1. CIVIC IDENTITY IN THE REAL WORLD How Multi-Term Undergraduate Civic Engagement Programs Impact Civic Action After College

2. Project Description and Objectives The Public Service Scholars Program, Haas Center for Public Service at Stanford University (one-year model) Citizen Scholars Program, Commonwealth College at the University of Massachusetts-Amherst (two-year model) Public and Community Service Studies major, Providence College (four-year model) Objectives: To identify the long-term impacts of these programs. To determine how these programs influence civic identity and civic action after college. The study focuses on three sustained, developmental, cohort-based service-learning programs offered to undergraduate students:

3. Conceptual Framework Commitment to Fundamental Values Cohort Model Sustained Developmental Approach Multi-Term Curricular Experiences that Develop Civic Identity

4. Sustained Developmental Approach  Persistent Engagement  Continuity and Repetition  Accumulation of Experience  Increasing Complexity Commitment to Fundamental Values Cohort Model S USTAINED D EVELOPMENTAL A PPROACH

5. Commitment to Fundamental Values  Diversity  Social Justice  Active Citizenship  Reflective Practice C OMMITMENT TO F UNDAMENTAL V ALUES Cohort Model Sustained Developmental Approach

6. Cohort Model  Collaboration and Teamwork  Challenge and Support  “Reference Group”  Connection and Community Commitment to Fundamental Values C OHORT M ODEL Sustained Developmental Approach

7. Public Service Scholars Program (PSSP) Haas Center for Public Service Stanford University

8. Public Service Scholars Program (PSSP) Established in 1994 Provides guidance to undergraduate students eager to integrate their public service commitments with their academic coursework and research interests through an honors thesis capstone. Participation in the program is designed to promote civic learning outcomes related to positionality, cultural humility and curiosity, effective communication and cooperation, and public action.

9. Public Service Scholars Program (PSSP) Students participate concurrently in their departmental honors program and a yearlong, credit bearing seminar (Urban Studies 198: Senior Research in Public Service) with their PSSP peers. With assistance from their faculty thesis advisors – and often with input from community partners – students design and implement a research study that meets the standards of academic rigor in their disciplines. Throughout the year, students develop community-based translations of their research – for example, a public service plan and public presentations of their research. http://studentaffairs.stanford.edu/haas/pssp

10. Citizen Scholars Program (CSP) Commonwealth College University of Massachusetts Amherst

11. MISSION: to produce community leaders who have the knowledge, the skills and the vision to be agents of progressive change. CHARACTERISTICS: selective, service-learning based, scholarship supported, open to students from all majors who are also enrolled in the Commonwealth Honors College at UMass. REQUIREMENTS: Five courses – four in sequence plus one elective; Students complete a minimum of 240 hours of public service. Citizen Scholars Program (CSP)

12. CURRICULUM: Four courses in sequence plus one elective in social or political theory. The Required Courses include.  The Good Society – focusing on developing a vision  Tools for Change – an exploration of theory and practice associated with how change gets made.  Public Policy  Community Organizing The last two courses fulfill the capstone requirement for the Honors College and involve developing community based projects in policy and organizing in collaboration with a community based organization. http://www.honors.umass.edu/academics/csl/students/citizenScholars.html

13. Public and Community Service Studies (Feinstein) Program Providence College

14. Public and Community Service Studies (Feinstein) Program Interdisciplinary Academic Major and Minor 11 Core Courses; 3-course Concentration 2 full-year experiences (Practicum, Capstone) First Graduating Class: 1997 Total Number of Graduates to Date: 150

15. Public and Community Service Studies (Feinstein) Program PSP Major: 6 Core Competencies 1. Eloquent Listening 2. Organizational Competencies 3. Cross-Cultural Competencies 4. Values Clarification & Critical Reflection 5. Writing & Public Speaking 6. Specific Issue/Content Competency http://www.providence.edu/Feinstein/

16. Research Questions What are our graduates doing? How do program alumni define their responsibility to and membership in communities? What do program alumni believe and understand about citizenship now that they lead lives outside the college environment? Have program alumni’s civic engagement experiences in college affected their perceptions of themselves as civic actors and their commitment to civic action? If so, which curricular and instructional practices do alumni consider most influential? Are themes and goals of the program still present in graduates’ lives? How have program alumni applied the lessons learned in these programs, and in what ways do they make meaning of those experiences?

17. Research Design: Why Alumni?  3 different programs, similar framework  Interested in impact on civic identity/action over time  Not only “whether,” but how, long-term persistence of articulated program outcomes  Importance of cross-institutional, longitudinal research for this field (HERI, Bonner Scholars)

18. Mixed Methods Sequential Exploratory Design QUAL data collection: interviews QUAL data collection: interviews QUAL data analysis: codes & themes QUAL data analysis: codes & themes survey instrument construction grounded in interview data survey instrument pretest & revision quan data collection: survey instrument administered to all alumni (3+) quan data collection: survey instrument administered to all alumni (3+) quan data analysis: statistical analysis qual data collection: focus groups qual data analysis: codes & themes qual data analysis: codes & themes interpretation of entire analysis

19. Contributions Civic Identity Civic Action Social Justice Reflective Practice Enriching Conceptual Categories Curricular Elements Structural Elements Improving Our Practice Post-graduate identity “Generational” Differences Service Learning Alumni Informing the Field

20. DRAFT: Interview Protocol

21. For Questions, Feedback, or More Information Rick Battistoni, Providence College rickbatt@providence.edu Art Keene, University of Massachusetts Amherst keene@anthro.umass.edu Tania D. Mitchell, Stanford University tanmitch@stanford.edu John Reiff, University of Massachusetts Amherst jreiff@honors.umass.edu Virginia Visconti, Stanford University vav08@stanford.edu Thank You!