Engaged Citizenship Modules

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Engaged Citizenship Service Learning Modules

Russell Aivazian, Katerina Reilly, and Brett Stachler

Marquette University Center for Teaching and Learning

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Introduction/Project Reflection

When tasked with creating learning modules for service learning courses centered around

engaged citizenship, we focused our attention in three areas: consistency, theory, and goal setting.

While we utilized the course readings throughout the process of creating our modules, these three

themes continued to emerged as we developed our modules.

Consistency

Consistency was a key feature of our presentation for our theme of engaged citizenship. We

believed that engaged citizenship could be defined in multiple ways, with various interpretations.

The broadness of the term and its foundational similarities with service learning makes wonderful

sense, but we wanted to create scaffolding for students as to guide their reflections and experience

within this expansive definition and course. Within the rubrics, we used a method of sixWhat? So

What? Now What? for the engaged citizenship piece (3) as well as for the connection to course

content (3), and then created six learning outcomes based on what is being assessed in the rubric.

There is similar language within the rubrics such as using the words clear and thoroughly for a high

score, then somewhat, limited, and finally inappropriately down each column of the outcome being

assessed. By using this method, we ensured that there was consistency and clarity. We hoped that

with this method, the students will know exactly what pieces will be assessed, and professors will be

able to cross-reference the assignments more easily.

We found the study of how individuals learn within Bransford, Brown, and Cocking (1990)

wonderfully interesting and empowering to use this framework in our future practices, which are all

within different disciplines. As they mention, this idea of studying how the brain learns is relatively

new, and we hoped to embody this practice using Fink (2013) and Nilsons (2010) insights and

outlines in our modules as well as use specific language from Finks (2013) taxonomy, such as

integrate and apply, to keep with our theme of structure and continuity. Additionally, as Bransford,

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Brown, and Cocking (1990) as well as Nilson (2010) mention, undergraduate students may come

into a course with preconceived ideas about what courses will be, what their developmental level will

be, as well as their place within a greater sociocultural context. With this in mind, we tried our best

to put ourselves into the shoes of undergraduate students. We kept things as clear, simple, but also

deep and keeping standards high (Nilson, 2010). Each activity fits the desired outcomes as well as

matches the assessment in the rubric, completing the third element of integrated course design (Fink,

2013). The practice was more challenging and time consuming than we imaged but doing this piece

well we believed to be essential. We continuously reviewed our learning goals with every prompt

and activity and modified when an element was not fitting into the fluid design. Going through the

process of integrating all of the multiple pieces will help us to better communicate with faculty and

program designers in the future because we understand its complications but also have the

knowledge based from the literature to back the innumerable benefits it can provide for students.

Utilizing Theory in Outcomes

Among other authors of curriculum development, our group utilized Finks (2003) design

for significant learning, and Nilsons practices for developing outcomes (2010) in our modules and

rubrics, particularly by matching our learning goals with the teaching and learning activities, and the

feedback and assessment measured in the rubrics. Backwards design was utilized for all three stages

of modules and rubrics in order to create an integrated course by considering situational factors first

(Fink, 2003). We summarized situational factors for the students to be: developmental

comprehension of course content, and time management considering service-learning, other courses,

and general life tasks. For faculty, situational factors were: applicability to a variety of different

academic fields, applicability of activities to course content, and making sure the activities did not

involve too much work outside of the prompts. From there, we developed our learning outcomes

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to summarize what we expected them to learn at each particular point in the course, and matched

our learning outcomes to the rubric.

Our learning outcomes are constructed out of the three parts of Nilsons (2010) steps of

writing outcomes by first stating measurable performance words, and linking them to different parts

of our rubric. The statement of conditions for the performance is used to identify different parts of

the performance that will be assessed, which are all the various writing components to the activities

(Nilson, 2010). Criteria and standards for assessing the performance are utilized in outcomes, but

more specifically constructed in the rubrics, using an educative assessment rather than auditive (Fink,

2003; Nilson, 2010).

