Thomas SporerKatholische Universität Eichstätt-Ingolstadt

Impulsbeitrag zum PreConference-Workshop der GMW-Tagung (30.8.2016)

CIVICOEREINFÜHRUNG IN „SERVICE LEARNING“ UND POTENZIALE DER VERKNÜPFUNG VON „CIVIC EDUCATION“ UND „OPEN EDUCATIONAL RESSORUCES“

Zugang zum Thema

Dürnberger, H., Hofhues, S. & Sporer, T. (2011): Offene Bildungsinitiativen: Fallbeispiele, Erfahrungen und Zukunftsszenarien. Münster: Waxmann.

Herausgeberband mit vielfältigen Beispielen für OER-Initiativen von Studierenden

Agenda und Übersicht

civicOER

Begriffe

Empirie Beispiele

Nutzen

Begriffsvielfalt der Debatte

Third Mission

Public Engagement

Service Learning

Community Outreach

Social Entrepreneurship Education

Civic EducationVoluntary Service

Campus-Community Partnerships

University Social Responsibilty

Responsible Science and Innovation

Scholarship of Engagement

Didaktische Perspektive

„a form of experiential education in which students engage in activities that address human an community needs together with structured opportunities intentionally designed to promote student learning and development“Citation: Jacoby, B. (1996). Service-learning in today's higher education. In B. Jacoby & associates (Eds.), Service-learning in higher education: Concepts and practices (pp. 3-25). San Francisco, CA: Jossey-Bass.

„course-based, credit-bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility”Citation: Bringle, R. G. & Hatcher, J. A. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service. (2): 112

Weiteres Begriffsverständnis

Engeres Begriffsverständnis

„Service Learning“

Didaktische Perspektive

„a form of experiential education in which students engage in activities that address human an community needs together with structured opportunities intentionally designed to promote student learning and development“Citation: Jacoby, B. (1996). Service-learning in today's higher education. In B. Jacoby & associates (Eds.), Service-learning in higher education: Concepts and practices (pp. 3-25). San Francisco, CA: Jossey-Bass.

„course-based, credit-bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility”Citation: Bringle, R. G. & Hatcher, J. A. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service. (2): 112

Strategische Perspektive

„Third Mission activity is a vitally important component of any university’s role, whether it is pictured as a third mission or as integral to the core missions of education/teaching/learning and research/scholarship. (...) It is not new, but narrower notions of research excellence have overshadowed it, and academics have in many instances drawn themselves into something of a caste apart.“

„What is important is that the university commits itself to engagement with and service to society. This implies not that it will make a few gestures towards the communities outside its campus, but that it will go about its business of education, learning, research, critique and debate in such a way as to promote engagement and linkage with society, and put its intellectual and other assets to work.“

Citation: Green Paper. Fostering and Measuring „Third Mission“ in Higher Education Institutions. Report of the Project „European Indicators and Ranking Methodology for University Third Mission“ (E3M). http://www.e3mproject.eu/docs/Green%20paper-p.pdf

Neue Aufgabeder Hochschulen

Bezugspunkt fürForschung und Lehre

„Third Mission“

Strategische Perspektive

„Third Mission activity is a vitally important component of any university’s role, whether it is pictured as a third mission or as integral to the core missions of education/teaching/learning and research/scholarship. (...) It is not new, but narrower notions of research excellence have overshadowed it, and academics have in many instances drawn themselves into something of a caste apart.“

„What is important is that the university commits itself to engagement with and service to society. This implies not that it will make a few gestures towards the communities outside its campus, but that it will go about its business of education, learning, research, critique and debate in such a way as to promote engagement and linkage with society, and put its intellectual and other assets to work.“

Citation: Green Paper. Fostering and Measuring „Third Mission“ in Higher Education Institutions. Report of the Project „European Indicators and Ranking Methodology for University Third Mission“ (E3M). http://www.e3mproject.eu/docs/Green%20paper-p.pdf

Kooperative Perspektive

„The emergence of service–learning in higher education and the renewed emphasis on community involvement presents colleges and universities with opportunities to develop campus–community partnerships for the common good. These partnerships can leverage both campus and community resources to address critical issues in local communities.“Citation: Bringle, R., & Hatcher, J. (2002). Campus-community partnerships: The terms of engagement. Journal of Social Issues, 58 (3), 503-516.

