The course produced no measurable increase in civic engagement or political action, and scores on both were low¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Analyses showed no interaction effects (Fs < 1) and no simple-effect increases in civic engagement or speaking up and acting out. → Schutte et al. 2018
Evidence¶
Schutte et al. 2018¶
Ingrid Schutte, Elanor Kamans, Marca Wolfensberger and Wiel Veugelers. (2018). Effects of an International Undergraduate Honors Course on Awareness of Global Justice. Educ. Sci. 2018, 8, 82. https://doi.org/10.3390/educsci8020082
q2 · i? · causal · r1
Pre-posttest with control group using SFS civic engagement (N participants = 18, N control = 16) and speaking up and acting out (N participants = 18, N control = 16) subscales; the valuing social action subscale was excluded due to low posttest reliability. No effect size was printed.
"With respect to civic engagement and speaking up and acting out the analyses did not show that the course had an impact on these forms of motivation to contribute to a more just world. There were no interaction effects Fs < 1, nor did simple effect analysis indicate an increase in civic engagement or political actions, all Fs < 1."
Discussion¶
Learner Variables¶
- Civic Mindedness — outcome: instruction changes it
Related Claims¶
- Professor-student relationship quality correlates with multiple civic engagement outcomes in both directions — related
- Positive SLAM-student relationship qualities correlate with civic action — related
- Exploration of diversity is associated with all civic competence outcomes in community-based learning courses — related
- Positive relationships with professors, community partners, and peer mentors are associated with increased intention to be civically engaged — related
- A specific civic education subject provides valuable knowledge but is insufficient on its own to develop civic competence — related
- Service-learning students with a SLAM peer mentor scored higher on posttest civic action than non-mentored students, in a non-randomised comparison — related
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