Goal Setting

Throughout our modules, we were incredibly intentional to find ways to integrate goal

setting related to engaged citizenship. This decision came from examining both Fink (2013) and

Nilsons (2010) process for designing and evaluating learning outcomes for learning experiences.

Specifically, our modules ask our students to reflect on their experience and set some goals for their

service learning experience and connecting course content in the vein of engaged citizenship. In

order to evaluate their goals, we wanted to challenge the students to think of at least three goals that

they can guide their learning experience as they continue throughout the course. Nilson (2010)

stresses that this type of outcomes-centered course design is important because it holds students

accountable to their own learning and allows for faculty to reasonably measure this learning through

the rubrics. While we acknowledge that our approach may stress quantity over quality, we wanted to

challenge the students to think of learning goals that were diverse and challenged students to think

about their experience in a multi-faceted way.

As we explained through our consistency, theory in outcomes, and goal setting, we

challenged ourselves to integrate course content throughout the construction of the modules. While

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students may not notice the various infusion of course content, we believe that these consistent

themes will help make the modules for engaged citizenship accessible across disciplines and helpful

for faculty use.

References

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (1990). How people learn: Brain, mind, experience,

and school, (Expanded ed.). Washington, D.C.: National Academy Press.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses.

San Francisco, CA: Jossey-Bass.

Nilson, L. B. (2010). Understanding your students and how they learn. Teaching at its best, (pp. 3-15).

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Resources Active Citizenship and Service Learning: Birdwell J., Scott R., & Horley, E. (2013). Active

citizenship, education, and service learning. Education, Citizenship, and Social Justice 8(2). Print.

Allesandra Orofino-Its Our City. Lets Fix It: http://www.ted.com/talks/alessandra_orofino_it_s_our_city_let_s_fix_it?language=en

Change-Oriented Service Learning: Iverson, S. V. & James, J. H (2013). Self-authoring a Civic Identity: A qualitative analysis of change-oriented service learning. Journal of Student Affairs Research and Practice, 50(1). Print.

Civic Learning and Civic Participation: Kahne, J. E. & Sporte, S. M. (2008). Developing citizens: The impact of civic learning opportunities on students commitment to civic participation. American Educational Research Journal 45(3). Print.

Civic Learning and Democratic Engagements: Finley, A. (2011). Civic learning and democratic engagements: A review of the literature on Civic Engagement in Post-Secondary Education: https://www.aacu.org/sites/default/files/files/crucible/CivicOutcomesBrief.pdf

Civic Engagement in Higher Education: Jacoby, B. (2009). Civic engagement in higher education. Concepts and Practices. San Francisco, CA: Jossey Bass.

Eric Liu-Why Ordinary People Need to Understand Power: https://www.ted.com/talks/eric_liu_why_ordinary_people_need_to_understand_power#t-84951

Engaged Citizenship Defined: http://www.opensocietyfoundations.org/voices/active-citizenship-can-change-your-country-better

Introduction to Critical Reflection (Ch. 2) and DEAL Model of Critical Reflection (Ch. 4): Ash, Clayton, & Moses (2009). Learning through Critical Reflection: A Tutorial/or Service-Learning Students (Instructors Version). Raleigh, NC.

Justice-Learning: Butin, D. W. (2007). Justice-learning: Service-learning as justice-oriented education. Equity & Excellence in Education, 40(2), 177-183.

Kid President-3 Questions That Can Change the World: https://www.youtube.com/watch?v=0sbG-172e_Y&index=13&list=PLzvRx_johoA-YabI6FWcU-jL6nKA1Um-t

Kid President-Pep Talk to Teachers and Students: https://www.youtube.com/watch?v=RwlhUcSGqgs

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Pre-Service Reflection Exercises

