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CRITICAL REFLECTION
COURSE DESIGN STRATEGIES:
Equipping Students for Transformational
Dialogues in Civic Contexts
Dr. Jeralyn Faris, Brian Lamb School of Communication, Purdue University
with Community Partners
Peggy Mims, Chaplain, Signature HealthCARE Lafayette, IN
Keith Baker, Volunteer Services Dir., Indiana Veterans’ Home, W. Lafayette, IN
INTRODUCTIONS
• Special thanks to Kristin Norris of IUPUI and the many
other scholars whose works have taught me this material.
• Who we are and what we bring…a brief history
• Who you are…please introduce yourselves:
• Your name
• Where you serve
• Your goal in being in this session
KEY TERMS…
Why “Critical” reflection course design?
It is a pedagogy that can transform students’ way of knowing and lead to action…and we must understand WE are with them in this process!
1. Generates learning that helps students--Articulate questions--Confront bias--Examine causality--Contrast theory with practice--Point to systemic issues
2. Deepens learning--Challenges simplistic conclusions
--Invites alternative perspectives
--Asks “why?” iteratively
3. Documents learning--Produces tangible expressions of new
understandings for evaluation
Ash & Clayton (2009)
• Key outcome at Purdue: A student “demonstrates understanding of the rights and
obligations that students have as citizens in communities, nations and the world.”
• Definition from AAC&U: Global citizenship and social awareness is
1. Civil discourse on complex issues
2. Ability to appreciate and critique multiple perspectives
including one’s own
3. Self-reflective examination of values
4. Self-reflective awareness of oneself as a global citizen
5. Ethical citizenship and leadership in a global civil society
6. Commitment to community service
What learning outcome goals does your university have for students regarding
civic engagement or a sense of community responsibility?
CIVIC LEARNING: RELEVANT ACROSS THE DISCIPLINESBattistoni (2002) offers a wide variety of conceptualizations for various disciplines
for “civic” such as:
Participatory Democracy
Social
JusticeEthics of Care
Corporate Social
Responsibility
HOW DO WE ENABLE STUDENT CIVIC GROWTH?
3 dimensions:
• Civic learning: knowledge, skills, values necessary to be
effective society member
• Civic identity: individualized voice …engaged, contributing to
greater good
• Civic agency: deliberate choice in action or inaction to live out
that voice, acting
Kristin Norris: “Civic-mindedness” is an integration of all 3
AGENDA
1. Syllabus Design
2. Scheduling and Assignment Design
3. Course Final Project:
Critical Digital Storytelling
4. Final take-aways and conclusions
SYLLABUS DESIGN
• 1st Step…begin with the end in mind: What are the desired learning outcomes?
“This is key to an intentional instructional design process.”Ash & Clayton (2009)
Components
Academic
Material
Critical Reflection
Relevant
Service
Service-
Learning
Personal
Growth
Civic
LearningAcademic
Enhancement
Service-
Learning
Learning Goal CategoriesCritical thinking within all categories
The role of Reflection in achieving categories of Learning Goals
All of us…
Community Partners,
Students, Instructors
Community Partner
Input is critical:
The EXPERTS
Bloom’s taxonomy with associated learning behaviors
Provides the foundation and drives the rest of the process
Remember, name, list,
recognize, identify
Classify, describe,
explain, interpret, report
Use, implement, execute,
demonstrate, apply
Organize, structure,
outline, integrateAnalysis
Comprehension
Knowledge
Hypothsize, judge,
check, critiqueEvaluatation
Design, construct, invent,
create, devise, authorSynthesis
Application
Hig
he
r O
rde
r S
kil
ls
BREAK INTO SMALLER GROUPS?
• Pass out handouts for syllabus design work
1. Example: Small Group Com course goals and
learning outcomes table
2. Blank table for you. Begin using Bloom’s Taxonomy
for the foundation
3. Sample syllabus application of the above
Category:
Personal Growth
Category:
Civic Learning
Category:
Academic Enhancement
Learning
Objective
Levels
Learning Goal:
Students will consider ways to improve their small
group com competencies and intergenerational
com skills
Learning Goal:
Students will become more aware of needs of the
elderly and collaborate to meet the needs of elderly
they serve
Learning Goal:
Students will understand the Social Change Model of
Leadership Development
(aka, Transformative Leadership)
(Cress, pg.61-63)
1. Identify
Identify competency and intergenerational com
skills you most need to work on
Identify the class’ collective objectives and the
approaches you took to meet them
Identify the Social Change Model of Leadership
Development
2. Explain
Explain the competency and skill so that someone
who does not know can understand
Explain the objectives and the approach you and others
took to meet them so someone not involved can
understand
Explain the model so that someone unfamiliar with it can
understand it
3. Apply
Apply your understanding of the competency and
intergen com skills in the context of the S-L project
and other areas of your life
Apply your understanding of the approach you took in
the context of the objectives at stake
Apply your understanding of the model in the context of
the S-L experience with the residents at the Vets’ Home
or Signature Healthcare
4. Analyze
Analyze the sources of these skills in your life Analyze the approach taken in light of the alternatives Analyze the differences between the model as
presented in the text and as it emerged in the S-L
context
5. Evaluate
Evaluate your strategies for refining your skills over
the long term
Evaluate your approaches in terms of prospects for
long-term sustainability or systemic change
Evaluate the completeness of your understanding of the
SC Model of L’ship Dev’ment and its use in a community
6. Synthesize
Develop the steps necessary to improve these skills
in the short term, in your service learning activities
and other areas of your life
Develop the steps necessary to make any needed
improvements in your approaches and/or the objectives
Develop an enhanced understanding of the Social
Change Model of Leadership Development in light of
the experience
Faris Small Group Com Learning Goals and Objectives Table
Adapted from Ash & Clayton (2009)
SCHEDULING AND ASSIGNMENT DESIGN
To give greater understanding, we look at the end result:
Examples of Digital Storytelling, Com 320, Fall 2018Shown by permission of students
https://www.youtube.com/channel/UCek0TGq5HW8EcaycENmUHaQ/playlists
How do we get
to this point?
