CIVIC IDENTITY IN THE REAL WORLDHow Multi-Term Undergraduate Civic Engagement
Programs Impact Civic Action After College
Project Description and Objectives
• The Public Service Scholars Program, Haas Center for Public Service at Stanford University (one-year model)
• Citizen Scholars Program, Commonwealth College at the University of Massachusetts-Amherst (two-year model)
• Public and Community Service Studies major, Providence College (four-year model)
Objectives:• To identify the long-term impacts of these programs.• To determine how these programs influence civic identity and civic
action after college.
The study focuses on three sustained, developmental, cohort-based service-learning programs offered to undergraduate students:
Conceptual Framework
Multi-Term Curricular Experiences that Develop Civic Identity
Sustained Developmental Approach
Persistent Engagement Continuity and Repetition Accumulation of Experience Increasing Complexity
Commitment to Fundamental Values
Diversity Social Justice Active Citizenship Reflective Practice
Cohort Model
Collaboration and Teamwork Challenge and Support “Reference Group” Connection and Community
Public Service Scholars Program (PSSP)
Haas Center for Public Service
Stanford University
Public Service Scholars Program (PSSP)
• Established in 1994
• Provides guidance to undergraduate students eager to integrate their public service commitments with their academic coursework and research interests through an honors thesis capstone.
• Participation in the program is designed to promote civic learning outcomes related to positionality, cultural humility and curiosity, effective communication and cooperation, and public action.
Public Service Scholars Program (PSSP)
• Students participate concurrently in their departmental honors program and a yearlong, credit bearing seminar (Urban Studies 198: Senior Research in Public Service) with their PSSP peers.
• With assistance from their faculty thesis advisors – and often with input from community partners – students design and implement a research study that meets the standards of academic rigor in their disciplines.
• Throughout the year, students develop community-based translations of their research – for example, a public service plan and public presentations of their research.
http://studentaffairs.stanford.edu/haas/pssp
Citizen Scholars Program (CSP)
Commonwealth College
University of Massachusetts
Amherst
MISSION: to produce community leaders who have the knowledge, the skills and the vision to be agents of progressive change.
CHARACTERISTICS: selective, service-learning based, scholarship supported, open to students from all majors who are also enrolled in the Commonwealth Honors College at UMass.
REQUIREMENTS: Five courses – four in sequence plus one elective; Students complete a minimum of 240 hours of public service.
Citizen Scholars Program (CSP)
Citizen Scholars Program (CSP)
CURRICULUM: Four courses in sequence plus one elective in social or political theory. The Required Courses include.
The Good Society – focusing on developing a vision Tools for Change – an exploration of theory and practice associated
with how change gets made. Public Policy Community Organizing
• The last two courses fulfill the capstone requirement for the Honors College and involve developing community based projects in policy and organizing in collaboration with a community based organization.
http://www.honors.umass.edu/academics/csl/students/citizenScholars.html
Public and Community Service Studies (Feinstein) Program
Providence College
Public and Community Service Studies (Feinstein) Program
• Interdisciplinary Academic Major and Minor• 11 Core Courses; 3-course Concentration• 2 full-year experiences (Practicum, Capstone)• First Graduating Class: 1997• Total Number of Graduates to Date: 150
Public and Community Service Studies (Feinstein) Program
PSP Major: 6 Core Competencies1. Eloquent Listening
2. Organizational Competencies
3. Cross-Cultural Competencies
4. Values Clarification & Critical Reflection
5. Writing & Public Speaking
6. Specific Issue/Content Competency
http://www.providence.edu/Feinstein/
Research Questions
• What are our graduates doing?
• How do program alumni define their responsibility to and membership in communities?
• What do program alumni believe and understand about citizenship now that they lead lives outside the college environment?
• Have program alumni’s civic engagement experiences in college affected their perceptions of themselves as civic actors and their commitment to civic action? If so, which curricular and instructional practices do alumni consider most influential?
• Are themes and goals of the program still present in graduates’ lives?
• How have program alumni applied the lessons learned in these programs, and in what ways do they make meaning of those experiences?
Research Design: Why Alumni?
3 different programs, similar framework Interested in impact on civic identity/action over time Not only “whether,” but how, long-term persistence of
articulated program outcomes Importance of cross-institutional, longitudinal research
for this field (HERI, Bonner Scholars)
Mixed Methods Sequential Exploratory Design
QUAL data collection: interviews
QUAL data collection: interviews
QUAL data analysis: codes & themes
QUAL data analysis: codes & themes
survey instrument construction grounded in
interview data
survey instrument construction grounded in
interview data
survey instrument pretest & revision survey instrument pretest & revision
quan data collection: survey instrument
administered to all alumni (3+)
quan data collection: survey instrument
administered to all alumni (3+)
quan data analysis: statistical analysis
quan data analysis: statistical analysis
qual data collection: focus groups
qual data collection: focus groups
qual data analysis:codes & themes
qual data analysis:codes & themes
interpretation of entire analysis
interpretation of entire analysis
Contributions
DRAFT: Interview Protocol
For Questions, Feedback, or More InformationRick Battistoni, Providence [email protected] Keene, University of Massachusetts [email protected] D. Mitchell, Stanford [email protected] Reiff, University of Massachusetts [email protected] Visconti, Stanford [email protected]
Thank You!
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