All sections of the following courses have been designated as Certified Civic Engagement for the Spring 2015
ANT 37
ANT 39
Soc 31
SOC 32
SOC 33
SOC 35
SOC 36
SOC 38
SOC 39
Additionally PSY 32-06 has also been certified for the Spring 2015
CIVIC ENGAGEMENT CORE COMPETENCIES RUBRIC
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POLITICAL KNOWLEDGE
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CIVIC KNOWLEDGE
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ADVOCACY
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SOCIAL RESPONSIBILITY
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SERVICE
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LEADERSHIP
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DOMAIN
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Demonstrates understanding of how the processes, principles, and structure of governments and political institutions affect individuals in society. |
Demonstrates understanding of how a dominant perspective shapes social authority and patterns of power. |
Demonstrates understanding of needed skill sets and processes to advance group position on a civic topic, and demonstrates capacity to carry out and reflect on public efforts that involve service, public education, and/or policy formulations as a means to influence decision makers. |
Demonstrates understanding of the importance and/or lack of importance for individuals and organizations to behave ethically and with due sensitivity toward social, cultural, economic and environmental issues. |
Demonstrates understanding and/or participation in activities that reinforce a sense of civic identity and continued commitment to public action. |
Demonstrates understanding of how to inspire or facilitate others to build democratic societies and/or the counter perspective. |
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SELECT TWO DOMAINS. FOR EACH DOMAIN YOU CHOOSE, DESCRIBE CONCRETE EXAMPLES (E.G. ACTIVITIES, ASSIGNMENTS, ETC.) FROM YOUR SYLLABUS OF HOW STUDENTS WILL FULFILL THE DOMAIN’S COMPETENCIES.
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CORE COMPETENCIES
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- Student acquires and/or disseminates knowledge relating to political issues.
- Student demonstrates understanding of the need for awareness of the interconnectedness and cumulative benefit of diverse political perspectives.
- Student describes key historical struggles, campaigns, and social movements that sought/seek to achieve the full promise of democracy.
- Student acquires knowledge of relevant political issues affecting local and/or global communities.
- Student participates in a political movement and/or campaign.
- Student listens, discusses, debates with others of different viewpoints on political, social, economic, and cultural issues.*
- Student utilizes media to achieve civic engagement objectives.
- Student engages in activities to improve the community through political venues.
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- Student examines the central principles and historical development of democratic governments.
- Student examines American democracy from a comparative perspective relative to the expressions of ideals and practices in other countries.
- Student examines the philosophy of building coalitions to develop ideas that are greater than the individual through group synergy.
- Student examines the impact of government and political systems on public policy formulation and decision making.
- Student examines democracy-building strategies through research and application.
- Student examines useful strategies to address mutually agreed upon problems on campus and in community, society or the world.
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- Student communicates strategically and effectively in support of a civic endeavor.
- · Student applies information and concepts from previous class lessons to a new perceived unjust situation in order to benefit the oppressed.
- · Student demonstrates the ability to appreciate the perspectives of those with different viewpoints on controversial issues.
- · Student listens, discusses, debates with others of different viewpoints on political, social, economic, and cultural issues.*
- · Student formulates action plan to influence dominant/powerful forces to act in a way that benefits the poor, marginalized, or oppressed.
- · Student identifies social and/or individual problem and creates campaign to draw attention to the situation.
- · Student facilitates constructive dialogue with peers, faculty, and community members.
- · Student engages in meaningful volunteer activity.*
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- Student formulates strategies for action to contribute to the perceived common good of society.
- Student demonstrates understanding of possible consequences for violating unjust rules or laws.
- Student appropriately participates in activities that seek to change unjust rules or laws.
- Student formulates action plans to be defenders of the oppressed, weak, vulnerable, or mother earth.
- Student actively participates in cultural activities or events within local or global community.
- Student demonstrates the relationship between healthy behavior and the accomplishment of long-term professional and/or personal goals.
- Student formulates strategies that promote health and reduction or elimination of risk factors for themselves or others.
- Student recognizes the value of the arts as a means to facilitate civic dialogue and engage diverse constituencies.
- Student engages in meaningful volunteer activity.*
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- Student uses extracurricular activities to improve the community through engagement.
- Student successfully completes Service Learning Course.
- Student identifies the role of spirituality in self and engages in activities that support religious affiliation.
- Student engages in meaningful volunteer activity.*
- Student organizes food, coat, blood drives and the like.
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- Student serves as the catalyst for others to act.
- Student leads projects and activities.
- Student attends leadership skills development activity.
- Student demonstrates organizational skills to effectively run groups, meetings and projects.
- Student facilitates effective involvement from stakeholders.
- Student seeks out leaders of cultural organizations to serve as mentors to groups and/or individuals.
- Student understands the important role of followers.
- Student understands the different approaches to leadership.
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* This example appears in multiple domains.
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Tentative Syllabus Statement
(Developed by Prof. Peter Fiume)
This section of EDC 2100 is a certified civic engagement course
Civic engagement at Kingsborough Community College is defined as acting on our mutual responsibility to care for each other in the college, in our communities, and on our planet. Kingsborough accepts as a fundamental principle that education requires both an acceptance of social responsibility and active participation in meeting the challenges of a modern society. This responsibility is borne out through political activity, community service, engagement in leadership roles, advocacy and becoming informed on issues which relate to social change.
This section of EDC 2100 seeks to meet the requirements of civic engagement certification in a number of ways including, but not limited to, focusing on and/or promoting the development of:
1. (domain) Social responsibility: The demonstrated understanding of the importance and/or lack of importance for individuals and organizations to behave ethically and with due sensitivity toward social, cultural, economic, and environmental issues.
(core competency) Students in this section of EDC 2100 demonstrate their understanding of social responsibility by designing and implementing strategies for action to contribute to the perceived common good of society.
(evidence) Assignments: Reflection assignment exploring relationships among field experiences, personal histories and academic content; develop and carry out lessons/read alouds with small groups of children on social, cultural, and economic themes.
2. (domain) Service: The demonstrated understanding and/or participation in activities that reinforce a sense of civic identity and continued commitment to public action.
(core competency) Students in this section of EDC 2100 demonstrate their understanding of service by successfully completing a service learning assignment.
(evidence) Assignments: Reflection assignment exploring relationships among field experiences, personal histories and academic content; develop and carry out lessons/read alouds with small groups of children on social, cultural, and economic themes.