Module Overview: The pre-service reflection exercise provides an opportunity for you to begin to think about your service learning experience. Additionally, you will be able to use your reflections to engage your peers in a discussion about your reflections and begin to understand how you will relate the course content to your service-learning experience. As this module will explore, your participation in service learning can lead to engaged citizenship in the community. As we understand it, engaged citizenship is a combination of knowledge, attitude, skills and actions that aim to contribute to building and maintaining a democratic society. Engaged citizenship can mean anything from being engaged in your local community, such as a local campaign to clean up your neighborhood park, to participating in a nationwide involvement, such as a movement to educate young voters about democracy. Engaged citizens are a necessary and healthy function of a democratic society, where citizens participate in the decision making process that effects their everyday lives (Open Society Foundations, 2013). In addition to exploring the ways you can become an engaged citizen in your community, your service learning experience will help to elevate your course content throughout the semester. Through this exercise, you will begin to think about your classroom experience and make some goals related to your classroom and service learning experience.

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Pre-Service Blog Post Learning Outcomes: As a result of completing this module, students will be able to:

articulate the connections between their service learning experience and being an engaged citizen in the community,

examine the importance of being an engaged citizen in the community, identify 3-5 ways they can become an engaged citizen in the community through their service

learning experience, describe the relationships between course content and the service learning experience, describe the relevance of service learning and engaged citizenship to your course content,

and identify 3-5 outcomes they have for their service learning experience.

Prompt: Before beginning your blog posting, please watch Alessandra Orofinos TED Talk: Its our city. Lets fix it. For your pre-service blog posting, you are asked to reflect on the video and consider what an engaged citizen looks like in terms of your course content and relevant issues of social justice based on the specifications below: Be sure to address the following in your posting:

Alessandra Orofino explains that she has reason to believe that its possible for citizens to build their own structures of participation. React to this quote in the context of your own experience and describe how your service learning experience can encourage engaged citizenship in the community. What does an engaged citizen look like and how are you an engaged citizen in your communities? Why is being an engaged citizen important for your communities both at home and at school? Based on your definition above, what are 3-5 ways you can become an engaged citizen throughout your service learning experience?

Based on your understanding of the course content and your service learning experience, what are some connections you can draw between your service learning site and your course? How can your course content and service learning experience expand your understanding of being an engaged citizen and what are 3-5 personal goals you have for this course and service learning experience?

9 Pre-service Reflection Rubric

Blog Assignment

Domain Being Assessed = Engaged Citizenship in the Community The Outcomes Your Work

is to Demonstrate The Assessment of those Outcomes Evidenced in Your Work

EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY What: You are to articulate the connection between your service learning experience and being an engaged citizen in the community.

You have clearly articulated the connections between your service learning experience and being an engaged citizen in the community thoroughly through multiple examples from the video and personal experience.

You have somewhat articulated a connection between your service learning experience and being an engaged citizen in the community through an example from the video and personal experience.

You have provided a limited articulation of the connection between your service learning experience and being an engaged citizen in the community through an example from the video OR personal experience.

You have omitted, or have provided inappropriate examples of, the connection between your service learning experience and being an engaged citizen in the community.

So What: You are to examine the importance of being an engaged citizen in the community.

Your submission clearly identifies your own vision of engaged citizenship and examines your role as an engaged citizen in your community using multiple examples.

Your submission somewhat clearly identifies your own vision of engaged citizenship and examines your role as an engaged citizen in your community using an example.

Your submission provides a limited identification of your own vision of engaged citizenship and your role as an engaged citizen in your community using an example.

Your submission either omits or improperly identifies your own vision of engaged citizenship and your role as an engaged citizen in your community using little to no example.

Now What: You are to identify 3-5 ways that you can become an engaged citizen in the community through your service learning experience.

You have included 3-5 relevant and clear examples of ways that you can become an engaged citizen in the community through your service learning experience.

You have included 1-2 relevant example(s) of ways that you can become an engaged citizen in the community through your service learning experience.

You have included limited examples of ways that you can become an engaged citizen in the community through your service learning experience.

Your submission omits examples of ways that you can become an engaged citizen in the community through your service learning experience.

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Domain Being Assessed = Connection to Course Content The Outcomes Your Work


EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY What: You are to describe the relationship between your course content and service learning experience.

You have identified several thorough connections between course concepts, theories and/or objectives and your service learning experience.

