Download Free Civic Engagement Across The Curriculum Book in PDF and EPUB Free Download. You can read online Civic Engagement Across The Curriculum and write the review.

Civic Education Across the Curriculum offers faculty in all disciplines rationales and resources for connecting their service-learning efforts to the broader goals of civic engagement. Campuses promoting engagement are beginning to tie service-learning practices to their civic mission of preparing students for participation in a diverse, democratic society. There are, however, few resources for faculty—especially those in fields not traditionally linked with civic education—to think about how civic engagement might be incorporated into their own disciplinary perspectives and course goals. This volume distills a wide range of disciplinary perspectives on citizenship into usable conceptual frameworks. It provides concrete examples of course materials, exercises, and assignments that can be used in service-learning courses to develop students’ civic capacities, regardless of disciplinary area. This volume will assist faculty in their own curricular work as well as enable them to combine their individual initiatives with others across their campus.
Numerous studies have chronicled students lack of trust in large social institutions, declining interest in politics, and decreasing civic skills. This book is a comprehensive guide to developing high-quality civic engagement experiences for college students. The book defines civic engagement and explains why it is central to a college education. It describes the state of the art of education for civic engagement and provides guidelines for designing programs that encourage desired learning outcomes. In addition, the book guides leaders in organizing their institutions to create a campus-wide culture of civic engagement.
Teaching Civic Engagement provides an exploration of key theoretical discussions, innovative ideas, and best practices in educating citizens in the 21st century. The book addresses theoretical debates over the place of civic engagement education in Political Science. It offers pedagogical examples in several sub-fields, including evidence of their effectiveness and models of appropriate assessment. Written by political scientists from a range of institutions and subfields, Teaching Civic Engagement makes the case that civic and political engagement should be a central part of our mission as a discipline.
For democracy to function effectively, citizens must engage together and compromise. Although these skills are critical for a vibrant society, civic engagement education is lacking in America today. This book evaluates the goals, challenges, and rewards of integrating civic education into K-12 and higher education, highlighting best practices.
Imagine an America where politicians, governmental institutions, schools, new technologies, and interest groups work together to promote informed, engaged citizens. Civic Education in the Twenty-First Century brings together scholars from various disciplines to show how such a United States is possible today. Inspired by Alexis de Tocqueville’s analysis of American democracy in the early 1800s, this edited volume represents a multidimensional evaluation of civic education in its new and varied forms. While some lament a civics crisis in America today, Civic Education in the Twenty-First Century raises hope that we can have an informed and active citizenry. We find the activities of a number of politicians, government institutions, schools and interest groups as promising developments in the struggle to educate and engage Americans in their democracy. New technologies and new innovations in civic education have laid the foundation for a revitalized American civic ecology. With Civic Education in the Twenty-First Century, we call for the United States to make these practices less isolated and more common throughout the county. The volume is broken into three major sections. First there are four chapters exploring the history and philosophical debates about civic education, particularly with respect to its role in America’s educational institutions. Then, the second section provides seven groundbreaking inquiries into how politicians and political institutions can promote civic education and engagement through their routine operations. As some examples, this section explores how politicians through campaigns and judiciaries through community programs enhance civic knowledge and encourage civic engagement. This section also explores how new technologies like the Internet and social media are increasingly used by government institutions and other entities to encourage a more politically informed and engaged citizenry. Finally, the third section contains six chapters that explore programs and practices in higher education that are enhancing civic education, engagement and our knowledge of them. From the virtual civics campus of Fort Hayes State to citizens’ academies throughout the country, this section shows the possibilities for schools today to once again be civics actors and promoters.
A thriving and peaceful democracy requires an informed and engaged citizenry, but such citizenship must be learned. Educators around the globe are facing challenges in teaching politics in an era in which populist values are on the rise, authoritarian governance is legitimized, and core democratic tenets are regularly undermined by leaders and citizens alike. To combat anti-democratic outcomes and citizens' apathy, Teaching Civic Engagement Globally provides a wide range of pedagogical tools to help the current generation learn to effectively navigate debates and lead changes in local, national, and global politics. Contributors discuss key theoretical discussions and challenges regarding global civic engagement education, highlight successful evidence-based pedagogical approaches, and review effective ways to reach across disciplines and the global education community. Most importantly, the book provides tangible steps to link democratic education research with action that reflects contemporary global circumstances.
