Civic and Global Responsibility Shared Competency

Teaching Civic Engagement Globally provides a wide range of pedagogical tools to help the current generation learn to effectively navigate debates and lead changes in local, national, and global politics. Contributors discuss key theoretical discussions and challenges regarding global civic engagement education, highlight successful evidence-based pedagogical approaches, and review effective ways to reach across disciplines and the global education community. Most importantly, the book provides tangible steps to link democratic education research with action that reflects contemporary global circumstances. This links to a PDF of the publication from the American Political Science Association.

Teaching Civic Engagement Across the Disciplines evaluates the goals, challenges, and rewards of integrating civic education into the curriculum, highlighting best practices across disciplines and campuses. The book gathers a diverse group of contributors who approach civic engagement education from multiple disciplines and perspectives and explains how campuses can promote high quality education for civic engagement, providing a wealth of examples of successful practices, techniques, and assessment strategies. The first section lays a foundation for successful civic engagement education, discussing the optimum classroom and campus environment, the government's role in civic education, and the history of civic education, particularly in political science. The next section explores the purpose and practice of civic education as and the importance of integrating such education across the disciplines, including the arts, engineering, and general education. Finally, the last section moves beyond the classroom to explore additional ways to expand civic engagement across the disciplines and throughout campus life. The chapters argue that politics effects every person and profession; therefore, educating students of all disciplines will prepare them to successful engage in their communities throughout their lives and careers. This links to a PDF of the publication from the American Political Science Association.

This book outlines how undergraduate students engage with civic and community projects and how this can be encouraged by their universities. It also explores how universities can build on this involvement and develop undergraduates' civic and democratic capacities, including programmatic strategies and conceptual frameworks for understanding the students' activities. As higher education across the globe experiences increasing student numbers it is important to understand how students engage with civic and community service. 

Developing the Global Student addresses the question of how students of higher education can emerge from their university life better equipped to dwell more effectively, ethically, and comfortably amidst the turmoils of a globalizing world, from a number of theoretical perspectives, illustrating the nature of the personal and educational challenges facing the individual student and the teaching professional. The book examines: the implications of a globally interconnected world and individual biographies for the design of the curriculum; a holistic view of learning in the context of the need to develop the global self; what the impact on non-academic practice will be if universities as institutions are to enable these changes; and ways in which the broader student community can transform to offer an experience which is more supportive of the development of global selves.

The book argues that rigorous research is essential to improving the quality of ISL's implementation and delivery, and providing the evidence that will lead to wider support and adoption by the academy, funders, and partners. It is intended for both practitioners and scholars, providing guidance and commentary on good practice. The volume provides an analysis of and understanding of why and under what conditions ISL is an effective pedagogy. Individual chapters discuss conceptual frameworks, research design issues, and measurement strategies related to student learning outcomes; the importance of ISL course and program design; the need for faculty development activities to familiarize faculty with the component pedagogical strategies; the need for resources and collaboration across campus units to develop institutional capacity for ISL; and the role that community constituencies should assume as co-creators of the curriculum, co-educators in the delivery of the curriculum, and co-investigators in the evaluation of and study of ISL.

At this time of a renewed call for colleges and universities to create campus cultures that support and develop students' understanding and commitment to civic participation, what is known about the design of service learning courses and their effectiveness to achieve this goal? This volume presents research on--and deepens understanding of--teaching strategies that foster the knowledge, skills and dispositions of college graduates to be actively engaged in their communities as citizens and civic-minded professionals. The first section offers an overview of civic learning and the importance of intentional service learning course design to reach civic outcomes. The next section employs various disciplinary perspectives to identify theories and conceptual frameworks for conducting research on student civic outcomes. The third section focuses on research methods and designs to improve research using quantitative and qualitative approaches, cross-institutional research strategies, longitudinal designs, authentic data, and local and national data sets. Chapters also address implications for practice and future research agendas for scholars.

The SAGE Encyclopedia of Intercultural Competence is an authoritative and rigorous source on intercultural competence and related issues.

Service learning has become an institutionalized practice in higher education. Students are sent out to disadvantaged communities to paint, tutor, feed, and help organize communities. But while the students gain from their experiences, the contributors to "The Unheard Voices" ask, Does the community? This volume explores the impact of service learning on a community, and considers the unequal relationship between the community and the academy. Using eye-opening interviews with community-organization staff members, "The Unheard Voices" challenges assumptions about the effectiveness of service learning. Chapters offer strong critiques of service learning practices from the lack of adequate training and supervision, to problems of communication and issues of diversity. The book's conclusion offers ways to improve service learning so that future endeavors can be better at meeting the needs of the communities and the students who work in them.