Pedagogies and civic programs to develop competencies for democratic culture and civic learning outcomes

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Publicado: nov 13, 2019
DOI: https://doi.org/10.13042/Bordon.2019.72003

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Robert G. Bringle
Indiana University Purdue University Indianapolis
Lorrie A. Brown
Indiana University Purdue University, Indianapolis
Thomas W. Hahn
Indiana University Purdue University, Indianapolis
Morgan Studer
Indiana University Purdue University, Indianapolis

Resumen

INTRODUCTION. Service learning is a pedagogy that can achieve civic competences for learners to participate effectively in culturally diverse democratic societies.  METHODOLOGY.  A qualitative analysis of research evidence is examined for why service learning provides the optimal pedagogy for achieving democratic competences and civic learning.  Civic-mindedness provides a set of common civic learning objectives that can guide both curricular service learning courses and co-curricular civic programs at multiple levels (course, department, school, campus, multicampus). RESULTS.  Past meta-analyses are consistent in establishing service learning as an effective means for enhancing civic learning outcomes.  Research on Civic-Minded Graduate and Civic-Minded Professional demonstrates their usefulness to provide an integrative framework for civic learning outcomes that can guide the design, implementation, and assessment of both curricular service learning courses and co-curricular civic programs at multiple levels (course, department, school, campus, multicampus).  DISCUSSION.  Institutions of higher learning can accept the challenge to enhance civic learning through service learning, co-curricular programs focused on civic outcomes, and other effective, high-impact pedagogies to enhance long-term habits of community engagement that contribute to the public good.  A key component of developing civic learning, in addition to high quality course design, is providing opportunities for dialogue and collaboration with diverse others.

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Bringle, R. G., Brown, L. A., Hahn, T. W., & Studer, M. (2019). Pedagogies and civic programs to develop competencies for democratic culture and civic learning outcomes. Bordón. Revista De Pedagogía, 71(3), 27–43. https://doi.org/10.13042/Bordon.2019.72003
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Vol. 71 Núm. 3 (2019): MONOGRÁFICO: APRENDIZAJE-SERVICIO EN LA EDUCACIÓN SUPERIOR
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Biografía del autor/a

Robert G. Bringle, Indiana University Purdue University Indianapolis

Dr. Robert G. Bringle has been involved in the development, implementation, and evaluation of educational programs directed at talented undergraduate psychology majors, high school psychology teachers, first-year students, and the introductory psychology course. As a social psychologist, he is widely known for his research on jealousy in close relationships. In his previous position as Executive Director of the IUPUI Center for Service and Learning (1994-2012), his work resulted in an expansion of the number of service learning courses, a curriculum for faculty development, a Community Service Scholars program, an America Reads tutoring program, and a HUD Community Outreach Partnership Center.

 

 Dr. Bringle was awarded the Thomas Ehrlich Faculty Award for Service Learning in 1998, the IUPUI Chancellor’s Award for Excellence in Teaching in 2011, and the Legacy of Service Award from Indiana Campus Compact in 2012. In 2004, he was recognized at the 4th Annual International Service-Learning Research Conference for his outstanding contributions to the service-learning research field.  He consults with other campuses, on national initiatives, and internationally (South Africa, Macedonia, Mexico, Egypt, Ireland, Malaysia, Japan, Hong Kong, Singapore, Spain, The Netherlands) on issues related to community service and civic engagement.  The University of the Free State, South Africa, awarded him an honorary doctorate in 2004 for his scholarly work on civic engagement and service learning.  

Lorrie A. Brown, Indiana University Purdue University, Indianapolis

Lorrie A. Brown is responsible for the oversight of major co-curricular community service initiatives at IUPUI, including the administration of the Sam H. Jones Community Service Scholarship program.  For the past 20 years, Lorrie has worked to create responsive and well-structured community engagement experiences for students on campus while also actively sharing best practices on a local and national level.  She collaborates with numerous IUPUI campus partners in both academic and non-academic units to support the inclusion of all students in educationally meaningful civic activities.  Lorrie received her undergraduate degree from Baldwin Wallace University and her graduate degree from Bowling Green State University, both located in Ohio.

Thomas W. Hahn, Indiana University Purdue University, Indianapolis

Director of Research and Program Evaluation, Center for Service and Learning, Indiana University Purdue University, Indianapolis

Morgan Studer, Indiana University Purdue University, Indianapolis

Morgan Studer is responsible for managing the Service Learning Assistant scholarship program, administered through the Sam H. Jones Community Service Scholarship program.  In her 12+ year tenure with CSL, Morgan has directed the America Reads*America Counts tutoring program, managed the Community Work-Study program, and currently consults with faculty on service learning course design, particularly focused on community partnership development and critical reflection design and implementation.  She serves on multiple campus committees including the First Year Experience Advisory Board, Division of Undergraduate Education Advisory Board, Engaged Students Working Group, and Equity-Mindedness Working Group. She received her undergraduate degree from Mercer University in Macon, GA and her graduate degree from IUPUI in Indianapolis, IN.

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