„On the outside, campus-community partnerships appear simply to involve multiple members with a common goal. But each member enters the partnership with individual interests that are specific and more important to itself than to others.“Citation: Cox, D. (2000). Developing a framework for understanding university community partnerships. A Journal of Policy Development and Research, 5 (1), 9-25.

Zusammenarbeitin Einzelprojekten

StrategischePartnerschaften

„Campus Community

Partnerships“

Kooperative Perspektive

„The emergence of service–learning in higher education and the renewed emphasis on community involvement presents colleges and universities with opportunities to develop campus–community partnerships for the common good. These partnerships can leverage both campus and community resources to address critical issues in local communities.“Citation: Bringle, R., & Hatcher, J. (2002). Campus-community partnerships: The terms of engagement. Journal of Social Issues, 58 (3), 503-516.

„On the outside, campus-community partnerships appear simply to involve multiple members with a common goal. But each member enters the partnership with individual interests that are specific and more important to itself than to others.“Citation: Cox, D. (2000). Developing a framework for understanding university community partnerships. A Journal of Policy Development and Research, 5 (1), 9-25.

Public Engagement

„Public engagement describes the myriad of ways in which the activity and benefits of higher education and research can be shared with the public. Engagement is by definition a two-way process, involving interaction and listening, with the goal of generating mutual benefit.“Citation: Website of the National Co-Ordinating Centre for Public Engagement.http://www.publicengagement.ac.uk/explore-it/what-public-engagement

„Public engagement can best be understood not as a particular set of activities, but as an approach to the core purposes of teaching, research and social responsibility. To embed public engagement means to make it an explicit part of the identity and values of a university. This does not mean all universities will articulate this in the same way, but clarity of purpose will enable universities to identify what sorts of PE activities they want to prioritise and to support them effectively.”Citation: Manners, P. (2011). Introduction. In D. Burns & H. Squires: Embedding public engagement in higher education: Final report of the national action research programme. National Co-Ordination Centre for Publick Engagement.

Wissenschafts-kommunikation

PartizipativeWissenschaft

„Public Engagement“

Public Engagement

„Public engagement describes the myriad of ways in which the activity and benefits of higher education and research can be shared with the public. Engagement is by definition a two-way process, involving interaction and listening, with the goal of generating mutual benefit.“Citation: Website of the National Co-Ordinating Centre for Public Engagement.http://www.publicengagement.ac.uk/explore-it/what-public-engagement

„Public engagement can best be understood not as a particular set of activities, but as an approach to the core purposes of teaching, research and social responsibility. To embed public engagement means to make it an explicit part of the identity and values of a university. This does not mean all universities will articulate this in the same way, but clarity of purpose will enable universities to identify what sorts of PE activities they want to prioritise and to support them effectively.”Citation: Manners, P. (2011). Introduction. In D. Burns & H. Squires: Embedding public engagement in higher education: Final report of the national action research programme. National Co-Ordination Centre for Publick Engagement.

Scholarship of Engagement

„a term that captures scholarship in the areas of teaching, research, and/or service. It engages faculty in academically relevant work that simul-taneously meets campus mission and goals as well as community needs. In essence, it is a scholarly agenda that integrates community issues.“Citation: Website of the National Review Board for the Scholarship of Engagement. http://www.scholarshipofengagement.org/about/FAQs.html

„scholarship of engagement means connecting the rich resources of the university to our most pressing social, civic, and ethical problems, to our children, to our schools, to our teachers, and to our cities (...) but, at a deeper level (...) the scholarship of engagement also means creating a special climate in which the academic and civic cultures communicate more continuously and more creatively with each other.“Citation: Boyer, E. (1996). The Scholarship of Engagement. Journal of Public Outreach. 1(1): 11-20.