You have identified some connections between course concepts, theories and/or objectives and your service learning experience.

You have Identified limited connections between course concepts, theories and/or objectives and your service learning experience.

You have omitted connections between course concepts, theories, objectives and your service learning experience or the connections you made are inappropriate.

So What: You are to describe the relevance of service learning and engaged citizenship to your course content

You have included several clearly developed examples of the ways in which service learning may be relevant to or has informed your learning.

You have included some examples of the ways in which service learning may be relevant to or has informed your learning.

You have Included limited examples of the ways in which service learning may be relevant to or informed your learning.

You have omitted examples of the ways in which service learning may be relevant to or informed your learning or the examples you have provided are inappropriate.

Now What: You are to identify 3-5 outcomes you have for your service learning experience.

You have identified 3-5 relevant and clear outcomes that you have for your service learning experience.

You have included 1-2 relevant outcome(s) that you have for your service learning experience.

You have included limited outcomes that you have for your service learning experience.

You have omitted examples that you have for your service learning experience.

Domain Being Assessed = Communication

The Outcome Your Work is to Demonstrate The Assessment of that Outcome Evidenced in Your Work

EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY You are to use appropriate conventions to effectively communicate meaning and narrate experiences.

The writing style used is well suited to the assignment and the audience, and conveys meaning well without the distraction of grammar, syntax, and spelling errors.

The writing style you use is suited to the assignment and the audience, and conveys meaning with few distractions from grammar, syntax, and spelling errors.

The writing style you use is somewhat suited to the assignment and the audience, and conveys meaning somewhat well with some distraction from grammar, syntax, and spelling errors.

The writing style you use is not suited to the assignment and the audience, and conveys limited meaning and/or evidences notable distraction from grammar, syntax, and spelling errors.

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Pre-Service Essay Learning Outcomes: As a result of completing this module, students will be able to:





Prompt: Before beginning your reflection essay, please watch Alessandra Orofinos TED Talk: Its our city. Lets fix it. This essay is intended to help you begin to reflect on your role as an engaged citizen and set the stage for your service learning experience. For your pre-service reflection essay, you are asked to reflect on the video and consider what an engaged citizen looks like in terms of your course content and relevant issues of social justice based on the specifications below: Be sure to address the following in your essay Part 1: Engaged Citizenship

Alessandra Orofino explains that she has reason to believe that its possible for citizens to build their own structures of participation. React to this quote in the context of your own experience and describe how service learning experience can encourage engaged citizenship in the community.

What does an engaged citizen look like and how are you an engaged citizen in your communities?

Why is being an engaged citizen important for your communities both at home and at school?

Based on your definition above, what are 3-5 ways you can become an engaged citizen throughout your service learning experience?

Part 2: Connection to Course Content Based on your understanding of the course content and your service learning experience,

what are some connections you can draw between your service learning site and your course?

How can your course content and service learning experience expand your understanding of being an engaged citizen and what are 3-5 personal goals you have for this course and service learning experience?

12 Pre-service Reflection Rubric

Essay Assignment


















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Pre-Service Discussion Board Learning Outcomes: As a result of completing this module, students will be able to:





Prompt: Before beginning your discussion board post, please watch Alessandra Orofinos TED Talk: Its our city. Lets fix it. Begin your participation in this discussion by posting your response to the following two-part prompt: Part 1: Engaged Citizenship

Alessandra Orofino explains that she has reason to believe that its possible for citizens to build their own structures of participation. React to this quote in the context of your own experience and describe how service learning experience can encourage engaged citizenship in the community.

What does an engaged citizen look like and how are you an engaged citizen in your communities?

Why is being an engaged citizen important for your communities both at home and at school?

Based on your definition above, what are 3-5 ways you can become an engaged citizen throughout your service learning experience?

Part 2: Connection to Course Content Based on your understanding of the course content and your service learning experience,

what are some connections you can draw between your service learning site and your course?

How can your course content and service learning experience expand your understanding of being an engaged citizen and what are 3-5 personal goals you have for this course and service learning experience?

