Integrating Civic Learning Into Your Course

In this module, faculty learn how to design assignments that incorporate civic knowledge, skills, and values and teach students to strategically use research to solve local problems, share their findings with the community, and develop their civic values.

To satisfy the module requirements, practicing faculty must create a civic learning assignment for one of their courses.

This module is one of six modules under ACUE’s unit on Using Active Learning Techniques.

Advising Subject Matter Experts

Kristin Webster
Assistant Professor of Mathematics
California State University, Los Angeles

Michael Willard
Faculty Director of Service Leaning
Office for Engagement, Service, and the Public Good
California State University, Los Angeles

Module References

Association of American Colleges and Universities. (n.d.). Problem solving VALUE rubric. Retrieved from http://www.aacu.org/

Astin, A. W., Astin, H. S., & Lindholm, J. A. (2011). Cultivating the spirit: How college can enhance students’ inner lives. San Francisco, CA: Jossey-Bass.

Boyte, H. C. (2015). Democracy’s education: Public work, citizenship, & the future of colleges and universities. Nashville, TN: Vanderbilt University Press.

Brammer, L., Dumlao, R., Falk, A., Hollander, E., Knutson, E., Poehnert, J., . . . Werner, V. (2012). Core competencies in civic engagement. Retrieved from http://scholarworks.merrimack.edu/

Colby, A., Ehrlich, T., Beaumont, E., & Stephens, J. (2010). Educating citizens: Preparing America’s undergraduates for lives of moral and civic responsibility. San Francisco, CA: Jossey-Bass.

Dewey, J. (1933). Experience and education. New York, NY: Macmillan.

Dostilio, L. D., Conti, N., Kronk, R., Weideman, Y. L., Woodley, S. K., & Trun, N. (2013). Civic learning through public scholarship: Coherence among diverse disciplines. Journal of Public Scholarship in Higher Education, 3, 43–65.

Finley, A. (2012, January). A brief review of the evidence on civic learning in higher education. Paper presented at the annual meeting of the Association of American Colleges and Universities, Washington, DC. Retrieved from http://www.aacu.org/

Huber, B. J. (2010). Does participation in multiple high impact practices affect student success at Cal State Northridge?: Some preliminary insights. California State University, Northridge, Office of Institutional Research. Retrieved from http://www.calstate.edu/

Jansen, T., Chioncel, N., & Dekkers, H. (2006). Social cohesion and integration: Learning active citizenship. British Journal of Sociology of Education, 27, 189–205.

Kadesch, R. R. (1996). Problem solving across the disciplines. New York, NY: Prentice Hall.

Kahne, J., Middaugh, E., & Allen, D. (2013). Youth, new media, and the rise of participatory politics (Working Papers #1). Retrieved from http://ypp.dmlcentral.net/

Kinzie, J., & Stevens, M. (2013, June). Service-learning and beyond: Civic learning impact, implications, and more [PowerPoint slides]. Presentation from the NASPA Civic Learning & Democratic Engagement Meeting, Philadelphia, PA. Retrieved from http://cpr.indiana.edu/

Kirlin, M. (2003). The role of civic skills in fostering civic engagement (CIRCLE Working Paper 06). Retrieved from http://www.civicyouth.org/

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Upper Saddle River, NJ: Pearson FT Press.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.

National Survey of Student Engagement. (2012). Promoting student learning and institutional improvement: Lessons from NSSE at 13. Bloomington, IN: Indiana University Center for Postsecondary Research. Retrieved from http://nsse.iub.edu/

Rubin, B. C. (2011). Making citizens: Transforming civic learning for diverse social studies classrooms. New York, NY: Routledge.

Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., D’Mello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107, 559–580.