Pedagogies et programmes civiques pour développer les compétences nécessaires pour une culture democratique et pour attendre les objectifs d’apprentissage

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Publié-e : nov 13, 2019
DOI : https://doi.org/10.13042/Bordon.2019.72003
Mots-clés :
Apprentissage-service Apprentissage civique Programme Compétences démocratiques.

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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

Résumé

INTRODUCTION. L'apprentissage-service est une pédagogie qui permet aux étudiants universitaires d'acquérir des compétences civiques leur permettant de participer efficacement aux sociétés démocratiques culturellement diverses. MÉTHODE. Une analyse qualitative des données de recherche a été effectué afin de déterminer pourquoi l'apprentissage par le service offrent une pédagogie optimale pour atteindre les compétences démocratiques et l'apprentissage civique. L’esprit civique fournit un ensemble d’objectifs d’apprentissage civique communs qui peuvent orienter à la fois les programmes d’apprentissage-service et les programmes civiques périscolaires à plusieurs niveaux (cours, département, école, campus, multicampus). RÉSULTATS. Des méta-analyses précédentes ont permit de conclure que l'apprentissage-service constitue un moyen efficace pour améliorer les résultats de l'apprentissage civique. La recherche qui a eu par objet les étudiants diplômés à vocation civique et les professionnels à l'esprit civique démontre leur utilité pour fournir un cadre d'intégration des résultats de l'apprentissage civique qui peut guider la conception, la mise en œuvre et l'évaluation des programmes d'apprentissage-service et des programmes civiques co-curriculaires à plusieurs niveaux (cours, département, école, campus, multicampus). DISCUSSION. Les établissements d’enseignement supérieur peuvent accepter le défi d’améliorer l’apprentissage civique par le biais de l’apprentissage-service, de programmes périscolaires axés sur les résultats civiques et d’autres méthodes pédagogiques efficaces à fort impact pour améliorer les habitudes de participation à la communauté contribuant au bien public au long terme. En outre de la conception de cours de haute qualité, un des éléments clés du développement de l’apprentissage civique c’est la possibilité de dialoguer et de collaborer avec de personnes très différentes.

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Bringle, R. G., Brown, L. A., Hahn, T. W., & Studer, M. (2019). Pedagogies et programmes civiques pour développer les compétences nécessaires pour une culture democratique et pour attendre les objectifs d’apprentissage. Bordón. Revista De Pedagogía, 71(3), 27–43. https://doi.org/10.13042/Bordon.2019.72003
Numéro
Vol. 71 No. 3 (2019): MONOGRÁFICO: APRENDIZAJE-SERVICIO EN LA EDUCACIÓN SUPERIOR
Rubrique
Artículos
Bibliographies de l'auteur-e

Robert G. Bringle, Indiana University Purdue University Indianapolis

Chancellor's Professor Emeritus of Psychology and Philanthropic Studies,

Senior Scholar at IUPUI Center for Service and Learning

Department of Psychology

Indiana University Purdue University Indianapolis

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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