Developing Engaged Citizens Through the First Year, Interdisciplinary Seminar Jay Barth Pete Gess Todd Tinsley Hendrix College
Hendrix College’s History of Engaged Learning and Civic Engagement Work Your Hendrix Odyssey: Engaging in Active Learning has been an integral part of the Hendrix curriculum since 2005. Through the Odyssey Program, students complete engaged learning projects in at least three different categories as part of their graduation requirements. Students select projects from the following six categories: Artistic Creativity Global Awareness Professional and Leadership Development Service to the World Undergraduate Research Special Projects The Odyssey categories require clear reflection exercises on the part of all students completing projects in them.
The Path to The Engaged Citizen • Western Intellectual Traditions • Journeys • April 2012: Final Faculty Vote for The Engaged Citizen
“The Engaged Citizen: An Interdisciplinary Seminar” • Combines the spirit of Hendrix’s Odyssey Program with the College’s commitment to prepare “its graduates for lives of service and fulfillment in their communities and the world.” • Interdisciplinary and collaboratively taught by dyads of faculty from different disciplines who approach a shared topic from different methodological "ways of knowing.” • Faculty have differing interpretations of what the theme “the engaged citizen” entails. • Some student choice in the selection of their TEC section; a continued focus on smaller seminar settings.
“The Engaged Citizen” (TEC) Learning Goals All dyads share a common set of learning goals adopted by faculty vote: • The ability to comprehend and appreciate a set of complex issues relevant to being engaged citizens. • The ability to make connections between the evidence and methods from two distinct disciplines in order to formulate arguments about engaged citizenship. • The ability to express those arguments clearly in writing and discussion. • The ability to engage in and reflect on experiential learning that connects directly to the classroom experience, preparing the students for vibrant Odyssey experiences later in their Hendrix careers.
TEC Shared Parameters Along with an assumption that students will spend at least 2/3 of their class time in groups of 15 or smaller, there were four shared components, which faculty are free to interpret as they choose: 1) At least one formal writing assignment for each professor 2) An engaged learning activity 3) Reflection upon the engaged learning activity 4) A summative experience during finals week (at the scheduled final time); can be an exam, presentations, group event, etc.
The Engaged Citizen: Assessment
2013 Summer Institute on General Education and Assessment
The ability to comprehend and appreciate a set of complex issues relevant to being engaged citizens. TEC will set the “discern and understand core principles about complex stage for Hendrix issues” related to engaged citizenship. Seniors to … High Achieving Demonstrates a sophisticated understanding of the complexity of elements that contribute to engaged citizenship in a manner that transcends the course itself. Competent Clearly understands the complex array of elements regarding engaged citizenship as relates to the topic of a particular TEC course. Needs Improvement Is able to define some issues relevant to engaged citizenship, but does not fully explore the complexities examined in the course. Unsatisfactory Exhibits understanding of individual elements of engaged citizenship in the context of the course, but from a narrow perspective.
The ability to engage in and reflect on experiential learning that connects directly to the classroom experience, preparing the students for vibrant Odyssey experiences later in their Hendrix careers. TEC will set the “reflect on their studies” and “engage with the world based on their stage for inquiry and deliberation.” Hendrix Seniors to … High Achieving Provides an expansive enumeration of the ways that the experiential learning component puts classroom knowledge into practice and enhances that knowledge, and has already begun to thoughtfully design future experiences based on this introduction. Competent Thoughtfully participates in the engaged learning component of the course and describes how it connects to the classroom experience, and provides evidence of some consideration of future experiences. Needs Participates in the engaged learning component of the course and Improvement describes some connections to the classroom experience, but does not provide evidence of further reflection. Unsatisfactory When prompted, reflects on the experiential learning component of the course, but without connection to the course’s content.
