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NEASC Annual Meeting December 4-6, 2013 Philip J. Sisson Provost/VP of Academic and Student Affairs Middlesex Community College [email protected] Measuring Civic Engagement. MCC Fast Facts. Two Campuses – Bedford and Lowell Majors : 75 degree and certificate programs

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NEASC Annual MeetingDecember 4-6, 2013Philip J. SissonProvost/VP of Academic and Student AffairsMiddlesex Community [email protected]

  • Measuring Civic Engagement
mcc fast facts
MCC Fast Facts

Two Campuses – Bedford and Lowell

  • Majors: 75 degree and certificate programs
  • Full-time Faculty: 125
  • Part-time Faculty: 460
  • Average Class Size: 21
  • Total enrollment: 13,267
    • Full-time Enrollment:

(12 credits per semester): 5,307 (44%)

    • Female: 7,651 (58%)
    • Male: 5,616 (42%)
social responsibility rubric
Social Responsibility Rubric

The MCC graduate will demonstrate Social Responsibility within the college community with:

  • Multicultural and Diversity Awareness
  • Student demonstrates involvement with people different from him/herself
  • Student acknowledges the presence of different viewpoints
  • Student recognizes own identity and culture and appreciates other cultures
  • Student articulates impact of a diverse society
  • Ethics, Values and Social Justice
  • Student recognizes injustice and discrimination
  • Student demonstrates the ability to make decisions based on ethical and moral reasoning
  • Citizenship and Civic Engagement
  • Student demonstrates an understanding of the value of citizenship
  • Student recognizes that s/he belongs to a community and demonstrates awareness of the community’s needs
  • Student engages in service to others
  • Student demonstrates understanding of how social change is achieved in a democratic system

The Vision Project – A Public Agenda for Higher Education in Massachusetts

Key Outcomes

  • College Participation

Raising the percentage of high school graduates going to college—and the readiness of these students for college-level work.

  • College Completion

Increasing the percentage of students who complete degree and certificate programs.

  • Student Learning

Achieving higher levels of student learning through better assessment and more extensive use of assessment results.

  • Workforce Alignment

Aligning occupationally oriented degree and certificate programs with the needs of statewide, regional and local employers.

  • Preparing Citizens

Providing students with the knowledge, skills and dispositions to be active, informed citizens.

  • Closing Achievement Gaps

Closing achievement gaps among students from different ethnic, racial and income groups in all areas of educational progress.

  • Research

Conducting research that drives economic development.

Time to Lead: The Need for Excellence in Public Higher Education, September 2012

institutional culture shared responsibility for civic engagement
Institutional Culture/Shared Responsibility for Civic Engagement
  • Committed Leadership – Institution/System
  • Strong Collaboration – Academic and Student Affairs
  • Organizational Structure/Support
  • Use Internal and External Resources
  • Transition from “Inputs” to “Outcomes” Focus
  • On-Going Faculty Development – Assignment Design
  • Shared Commitment to Assessment/Improvement
selected resources references
Selected Resources/References
  • ACPA and NASPA. 2004. Learning Reconsidered: A Campus-Wide Focus on the Student Experience. Washington, DC: ACPA and NASPA.
  • Clayton-Pedersen, Alma R., Sharon Parker, Daryl G. Smith, José F. Moreno, and Daniel Hiroyuki Teraguchi. 2007. Making a Real Difference with Diversity: A Guide to Institutional Change. Washington, DC: Association of American Colleges and Universities.
  • Colby, Anne, Elizabeth Beaumont, Thomas Ehrlich, and Josh Corngold. 2007. Educating for Democracy: Preparing Undergraduates for Responsible Political Engagement. San Francisco, CA: Jossey-Bass.
  • Jacoby, Barbara. 2009. Civic Engagement in Higher Education: Concepts and Practices. San Francisco, CA: Jossey-Bass.
  • Kanter, Martha J., and Carol Geary Schneider. 2013. “Civic Learning and Engagement.” Change: The Magazine of Higher Learning 45 (1): 6–14.
  • Kuh, George D. 2008. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, DC: Association of American Colleges and Universities.
  • NASPA. N.d. “NASPA’s Lead Initiative on Civic Learning and Democratic Engagement.”
  • National Leadership Council for Liberal Education and America’s Promise. 2007. College Learning for the New Global Century. Washington, DC: Association of American Colleges and Universities.
  • National Task Force on Civic Learning and Democratic Engagement. 2012. A Crucible Moment: College Learning and Democracy’s Future. Washington, DC: Association of American Colleges and Universities.

Appendix F

UMass/Lowell - Integrative Learning and Community Engagement Rubric


Appendix H

Appendix B: Massachusetts Civic Learning and Engagement Assessment Framework

(Massachusetts Vision Project Frameworks for Civic Learning)