Civic Engagement

Information about Civic Engagement

Published on January 7, 2008

Author: Edolf

Source: authorstream.com

Content

Civic Engagement as Strategy for Student Success :  Civic Engagement as Strategy for Student Success M3C Fellows Program M3C: An AmeriCorps Program:  M3C: An AmeriCorps Program A Brief History of AmeriCorps:  A Brief History of AmeriCorps In 1963, President John F. Kennedy spoke of a domestic volunteer program modeled after the newly established Peace Corps. The next year, President Lyndon B. Johnson declared a “war on poverty” and signed the Economic Opportunity Act of 1964. The Act created Volunteers in Service To America (VISTA) and fulfilled President Kennedy’s dream. Slide4:  In 1993, Congress enacted the National and Community Service Trust Act, creating the Corporation for National and Community Service. President Clinton signed the legislation soon after, and AmeriCorps was launched the following year. AmeriCorps *State, AmeriCorps *National Direct, and AmeriCorps *VISTA were all inclusive under the AmeriCorps umbrella. Where We Are Today:  Where We Are Today In response to the September 11, 2001 attacks in New York and Washington, D.C. President Bush called upon every American to commit at least two years of their lives to the service of others. USA Freedom Corps was created to fill this service and includes: AmeriCorps, Peace Corps, Senior Corps, Learn and Serve America, Citizen Corps, and nationwide local volunteer opportunities. Over 350,000 members have served since 1993. Slide6:  Structure of National Service What is the M3C Fellows Program?:  What is the M3C Fellows Program? Students who complete 300 hours of community service and a series of civic engagement online learning modules receive a $1000 education award at the end of one year Nine State Campus Compacts are a part of the M3C Fellows program: Iowa Kansas Missouri Illinois Michigan Ohio Indiana Minnesota Wisconsin In total, 600 students at 50 different campuses across the Midwest participated in the program. Structure of M3C Program:  Structure of M3C Program Regional M3C Coordinator WiCC: UW-Parkside State Network Office Campus Compact M3C Coordinator Campus Fellowship Coordinator (CFC) Campus Fellowship Coordinator (CFC) Campus Fellowship Coordinator (CFC) Fellow Fellow Fellow Fellow Fellow Fellow Fellow Fellow Fellow Fellow Fellow Elements of the Program:  Elements of the Program MAIN GOAL: to work with students to create opportunities for networking with peers, help alleviate some of the financial burden of higher education, and build bridges between the colleges and universities and the communities that surround them. Targets low-income students Cohorts of 7 Online Civic Learning Modules Recruit other volunteers Federal Work-Study Inquiry Project* Purpose of the M3C:  Purpose of the M3C Address Affordability Increase Civic Engagement Increase Retention Rates Projected 3% increase compared to Pell Grant recipients M3C In Minnesota:  M3C In Minnesota University of Minnesota, Twin Cities University of Minnesota, Crookston Minnesota State University, Mankato St. Cloud Technical College Currently, there are 46 MN Fellows in the program Slide12:  “The M3C Fellows Program does more than increase retention results; it builds civically minded leaders who contribute to the campus and will continue to contribute in the future.” M3C Fellows Coordinator Exploring Institutional Culture: Inquiry Projects:  Exploring Institutional Culture: Inquiry Projects Surveys Self-reflection Discussion Groups Interviews Collaborating with high school classes M3C Retention Variables Model :  M3C Retention Variables Model University of Minnesota - Twin Cities Campus Jean Strommer, Ph.D. M3C Fellows Coordinator Tracy Blackmon, M3C Fellow Jessica Niemi, M3C Fellow Slide15:  A University student development model emerged from the M3C Inquiry Project. The model visualizes the convergence of academic success, career maturity, financial realism and social adjustment as variables of retention. Original Communities:  Original Communities K-12 Sites Families Slide17:  Original community includes family, ethnicity, socio-economic status, language, geographic location, political orientation, gender, career identity and spirituality. Civic engagement in outside communities resembling the student’s original community has a positive impact on student development and retention. Slide18:  K-12 sites include the Twin Cities schools and after-school tutorial sites located in ethnically diverse communities. Slide19:  Upon separation from original community, civic engagement within a University program is key to success in the University community, by providing a job site where being ethnically diverse is a positive factor in success. University students and the community sites, sharing similar backgrounds, languages and experiences are able to make effective connections. 