Validating+the+civic-minded+graduate+scale

**Validating the civic-minded graduate scale** Robert Bringle, Chancellor's Professor and Director of Center for Service and Learning, Indiana University-Purdue University Indianapolis [rbringle@iupui.edu] Kathy Steinberg, Assessment Specialist, Indiana University-Purdue University Indianapolis [ksteinbe@iupui.edu] Leslie Ashburn-Nardo, Professor, Indiana University-Purdue University Indianapolis [lashburn@iupui.edu]



**Keywords:** Civic-Minded Graduate, outcomes, reliability, measurement

**Track:** Civic learning outcomes for students in K-12 and higher education

**Format:** Research paper


 * Date & time: **Friday 3:20-4:30
 * Location: **Wilson

**Summary:** A conceptual framework for the Civic-Minded Graduate (CMG) construct is presented as well as three measurement procedures (i.e., CMG Scale, CMG Interview Protocol, CMG Narrative and Rubric) that evaluate the construct. Results from three studies provide evidence of the psychometric properties of each measurement procedure and converging evidence to support the meaningfulness of the CMG construct. Implications of adopting the CMG as a “north star” for future research and for program or curricular development are presented.

The results of four studies generally demonstrated that all three measures of CMG are useful measures of the civic-mindedness construct, and that all have sound psychometric properties. Taken together, the studies demonstrate converging evidence for the validity of the construct of the civic-minded graduate. The centrality of civic outcomes to service learning means that measurement of civic outcomes provides important information about the developmental journeys of students through higher education, assessment of the outcomes of service learning courses, the basis for empirical feedback on curricular and co-curricular program planning and information, and the possibly of collecting information specific to majors and programs. The construct of civic-mindedness also provides a basis for communicating to internal and external audiences the goals of civic engagement activities in higher education. This presentation will provide a set of tools to researchers, a conceptual framework, a model for operationalizing and evaluating other constructs in research on service learning, developmental models that can shape programming for civic outcomes, and institutional assessment of civic outcomes.

**References:** Battistoni, R. M. (2002). //Civic engagement across the curriculum: A resource book for service-learning faculty in all disciplines//. Providence, RI: Campus Compact.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Bowman, N. A., & Brandenberger, J. W. (2010). Quantitative assessment of service-learning outcomes; Is self-reported change an adequate proxy for longitudinal change? In J. Keshen, B. Holland, & B. Moely (Eds.), //Research for what? Making engaged scholarship matter// (pp. 25-43). Charlotte, NC: Information Age Publishing.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Bringle, R. G., Phillips, M. A., & Hudson, M. (2004). //The measurement of service learning: Research scales to assess student experiences.// Washington, DC: American Psychological Association.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Bringle, R. G., & Steinberg, K. S. (2010). Educating for informed community involvement. //American Journal of Community Psychology, 46,// 428-441.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Hatcher, J. A. (2008). The public role of professionals: Developing and evaluating the Civic-Minded Professional scale. (Doctoral dissertation). Retrieved from Pro Quest Dissertation and Theses, AAT 3331248.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Keen, C. (2009). New efforts to assess civic outcomes. //Journal of College and Character//, //10//(7), 1-6.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Steinke, P., & Buresh, S. (2002). Cognitive outcomes of service-learning: Reviewing the past and glimpsing the future. //Michigan Journal of Community Service Learning, 8//(2), 5-14.

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**Billy O'Steen:** I'm really looking forward to this presentation as the University of Canterbury is looking at developing graduate attributes around our Statement of Strategic Intent which is: People prepared to make a difference. Are there any institutions that have a similar civic-minded attribute and, if so, how is it measured or designed within the curriculum?