This substantially expanded new edition of this widely-used and acclaimed text maintains the objectives and tenets of the first. It is designed to help students understand and reflect on their community service experiences both as individuals and as citizens of communities in need of their compassionate expertise. It is designed to assist faculty in facilitating student development of compassionate expertise through the context of service in applying disciplinary knowledge to community issues and challenges. In sum, the book is about how to make academic sense of civic service in preparing for roles as future citizen leaders. Each chapter has been developed to be read and reviewed, in sequence, over the term of a service-learning course. Students in a semester course might read just one chapter each week, while those in a quarter-term course might need to read one to two chapters per week. The chapters are intentionally short, averaging 8 to 14 pages, so they do not interfere with other course content reading. This edition presents four new chapters on Mentoring, Leadership, Becoming a Change Agent, and Short-Term Immersive and Global Service-Learning experiences. The authors have also revised the original chapters to more fully address issues of social justice, privilege/power, diversity, intercultural communication, and technology; have added more disciplinary examples; incorporated additional academic content for understanding service-learning issues (e.g., attribution theory); and cover issues related to students with disabilities, and international students. This text is a student-friendly, self-directed guide to service-learning that: Develops the skills needed to succeed Clearly links service-learning to the learning goals of the course Combines self-study and peer-study workbook formats with activities that can be incorporated in class, to give teachers maximum flexibility in structuring their service-learning courses Promotes independent and collaborative learning Equally suitable for courses of a few weeks’ or a few months’ duration Shows students how to assess progress and communicate end-results Written for students participating in service learning as a class, but also suitable for students working individually on a project. Instructor's Manual This Instructor Manual discusses the following six key areas for aligning your course with use of Learning through Serving, whether you teach a senior-level high school class, freshman studies course, or a college capstone class: 1. Course and syllabus design 2. Community-partner collaboration 3. Creating class community 4. Strategic teaching techniques 5. Developing intercultural competence 6. Impact assessment
As former elementary school teachers, the authors focus on what is possible in schools rather than a romantic vision of what schools could be. Based on a 5-year study of an elementary school, this book shows how civic engagement can be purposive and critical—a way to encourage young people to examine their environment, to notice and question injustices, and to take action to make a difference in their communities and school. Focusing on the intersection of student voice and critical inquiry, the book describes how to embed civic engagement into curriculum, school decision-making processes, and whole-school activities. Chapters provide an overview of what research has demonstrated about civic engagement at the classroom, school, and community levels, including detailed descriptions of activities and lessons for practice. Classroom teachers, school principals, community members, and teacher educators can use this resource to foster a deeper, richer understanding of what is entailed in civic life. Book Features: A vivid portrait of a “typical” public school that wants to do more than teach to the test.An examination of the conditions that enable young people to participate in democratic practices, including identifying and questioning injustices.Concrete examples of student voice and critical inquiry in classroom contexts.Practices and activities that encourage children to get along with others, exchange perspectives, and work across differences. “Offers a suggestive range of evidence that high-quality civic engagement initiatives can enhance students’ academic, social, and emotional engagement. . . . It reveals the nitty-gritty of how experienced teachers can enable children who are immersed in meaningful civic work also to engage more deeply with mathematical problem-solving, peer collaboration, literacy and social studies learning, and development of empathy and mutual trust.” —From the Foreword by Meira Levinson “Mitra and Serriere show us not only that elementary-aged children are capable of civic engagement, but how such engagement can be nurtured in the classroom. Children can be active civic participants; this book demonstrates both the power of this idea and how we might accomplish this essential task.” —Beth C. Rubin, Rutgers University
Citizenship Across the Curriculum advocates the teaching of civic engagement at the college level, in a wide range of disciplines and courses. Using "writing across the curriculum" programs as a model, the contributors propose a similar approach to civic education. In case studies drawn from political science and history as well as mathematics, the natural sciences, rhetoric, and communication studies, the contributors provide models for incorporating civic learning and evaluating pedagogical effectiveness. By encouraging faculty to gather evidence and reflect on their teaching practice and their students' learning, this volume contributes to the growing field of the scholarship of teaching and learning.
This book is a reference for administrators and educators at institutions of higher learning who are thinking about taking serious steps to link their educational mission to helping their surrounding communities. Various research findings across the disciplines in higher education about integrating community engagement in traditional coursework are presented. This book provides a multi-disciplinary and multi-method approach to both incorporating and studying the effects of community engagement (service learning) in the curriculum. Multiple departments, from Kinesiology to Sociology, as well as various types of classes (undergraduate, graduate, online, face-to-face, traditional, international) are represented here. Both qualitative and quantitative work is included. Methods involved include interviews, case studies, reflections, and surveys. One chapter also uses longitudinal data collection to address the overall effect of engaging in community engagement during the undergraduate college experience. If you are not sure how to study the effects of community engagement on students at your university, this book is for you.