3f: 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, 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 Expert(s)
Association of American Colleges and Universities. (n.d.). Problem solving VALUE rubric. Retrieved from http://www.aacu.org/
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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.
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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/
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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/
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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.