutional Research Program (CIRP) Freshmen SurveyCollege Student Survey (CSS)College Student Survey (CSS)

– PrimaryPrimaryFocus GroupsFocus Groups

Preliminary DataPreliminary Data

– Focus Groups - initial groups to pilotFocus Groups - initial groups to pilot– CIRP – tracking data for alignment purposesCIRP – tracking data for alignment purposes– CSS – N/ACSS – N/A

Assessment QuestionsAssessment Questions

What is happening What is happening to students to students (cognitively, (cognitively, behaviorally, & behaviorally, & affectively) when affectively) when they participate in they participate in civic engagement civic engagement activities?activities?

In what ways might In what ways might we structure students’ we structure students’ educational educational experiences so as to experiences so as to promote the kinds of promote the kinds of outcomes associated outcomes associated with civic with civic responsibility or responsibility or citizenship?citizenship?

Assessment QuestionsAssessment Questions

How do we How do we promote student promote student learning through learning through participation in participation in civic civic engagement engagement activities?activities?

How does our How does our campus culture campus culture influence the influence the civic behavior civic behavior of our students of our students & graduates?& graduates?

Summary, CIRP DataSummary, CIRP Data

Gaps in scores between RC students and Gaps in scores between RC students and students at private institutions on most items in students at private institutions on most items in 2003 when we began.2003 when we began.– Changes, many to the positive over three years.Changes, many to the positive over three years.

Gains, not necessarily reflective of what is Gains, not necessarily reflective of what is happening within the environment, but it is more happening within the environment, but it is more than just recruiting “different” students (the than just recruiting “different” students (the profile of incoming students is relatively the profile of incoming students is relatively the same).same).Focus group data suggests how enrolled Focus group data suggests how enrolled students who participated, and some student students who participated, and some student affairs staff, see their experience.affairs staff, see their experience.

Attitude-Based Measure (CIRP) for Attitude-Based Measure (CIRP) for Entering FreshmenEntering Freshmen

Realistically, an Individual can do Little to Bring about Changes in our Society

Figure A

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Behavior-Based Measure (CIRP) Behavior-Based Measure (CIRP) for Entering Freshmenfor Entering Freshmen

Communicate Regularly with ProfessorsFigure B

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Participate in Volunteer or Community Service Work

Figure C

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Value-Based Measure (CIRP) for Value-Based Measure (CIRP) for Entering FreshmenEntering Freshmen

Developing a Meaningful Philosophy of LifeFigure D

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Influencing the Political StructureFigure E

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Helping Others who are in DifficultyFigure F

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Influencing Social ValuesFigure G

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Value-Based Measure (CIRP) for Value-Based Measure (CIRP) for Entering FreshmenEntering FreshmenBecoming a Community Leader

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Performed Volunteer WorkFigure I

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Felt DepressedFigure J

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Discussed PoliticsFigure K

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Participated in Organized DemonstrationsFigure L

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Helping to Promote Racial UnderstandingFigure M

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Socialzed with Someone of AnotherRacial/Ethnic Group

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What do we Know so far about Civic Engagement, What do we Know so far about Civic Engagement, Student Learning, & Civic Responsibility at RCStudent Learning, & Civic Responsibility at RC

Focus Groups (Empathy and Personal)Focus Groups (Empathy and Personal)

– ““I think you can learn a lot from different types I think you can learn a lot from different types of people and just getting to know a diverse of people and just getting to know a diverse group of people and putting yourself into their group of people and putting yourself into their situation – I think you learn a lot not only situation – I think you learn a lot not only about yourself, but about your community and about yourself, but about your community and your environment and how important it is to be your environment and how important it is to be educated.”educated.”

– ““You get the warm and fuzzies.”You get the warm and fuzzies.”


Focus groups (Career Opportunities)Focus groups (Career Opportunities)

– ““I was volunteering in the clinic for awhile in I was volunteering in the clinic for awhile in high school and that was one of the main high school and that was one of the main reasons that really focused my energy reasons that really focused my energy towards medicine.”towards medicine.”

– ““It [volunteering] looks good on a resume.”It [volunteering] looks good on a resume.”


Focus Groups (Learning experience)Focus Groups (Learning experience)

– ““It’s more like social learning – it helps break It’s more like social learning – it helps break down stereotypes because when you don’t down stereotypes because when you don’t deal with people, you just kind of assume deal with people, you just kind of assume certain stereotypes for certain groups of certain stereotypes for certain groups of people – kind of what you see on TV or hear people – kind of what you see on TV or hear from other people who have that view when from other people who have that view when you talk to them you realize they don’t have you talk to them you realize they don’t have those stereotypes.”those stereotypes.”


Focus GroupsFocus Groups

– We have not seen evidence of influencing We have not seen evidence of influencing the social or political structures, which is the social or political structures, which is consistent with the research.consistent with the research.

– We have not seen any motivation to create a We have not seen any motivation to create a more equitable society.more equitable society.

– Mentoring and the peer culture were more Mentoring and the peer culture were more influential than the JACCE.influential than the JACCE.


ScopeScope

– Staff – Broader Staff – Broader perspectiveperspective

– Students – volunteerStudents – volunteer

Connections Connections (Structural vs. (Structural vs. Relational)Relational)

– Staff – set programs Staff – set programs (structures)(structures)

– Students – mentoringStudents – mentoring

What’s Next?What’s Next?

Help students make intentional and Help students make intentional and meaningful connections between what meaningful connections between what they are studying and relevant social, they are studying and relevant social, political, economic, and environmental political, economic, and environmental issues.issues.Become scholars of the student Become scholars of the student experience, as it related to civic experience, as it related to civic engagement and citizenship, and as they engagement and citizenship, and as they relate to learning and development.relate to learning and development.

What’s Next?What’s Next?

Promote the practice of citizen leaders Promote the practice of citizen leaders (students) who see the campus as not (students) who see the campus as not only a place to develop civic only a place to develop civic responsibility, but a place where students responsibility, but a place where students are citizens, taking responsibility for the are citizens, taking responsibility for the social well-being of their classmates and social well-being of their classmates and the institution.”the institution.”

What’s NextWhat’s Next

In other wordsIn other words

– students taking responsibility for their own students taking responsibility for their own academic and personal developmentacademic and personal development

– students taking responsibility for their actionsstudents taking responsibility for their actionsHonor systemHonor system

Theme housingTheme housing

Persist and finishPersist and finish

What’s NextWhat’s Next

QuestionsQuestions

DiscussionDiscussion

FeedbackFeedback

Documents

Students with a Conscience: Civic Learning and Engaged Student Communities