Developing a Framework for Civic Engagement Initiatives

As Stephen Covey would say, “begin with the end in mind.” As colleges and universities develop civic engagement initiatives for their campuses, it is important to begin with the framework and outcomes they want students to achieve.  At Seminole State College of Florida, it was important to not only determine learning outcomes but to develop 1) a definition for civic engagement; 2) a developmental model; and 3) an assessment instrument to measure students’ learning and outcomes.

As civic engagement can have many meanings to different people, it was important to develop a common definition for civic engagement. Many times, people think of volunteerism and/or service learning when they hear the term. However, depending on the focus of the program, civic engagement may encompass other aspects including political engagement. After reviewing numerous resources, Seminole State College of Florida decided on the definition by Thomas Ehrlich.

Civic engagement means working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes. (Thomas Ehrlich (Ed.) Civic Responsibility and Higher Education. Phoenix: Oryx Press, 2000)

Based off the definition and since Seminole State College of Florida was in the early stages of developing civic engagement initiatives, we discussed the initial outcomes for students. The College wanted to increase awareness but also further educate students on the specific issues impacting our community. The following learning outcomes were developed:

Increase student awareness of community needs.Educate students on societal impacts on community issues.Develop motivation and skills to make positive difference in communities.Provide opportunities for students to take civic action.

Predominantly through service projects coordinated by our Seminole State Volunteers, students can develop their awareness and knowledge of community issues. Student leaders develop their skills by coordinating volunteer events for the College.

Although not originally intended to be included in the framework, at NASPA’s inaugural Civic Learning & Democratic Engagement Conference, I learned about a civic engagement continuum developed by L. Gorgol through her dissertation. This was a developmental model focusing on citizenship. At one end of the continuum was an individual/passive citizen and at the other end a citizen who was active/collective.  Each level had certain skills, behaviors, and knowledge that defined that role.  Progressively, one started as an Aware Citizen who had knowledge of events and then moved to a Responsible Citizen who obeyed laws, served on juries, and voted. Next one would be an Involved Community Member by volunteering or contributing to the community. Subsequently, one would be a Contributing Citizen if they coordinated service projects and a Social Justice Oriented Citizen would be one who works for change and sees the context for social issues (see diagram on page 156 of dissertation).

This civic engagement continuum connected with the learning outcomes identified but would also allow the College to determine the developmental stages of our students as citizens, which would help with programming and events.  Lastly, the College identified an assessment instrument that incorporated all aspects of the framework. Rather than developing our own instrument, we found the Civic Minded Graduate instrumentdeveloped by professionals at Indiana University-Purdue University Indianapolis. The College received permission to use the instrument which would measure students’ knowledge, skills, dispositions, and behavioral intentions, which aligned with our learning outcomes and definition.

Although Seminole State College of Florida is in early stages of developing comprehensive civic initiatives, the framework provides a direction of what we want to achieve. It also provides an assessment method to collect data to measure not only students’ knowledge but how they can “make a difference in the civic life of our communities.”  Check out Seminole State College's Civic Engagement Model.