Broadening the Picture Students Ceate New Leadership Roles ：拓宽学生创建新的领导角色的图片

1、institutionalizing civic engagement at portland state university:“agents and architects of a flourishing democracy” session goals explore the context and history of psus transformation consider values that undergird our work investigate what happened from diverse perspectives discuss specific strate

2、gies and principles for on-going institutional transformation consider the future of this work in a globalized society caveats what weve learned not what we have done cant tell you everything weve done it was messy and complexsurges of pride and positive realization of intentsignificant differencesc

3、ontinuing debate its works - but how well ? civic engagement evolved organically service learning (cbl)service-learning is a deliberate, mutually beneficial, connection between academic learning and community needsservice-learning is one strategy commonly employed as part of a civically engaged inst

4、itution civic engagement civic engagement means working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference.thomas ehrlich, et. al., civic responsibility and higher education (2000) values“i star

5、ted to recognize these differences in the way i was thinking and the ways i was looking at people on the streetthe way i would look at a homeless person, no longer look at him and be angry, instead id think furtherwhats it like to walk in his shoes.” psu student psu context urban institution 25,000

6、students - 2/3 undergraduate diverse student body - age, gender, experience nationally recognized general education program community based learning courses enroll 2000+/year grants and awards u.s. news and world reports ranking : service learning, learning communities and senior capstone new p+t gu

7、idelines acknowledge civic engagement psus transformation integrated 4 year general education program thematic interdisciplinary required senior community based capstone with learn and serve grant initiated community based learning approach across the curriculum established faculty development cente

8、r components of guiding thoughtsfactors that precipitated psus approach to civic engagement: preserve university identity strengthen undergraduate education explore interdisciplinarity explore application of the disciplines treat change as scholarly activity get resources emergent principles driving

9、 change and institutionalization mission-based inquiry-driven faculty-initiated student-focused curriculum-related community situated key considerationsbeyond unique psu circumstances. rewards policy financial support involvement structures lessons learned lead with curriculum use underlying tension

10、s pervasiveness is all use natural academic groupings recognize and use what exists expect “fall out” and for things to “fall out” capitalize on social context psu student context over 7800 students involved annually 79% of cbl students see connection between academic content to real life situations

11、 76% of cbl students say that community work in their class benefited the community 68% of cbl students plan to continue to volunteer in the community - compared to 39% who volunteered before the course annual recognition - student leadership for service cbl: student perspective learning is more ful

12、filling, more complete, more relevant students value cbl when they recognize that others appreciate and benefit transforms volunteerism from altruism to learning partnership integrated through institution, program, and departmental faculty networks. lessons learned civic engagement is developmental

13、provides students multiple and sustained opportunities to engage with community to examine their values each student integrates their personal perspective with civic engagement psu faculty context over 400 faculty involved annually 93% of cbl faculty report they feel responsible for the community 85

14、% of cbl faculty report that teaching deepened understanding of community needs 71% of cbl faculty report that community work helped focus their scholarship annual civic awards recognize and reward excellence in faculty/university partnership civic engagement: faculty perspective individual developm

15、ent mirrors institution linking teaching and research from personal learning to engaging others taking on administrative responsibilities seeking transferable models tenure and promotion at engaged institution departmental engagement lessons learned faculty are attracted by their values civic engage

16、ment is developmental for faculty - provide developmental support provide faculty multiple ways to engage model successes integrate teaching and research critical to recognize civic engagement in tenure and promotion values“(community based learning) really made me feel as if i was important in the

17、world, and in the scheme of things, and that i had a place. i know i wouldnt have done it without this program.” psu student expanded understanding: beyond cblother pedagogies, mechanisms, strategies: - - -community-based researchassociated civic skillsto be developed - - -service-learning (curricul

18、ar and co-curricular) civic engagementeconomic developmentlifelong learningextended programsfaculty outreachinternships/coopcurricular service-learningcultural programsotherco-curricular service-learningcommunity-based researchengagementinstitutional engagementdepartmental engagementfaculty/staff en

19、gagementstudent engagement integrated approach size & scope of community engagement annually, 7800 students formally participate in cbl courses (2003-04) over 400 faculty involved over 600 community partnerssee:/portfolio/institutional_effectiveness/performance_indicators/

20、campus_specific_indicators/view?p=campus_spec_cbl_enrollment psu development modelcommunity serviceservice-learningcivicengagementindividual faculty engagementdepartmentallevel engagementinstitutional levelengagementscholarship of engagementcommunity-basedresearchcommunity-basedlearning faculty deve

21、lopment approaches psus multi-level approach micro focus on individual ex: one-on-one consultations, syllabus conversion, partnership development meso focus on cohorts ex: engaged departments, faculty seminars macro focus on the institution ex: civic engagement breakfast series, annual awards, stude

22、nt leaders for service an expanding integrated approach international civic engagement developmentstatewide civic engagement developmentinstitutional civic engagement development statewide oregon civic solutions, $1.2 million grant from cncs: help institutionalize civic engagement in higher educatio

23、n in oregon help address three of oregons most pressing social issues: 1) reduce hunger, 2) enhance k-12 education and 3) bridge the urban-rural divide. an expanding integrated approachtodays work for tomorrow: civic leadership minor interdisciplinary, developmental, 3 colleges / 11 departments form

24、ally involved, community-based, portfolio assessment global cbl: building civil society internationalizing the curriculum at home partnering with institutions abroad global partnerships map (web-based gis) an expanding integrated approach“community-based learning and research strategies connect port

25、land state university to portland, and to communities world-wide. portland state university continues to creatively experiment and guide scores of institutions across the world in this transformative work.” psu president, dan bernstine values“no nobler task than committing ourselves to helping catal

26、yze and lead a national movement to reinvigorate the public purposes and civic mission of higher educationnow and through the next century, our institutions must be vital agents and architects of a flourishing democracy.” (campus compact)presidents fourth of july declaration on the civic responsibility of higher education values“im very proud of the fact that this university has made soc