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Civic Learning and Student Conduct: Judicially Sanctioned Mentoring and Service-Learning Experiences

Civic Learning and Student Conduct: Judicially Sanctioned Mentoring and Service-Learning Experiences. Who Are We?. Wendy Young. Tammy Knott. Greg Meyer. Dana Broadnax. Outcomes. As a result of attending this program, participants will be able to:.

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Civic Learning and Student Conduct: Judicially Sanctioned Mentoring and Service-Learning Experiences

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  1. Civic Learning andStudent Conduct:Judicially SanctionedMentoring and Service-LearningExperiences

  2. Who Are We? Wendy Young Tammy Knott Greg Meyer Dana Broadnax

  3. Outcomes As a result of attending this program, participants will be able to: • Understand how the Mentor and Site programs work at JMU • Assess the applicability of such a program on their own campuses • Implement volunteer recruitment and retention strategies • Apply some of our sanctioning philosophies to their own processes

  4. Judicial @ JMU Process Single Hearing Officer Judicial Council Appeal Sanctions Substance Education Civic Education Other • Facts and Figures • Harrisonburg, VA • Public Institution • Enrollment: 17,964 • On-campus beds: 6100 (4000 First-Year) • ≈ 1150 cases/ 1500 students adjudicated last year (on and off-campus)

  5. Sanctioning Philosophy Office of Judicial Affairs Mission Statement We are committed to promoting studentlearning, civicresponsibilityand, through partnerships, developing the community necessary for the university to achieve its mission

  6. Sanctioning Philosophy • Guidelines • Responsibility vs. Sanctioning • Consistency vs. Fairness • Substance vs. Civic Education • Individual vs. Group Experience • Student Needs

  7. History and Evolution:Service-Learning as a Sanction1998 - 2005 • Theories • Dewey: Service-learning • Kohlberg: Moral and Ethical Development • Astin: Involvement • Sanford: Challenge and Support

  8. History and Evolution:Service-Learning as a Sanction1998 - 2005 • The Program • Assigned to work a given number of hours at an on-campus site • Attend Weekly Reflection Group Meetings • Write Reflection Paper • Journaling encouraged but not required

  9. History and Evolution:Service-Learning as a Sanction1998 - 2005 • Roles • Site supervisor • Supervise student work • Approve timesheet • Reflection Group Facilitator • Guide group in discussion and reflection on learning

  10. History and Evolution:Introducing Mentoring2004 - 2005 • John Whitmore: Coaching • Experimenting with mentoring as sanction • Reflection groups not reaping the intended outcomes in the Service Learning Program.

  11. History and Evolution:Madison Master Mentors with Site2005 - 2006 • Theories • Lois Zachary: The Mentor Guide • Laurie Beth Jones: Mission Statement • Program • Students assigned between 25 – 75 hours of service • Mentors meet for 15 weekly (one-hour) meetings • 9 students were only given a mentor due to lack of enough sites

  12. History and Evolution:Assessment2005 - 2006 • University Sense of Belonging Scale • Students showed higher levels at post test for important items • Students with a mentor showed higher levels at post test for most items • Most significant gains shown for students with ONLY a mentor

  13. History and Evolution:Madison Master Mentorswith or without Site2006 - 2008 • Theories • Stages of Change • Program • Volunteers receive meal vouchers • Students can receive just a mentor (15 hours) or a combination of mentor (8, 10, 12, 15) and site (25 – 75)

  14. History and Evolution:Assessment2006- 2007 • University Sense of Belonging continued to significantly increase • Increase was still highest in the mentoring only students (but not as high as the previous year—more stable) • Finalized goals & objectives for civic learning programs (site & mentor) • Assessment information used to acquire funding for full-time position

  15. History and Evolution:Assessment2007- 2008 • Developed Help-Seeking assessment • Created rubrics for mentoring & site experience • Continued to see increase in University Sense of Belonging but smaller—decided to start to look into a more sensitive measure of belonging • Divided programs so site experience would not require a mentor; added Values In Action to civic learning education

  16. Civic Learning Today2008 - Present

  17. Civic Learning Today:Mentor Experience • 8, 10, 12, or 15 hours • Personal Direction • Mission, Values, Goals

  18. Civic Learning Today:Site Experience • 30, 45, or 60 • ON-CAMPUS • Involvement • Reflection Groups

  19. Civic Learning Today:Process • Sanctioning • Intake Interview • Intentional Matching • Ongoing Communication • Reflection Paper • Exit Interview

  20. AssessmentCurrent and Future • Revised University Mattering Scale • Help-Seeking Scale • Performance Assessment • Qualitative Analysis (Nvivo) • Use of comparative groups • Civic Responsibility Behavior Questionnaire • Further development of Values In Action goals, objectives, & rubrics

  21. Civic Learning Today:Growth • 2006 – 2007 • 45 intake • 2007 – 2008 • 73 intake • 2008 – 2009 • 106 intake • Fall 2009 • 68 Intake • GA (20 hrs/wk) • 35 mentors, 20 sites • Administrator (40 hrs/wk) • GA (20 hrs/wk) • 55 mentors, 24 sites • Administrator (40 hrs/wk) • GA (20 hrs/wk) • Student (5 hrs/wk) • Administrator (40 hrs/wk) • GA (20 hrs/wk) • 2 Student (14 hrs/wk) • 109 mentors, 28 sites

  22. Volunteer Recruitment • Start with people you know • Network & know your resources • Volunteer for other departments/programs • Be excellent in what you do & approachable • Word of mouth & other advertising • Provide feedback—direct quotes of participants on how program goes

  23. Volunteer Training • Be flexible—time of year, week, day • Balance length with need • Clear goals & objectives • Assess & implement feedback provided from participants and trainers

  24. Mentor Training • Overview (2.5 hours) • Student and volunteer quotes • Goals and Objectives • Stages of Change • Listening Skills (1.5 hours) • Mentor Basics (3 hours) • Mentor Phases • Strategies • Role Plays • Mentor Activities (1.5 hours) • Sample activities • Mission and Goals

  25. Site Supervisor Training • Overview (2.5 hours) • Student and volunteer quotes • Goals and Objectives • Stages of Change • Listening Skills (1.5 hours) • Supervisor Training (1.5 hours) • Goals and Objectives • Appropriate use of student time

  26. Volunteer Retention Retention

  27. Volunteer Retention • Communication • Flexibility • Ongoing training • Challenges (i.e. ask volunteers to train others) • Involve in decision-making about program • Provide feedback (i.e. reflection papers) • Recognition

  28. What About Your Campus? • What type of intervention would best serve students who come through your office? • Does your office have the resources for a program like this? • Does another office on your campus have the resources for a program like this? • What theories influence practice in your office?

  29. Tips • Start small • Assessment • Theories • Don’t outgrow your resources • Keep student needs as central concern • Relationships/Collaboration • Word of Mouth

  30. Discussion and Questions

  31. www.jmu.edu/judicial/civiclearning Or Contact Us With Questions Greg Meyer – meyergi@jmu.edu Wendy Young – young2wm@jmu.edu Tammy Knott – knotttw@jmu.edu Dana Broadnax – broadnds@jmu.edu Visit Us On the Web…

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