A Survey of Civic Engagement Education in Introductory Canadian Politics Courses

Autor/inn/en	Bell, Stephanie; Lewis, J. P.
Titel	A Survey of Civic Engagement Education in Introductory Canadian Politics Courses
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 6 (2015) 1, Artikel 2 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-2902
DOI	10.5206/cjsotl-rcacea.2015.1.2
Schlagwörter	Citizen Participation; Course Descriptions; Assignments; Curriculum; Educational Change; Voting; National Surveys; Political Science; Teacher Attitudes; Outcomes of Education; Audiences; Conflict; College Faculty; Higher Education; Educational Objectives; Foreign Countries; Introductory Courses; Teacher Characteristics; Student Evaluation; Attendance; Research Papers (Students); Student Participation; Essays; Undergraduate Students; Canada + Suchen Sie Ihr Suchwort? 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Kursstrukturplan; Assignment; Auftrag; Zuweisung; Curricula; Lehrplan; Rahmenplan; Bildungsreform; Abstimmung; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Lehrerverhalten; Lernleistung; Schulerfolg; Spectator; Zuschauer; Konflikt; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Einführungskurs; Schulnote; Studentische Bewertung; Anwesenheit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Essay; Aufsatzunterricht; Kanada
Abstract	In recent years, the pressure for educators to cultivate civic participation among Canada's apathetic youth voters has been mounting. Between 1998 and 2007, a national wave of curriculum reform introducing or enhancing civic engagement education occurred at the secondary level. In this study, we explore the role and place of civic engagement in the Canadian university curriculum. We have chosen to focus on curriculum in political science programs because calls to increase civic engagement originated with the goal of increasing participation in voting by young people, and because civic engagement is widely espoused as a central value in the discipline of political science. We report the findings of a national survey of politics instructors and their course syllabi regarding civic engagement as an intended learning outcome. Our analysis of the survey data involved a comparison of instructor responses with the assessment activities identified on their course syllabi. By analyzing the real and imagined audience(s) and purpose(s) of course assignments, we find that students are required to complete assignments that situate them within academic contexts involving academic purposes and audiences. The apparent conflict between civic education outcomes and academic assessment tasks relates to broader conversations about the purposes of political science education and higher education in general. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01