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Developing a Model for Service & Civic Engagement

Developing a Model for Service & Civic Engagement. Brian Perry Eastern Kentucky university. BACKGROUND. EKU Civic Engagement Offices Regional Stewardship Service Learning Community Service (Student Life) Community Service 4+ years Variety of Initiatives

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Developing a Model for Service & Civic Engagement

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  1. Developing a Model for Service & Civic Engagement Brian Perry Eastern Kentucky university

  2. BACKGROUND • EKU • Civic Engagement • Offices • Regional Stewardship • Service Learning • Community Service (Student Life) • Community Service • 4+ years • Variety of Initiatives • Local projects, Alternative Break Program, Social Justice Film Series • The ‘Hub’ for active citizenship on campus

  3. THE QUESTION(S) / PROBLEM • What’s our purpose? • Active Citizenship! • How do we know that students are becoming civically engaged? • What is the (theoretical) basis for our programming? • How do we program for students at different levels of engagement? • How do we assess the programs?

  4. THE FOUNDATION: Generational • Broadly • Rise of service-learning in K-12 • In the 20 year period from 1979 to 1999, the number of secondary schools implementing service-learning jumped from 15% to 46% (Spring, Grimm, & Dietz, 2008) • The ‘9-11 Generation’

  5. THE FOUNDATION: Theory • Theory • Swartz’s (1977) model of altruistic helping behaviors • The model has four cognitive and affective phases, comprised of eight steps, through which a person progresses, beginning with a recognition of need and ending with overt behaviors. • Active Citizenship Continuum developed by Breakaway • Shiarella, McCarthy, and Tucker (2000) • Community Service Attitudes Scale (CSAS)

  6. Swartz’s (1977) Model • Phase 1. Activation steps: Perception of a need to respond. • Awareness that others are in need. • Perception that there are Actions that could relive the need. • Recognition of one’s own Ability to do something to provide help. • Feeling a sense ofresponsibility to become involved based on a sense of Connectednesswith the community or the people in need. • Phase 2. Obligation step: Moral obligation to respond. • Feeling a moral obligation to help generated through (a) personal or situational Norms to help and (b) Empathy. • Phase 3. Defense steps: Reassessment of potential responses. • Assessment of (a) Costs and (b) probable outcomes (Benefits) of helping • Reassessment and redefinition of the situation by denial of the reality and Seriousness of the need and the responsibility to respond. • Phase 4. Response step: Engage in helping behavior. • Intentionto engage in community service or not.

  7. Active Citizenship Continuum

  8. THE MODEL

  9. LEVEL 1 Programming • Programming at this level is aimed at getting students involved and interested in civic engagement and social issues, possibly for the first time.

  10. LEVEL 1 Programming con’t • Opportunities to learn: • about needs in the community • why civic engagement is necessary in meeting these needs • that actions can meet those needs • that their actions can, in fact, help • a sense of responsibility to become involved based on a sense of connectedness with the community or those in need. • Examples: • Volunteer Fair • Episodic service projects • Philanthropy drives • Educational events • National Days of Service

  11. LEVEL 2 Programming Programming at this level is aimed at educating regular volunteers about social issues. It’s programming that pushes participants to ask why a service is needed, what are the root causes.

  12. LEVEL 2 Programming Con’t • Opportunities to become more involved in service projects. • On-going projects • Developing relationships with community partners • Opportunities to take on leadership roles • Examples: • Alternative Breaks (as participants) • Social Justice Film Series • Speakers/Panel Discussions • Service Council

  13. LEVEL 3 Programming Programming at this level is targeted at socially active students that are beginning to make civic engagement a priority expressed through their values and life choices. Leadership development is a high priority.

  14. LEVEL 3 Programming Con’t • Opportunities to: • become a leader on campus • engage other students in service; leading by example • learn how individual choices impact the world around them • learn how to make socially responsible choices in their daily lives • Examples: • Alternative Break Citizenship schools • Community Service Intern • Alt Break Site Leaders • Alternative Break Board

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