SCHEDULING AND ASSIGNMENT DESIGN
Scaffolding assignments to build toward Critical Digital Storytelling begins with your course calendar:
1. Start with the end of your semester calendar and count back 6 weeks, counting the week you want
the projects presented in class.
2. March 19: Explain the assignment in depth and give specific instructions and time line of
assignment due dates.
3. March 26: An in-class assignment to increase their critical reflection of the semester experiences
4. April 2: Instruction in video production
5. April 9: Peer-to-peer reviews of scripts
6. April 15-19: 20-minute personal appointments with me for feedback on storyboard images
7. April 22: Final Projects due on COM 320 private YouTube channel
8. April 23 & 25 view and comment on Digital Stories
SCHEDULING AND ASSIGNMENT DESIGN:SCAFFOLDING
• You have your goals and objectives in mind
• You know the importance of reflection to get to the final
• Now build with the end assignment in mind
• With the help of your Community Partners
How many times in the semester will the
students be with them?
How much class time in the semester will be
given to students being on site?
Decisions to be made with your community partners… Indiana Veterans’ Home
How will you begin?
SCHEDULING AND ASSIGNMENT DESIGN:….with the syllabus goals and objectives?
Consider sending
an email to the
students a week to
ten days before
classes begin.
Invite them to read
the syllabus before
classes start.
Express your
excitement with the
expectations of
what you can learn
together as you
partner with those
you serve.
➢ Have any of you been in a service-learning course?
➢ Service-learning: How would you define it?
Teacher Student
Academic
Course
Content
Community
Service
Experience
Learning(reflection)
Cress, Collier, & Reitenauer, 2005
SCHEDULING AND ASSIGNMENT DESIGN:
• When and how often will reflection occur?
-- Before, during, and after the experience?
• Will students reflect iteratively such that
reflection builds on itself over time?
• Where will reflection occur?
-- In or outside the classroom?
• Who will facilitate and/or participate in
reflection?
-- Instructors, members of the community
and/or workplace, peers?
• How will feedback be provided and/or
reflection products graded?
-- What is the relationship between amount of
feedback and level of expected outcomes?
-- What is the relationship between the
reflection products and the overall grade?
Questions to guide the
design of reflection
strategies and mechanisms (Ash & Crofton, p.34)
• Toward what specific learning goals and objectives will
the particular activity be guided?
(See table of Objectives and Goals covered earlier)
• What medium will be used for the activity: Written
assignments, worksheets, spectrum activities,
photographs, videos, games, drawings, online forums,
in-class discussion, out-of-class reflection sessions,
concept maps, etc.?
• What prompts will be used to guide the activity?
(See “Examine” prompt table…discussed hereafter)
• What products will demonstrate the learning the activity
generates: essays, PowerPoint or poster presentations,
oral exams, etc.?
Note that in a critical reflection process, the products used
to demonstrate learning are in many cases the same as the
medium used to generate it.
Category:
Personal Growth
Category:
Civic Learning
Learning
Objective
Levels
Learning Goal:
Students will consider ways to
improve their small group com
competencies and intergenerational
com skills
Learning Goal:
Students will become more aware of
needs of the elderly and collaborate to
meet the needs of elderly they serve
ASSIGNMENT DESIGN (PARTIAL EXAMPLE):
Learning Goals Examine PromptsStudents will consider
ways to improve their
small group com
competencies and
intergenerational com
skills
--What was I / someone else trying to accomplish?
--In taking the actions I / they did, was the focus on
symptoms or causes of problems?
--Was the focus (symptoms or cause) appropriate to
the situation?
--How might I / they focus more on underlying causes
in the future?Students will become
more aware of needs of
the elderly and
collaborate to meet the
needs of elderly they
serve
--In what ways did power and privilege emerge in this
experience?
--What are the sources of power and privilege in this
situation?
--Who benefits and who is harmed?
… to Blackboard to review details of Final Digital Storytelling Assignment
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