Post your initial response to these questions in the Pre-service Reflection Discussion Forum by Wednesday, and then respond to at least two of your classmates postings by Saturday.

15 Pre-service Reflection Rubric Discussion Board Assignment

Domain Being Assessed = Engaged Citizenship in the Community

The Outcomes Your Work is to Demonstrate The Assessment of those Outcomes Evidenced in Your Work
















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Pre-Service Multimedia Learning Outcomes: As a result of completing this module, students will be able to:


examine the importance of being an engaged citizen in the community, identify ways they can become an engaged citizen in the community through their service


and identify goals they have for their service learning experience.

Prompt: Before beginning your multimedia project, please watch Alessandra Orofinos TED Talk: Its our city. Lets fix it. For this multimedia project, use any of the tools listed below to react to the video, define engaged citizenship, and connect your service learning experience to relevant course content. You may combine all of these focuses in one multimedia presentation or use a combination of tools to address them. If you choose a creative approach that addresses the focus areas figuratively, please include a written explanation that describes the meaning you intend to convey through your symbolism In this project you are to convey:

your personal definition of engaged citizenship, reasons why you feel engaged citizenship is important in the context of the service learning

experience, ways you intend to encourage engaged citizenship in your service learning experience, connections you can draw between course content and your service learning project, ways you can expand your understanding of engaged citizenship through your service

learning project, and your personal goals for your service learning experience.

18 Pre-service Reflection Rubric Multimedia Assignment

Domain Being Assessed = Engaged Citizenship in the Community

The Outcomes Your Work is to Demonstrate The Assessment of those Outcomes Evidenced in Your Work


You have thoroughly articulated the connections between your service learning experience and being an engaged citizen in the community through multiple examples from the video and personal experience.













You have omitted examples of ways that you can become an engaged citizen in the community through your service learning experience.

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Mid-Service Reflection Exercises Module Overview: Congratulations on working towards the halfway point in your service experience! Mid-service reflection allows you to examine your performance at your site thus far, as well as reexamine goals and outcomes you set for yourself at the beginning of your experience! Now that you have developed an understanding of critical reflection, you can now dig even deeper into what your experiences mean to you and on a larger community or societal scale. While you are participating in many other activities outside of this service-learning experience, we hope you will use all of the aspects of your life to inform your future direction, vocation, and engaged citizenship in your life. As we understand it, engaged citizenship is a combination of knowledge, attitude, skills and actions that aim to contribute to building and maintaining a democratic society. Engaged citizenship can mean anything from being engaged in your local community, such as a local campaign to clean up your neighborhood park, to participating in a nationwide involvement, such as a movement to educate young voters about democracy. Engaged citizens are a necessary and healthy function of a democratic society, where citizens participate in the decision making process that effects their everyday lives (Open Society Foundations, 2013).

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Mid-Service Blog Post Learning Outcomes: As a result of completing this module, students will: 1. Be able to articulate their evolving and personal definition of engaged citizenship through their

service. 2. Examine how your evolved views of engaged citizenship effect their community and your

perceptions as well as how your site embodies these views. 3. Articulate 3-5 ways they will develop their identity as an engaged citizen. 4. Be able to critically reflect on their experience thus far, how engaged citizenship plays a role in

their service, as well as connections to course content. 5. Describe how the service experience is relevant to the course content as well as helped to form

their unique identity as an engaged citizen thus far. 6. Identify and apply 3-5 areas which connect with the course content through their experience.

Prompt: Now that you are acclimated to your site and may begin to make meaningful impacts, it is time to critically reflect on what you have done and where you would like to go. This entire semester you have been considering what it means to be an engaged citizen, and through your service site, you are able to consider this more deeply with every visit. In a blog post, please thoughtfully and critically reflect on one incident or occurrence which has enhanced or thwarted your development as an engaged citizen. How has your time in your service-learning increased your ability to process and engage with this incident? How can you integrate these qualities into your evolving identity as an engaged citizen and apply them in the future? Please connect the incident to 3-5 areas of your course content. Some guided questions are:

1. What happened at your service site? Who was involved? Please describe the incident/learning opportunity.

2. How did the event effect you and the individual(s)? 3. What are the implications for engagement within the service site because of this

incident? 4. What will you do similarly/differently because of this incident? 5. Does this commit you more to the community? 6. How did your supervisor or site respond to this incident?

