Regarding the theoretical framework for student civic development:
We are aware of the work of Perry and Kegan, but have based our thinking more directly on the “self-authorship” model of Marcia Baxter-Magolda, which is an application of the other two models. Baxter-Magolda, I think, holds more direct implications for program development, and we have begun development of a “Civic Learning Pathways Model” based on her work. We have not directly correlated our tools with those of Perry or Kegan, but it’s a good idea. We also see other applicable models also, including Musil’s civic learning spiral, Loevinger’s stages of ego development, positive psychology (character strengths and virtues), Deci & Ryan’s Self-Determination Theory, and the intergroup contact hypothesis. We describe our thinking in relation to a couple of these in the attached article.

We have been working on a developmental model for civic-mindedness and have been using Marcia Baxter-Magolda’s (2004) work on Self-Authorship for the basis of our thinking. However, we have stated in a recent publication that looking into other theoretical frameworks is important as we move forward (see citation below). For a more general overview of our work, see a recent submission to the AAC&U publication “Diversity & Democracy” coming this fall.

Steinberg, Kathryn S., Julie A. Hatcher, and Robert G. Bringle. 2011. “A North Star: Civic-Minded Graduate.” Paper submitted to Michigan Journal for Community Service Learning.

What we are ultimately arguing here is that we as facilitators of student learning should be intentional in our efforts to promote student civic growth and development. That in order to fulfill the mission of HE, we need to understand the importance of educating students in a way that prepares them for responsible citizenship. We have developed reflection prompts, a rubric, and a 30-item Likert-type scale to assist in assessing student civic-mindedness. These tools aim at gathering information and evidence related to one’s ability to collaborate with others, their understanding of issues in society and how they might be addressed including their understanding of key stakeholders and the various democratic processes involved in addressing those issues. And lastly, do they have a sense of responsiblity because they have a college education to give back to their community in some way? How might they operate as professionals in their disciplines based upon their understanding of societal issues?

These are all questions we are raising, encouraging students to think about through structured reflection, and are assessing the effectiveness of our programs as a result of this.

Please feel free to contact me (Kristin Norris, norriske@iupui.edu) in the future if you have further questions or would like more information or resources. I will be presenting at AAEEBL and hopefully many more ePortfolio conferences in the near future including AAC&U’s annual meeting at the end of January in Washington, DC.