2005-6 Fellows Ethnicity :  2005-6 Fellows Ethnicity 68% African American 16% Asian 16% Latino University Community:  University Community University Student M3C Fellow Slide22:  University community implies the University structure, services, surrounding communities and their links to the University. The Multicultural Center for Academic Excellence (MCAE) provides full support through academic, cultural programming and University & community involvement for the M3C Fellows. Slide23:  University students: 1) separate from home, adjust to a new geographic location, dorm or apartment living; 2) develop new student behaviors, study and test taking skills, time management; 3) take responsibility for financial management, job duties/training in Family Literacy/Am READS and M3C Fellows, health maintenance, independent decision making, and emotional well-being. Slide24:  Original Communities University Community Retention Variables :  Retention Variables Civic Engagement Academic Success Career Maturity Financial Realism Social Adjustment Original Communities University Community Slide26:  Civic engagement enables students to move beyond the University community and original community to career maturity, academic success, financial realism and social adjustment. They are given “doable” action-oriented tasks in M3C, which support retention. Doable Tasks :  Doable Tasks Reflection through Inquiry Project Job Skills & Training in Family Literacy/AM READS Peer support through M3C bi-weekly reflection & training sessions. MCAE Multicultural Center for Academic Excellence involvement in academic support services, advising, cultural events, opportunities to get involved. Slide28:  Social Adjustment is viewed from a new perspective as early experiences are reprocessed through: New cultural information New relationships both positive and negative with University faculty/staff, mentors, employers and peers New citizenship experiences *Successful reincorporating with the original community is key. Slide29:  Career Maturity develops as students' external career influencers, messages from family, and high school are reprocessed with new career information, University Departments, faculty/staff relationships, internal career influencers, mentor relationships and role models. *Successful reincorporating with the original community in job role at community site is key. Slide30:  Academic Success is a key factor in retention. The message “I belong at this University” is communicated through grades. Pursuing a particular career path may be contingent on grades received in the first year. *Successful reincorporating with the original community and balancing work life and academics is key. Slide31:  Financial Realism is a key factor in retention. The experience of understanding and managing the cost of college may be a deciding factor in retention. The M3C Education Award and work study funds allow the student to develop new financial resources within the college experience. *Successful reincorporating with the original community through working in the community is key. Slide32:  M3C Fellows Program is an effective retention strategy for first generation students of ethnically diverse backgrounds at the University of Minnesota-Twin Cities, providing the University and community support needed to counter a critical instability as they integrate the person they are with who they are becoming. Strategies for Success:  Strategies for Success Support System Getting off campus Campus Community connections Transitional/first year courses Campus Services Slide34:  “All students in [the inquiry project] felt that the key to being successful was utilizing on-campus activities such as tutor centers, libraries, student organizations, and student groups. Each student felt that by being active in these things they were able to make new connections to helpful staff, make new friends, and accomplish things outside of the classroom.” MSU Mankato M3C Coordinator Challenges to Persistence:  Challenges to Persistence Pressure to be successful Fear/inability to ask the right questions Frustration Unable to transition from high school to college Not being involved Not the right fit Slide36:  “No one holds your hand here. It was a rude awakening.” U of M, Twin Cities M3C Fellow New Solutions:  New Solutions Preparedness in high school Faculty more involved More involvement in campus activities Housing requirements Getting student’s voices heard Slide38:  “This inquiry activity helped them to see themselves as successful.” U of M, Twin Cities M3C Coordinator Applying the M3C Model to Your Campus:  Applying the M3C Model to Your Campus Cohort model into existing programs Student-led inquiry project Linking to curriculum

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