S UPPORT & C HALLENGE D EVELOPMENTAL F RAMEWORK Track 1: Faculty/Staff Mentor Hours Track 2: On-Campus Site Hours* Track 3: Mentor & On-Campus Site Hours *Track 2 will be offered in academic year CIVIC LEARNING in JUDICIAL AFFAIRS: Impacting Students One At A Time Wendy Young Jilliam Joe Student Demographic Information (Pre-Program Participation) * 72% Alcohol or Drug Violations 82% Freshman or Sophomore Status 27% Never Participated in Community Service What Students with No Engagement Are Saying At Intake What Potential Transfer Students Are Saying At Intake… “What do I do in my free time? I hang out with my friends and play video games. I thought about joining a club, but have just never done it…I don’t really know why. I like sports - - I played in high school, just haven’t done anything at JMU.” “Yeah, I know, this is my last chance before I’m kicked out of school. No, I’m not really going to any clubs here. I know I need to get my act together so I can stay at JMU; I like it here. I’ve been hanging out with friends and partying a lot - - I don’t really have friends outside of ones that like to party. I don’t really know what I want to do when I leave JMU - - I haven’t decided on a major yet.” “I really don’t feel like I’m going to stay at JMU next year. I don’t feel like I fit in here. I haven’t really joined any organizations because I’ve been focusing on my academics. I don’t get along with my roommate. I’m upset that there is nobody like me at JMU. I miss home.” Theory-Based Program Design Astin's Involvement Theory 1 By offering opportunities for positive student - faculty interactions we believe that developmental characteristics that have been linked to positive academic and social outcomes (e.g., sense of belonging) will improve. Knefelkamp and Widick’s Developmental Instruction (DI) model 1 Broadly speaking, the civic learning program challenges students to complete a certain number of civic learning hours within a structured and diverse on- campus setting. The program then supports the student with a mentor throughout the process to help make connections between the experiences and the student’s own personal growth (outcomes). “[My mentor] helped me to see that there is way more to the college experience than going out and partying. Before my trip to the hospital, all I wanted to do was party. I didn’t want to go to any JMU events…now I’m more worried that I am going to miss out on a cool show going on here at campus.” *Based on data collection (N ≈ 40) Building Partnerships  Residence Life  University Health Center  Office of Sexual Assault Prevention  Women’s Resource Center  University Recreation  Career & Academic Planning  Disability Services  LBGTA Programs  Center of Multicultural Student Services  Conference Services  University Program Board  Financial Aid  Academic Units (e.g., Communication, Kinesiology) Student-Centered Program Goals 2 Program-wide Goals Goal 1 : Students will increase their self knowledge & understand how their personal actions impact and influence the university community. Goal 2 : Students will increase their level of connection and/or belonging to the university. Goal 3 : Students will increase their level of civic engagement within the university community. Goal 4 : Students will demonstrate an increased motivation to change behavior patterns that could lead to a judicial violation. Mentor Goals Goal 1 : Students will demonstrate increased self awareness, including a sense of purpose and its relation to future goals. Goal 2 : Students will recognize involvement opportunities or services which may facilitate their ability to reach their identified goals. Goal 3 : Students will increase involvement at JMU in order to reach their mission & goals. Site Goals Goal 1: Students will develop an understanding of JMU administrative & supportive office structure. Goal 2: Students will increase their self awareness and understanding of their value and personal role within the JMU community. Student-Centered Outcomes Assessment Developmental Outcome University Sense of Belonging – 2007 results indicate that students (N=36) had significantly higher levels of perceived belonging to the university post participation ( ) than pre participation ( ); the mean difference was statistically significant at p <.001 and d=.62. Behavioral Outcome Performance-based Assessment (PA) --Student Reflection Papers, Tasks, & Scoring Rubric Fall 2007-Spring 2008 rubric development, rater training, and pilot year. Major revisions made to PA based on Fall 2007 pilot. 1 Evans, N.J., Forney, D.S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass. 2 There are 15 objectives associated with program-wide goals; 3 objectives associated with site goals; and 4 objectives associated with mentor goals. 3 Freeman, T.M. & Anderman, L.H. (2003, April). Professor caring and social acceptance as predictors of college freshmen’s sense of university belonging. Paper presented at the annual conference of the American Educational Research Association. Chicago, Il. What Students with Repeat Offenses Are Saying At Intake… Changing Paradigms