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Blog Assignment

Domain Being Assessed = Engaged Citizenship The Outcomes Your Work


EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY What: You are to explore the continuous evolving of what it means to be an engaged citizen in your service experience and in your daily life.

You have thoroughly described what it means to be an engaged citizen from a multidimensional perspective.

You have somewhat described what it means to be an engaged citizen from various perspectives.

You have described what it means to be an engaged citizen from limited perspectives.

You have omitted or inappropriately described what it means to be an engaged citizen from perspectives.

So What: You are to demonstrate an understanding of the implications of engaged citizenship within service site and to your communities.

You have thoroughly analyzed several of the possible ways in which engaged citizenship affects perceptions, interactions, choices, and actions in rich and complex ways. You have Included clear references to ideas about the origins/sources of engaged citizenship.

You have analyzed some of the possible ways in which engaged citizenship affects perceptions, interactions, choices, and actions in meaningful ways. You have included some references to ideas about the origins/sources of engaged citizenship.

You have provided a limited analysis of the possible ways in which engaged citizenship affects perceptions, interactions, choices, and actions. You have Included limited references to ideas about the origins/sources of engaged citizenship.

You have provided limited to no analysis of the possible ways in which engaged citizenship affects perceptions, interactions, choices, and actions. You have included little to no reference to ideas about the origins/sources of engaged citizenship.

Now What: You are to explore and apply your insights about engaged citizenship, motivations, and values to guide your possible future actions and decisions (personally or vocationally).

You have included clear examples of how an increasing awareness of the possible ways in which becoming an engaged citizen affects perceptions, interactions, choices, and actions can guide future decision-making.

You have included some examples of how an increasing awareness of the possible ways in which becoming an engaged citizen affects perceptions, interactions, choices, and actions can guide future decision-making.

You have included limited examples of how an increasing awareness of the possible ways in which becoming an engaged citizen affects perceptions, interactions, choices, and actions can guide future decision-making.

You have included no examples of how an increasing awareness of the possible ways in which becoming an engaged citizen affects perceptions, interactions, choices, and actions can guide future decision-making or your examples are inappropriate.

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EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY What: You are to identify course theories, concepts, materials, and/or objectives that relate to your service learning experience.

You have identified thorough connections between course concepts, theories and/r objectives and your service learning experience.



You have not identified connections between course concepts, theories, and/or objectives and your service learning experience. Or, the connections you made are not related to the course content.

So What: You are to describe the relevance of your service experience to your learning in the course.

You have included thorough examples of the ways in which service learning may be relevant to or has informed your learning in the course.

You have included some examples of the ways in which service learning may be relevant to or has informed your learning in the course.

You have Included limited examples of the ways in which service learning may be relevant to or informed your learning in the course.

You have included no examples of the ways in which service learning may be relevant to or informed your learning in the course. Or, the examples you have provided are not related to the course content.

Now What: You are to apply the insights and questions you have developed to guide your future learning

You have included a clear description of how the insights and questions you have made thus far can inform or guide your future learning.

You have Included some description of how the insights and questions you have made thus far can inform or guide your future learning.

You have included a limited description of how the insights and questions you have made thus far can inform or guide your future learning.

You have included no description of how the insights and questions you have made thus far can inform or guide your future learning in connection to the course content.


The Outcome Your Work is to Demonstrate

The Assessment of that Outcome Evidenced in Your Work


The writing style you use is well suited to the assignment and the audience, and conveys meaning well without the distraction of grammar, syntax, and spelling errors.




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Mid-Service Essay Learning Outcomes: As a result of completing this module, students will:

1. Be able to articulate their evolving and personal definition of engaged citizenship through their service.

2. Examine how your evolved views of engaged citizenship effect their community and your perceptions as well as how your site embodies these views.

