First-Year Civic Engagement: Sound Foundations for College ...

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CGCC Global Engagement:http://www.cgc.maricopa.edu/fdp/globalengagement.shtmlCGCC Global Learning:http://www.cgc.maricopa.edu/fdp/globallearning.shtmlCGCC Sustainability:http://www.cgc.maricopa.edu/fdp/sustainability.shtmlCGCC Chasing the Dream:http://www.cgc.maricopa.edu/fdp/sustainability.shtmlCGCC Service Learning:http://webport.cgc.maricopa.edu/published/s/le/slearning/home/1/I. Contributor’s Name and Contact InformationMarybeth MasonProfessor, English and HumanitiesPhone: 480-732-7093Fax: 480-732-7090Email: marybeth.mason@cgcmail.maricopa.eduChandler-Gilbert Community College2626 E. Pecos RoadChandler, AZ 85233II. Institutional Descriptiona Chandler-Gilbert Community College, Chandler, AZb. Two-year community collegec. Public institutiond. Commuter with a small number of residentiale. 4,642 FTE first-year students and sophomores, 65% ofwhom are first-year studentsf. Only 162 students are residential and only 13 of those arefirst-year students.
CASE STUDYCHAPMAN UNIVERSITYModels of Global Citizenship:Students and Media in the Student-Led Academic Orientation Marilyn Harran, Professor of History and Religious Studies and Director, Rodgers Center for Holocaust Education Ken O’Donnell, Assistant Professor of Media ArtsJan Osborn, Lecturer, English and Education and Chair, General Education CommitteeSusanna Branch, Office of the Provost Events Coordinator A private university in Orange, California, Chapman Universityenrolls approximately 1,000 first-year students, 90% of whom liveon campus. To give substance to our institutional mission’s keyterms — “personalized education” and “global citizenship” — theAcademic Orientation Planning Group sought to encourage newstudents to connect their academic work with civic engagement,locally and globally, from the beginning of their university careers.A didactic faculty-lecture approach seemed both unlikely to succeedand logically antithetical to the goals of critical thinking,reflection on values, and personal engagement with the world.Working collaboratively, we concluded that the most effectiveeducational medium for incoming students would be our currentstudents whose interests and experiences reflect the institutionalemphasis on active involvement with world and communityevents beyond the classroom and the integration of classroomstudy with civic action. Chapman’s Models of Global Citizenship:Students and Media as/in Academic Orientation, our academicorientation program, began in 2003.Student-led Multimedia OrientationThis goal of a student-led orientation became the informingdesign for our academic orientation program. Because studentscommunicate and come to know the world through widely variedmedia, the orientation employs a multimedia approach and isentirely student-centered.We asked current students to demonstrate their global engagement,modeling their own journeys as possible routes for incomingstudents to consider. The result, Models of Global Citizenship,has become the multimedia, student-centered blueprint wefollow for bringing first-year students into the university community.From the start, we invite them to collective and individualaction on critical social and political issues and challenge themto reflect on the interaction between classroom learning andcommunity action.The student learning goals of their orientation are: Intellectually, students should recognize the importance ofquestioning texts and assertions; understand their own beliefsystems; develop awareness of the value of diverse viewpoints,leading to the recognition that we all think and read out of aset of personal beliefs; personal beliefs can be questioned andchanged; other belief systems are valid; and monoculturalviewpoints limit understanding of the globalized world. As learners, students should see sharing ideas and engagingin dialogue as a primary means of learning; become part ofa community of learners through shared texts, dialogue, andtraditions; value a multiplicity of views over a desire for “rightanswers”; understand the liberal arts nature of a Chapmaneducation; and gain familiarity with key academic locationson campus. As community members, students should interact withfaculty and get to know their own professors; experiencethe intellectual, cultural, and social realms as integrated, notdiscrete; experience themselves as part of the intellectual,cultural, and social climate of the community; see educationas based in relationships, not as a top-down hierarchy; learnabout the diverse sources of intellectual, academic, and socialsupport and exchange; and respect the importance of listeningand civility as well as critically reasoned response.In the first orientation program iteration, the critical elementsemerged: global outreach; the narratives of local student modelsin mentor roles; and mechanisms for exchange, dissent, and reflection.These shaped the major program activities: shared summer reading connecting students to a globalcrisis and its aftermath. In 2006, prior to arriving on campus,students read An Ordinary Man, a personal account of theRwandan genocide by Paul Rusesabagina (the hotel managerdepicted in the film Hotel Rwanda).
