Turning Civic Education into Engagement: Evaluating the Efficacy of the Democracy USA Project

Autor/inn/en	Yanus, Alixandra B.; Kifer, Martin J.; Namaste, Paul; Elder, Sadie Leder; Blosser, Joe
Titel	Turning Civic Education into Engagement: Evaluating the Efficacy of the Democracy USA Project
Quelle	In: Journal of Political Science Education, 11 (2015) 3, S.279-300 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2015.1047105
Schlagwörter	Civics; Citizenship Education; Democracy; Interdisciplinary Approach; Experiential Learning; Elections; United States Government (Course); Undergraduate Students; Liberal Arts; Colleges; Pretests Posttests; Extracurricular Activities; Student Surveys; Statistical Analysis; Skill Development; Citizen Participation; Multivariate Analysis + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Demokratie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Experiental learning; Erfahrungsorientiertes Lernen; Election; Wahl; College; Hochschule; Fachhochschule; Außerunterrichtliche Aktivität; Schülerbefragung; Statistische Analyse; Kompetenzentwicklung; Qualifikationsentwicklung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Multivariate Analyse
Abstract	The Democracy USA (DUSA) Project was an interdisciplinary experiential-learning project designed to engage students and faculty in the 2012 elections. It was launched in response to the U.S. Department of Education's national call to action ("A Crucible Moment") on civic engagement and democratic education. The project had five key components: affiliated coursework, a colloquium series, extracurricular activities, The American Dream Project, and collecting public opinion data. This article presents an analysis of pre- and posttest data collected from over 500 students at a midsize southern liberal arts college during the Fall 2012 semester. The findings underscore the importance of varied approaches and interdisciplinary collaborations to engage students in the democratic process. We find that students enrolled in DUSA classes demonstrated little change in their civic engagement. However, those who participated in cocurricular programming, extracurricular activities, or learned about the program during the semester exhibited changes in both their political skills and willingness to participate in politics. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01