Use the Stokamer taxonomy of course and syllabus change to revise syllabi for civic competence integration¶

Strategy · All strategies
Evidence · no claims cited

Description¶

A practical rubric adapted from Kitano (1997) for revising syllabi to catalyze civic competence. The article states the rubric "delineates integration of civic competence into elements of a course syllabus at three different levels: exclusive (not likely to enhance civic competence), inclusive (some opportunities for development of civic competence), and transformed (optimal integration of service for civic competence)." It is recommended for faculty professional development workshops, program assessment, or individual review of course syllabi.

Design Implications¶

Context¶

Requirements¶

• A course syllabus whose elements can be revised to integrate civic competence and service

Constraints¶

• Could be adjusted for co-curricular programming, implying it was designed for credit-bearing coursework

Target Learners¶

• college students in community-based learning courses

Target Learning Goals¶

• civic competence through integrated service-learning

Affordances¶

• Critical Pedagogy Model Civic Competence Service Learning

Related Strategies¶

• Create enabling classroom conditions and realign the syllabus before implementing KCLS at higher secondary level

Examples¶

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Key Sources¶

• Stokamer, S. (2013). Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning. Journal of Higher Education Outreach and Engagement, 17(1). https://www.proquest.com/docview/3468983