Page 1: First-Year Civic Engagement:Sound F
Page 5 and 6: CONTENTSivPrefaceMartha J. LaBare,
Page 7: Zlotkowski, Edward, ed. (2002). Ser
Page 10 and 11: we had the “great flood” of the
Page 12 and 13: Requiring civic engagement demonstr
Page 14 and 15: The preparation of citizens was one
Page 16 and 17: preparation. At its heart, this wor
Page 18 and 19: in it of particular interest to tho
Page 20 and 21: often in tension. Political partici
Page 22 and 23: educating students for active citiz
Page 24 and 25: CHAPTER 4Civic Learning: Aligning P
Page 26 and 27: Faces/Phases of CitizenshipFace/Pha
Page 28 and 29: ecome more informed and participate
Page 30 and 31: ReferencesAstin, A.W., Vogelgesang,
Page 32 and 33: photography techniques to inmates a
Page 34 and 35: CHAPTER 8Action Steps to Move theFi
Page 36 and 37: ConclusionI wish to be very clear t
Page 38 and 39: CASE STUDYALLEGHENY COLLEGECivic En
Page 40 and 41: CASE STUDYANTIOCH COLLEGECivic Enga
Page 42 and 43: CASE STUDYCALIFORNIA STATE UNIVERSI
Page 44 and 45: CASE STUDYCALIFORNIA STATE UNIVERSI
Page 46 and 47: CASE STUDYCHANDLER-GILBERT COMMUNIT
Page 50 and 51: student blog in which students are
Page 52 and 53: CASE STUDYTHE COLLEGE OF NEW JERSEY
Page 54 and 55: I. Contributors’ Names and Contac
Page 56 and 57: opportunities of CSU students and C
Page 58 and 59: needs, and expectations of the serv
Page 60 and 61: Although Times Talk began in Septem
Page 62 and 63: CASE STUDYFRANKLIN PIERCE UNIVERSIT
Page 64 and 65: We now have a comprehensive assessm
Page 66 and 67: Another major assignment for this c
Page 68 and 69: CASE STUDYHAMPDEN-SYDNEY COLLEGELiv
Page 70 and 71: I. Contributors’ Names and Contac
Page 72 and 73: Qualitative assessment begins with
Page 74 and 75: 3. Lessons in Democracy. The IUPUI
Page 76 and 77: CASE STUDYLEHIGH UNIVERSITYJudging
Page 78 and 79: CASE STUDYMARS HILL COLLEGELifeWork
Page 80 and 81: CASE STUDYMERCER UNIVERSITYInterdis
Page 82 and 83: CASE STUDYMICHIGAN STATE UNIVERSITY
Page 84 and 85: CASE STUDYPACE UNIVERSITYCivic Enga
Page 86 and 87: Susan-Feather GannonProfessor, Tech
Page 88 and 89: AssessmentData were gathered from s
Page 90 and 91: CASE STUDYPITZER COLLEGEThe Communi
Page 92 and 93: from people different from themselv
Page 94 and 95: Table 1Summary of the Major Outcome
Page 96 and 97: engaged stewards of the environment
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HIV-positive individuals. They also
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Students were then equipped to eval
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the World Affairs Council (WAC), in
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CASE STUDYTRINITY UNIVERSITYCivic E
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I. Contributors’ Names and Contac
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in the organization of health care
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study and a series of retreats as p
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ing based opportunities. Both semes
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engaging first-year students and st
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CASE STUDYWEBER STATE UNIVERSITY CO
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