Faculty Assessment of Student Learning Goals Engaged Citizenship 31% 42% 19% 8% 2016 39% 33% 22% 6% 2015 37% 41% 18% 4% 2014 36% 38% 20% 6% 2013 26% 44% 24% 6% Connections… 31% 42% 19% 8% 2016 26% 46% 19% 9% 2015 37% 42% 16% 5% 2014 37% 39% 18% 6% 2013 22% 36% 31% 11% Expression of… 27% 42% 21% 9% 2016 28% 38% 24% 10% 2015 34% 44% 18% 5% 2014 37% 38% 16% 8% 2013 22% 41% 29% 8% Engaged Learning 43% 35% 17% 6% 2016 40% 40% 13% 7% 2015 37% 45% 15% 3% 2014 33% 44% 17% 6% 2013 19% 44% 29% 8% 0% 20% 40% 60% 80% 100% High Achieving Competent Needs Improvement Unsatisfactory
Student Evaluations Part III. INSTRUCTOR EVALUATION: RESPONSE SCALE: [Instructor 1] SA = Strongly agree PEDAGOGICAL STYLE / TEACHING METHODS: A = Tend to agree ______ The instructor displays a clear understanding of course topics. N = Neutral or uncertain ______ The instructor’s teaching methods were appropriate to the course. D = Tend to disagree ______ The instructor used class time effectively. SD = Strongly disagree ______ The instructor presented material clearly, emphasizing major points and their relationships. ______ The assignments given were relevant to the goals of the course. Part I. COURSE EVALUATION: ______ The class atmosphere was conducive to the free exchange of questions and ideas. For this section, please evaluate the course as a whole. ______ The instructor was intellectually stimulating and prompted me to think. ______ The instructor usually was aware of whether or not members of the class were _______ This course increased my awareness of the evidence and methods from two following the lecture or discussion with understanding. distinct disciplines. ______ The course texts were appropriate and contributed to the learning process. _______ This course caused me to make connections between these two distinct ______ Other assignments—films, papers, etc.—were effective instructional tools. disciplines. ______ The instructor explained difficult material in a way I could understand. _______ This course led me to examine the concept of engaged citizenship. _______ Having two professors teach this course enhanced my learning. _______ As a result of this course, I have strengthened my ability to express arguments in writing. The Engaged Citizen Fall 2016 _______ As a result of this course, I have strengthened my ability to express arguments in Part III. INSTRUCTOR EVALUATION: discussion. _______ The experiential learning component had clear goals that related to the theme of [Instructor 2] the engaged citizen. PEDAGOGICAL STYLE / TEACHING METHODS: _______ The experiential learning component connected to the classroom experience. ______ The instructor displays a clear understanding of course topics. _______ The course content led me to explore my future role as an engaged citizen. ______ The instructor’s teaching methods were appropriate to the course. _______ The course content was relevant to my liberal arts education at Hendrix. ______ The instructor used class time effectively. _______ The course content was challenging. ______ The instructor presented material clearly, emphasizing major points and their _______ The course cultivated my abilities and capacities. relationships. _______ Learning goals and grading procedures were clearly explained. ______ The assignments given were relevant to the goals of the course. _______ The assignments required in the course were conducive to my learning. ______ The class atmosphere was conducive to the free exchange of questions and ideas. ______ The instructor was intellectually stimulating and prompted me to think. ______ The instructor usually was aware of whether or not members of the class were following the lecture or discussion with understanding. ______ The course texts were appropriate and contributed to the learning process. ______ Other assignments—films, papers, etc.—were effective instructional tools. ______ The instructor explained difficult material in a way I could understand.
TEC: Engaged Citizenship This course led me to examine the concept of… 74% 12% 2016 73% 9% 2015 73% 10% 2014 79% 6% 2013 56% 19% The experiential learning component had clear… 72% 13% 2016 75% 8% 2015 73% 8% 2014 75% 7% 2013 63% 14% The course content led me to explore my future… 62.1% 17.3% 2016 61% 15% 2015 65% 13% 2014 73% 8% 2013 55% 22% 0% 20% 40% 60% 80% 100% Agree Neutral Disagree
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