Wednesday, April 16, 2014

Resources

The impact of civic mentoring on student development of civic-mindedness

Kristin Norris, Assessment Specialist, Indiana University-Purdue University Indianapolis
Higher education institutions are being asked to produce civic-minded graduates. First, we need to better understand how one becomes civic-minded. This study explored the impact of student-faculty interactions (civic mentoring) on students in a service-based scholarship program. Using the Closeness of Relationship theory and the Civic-Minded Graduate model, results indicate the nature of interactions, closeness, and the civic-mindedness of the mentor matter.

Presentation Details:
The purpose of this study was to examine the role of civic mentoring relationships on the development of student civic-mindedness. Study participants were members of a service-based scholarship program at IUPUI; approximately half were members of the Service Learning Assistant program whereby a faculty/staff mentor selects and mentors a student throughout the program. Research on the Boner Scholars Program, a similar service-based scholarship program, indicate faculty interaction is important (Richard, Keen, Hatcher, Pease, 2011). Research on student-faculty interactions while in college has proven to have an impact on a number of student outcomes: student retention (Pascarella & Terenzini, 1979), academic gains (Astin & Sax, 1998; Furco, Huesman, Jones-White, & Soria, 2011), an increased level of citizenship after graduation (Astin & Sax, 1998; Richard, Keen, Hatcher, Beane, & Pease, 2011), and enhance life skills (Astin & Sax, 1998). However, this study was the first to explore the nature of student-faculty interactions on civic-mindedness.     The presentation will include a brief overview of the literature, the methodology used including the sample population, then present the research findings and implications. Participants will come away with a better understanding of specific program design elements and their effect on student development of civic-mindedness. In addition, assessment tools will be presented so that participants can begin to research student development of civic-mindedness on their campus, which will be tied into the upcoming Carnegie Classification for Community Engagement application.

Learning Outcomes:

  • Understand various tools that could be used to assess civic-mindedness
  • Understand how specific program design elements impact student development of civic-mindedness, primarily the role of faculty mentoring.
  • Learn more about service-based scholarship programs.

Intended Audience: Community Service Coordinators, Faculty teaching SL courses, Campus administrators supporting campus civic engagement

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Indiana Campus Compact is grateful to Lilly Endowment Inc. for significant funding in support of programs, training,and resources for our member campuses that allow them to deepen their commitment to community engagement and service-learning.