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Education for Personal and Social Responsibility: A Major Focus? Nancy O’Neill , Director of Programs, Office of Education and Institutional Renewal; and Assistant Director, Core Commitments Engaging Departments Institute Thursday, July 9, 2009, Platt Rehearsal Room Session goals

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Education for Personal and Social Responsibility: A Major Focus?

Nancy O’Neill, Director of Programs, Office of Education and Institutional Renewal; and Assistant Director, Core Commitments

Engaging Departments Institute

Thursday, July 9, 2009, Platt Rehearsal Room

session goals
Session goals

Highlight AAC&U’s Core Commitments Initiative and new campus climate data on education for personal and social responsibility

Engage participants in brainstorming ways to strengthen education for personal and social responsibility in the major

Review promising work being done by Core Commitments leadership consortium to make education for personal and social responsibility pervasive, intentional, and transparent

five dimensions of personal and social responsibility
Five dimensions of personal and social responsibility

Striving for Excellence

Cultivating Personal and Academic Integrity

Contributing to a Larger Community

Taking Seriously the Perspectives of Others

Developing Competence in Ethical and Moral Reasoning and Action

guiding philosophy
Guiding philosophy

Student learning is the collective obligation of all individuals and units responsible for the curriculum and co-curriculum

Education for PSR, to be intentionally fostered in all students, should pervade institutional cultures

Higher education institutions have an educational and civic obligation to unapologetically teach for personal and social responsibility

guiding philosophy6
Guiding philosophy

Ethical, civic, and moral development should be closely tied to a substantive vision for student learning in the college years that is shared across constituent groups

The development of personal and social responsibility is cumulative, builds on prior knowledge and experience, and should be assessed along the way

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Different views of the same campus

What do faculty think their institutions should be doing?

What do faculty think they themselves should be doing?

What do students think about faculty members’ role in educating for personal and social responsibility?

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Data

Dialogue

Readings

Collect & share examples of existing departmental efforts

Address resistance and hesitation

How Do You Begin the Conversation with Faculty?

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Do students apply for entry into the major?

Do students have mandatory advising in the major?

Do students have to take an “Intro. to the Major” or theory course?

Do students have to take a methods course?

Do students complete some sort of culminating work?

How Do You Begin to Think about the Major Curriculum?

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Do students apply for entry into the major? (essay, interview)

Do students have mandatory advising in the major? (interview, review of work samples)

Do students have to take an “Intro. to the Major” or theory course? (embedded course assignments that could be assessed across sections)

Do students have to take a methods course? (ethical responsibilities in doing research)

Do students complete some sort of culminating work? (original work or some other demonstration of mastery)

How Will You Know You are Making a Difference?

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Work within existing courses/structures in the major

Minors, certificates, citations, tracks

Entry, midpoint, and culminating assignments/assessments

New courses, sequences

Coordinate with and build on:

general education

the co-curriculum

electives

graduation requirements

Make efforts transparent to students

Things to Consider

iv educating students for personal and social responsibility campus examples
IV. Educating Students for Personal and Social Responsibility: Campus Examples
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Expansion of BGeX, engagement initiatives; “top 25” courses

“BGeXperience,” begun in 2002, involves all first-year students in intensive academic experiences focused on critical thinking about values. Faculty are at work to expand BGeX throughout the four years.

The engagement initiative is helping students to put this training into practice, combining their investigation of values with experience working on projects of importance to the surrounding community.

Analyzing “top 25” enrolled courses to embed PSR

Bowling Green State University

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Faculty development

Faculty development producing Core Commitments content for courses in political science, philosophy, religious studies, engineering, health professions, humanities, religious studies, education, political science, and English.

Involving key faculty figures, such as Dean of Engineering School, who also chairs faculty senate.

PSRI and CAI (Center for Academic Integrity) data showed disparity between student and faculty perceptions about faculty knowledge regarding academic integrity rules, procedures, and processes. Developed course innovation project for faculty to produce an academic ethics/academic integrity (AE/AI) seminar for other faculty.

University of Central Florida

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Majors infusion

Quality Enhancement Plan for SACS reaccreditation focusing on ethics and civic responsibility (ECR), writing, and quantitative literacy

ECR introduced through First Book program and integrated into all first-year experience courses.

Then, all programs identify a minimum of two courses taken by their majors which include significant instruction, reinforcement, or experiential learning in disciplinary aspects of ECR

Every program is developing a required capstone that includes senior-level, discipline-specific ECR competencies

University of Alabama-Birmingham

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Majors infusion

University-wide committee developed rubrics and guidelines for designating ECR courses (one that intentionally instructs students in civic responsibility, the role of diversity, ethical reasoning, and/or contemporary events and issues)

UAB has also developed rubrics and guidelines for designating a course as a program’s capstone. Each capstone includes coverage and assessment of discipline-specific ECR, including professional ethics, the value of diversity in the discipline, and the impact of the discipline on society. Fourteen programs ranging from Theatre and Social Work to Biomedical Engineering and Physics have had capstone courses approved, and four additional applications already await review.

University of Alabama-Birmingham

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PSR-designated courses; faculty fellows

Faculty advisory group assembled for PSR coursework. Developed three PSR course designations along a continuum: the first type is a social justice education course that includes attention to issues of justice and equity; the second type is a service-learning course; and the third type is a community-based research course

Faculty advisory group completed an inventory of current course offerings with PSR focus

Departments identified, recruited, designated, and trained a departmental engaged faculty fellow to focus on PSR curriculum change

St. Mary’s College of California

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Core Commitments Resources, AAC&U Web site:www.aacu.org/core_commitments/resources.cfm

Personal and Social Responsibility Institutional Matrix: www.aacu.org/Core_Commitments/documents/PSR_Institutional_Matrix.pdf

Bowling Green State University: www.bgsu.edu/offices/provost/CoreCommitments/background.html

University of Central Florida: http://ucfcorecommitments.wordpress.com/

University of Alabama at Birmingham: http://main.uab.edu/Sites/DOE/ECR/36599/

St. Mary’s College of California: www.stmarys-ca.edu/lasallian-approach/events-and-programs/walk-the-talk/index.html

Resources