2010-2012

"Wagner College_s project focused on the relationships of experiential learning models to student well-being. The research showed that service learning and student well-being are positively related: <ul> <li>Students in LCs with service learning reported higher levels of social, emotional, and psychological well-being than students in LCs with field trips. <li> Students engaged in service learning had higher levels of _faculty-student-site connection_ and higher _experiential learning connection to the RFT_ than students primarily engaged in field trips. Quality service learning experiences reflected a balanced reciprocal relationship between the students, faculty members, and community partners. </ul> <p> Taken together, the ways that faculty members communicated with the community site(s), the ways that students were oriented to the site(s), and the extent to which faculty members accompanied students to the site(s) predicted higher levels of student well-being."</p>

"University of Nebraska-Lincoln (Lincoln, NE) will create a certificate enabling students to connect what they learn from their general education program with key experiences that will develop a life-long habit of civic engagement, improve psychosocial well-being, and contribute to higher retention rates. With the creation of the certificate, UN-L intends to establish a research and evaluation environment around civic engagement that informs curricular and co-curricular program development, enhances understanding of the impact on student learning, civic development, and psychosocial well-being outcomes, and assesses effect of student involvement in the needs of the local, national, and international campus community partners.

<a href="A Civic Engagement Certificate: Promoting Life-Long Habits of Civic Engagement and Student Psychosocial Well-being at the University of Nebraska-Lincoln">University of Nebraska - Lincoln announces their award.</a>"

"Overall, the strategy of the Tisch College of Citizenship and Public Service at Tufts University is to build a campus climate that enhances all Tufts students_ civic engagement and psychosocial well-being through the pervasive _infusion_ of civic engagement themes into all aspects of student_s campus life. The demonstration project at Tufts University gave us the opportunity to investigate the empirical connections among: Tufts programs (curricular, extracurricular, and community-based), undergraduates_ civic engagement, and their psychosocial well-being. The key findings are used as key evidence-base for major strategic changes at Tisch College. These include: 1) students needed to perceive the social change aspects of their engagement; 2) students engage in diverse ways and one type of programming does not fit all needs; 3) the social connections that students form through civic engagement is a key pathway to flourishing; and 4) our programs must address civic opportunity gaps for students of less affluent backgrounds."

"State University of New York College at Cortland (Cortland, NY) will intensify the use of high impact learning practices in the college_s three schools, integrating academic practices with co-curricular activities. The project team will systematically examine the connection between high impact learning practices and student flourishing, including the additive and cumulative effects of such practices, to more fully understand and share with similar institutions effective ways of deepening transformational change through high impact learning."

"Otterbein College (Westerville, OH) plans to institutionalize _The Five Cardinal Experiences_ to provide high impact transformational praxis opportunities for students and faculty; the experiences are innovative, integrated, and community-based and lead to the civic and psychosocial development of students. The Five Cardinal Experiences are operationally defined as: Community Engagement; Scholarly Research and Creative Work; Leadership; Global Engagement; and Internships and Professional Development."

"Georgetown University (Washington, DC) will build on its established curriculum infusion initiative (for teaching to the whole person) to deepen institutionalized knowledge about linkages between psychosocial development and other dimensions of learning. These formalized inquiries will link ongoing assessment of curriculum infusion to other high impact practices (such as civic engagement and undergraduate research and elsewhere in the co-curriculum) as well as to critical sites of learning in practice after graduation; inquiries and findings will be made visible through an annual institute and virtual environment for studying the evidence of engaged learning."

"The BTtoP funding not only enables Wellesley College to gain a richer understanding of wellness, civic engagement and academic engagement, but also provides us with clear definitions for wellness and civic engagement, articulated learning outcomes and assessment tools. Our initial research and findings on wellness helped inform a proposal for a shadow-graded first semester for first-year students and a planning initiative to refine and reshape wellness as a core value at the College. To inform our work with students in and beyond the classroom, we hired a consultant on the theme of campus thriving to review national research and identify practical applications for this framework. After engaging almost 100 students, faculty, and administrators in this consultation, we have many suggestions for future initiatives. As a NASPA Lead Institution for Civic Learning and Democratic Engagement, Wellesley also launched a cross-constituency team to focus on data, learning outcomes and assessment."

"Drawing on the capacity and current assessment strategies of the WSU Center for Civic Engagement, this project will involve an analysis of data collected in surveys of students participating in community service and service learning. Survey data were/will be collected across four semesters and include data from over 950 students. Measures include learning outcomes of civic knowledge/ responsibility and self awareness/ efficacy as well as a variety of forms and conditions of community service. We base our work on social-behavioral models that view civic engagement activities as protective factors for well-being (Jensen & Fraser, 2011), and recognize the importance of programmatic factors (peer mentoring, reflective exercises, project development, etc.) in enhancing the protective value of engagement experiences (Balsano, 2005). We hypothesize that measured variations in programmatic experiences will predict differences in the protective outcomes of self awareness/ efficacy, and civic knowledge/ responsibility. We can utilize these analyses to define the most effective programmatic activities with regard to outcomes, and focus future efforts on those activities."

"This project focuses on civic development and student psychosocial well-being. By enchaining Wartburg College_s civic engagement program, this project will further embed these experiences in the curriculum, specifically our second-year required course on diversity (Inquiry Studies 201: Living in a Diverse World). In the end, the purpose of this project is to create a national model for how colleges and universities can integrate student civic engagement into the second-year core curriculum.

This project will impact nearly every second-year student at Wartburg, a significant cohort of faculty and staff, as well as the Northeast Iowa community. It will ensure that each of these populations understands through experience the power of civic engagement as a tool for student well-being and success. Staff within the Center for Community Engagement, in partnership with Student Life staff (e.g., Counseling Center), will develop and strengthen course-based civic engagement opportunities that meet the intended outcomes of Inquiry Studies 201: Living in a Diverse World, a required second-year course that introduces students to the challenges and opportunities of living in a diverse world. The project will culminate in civic engagement practices becoming embedded in multiple disciplines across campus, as well as within the co-curricular programming in Student Life.

The project will utilize measures in the areas of student flourishing, student well-being, and retention to evaluate the success of the program activities. Furthermore, project leaders will identify and adapt an instrument that will integrate the best of available instruments to develop an instrument that measures that quality of the civic engagement experience."

"During its first decade, Bringing Theory to Practice (BTtoP) has built an extensive community of practice in higher education focused on the benefits of engaged learning for students_ thriving and well-being. Engagement with communities beyond the campus has been at the core of the BTtoP vision. At the end of this decade, higher education is at a turning point, that some have dubbed a Copernican and others a crucible moment. Our proposal takes seriously this turning point by focusing specifically on the education and training of the next generation of public scholars in higher education. We propose a training program for graduate students and new assistant professors across departments and colleges at the University of Wisconsin-Madison. The training will focus on the nuts and bolts of engaged scholarship, that is, how to take seriously the integration of research, teaching, and outreach. Potential also exists through the CIRTL Network to use this model nationally in an online version."

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