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作者 Peterson, Cheryl Ann
書名 Civic vision: A case study of renewing civic purpose in a college of education
國際標準書號 0542035936
book jacket
說明 277 p
附註 Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0921
Advisers: H. Michael Hartoonian; Lee Galda
Thesis (Ph.D.)--University of Minnesota, 2005
The civic mission of land grant institutions charges them with the obligation to uphold a civic purpose in preparing students and in relationships with the local, national and global community. Recent initiatives in civic engagement have criticized institutions of higher learning of not upholding this mission. The purpose of this case study was to describe how a group of faculty within the College of Education and Human Development at the University of Minnesota engaged in a conversation of civic purpose in higher education, and how they collectively came to understand their own civic identity and develop plans for action
This study utilized a case study design employing qualitative methodology and an action/participatory focus. Data collection measures included participation in a series of civic retreats held with faculty members from the college, interviews conducted with the participants, and analysis of documents collected from the college and university
The findings from this case study suggest defining institutional commitment to civic engagement at an institutional level and within the colleges and departments. In this case study, participants viewed their ideal identity as primary concerned with developing citizens. As part of this identity, civic engagement is an umbrella concept, purposefully connecting the other practices of the college including research, teaching, governance and outreach to the community. Several barriers exist including fear, lack of rewards, time, organizational challenges, culture, leadership and voice. However, with the proper focus and restructuring, these barriers also provide opportunities. It is important for faculty to have the place and space to explore issues of civic purpose. Facilitating dialogues of this nature includes setting a clear direction, helping participants define civic engagement through readings and their own discussions and shifting the critique to their own practice
Questions raised by this case study for additional research or theory focus on further understanding civic engagement. These questions include testing various models, exploring implications for teacher education, addressing issues at the college and department level and understanding the role of graduate students
School code: 0130
DDC
Host Item Dissertation Abstracts International 66-03A
主題 Education, Higher
Education, Teacher Training
0745
0530
Alt Author University of Minnesota
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