Pedagogical+catalysts+of+service-learning+for+civic+competence

**IARSLCE Dissertation Award Recipient**

**Pedagogical catalysts of service-learning for civic competence** Stephanie Stokamer, Director of the Center for Civic Engagement and Assistant Professor, Pacific University [stok@pacificu.edu]



** Keywords: ** Civic competencies, pedagogy, higher education, civic learning, course design

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

** Format: ** Research paper

**Date & time:** Thursday 9:30-10:40 **Location:** Salon 5

**Summary:** This presentation shares preliminary results of a study researching the pedagogical catalysts of civic competence in service-learning. Existing research has shed little light on how faculty design and teach their courses for student civic competence outcomes. Based on a review of the literature, the researcher developed a new model of civic competence outcomes and analyzed the pedagogical catalysts of civic competence. The results inform the Pedagogical Model of Service-Learning for Civic Competence.

In order to effectively teach for civic competence, faculty must have a clear understanding of what civic competence looks like in the unique contexts of service-learning. Drawing from Bowen (1977), Eyler and Giles (1999), Gottlieb and Robinson (2002), Keeter, Zukin, Andolina, and Jenkins (2002), Saltmarsh (2005), Wang and Jackson (2005), AAC&U (2010), and other literature, I developed a new Epistemological Framework of Civic Competence, with four components (Knowledge, Skills, Dispositions, and Identity) and eight overlapping and mutually reinforcing domains. Through service-learning, students can develop civic competence that is tested in action and therefore becomes a //way of// //knowing// civic engagement.

In addition, a review of the literature suggests that the pedagogy of service-learning for civic competence consists of four elements (course design, teaching strategies, integration of service, and iterative teaching). Together the Framework and elements form the Pedagogical Model of Service-Learning for Civic Competence. Additional factors related to students, faculty, postsecondary institutions, and community partners are also relevant. This model provides the conceptual framework for the examination of the pedagogical catalysts of service-learning for civic competence.

This study has scholarly value at both the theoretical and practical levels specifically related to service-learning teaching and learning. The study contributes to theory-building in the field and provides empirical knowledge of nuances of teaching practices in service-learning. The investigation of teaching practices together with student outcomes also has implications for practitioners.

** References: ** Association of American Colleges & Universities (AAC&U) (2010). VALUE: Valid Assessment of Learning in Undergraduate Education. Retrieved from AAC&U website at http://www.aacu.org/value/index.cfm

Batchelder, T. & Root, S. (1994). Effects of an undergraduate program to integrate academic learning and service: Cognitive, prosocial cognitive, and identity outcomes. //Journal of Adolescence, 17,// 341-355.

Bowen, H. R. (1977). //Investment in learning: The individual and social value of American higher education.// Baltimore, MD: The Johns Hopkins University Press.

Colby A., Beaumont, E., Ehrlich, T., & Corngold, J. (2007). //Educating for democracy.// San Francisco, CA: Jossey-Bass.

Colby A., Ehrlich, T., Beaumont, E., & Stephens, J. (2003). //Educating citizens.// San Francisco, CA: Jossey-Bass.

Cress, C. M., Burack, C., Giles, D. E., Elkins, J., & Stevens, M. C. (2010). //A promising connection: Increasing college access and success through civic engagement.// Boston, MA: Campus Compact.

Eyler, J. & Giles, D. (1999). //Where’s the learning in service-learning.// San Francisco, CA: Jossey-Bass.

Eyler, J., Giles, D., & Braxton, J. (1997). The impact of service-learning on college students. //Michigan Journal of Community Service Learning, 4//(1), 5-15. Retrieved from http://quod.lib.umich.edu/m/mjcsl/

Gallini, S. M. & Moely, B. E. (2003). Service-learning and engagement, academic challenge, and retention. //Michigan Journal of Community Service Learning, 10//(1), 5-14. Retrieved from http://quod.lib.umich.edu/m/mjcsl/

Gottlieb, K. & Robinson, G. (Eds). (2002). //A practical guide for integrating civic responsibility into the curriculum.// Washington, DC: Community College Press.

Keeter, S., Zukin, C., Andolina, M., & Jenkins, K. (2002). //The civic and political health of the nation////: A generational portrait.// College Park, MD: Center for Information and Research on Civic Learning and Engagement.

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**Please join the conversation about this session! To do so, please click on the "Edit" tab at the upper right, scroll back down to here, and lead the comment with your name.** Cynthia Gordon, Harvard Graduate School of Education & UC Berkeley: I really enjoyed the session and was highly impressed by the statistical analysis. You are an engaging and clear presenter. It was great to learn that this data set validated the importance of inclusion of diversity content as a catalyst for various civic competency outcomes. One idea for a change is to consider a re-framing/re-naming the model. In order to be consistent with critical pedagogy (CRT, McLaren, Ladson-Billings, LatCrit Theory, etc...), I believe the model itself would need to include elements from critical pedagogy. As the model currently stands, I do not see items such as content on class analysis, content on power and privilege, analyses of structural causes of racial and ethnic equality, etc... I support the idea of developing a critical model and look forward to seeing how these ideas from critical pedagogy might be incorporated into models of teaching for civic competence. I hope to present next year on the impact of including classroom content on socio-historical causes of racial and ethnic inequality on various civic engagement outcomes and, if the data set allows, test for an interaction with the pedagogy of community engaged scholarship. I welcome hearing any advice you have and look forward to following the next phase of your research.

Stephanie Stokamer, presenter. Thank you, Cynthia -- and I appreciate your suggestion. I suspect that this model will continue to evolve in both title and content, so stay tuned for further developments!