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As long as the publishers will allow, all materials posted here are publications from CSL staff or CSL supported scholars.
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Item Assessing Civic Mindedness(Association of American Colleges & Universities (AAC&U) in Diversity & Democracy: Civic learning for shared futures, 2011) Steinberg, Kathryn S.; Norris, Kristin E.These models, although described using diverse language, share a worthwhile goal: to prepare American students to participate in democratic forums, even and especially in this time of economic need. Without this preparation, students may be rehearsing for work in a challenging economic environment without developing the critical skills they will need to build a new and more vibrant democratic society. In fact, the two goals are connected: As Martha Nussbaum has noted, "A flourishing economy requires the same skills that support citizenship" (2010). These skills include the ability to consider multiple angles, converse with those who hold different perspectives, and compromise to creatively solve urgent problems. Such are the habits that a liberal education engenders, and such education can help reverse our civic recession and inspire democratic engagement now and in the future.Item Beyond Anecdote: Challenges in Bringing Rigor to Service-Learning Research(11/13/2005) Gelmon, Sherril; Furco, Andrew; Holland, Barbara; Bringle, Robert G.This conference presentation discusses the challenges of bringing rigor to service and learning research.Item Civic-Minded Career Readiness Competencies.(2020-01-15) Brown, Lorrie A.; Studer, Morgan L.Higher education is increasingly being called to not only ensure that students are prepared to enter the labor market but also that they are prepared to thrive and contribute to society within and beyond their specific field. A focus on civic-mindedness in career development adds value to career readiness creating a more well-rounded graduate for a global workforce that is increasingly calling for employees to demonstrate knowledge, skills, and dispositions that include working with diverse others, communicating across difference, and valuing the contributions they can make towards the public good. Drawing on the Civic-Minded Graduate framework and NACE’s top eight Career Readiness Competencies, we have reframed the language of the career readiness competencies to help career development professionals intentionally design for the integration of civic learning and career readiness.Item The "Civic-Minded Graduate" Construct for Assessing Civic Outcomes(2016-03-21) Hatcher, Julie A.; Bringle, Robert G.Item Civic-Minded Graduate: A North Star (Assessment Tools)(9/13/2011) Steinberg, Kathryn S.; Hatcher, Julie A.; Bringle, Robert G.Because of increased interest in higher education regarding the civic learning outcomes for college students and graduates, identifying and measuring civic learning outcomes is important to evaluating the efficacy of civic engagement programs and teaching strategies (e.g., service- learning). A conceptual framework for the Civic-Minded Graduate (CMG) construct is presented as well as three measurement procedures (i.e., CMG Scale, CMG Narrative Prompt and Rubric, CMG Interview Protocol 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 practice are presented.Item Civic-Minded Professional Scale(Dissertation, 2008-08) Hatcher, Julie A.Item Civic-Minded Professional Scale(2008-08) Hatcher, JulieItem Civic-Minded Rubric 2.0(2017-07-10) Weiss, H. Anne; Hahn, Thomas W.; Norris, Kristin E.The Civic-Minded Graduate Rubric 2.0 was developed in order to travel across multiple artifacts of and experiences in learning and service. The goal was to create a practical tool for faculty and staff to use when assessing either a large, broad civic learning goal related to obtaining a tertiary education- being a civic minded graduate- or assessing a certain aspect of being civic-minded as it relates to a specific learning experience, initiative, pedagogy or program (empathy, curiosity, depth of community engagement, etc.).Item DEAL MODEL CRITICAL THINKING RUBRIC(2009) Clayton, Patti; Moses; Ash, SarahDEAL Model Critical Thinking RubricItem Designing Programs with a Purpose: To Promote Civic Engagement for Life(6/1/2011) Bringle, Robert G.; Studer, Morgan; Wilson, Jarod; Clayton, Patti H.; Steinberg, Kathryn S.Curricular and co-curricular civic engagement activities and programs are analyzed in terms of their capacity to contribute to a common set of outcomes associated with nurturing civic-minded graduates: academic knowledge, familiarity with volunteering and nonprofit sector, knowledge of social issues, communication skills, diversity skills, self-efficacy, and intentions to be involved in communities. Different programs that promote civic-mindedness, developmental models, and assessment strategies that can contribute to program enhancement are presented.
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