Educating for Lives of Civic Responsibility

1. Educating for Lives of Civic Responsibility 3/15 1:45 – 3:00 pmJune Nobbe

2. Acknowledgments NASPA Foundation – research grant National Clearinghouse for Leadership Programs & the Center for Student Studies – use of the SLRS-2 Tracy Tyree – 1998 Dissertation Cara Appel-Silbaugh, John Dugan, Susan Komives – additional background on SRLS Student Voice – survey administration

3. Research Topic:The Civic Mission of U.S. Public Higher Education Audience Questions: What is the civic mission? Has this civic mission receded in the past 15 years? If so, what are the competing forces? Why is the civic mission important?

4. Research Question How can institutions of higher education reinvigorate the civic mission in order to prepare future leaders? Are there particular strategies that will contribute to the development of civic knowledge, skills, and attitudes among undergraduate students at public institutions?

5. Research Scope Public institutions – historical civic foundation Research conducted at a large urban public research (and land-grant) university Curricular strategies – Inclusion of Leadership Minor curriculum in research design & emergence of themes in literature review Acknowledge role of co-curricular! Area for future research

6. Citizenship Education Defined for this research study as: The role of U.S. public higher education in preparing students to be effective and responsible citizens

7. Literature Review What strategies emerged from the literature review??

8. Two primary themes • Imbed civic and moral themes in curriculum • Moral reasoning • Problem solving • Respect for differences/the ability to work with individuals different from ourselves • Critical thinking • Social Responsibility

9. 2nd Theme Deliver through active learning methods -Collaborative learning -Cooperative learning -Experiential learning -Problem-based learning -Service learning

10. INDEPENDENT VARIABLES 1. Problem solving 2. Ability to relate with individuals different from ourselves 3. Social responsibility 4. Active learning methods -Collaborative learning -Cooperative learning -Experiential learning -Problem based learning -Service learning 5. Enrollment in leadership minor courses DEPENDENT VARIABLES -Consciousness of self -Congruence -Commitment -Collaboration -Common purpose -Controversy with civility -Citizenship -Change CONTROL VARIABLES -Pre-college experiences -Age -Gender -Race and ethnicity -Class year -College of enrollment -Selected college experiences Conceptual Framework

11. Survey Created new items for civic/moral themes and active learning methods – asked about “exposure to” in the classroom (pilot study/reliability testing) Used SRLS-2 for dependent variables Surveyed juniors and seniors Random sample + comparative sample of students that had taken at least one leadership minor course

12. Response Rate Total N = 1897 1526 Random 371 Leadership Minor Response = 331 (17%) 266 Random 65 Leadership Minor Final N for data analysis = 292

13. Results Have only completed high-level analysis to date -Means -Cross-tabs -Correlation Matrix -Anova -Working on regression

14. Exposure to civic and moral themes

15. Exposure to active learning methods

16. Exposure to leadership minor course

17. Regression Results TBD

18. Implications What role can student affairs play in assisting faculty with these strategies? How does this apply to co-curricular activities? How can institutions promote these strategies?

19. Future analyses/areas for research More detailed analyses for this research study Areas for future research

20. Presenter Contact Information June Nobbe University of Minnesota – Twin Cities nobbe001@umn.edu 612-625-6531