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Discussion of Readings

Spring 2014

Discussions of Readings

Service Learning Book Study: Civic Provocations

Thursday, February 13, 12 - 1:30pm
505/506 Rockwell Hall
Facilitator: Matthew Bundick (Education)

Civic Provocations is a collection of short essays (about six pages each) aimed at generating conversations around civic learning within higher education. While book study participants are encouraged to read all the essays, our discussion will focus on the following essays:

  • To Democracy's Detriment: What Is the Current Evidence, and What if We Fail to Act Now?
  • The Eudeamonic and the Civic
  • Civic Engagement, Civic Learning, and Higher Education
  • Civility In and Out of the Academy

"Recognizing the urgent need for colleges and universities to address their civic mission and that of higher education, Civic Provocations features accessible, brief essays that consider dimensions of what ‘centering attention to the civic' might mean and involve." (AACU Description)

The full Civic Provocations monograph is available for free download at:
http://www.aacu.org/bringing_theory/documents/CivicProvocationsmonograph_000.pdf.

Cosponsored by the Office of Service-Learning and the Center for Teaching Excellence

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Using High-Impact Practices to Improve Learning Outcomes for Underserved Students

Tuesday, March 25, 2014
[Date change from Feb. 18, due to inclement weather]
12:00 - 1:15pm
Location: CTE, 20 Chatham Square

Discussion Leaders: Monica Skomo (Pharmacy) and Laurel Willingham-McLain (CTE)

The AAC&U leads ongoing exploration of the role high-impact educational practices play in student learning. Research has shown that high-impact practices-such as learning communities, service-learning, study abroad, internships, capstone courses and research with a faculty member-have an unusually strong impact on learning.

This study uses a mixed-method approach to assess engagement in high-impact practices by underserved student groups, defined here as underrepresented minority, first-generation, and transfer students. The report focuses on "the relationship between students' perceptions of their learning and their cumulative participation in multiple high-impact practices."

Our purpose for discussing this cross-university study is to get a basic understanding of high-impact practices, identify relevant Duquesne examples, and examine the research findings within the Duquesne context.
Participants are expected to access and read the report prior to attending:

Finley, A., & McNair, T. (2013). Assessing underserved students' engagement in high-impact practices. Washington, DC: Association of American Colleges and University (AAC&U).

The reading is available online at www.aacu.org/assessinghips. Introduction to high-impact practices: www.aacu.org/LEAP/hip.cfm.

Cosponsored by the Academic Learning Outcomes Assessment Committee and the Office of Service-Learning.

Register Online