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Political Hermeneutics as Pedagogy: Service Learning, Political Reflection, and Action
Unformatted Document Text:  Table 1.1 POLS 182 Citizenship (2005-2007) Service Learning Flag Aggregate Outcomes Outcome Exceeds Expectations Meets Expectations Does Not Meet Expectations Advanced Proficient Partially Proficient Not Proficient 1. At a foundational level, Morningside students are able to identify connections between course objectives/content and their student service. 31 27 5 6 44.93% 39.13% 7.25% 8.70% 2. At a foundational level, Morningside students are able to identify how their ethical and active participation contributes to the community. 27 31 5 6 39.13% 44.93% 7.25% 8.70% 3. At a foundational level, Morningside students are able to identify knowledge they gain about themselves, their strengths and limitations, through their service in the community. 26 33 4 6 37.68% 47.83% 5.80% 8.70% These 3 courses enrolled a total of 69 students. With respect to College-wide outcomes, the faculty look specifically to the service learning flag to promote progress toward Outcomes 3, 6, and 7. Obviously, in tandem with the Ethics and Values rubric, the course is designed to highlight Outcomes 1 and 8. Again, since the course requires a 5-7 page reflection paper that specifically focuses on identifying linkages between key ethical approaches and the political issues and challenges explored during their service project, the course also contributes to the development of Outcome 2. Needless to say, while the course is not intended to demonstrate in student work all of these outcomes, the course design reflects attention to multiple General Education concerns. It appears that fully 84% of students are meeting or exceeding all course outcomes. The remaining 20% may only partially demonstrate the appropriate outcomes. In most cases, those failing to meet outcomes, have generally failed to complete the assignment. The Morningside model of service learning emphasizes the learning component. Recently, the instructor has emphasized more projects and opportunities in the community to enhance likelihood of student civic engagement with underrepresented communities, especially children. More than 50% of students in the Sioux City Community Schools receive free or reduced lunch. After school programs, Big Brother, Big Sisters, and Head Start are several of the many organizations through which students interact with members of the broader Siouxland community. As one can imagine, these opportunities afford students opportunities to actually hear and experience diverse minority perspectives on contemporary social and political challenges in the community. As students reflect on these experiences, they now acquire an opportunity to reconstruct some of their previous understandings of basic self-understanding. Reflection regarding originally held prejudgments often gives way to what Kant called an “enlarged mentality” whereby grasp these ethical and political issues from another perspective that their own. This affords them an opportunity to reflect on and re-evaluate their initial values statements, as well as to critically evaluate their won personal strengths and weaknesses. Again, it is generally here at the end of McKinlay 14

Authors: McKinlay, Patrick.
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Table 1.1 POLS 182 Citizenship (2005-2007) Service Learning Flag Aggregate Outcomes
Outcome
Exceeds
Expectations
Meets
Expectations
Does Not Meet Expectations
Advanced
Proficient
Partially
Proficient
Not Proficient
1. At a foundational level, Morningside
students are able to identify connections
between course objectives/content and their
student service.
31
27
5
6
44.93%
39.13%
7.25%
8.70%
2. At a foundational level, Morningside
students are able to identify how their ethical
and active participation contributes to the
community.
27
31
5
6
39.13%
44.93%
7.25%
8.70%
3. At a foundational level, Morningside
students are able to identify knowledge they
gain about themselves, their strengths and
limitations, through their service in the
community.
26
33
4
6
37.68%
47.83%
5.80%
8.70%
These 3 courses enrolled a total of 69 students. With respect to College-wide outcomes, the
faculty look specifically to the service learning flag to promote progress toward Outcomes 3, 6,
and 7. Obviously, in tandem with the Ethics and Values rubric, the course is designed to
highlight Outcomes 1 and 8. Again, since the course requires a 5-7 page reflection paper that
specifically focuses on identifying linkages between key ethical approaches and the political
issues and challenges explored during their service project, the course also contributes to the
development of Outcome 2. Needless to say, while the course is not intended to demonstrate in
student work all of these outcomes, the course design reflects attention to multiple General
Education concerns.
It appears that fully 84% of students are meeting or exceeding all course outcomes. The
remaining 20% may only partially demonstrate the appropriate outcomes. In most cases, those
failing to meet outcomes, have generally failed to complete the assignment. The Morningside
model of service learning emphasizes the learning component. Recently, the instructor has
emphasized more projects and opportunities in the community to enhance likelihood of student
civic engagement with underrepresented communities, especially children. More than 50% of
students in the Sioux City Community Schools receive free or reduced lunch. After school
programs, Big Brother, Big Sisters, and Head Start are several of the many organizations through
which students interact with members of the broader Siouxland community. As one can
imagine, these opportunities afford students opportunities to actually hear and experience diverse
minority perspectives on contemporary social and political challenges in the community. As
students reflect on these experiences, they now acquire an opportunity to reconstruct some of
their previous understandings of basic self-understanding. Reflection regarding originally held
prejudgments often gives way to what Kant called an “enlarged mentality” whereby grasp these
ethical and political issues from another perspective that their own. This affords them an
opportunity to reflect on and re-evaluate their initial values statements, as well as to critically
evaluate their won personal strengths and weaknesses. Again, it is generally here at the end of
McKinlay 14


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