3. Articulate 3-5 ways they will develop their identity as an engaged citizen. 4. Be able to critically reflect on their experience thus far, how engaged citizenship plays a role in

their service, as well as connections to course content. 5. Describe how the service experience is relevant to the course content as well as helped to form

their unique identity as an engaged citizen thus far. 6. Identify and apply 3-5 areas which connect with the course content through their experience.

Prompt: Now that you are acclimated to your site and may begin to make meaningful impacts, it is time to critically reflect on what you have done and where you would like to go. This entire semester you have been considering what it means to be an engaged citizen, and through your service site, you are able to consider this more deeply with every visit. Through an essay, please answer these questions through narrative thoughtfully and thoroughly. Please connect the answers to these questions to 3-5 areas of your course content. How can you integrate these pieces into your evolving identity as an engaged citizen and apply it in the future? These two elements of the essay can be answered between 3-5 pages.

1. What are some of your values that have been reinforced when reflecting on your personal citizenship?

2. Which communities do you feel most committed to? 3. Are there any commitments you hope to strengthen? 4. How has your service site aided in developing your identity as an engaged citizen? 5. How have you seen the impact on the cliental it serves? 6. How can you use these methods in your own life and future? 7. Are there questions ignited through the service experience for your future learning?

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Mid-Service Reflection Rubric Essay Assignment

Domain Being Assessed = Engaged Citizenship

The Outcomes Your Work is to Demonstrate

The Assessment of those Outcomes Evidenced in Your Work
















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Mid-Service Discussion Board Learning Outcomes: As a result of completing this module, students will:



3. Articulate 3-5 ways they will develop their identity as an engaged citizen. 4. Be able to critically reflect on their experience thus far, how engaged citizenship plays a role

in their service, as well as connections to course content. 5. Describe how the service experience is relevant to the course content as well as helped to

form their unique identity as an engaged citizen thus far. 6. Identify and apply 3-5 areas which connect with the course content through their experience.

Prompt: Now that you are acclimated to your site and may begin to make meaningful impacts, it is time to critically reflect on what you have done and where you would like to go. This entire semester you have been considering what it means to be an engaged citizen, and through your service site, you are able to consider this more deeply with every visit. Within the forum, please answer 2 of these questions while connecting them to areas of course content and how engaged citizenship has developed within your evolving identity as an engaged citizen thus far in your service-learning experience. After posting, please respond to two classmates with thoughtful questions and comments.

1. What are some of your values that have been reinforced when reflecting on your personal citizenship?

2. Which communities do you feel most committed to? 3. Are there any commitments you hope to strengthen? 4. How has your service site aided in developing your identity as an engaged citizen? 5. How have you seen the impact on the cliental it serves? 6. How can you use these methods in your own life and future? 7. Are there questions ignited through the service experience for your future learning?

Post your initial response to these questions in the Pre-service Reflection Discussion Forum by Wednesday, and then respond to at least two of your classmates postings by Saturday.


Discussion Assignment

Domain Being Assessed = Engaged Citizenship The Outcomes Your

Work is to Demonstrate The Assessment of those Outcomes Evidenced in Your Work
















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Mid-Service Multimedia Learning Outcomes: As a result of completing this module, students will:



3. Articulate 3-5 ways they will develop their identity as an engaged citizen. 4. Be able to critically reflect on their experience thus far, how engaged citizenship plays a role

in their service, as well as connections to course content. 5. Describe how the service experience is relevant to the course content as well as helped to

form their unique identity as an engaged citizen thus far. 6. Identify and apply 3-5 areas which connect with the course content through their experience.

