Students engaging with one another
Learning at Chapman

» Citizenship, Community, Service

Citizenship, Community, Service Learning Outcome:

Citizenship Learning Outcome:

  • Student demonstrates through analysis and/or personal engagement an understanding of the emergence, development, operations, and/or consequences of political systems in the US and/or other countries.
  • Student can identify the rights and responsibilities of citizens and/or leaders as embodied in political, civic, or service organizations.

Community Learning Outcome:

  • Student demonstrates through analysis and/or personal engagement an understanding of the emergence, development, changes and challenges to and, in some cases, destruction of diverse social groups who are marginalized within the context of larger societal environments.
  • Student demonstrates through written, oral, media or other communication process a critical perspective on issues of civil rights, self-representation, participatory politics, and/or similar issues of inclusiveness.

Service Learning Outcome:

  • Student examines the theoretical and/or applied aspects of community service through coursework and/or through active engagement in a service -earning experience and demonstrates:
    • the ability to apply discipline‐specific and/or interdisciplinary knowledge and critical thinking skills to community issues.
    • critical self‐reflection of the student’s own assumptions and values as applied to community issues.
    • knowledge and sensitivity to issues of culture, diversity, and social justice as applied to community engagement. 

Community, Citizenship, Service Courses

Community, Citizenship, Service Evaluation Rubric

Community, Citizenship, Service Assessment Process

Assessment Date: The Community, Citizenship, Service area was assessed in the summer of 2016. The assessment of the student work samples collected resulted in the following action steps.

Action Steps Taken:

  1. Review and clarify the CC learning outcome: either simplify or separate service from community from civic/social engagement, and further define “group affiliations.”
    1. There are three distinct types of courses in this category: traditional classroom courses; courses that incorporate service-learning as an integral part of the course; and internships/individual studies under the advisement of faculty that engage in service with an academic component.
    2. The rubric does not separate these three types.
    3. No assignments were given from internships/individual studies.
  2. We have redesigned the rubric for evaluation of CC student work samples according to the outcome statement and recommend the adoptions of the revised rubric criteria.
  3. Courses for CC should be recertified by the GE Committee or a task force in light of the new rubric and any changes to the learning outcome.
  4. The new rubric criteria should be widely distributed and explained to fulltime and part-time faculty members who teach within this category. Workshops should be held for this purpose.
  5. Overall, the CC Assessment Team recommends that a point person be made available to facilitate continuity among courses and faculty within each GE category.