Left to Their Own Devices: A Student-Centered Approach to Civic Engagement

Scholars have suggested that civic engagement in the United States is declining and some have argued that institutions of higher education are responsible for the fostering of civic engagement through efforts such as service learning. These opportunities may be created either through a top-down appr...

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Bibliographic Details
Published in:	Journal of political science education 2019-10, Vol.15 (4), p.474-497
Main Author:	Hellwege, Julia Marin
Format:	Article
Language:	eng
Subjects:	Behavioral Objectives Citizen Participation civic engagement Community service Cooperative Learning Creativity Higher education Instructional Effectiveness Internet Introductory Courses Learner Engagement Learning Personal Autonomy Political participation Public Administration Education Service Learning small groups Student Attitudes Student Centered Learning Student Projects Students Supervision undergraduate education Undergraduate Students
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Summary:	Scholars have suggested that civic engagement in the United States is declining and some have argued that institutions of higher education are responsible for the fostering of civic engagement through efforts such as service learning. These opportunities may be created either through a top-down approach with student assignment to specific groups and activities, or a more unrestricted approach allowing individual activities with experience reports. As an instructor of an American Government course, I sought to examine the effects of a student-directed, group approach on students' assignment evaluation. This article offers an approach to student civic engagement activities under minimal supervision. Students were offered class time, provided access to an online discussion forum, and instruction to utilize America: The Owner's Manual (Graham 2009). Finally, students were given the direction to "collectively decide on a project in the spirit of 'community service'". Evaluation of the learning objectives relies on feedback through regular progress reports, presentation of results, and a survey of students' evaluation of the project.
ISSN:	1551-2169 1551-2177