Prompt: Now that you are acclimated to your site and may begin or continue to make meaningful impacts, it is time to critically reflect on what you have done and where you would like to go. This entire semester you have been considering what it means to be an engaged citizen, and through your service site, you are able to consider this more deeply with every visit. Barbara Jacoby highlights these elements to be significant in developing an identity as an engaged citizen:

1. Learning from others, self, and environment to develop informed perspectives on social issues,

2. Recognizing and appreciating human diversity and commonality, 3. Behaving, and working through controversy, with civility, 4. Taking an active role in the political process, 5. Participating actively in public life, public problem solving, and community service, 6. Assuming leadership and membership roles in organizations, 7. Developing empathy, ethics, values, and sense of social responsibility, and 8. Promoting social justice locally and globally.

In a multimedia presentation, please visually depict between 2-4 elements of how you personally have grown or developed as an engaged citizen, as well as how you will apply the elements you have integrated into your evolving identity as an engaged citizen in the future! Please connect this presentation to 3-5 areas of your course content. Additionally, has your site also embodied the elements you picked? How (or not) so? For example, you could create a:

A song! A poem! A creative depiction of an

interview of a professional at your site or someone you admire.

A series of Tweets (can be unpublished), Tumblr posts, etc.

Poster using a slide of PowerPoint or a PowerPoint.

Prezi. Poster using Canva. Video on YouTube. Many more!


Multimedia Assignment

Domain Being Assessed = Engaged Citizenship The Outcomes Your Work

















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The multimedia method/style you use is well suited to the assignment and the audience, and conveys meaning well.

The multimedia method/style you use is suited to the assignment and the audience, and conveys meaning well.

The multimedia method/style you use is somewhat suited to the assignment and the audience, and conveys meaning somewhat well.

The multimedia method/style you use is not suited to the assignment and the audience, and conveys limited meaning and/or evidences notable errors.

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Post-Service Reflection Exercises Module Overview: This module is the post service-learning module for engaged citizenship that is available for students once they have finished their service-learning component. The module focuses on power & citizenship, becoming involved in organizations and educating others on issues related to involved, and reflecting on service-learning experiences and connecting it with course content. Taking the time to read and reflect on the content of this course is critical. Therefore, activities have been designed to ensure that you are provided structured opportunities to process course content, its connection to your life, meaningfulness to practice, and how content from each session fits together. Use of multiple formats is purposefully designed to both challenge and support your preferred learning style, you are required to complete all four activities.

What is An Involved Citizen? As we understand it, engaged citizenship is a combination of knowledge, attitude, skills and actions that aim to contribute to building and maintaining a democratic society. Involved citizenship can mean anything from being involved in your local community, such as a local campaign to clean up your neighborhood park, to participating in a nationwide involvement, such as a movement to educate young voters about democracy. Involved citizens are a necessary and healthy function of a democratic society, where citizens participate in the decision making process that effects their everyday lives.

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Post-Service Blog Post Learning Outcomes: At the conclusion of their service-learning course, students will be able to:

articulate their connections between their service learning experience and being an engaged citizen in the community,

examine the importance of being an engaged citizen in the community, identify 3-5 ways you have become engaged citizen in the community through your service



Prompt: What does it mean to change the world? Being an involved citizen means you are involved in the everyday practices of decision making processes that effects your everyday lives. Using your service-learning experiences and course content, please answer the following questions in your blog post related to changing the world:

How does involved citizenship change the world? Who changes the world? Do you have to have money, power, or a position in government in

order to change the world? What feelings come up when asked how can you change the world? How have your experiences of being an involved citizen during your service learning

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Blog Assignment



EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY What: You are able to articulate the connection between your service learning experience and being an engaged citizen in the community.





So What: You are able to examine the importance of being an engaged citizen in the community.





Now What: You are able to identify 3-5 ways that you can become an engaged citizen in the community through your service learning experience.





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EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY What: You are able to describe the relationship between your course content and service learning experience.





So What: You are able to describe the relevance of service learning and engaged citizenship to your course content





Now What: You are able to identify 3-5 outcomes you have for your service learning experience.







EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY You are able to use appropriate conventions to effectively communicate meaning and narrate experiences.



The writing style you use is somewhat suited to the assignment an

Engaged Citizenship Modules

Documents

Transcript of Engaged Citizenship Modules