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Record Nr. |
UNINA9910821298503321 |
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Titolo |
Developing and assessing personal and social responsibility in college : new directions for higher education, number 164 / / editors Robert D. Reason, Betsy O. Barefoot, Jillian L. Kinzie |
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Pubbl/distr/stampa |
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San Francisco, California : , : Wiley Periodicals, , 2013 |
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©2013 |
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ISBN |
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1-118-82817-8 |
1-118-82810-0 |
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Descrizione fisica |
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1 online resource (104 p.) |
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Collana |
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New directions for higher education, , 1536-0741 |
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Altri autori (Persone) |
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ReasonRobert D |
BarefootBetsy O <1944-> (Betsy Overman) |
KinzieJillian (Jillian L.) |
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Disciplina |
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Soggetti |
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Adult education |
Education |
Education, Higher |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters and index. |
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Nota di contenuto |
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Developing and Assessing Personal and Social Responsibility in College; Copyright; Contents; Editor's Notes; Reference; Chapter 1: Overview of the Core Commitments Initiative; References; Chapter 2: Higher Education's Role in Educating for Personal and Social Responsibility: A Review of Existing Literature; Why Educate for Personal and Social Responsibility?; What Are the Challenges of Educating Students to Become Personally and Socially Responsible?; Deemphasizing Personal and Social Responsibility; Faculty Role in Educating for Personal and Social Responsibility |
Decreasing Student Involvement in Personal and Social ResponsibilityPersonal and Social Responsibility Outcomes; Students Learn to Strive for Excellence; Students Learn to Cultivate Academic Integrity; Students Learn to Contribute to a Larger Community; Students Learn to Take Seriously the Perspectives of Others; Students Learn to Develop Competence in Ethical and Moral Reasoning and |
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Action; Conclusion; References; Chapter 3: Broadening Our Understanding and Assessment of Personal and Social Responsibility: A Challenge to Researchers and Practitioners; Exploring Student Values |
How Are Values Related to Behavior?The Outcomes of Responsibility; What Should We Be Measuring?; References; Chapter 4: Measuring Campus Climate for Personal and Social Responsibility; A Brief History of Climate Assessment; Defining Climate; Climate Assessment; Using Climate Assessment Data; Advantages of Climate Assessment; Planning and Conducting a Climate Assessment for Personal and Social Responsibility; Planning for the Assessment; Conducting a Climate Assessment; The Personal and Social Responsibility Inventory: An Institutional Climate Measure; Purpose of the PSRI |
Development of the PSRIPSRI Forms and Format; Assessing Campus Climate Using the PSRI; Conclusion; References; Chapter 5: Infusing Personal Responsibility into the Curriculum and Cocurriculum: Campus Examples; Context; California State University, Northridge: Academic Integrity and Financial Responsibility; University of Central Florida: "Z" Grade Designation, Integrity Seminars and Modules, and Faculty Development; The University of Alabama at Birmingham: Ethics and Civic Responsibility (ECR) Course Designations and Capstones |
The University of the Pacific: Ethical Autobiography Assignment in General EducationConclusion; References; Chapter 6: Infusing Social Responsibility into the Curriculum and Cocurriculum: Campus Examples; The Core Commitments Initiative; Review of Existing Research; Research Related to Commitment to Community; Research Related to Perspective Taking; Relationships Between Commitment to Community and Perspective Taking; Case Studies from Core Commitments Institutions; Wagner College: Civic Innovations Program; Sacred Heart University: The Human Journey; Lessons Learned |
Support of New Initiatives Is Essential |
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Sommario/riassunto |
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In 2007, wanting to expand higher education's civic engagement conversation, the Association of American Colleges and Universities launched the Core Commitments Initiative. That initiative focused attention on personal and social responsibility as outcomes of a college education, with the understanding that such a focus would return American higher education to its historical purpose of preparing active and engaged citizens. Expanding the conversation this way leaves room for behavioral measures, like voting or hours spent in community service, but also opens our understanding of citizenship t |
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