Resources

The impact of civic mentoring on student development of civic-mindedness

| Print |

Kristin Norris, Assessment Specialist, Indiana University-Purdue University Indianapolis
Higher education institutions are being asked to produce civic-minded graduates. First, we need to better understand how one becomes civic-minded. This study explored the impact of student-faculty interactions (civic mentoring) on students in a service-based scholarship program. Using the Closeness of Relationship theory and the Civic-Minded Graduate model, results indicate the nature of interactions, closeness, and the civic-mindedness of the mentor matter.

Presentation Details:
The purpose of this study was to examine the role of civic mentoring relationships on the development of student civic-mindedness. Study participants were members of a service-based scholarship program at IUPUI; approximately half were members of the Service Learning Assistant program whereby a faculty/staff mentor selects and mentors a student throughout the program. Research on the Boner Scholars Program, a similar service-based scholarship program, indicate faculty interaction is important (Richard, Keen, Hatcher, Pease, 2011). Research on student-faculty interactions while in college has proven to have an impact on a number of student outcomes: student retention (Pascarella & Terenzini, 1979), academic gains (Astin & Sax, 1998; Furco, Huesman, Jones-White, & Soria, 2011), an increased level of citizenship after graduation (Astin & Sax, 1998; Richard, Keen, Hatcher, Beane, & Pease, 2011), and enhance life skills (Astin & Sax, 1998). However, this study was the first to explore the nature of student-faculty interactions on civic-mindedness. The presentation will include a brief overview of the literature, the methodology used including the sample population, then present the research findings and implications. Participants will come away with a better understanding of specific program design elements and their effect on student development of civic-mindedness. In addition, assessment tools will be presented so that participants can begin to research student development of civic-mindedness on their campus, which will be tied into the upcoming Carnegie Classification for Community Engagement application.

Learning Outcomes:

Understand various tools that could be used to assess civic-mindedness
Understand how specific program design elements impact student development of civic-mindedness, primarily the role of faculty mentoring.
Learn more about service-based scholarship programs.

Intended Audience: Community Service Coordinators, Faculty teaching SL courses, Campus administrators supporting campus civic engagement