1. Utilizing Reflective Judgment to Develop Civic Engagement Programs at Stephen F. Austin State University Michael Preston Director of Student Affairs Stephen F. Austin State University

2. Introduction American democracy has its roots in developing civic engagement in its citizens. Historic efforts to enfranchise underrepresented groups: Women Minority Groups College students Since the ratification of the 26th Amendment fewer and fewer college students participate in civic engagement activities each year including Stephen F. Austin SFASU has tried to reverse the decline in student civic engagement. How can we encourage civic engagement among our students? Why do our students become civically engaged in the first place?

3. Learning Outcomes and Assumptions As a result of participation in SFA Civic Engagement programs the student will: o Be able to identify the key ingredients of a civically engaged student. o Have access to these engagement activities. o Be able to reflect upon why they choose to engage. o Understand further how engagement makes them a better citizen and student. o Establish a an understanding of a personal civic engagement ethic.

4. Purposes of the Study The purpose of this study was to determine if students practice self reflection in their decisions to participate in a civic engagement activity. This study will: 1.Determine, through individual interviews, if there is a connection between the act of civic engagement and personal civic engagement as a self-reflective practice. 2.Compile a list of the barriers students face in the development of their personal civic engagement. 3.Determine if students have a concept of civic engagement and its importance on a personal, developmental level.

5. Research Questions The following questions will form the core of this study: 1. What civic engagement activities do students find personally meaningful? 2. Do students connect their civic engagement activities with a personal political perspective? 3. Can students identify moments when they displayed civic engagement? 4. What barriers or issues disrupt a student from reflecting on his/her civic engagement? 5. When students do engage and reflect, what triggers that connection? 6. How do students view the political process and their influence on it? 7. Are there some non-traditional ways students exhibit civic engagement?

6. The Study 126 SFA students completed the CIRCLE Civic Engagement Quiz 67 were found to be civically engaged in at least one outcome area. 24 were found to be fully civically in both engagement factors 16 students were selected to complete a one on one interview. The interview consisted of 19 open ended questions. Answers were scored using King and Kitchener’s Reflective Judgment Model.

7. Outcomes Every student who completed the survey had participated in at least one of the engagement activities. Students who had reported voting as their primary activity were less likely to engage in other activity areas. Student who had reported volunteer or service activities were less likely to have also voted. Every student who was classified as engaged had voted or participated in political activities. 22 of 24 students who qualified as engaged were regular newspaper readers.

8. What were some of the perspectives Students who volunteered as their primary activity felt that engagement in politics did not either reflect their personal views or had no connection with being civically engaged. Politically active students mentioned they liked the competition and engagement of politics but, in the end, their vote was of little consequence. Most students (18) felt that politicians in either party do not represent their personal politics and are interested in just getting elected again. 16 of the students mentioned they felt “adults” never really discussed or informed them about a need to be politically active. 18 of the students mentioned they came from a family where politics and civic engagement were of importance.

9. Outcomes 1. The development of a student / faculty civic engagement panel to develop civic engagement programs. 2. Hosting early voting on the SFA Campus. 3. SGA designed a constitution week and connected it to campus freedoms and responsibilities. 4. SGA is developing a citizenship and honor code for students. 5. SFA invited all political candidates to campus from all major parties to increase interest. 6. SFA hired a full time volunteerism coordinator and appointed a graduate assistant to facilitate civic engagement. 7. Service Learning advisory committee and development of mini-grants. 8. Week of reflection and reflection opportunities at each engagement event.

10. What’s Next? Assessment, Assessment, Assessment!!

11. Thanks for your time!