Charakteristikum von Exzellenz

Akademisches Selbstverständnis

„Scholarship of Engagement“

Scholarship of Engagement

„a term that captures scholarship in the areas of teaching, research, and/or service. It engages faculty in academically relevant work that simul-taneously meets campus mission and goals as well as community needs. In essence, it is a scholarly agenda that integrates community issues.“Citation: Website of the National Review Board for the Scholarship of Engagement. http://www.scholarshipofengagement.org/about/FAQs.html

„scholarship of engagement means connecting the rich resources of the university to our most pressing social, civic, and ethical problems, to our children, to our schools, to our teachers, and to our cities (...) but, at a deeper level (...) the scholarship of engagement also means creating a special climate in which the academic and civic cultures communicate more continuously and more creatively with each other.“Citation: Boyer, E. (1996). The Scholarship of Engagement. Journal of Public Outreach. 1(1): 11-20.

Politische Perspektive

„Civic Education in a democracy is education in self government. Democratic self government means that citizens are actively involved in their own governance; they do not just passively accept the dictums of others or acquiesce to the demands of others. As Aristotle put it in his Politics (c 340 BC), "If liberty and equality, as is thought by some, are chiefly to be found in democracy, they will be attained when all persons alike share in the government to the utmost." In other words, the ideals of democracy are most completely realized when every member of the political community shares in its governance.“Citation:Branson, M.S. & Quigley , C.N. (1998). The role of Civic Ecucation. URL:https://www.gwu.edu/~ccps/pop_civ.html

„In its broadest definition, “civic education” means all the processes that affect people's beliefs, commitments, capabilities, and actions as members or prospective members of communities. (...) Nevertheless, most scholarship that uses the phrase “civic education” investigates deliberate programs of instruction within schools or colleges, in contrast to paideia and other forms of citizen preparation that involve a whole culture and last a lifetime. Citation: Stanford Encyclopedia of Philosophy. URL: http://plato.stanford.edu/entries/civic-education/

Nicht-formale Bildungskontexte

FormaleBildungskontexte

„Civic Education“

Politische Perspektive

„Civic Education in a democracy is education in self government. Democratic self government means that citizens are actively involved in their own governance; they do not just passively accept the dictums of others or acquiesce to the demands of others. As Aristotle put it in his Politics (c 340 BC), "If liberty and equality, as is thought by some, are chiefly to be found in democracy, they will be attained when all persons alike share in the government to the utmost." In other words, the ideals of democracy are most completely realized when every member of the political community shares in its governance.“Citation:Branson, M.S. & Quigley , C.N. (1998). The role of Civic Ecucation. URL:https://www.gwu.edu/~ccps/pop_civ.html

„In its broadest definition, “civic education” means all the processes that affect people's beliefs, commitments, capabilities, and actions as members or prospective members of communities. (...) Nevertheless, most scholarship that uses the phrase “civic education” investigates deliberate programs of instruction within schools or colleges, in contrast to paideia and other forms of citizen preparation that involve a whole culture and last a lifetime. Citation: Stanford Encyclopedia of Philosophy. URL: http://plato.stanford.edu/entries/civic-education/

Verbreitung in Deutschland

Backhaus-Maul, H. & Roth, C. (2013): Service Learning an Hochschulen in Deutschland. Ein erster empirischer Beitrag zur Vermessung eines jungen Phänomens. Wiesbaden: Springer VS.

Hinweis:• Datenerhebung im Jahr 2011!• Problem mit „Erhebungsartefakt“!

Verteilung auf Hochschultypen

10%

6%

35%

50%

Hochschulen mit Service Learning-Aktiv-itäten (mit Detailangaben) [35]

Hochschulen mit Service Learning-Aktiv-itäten (ohne Detailangaben) [21]

Hochschulen ohne Service Learning [129]

Keine Teilnahme [183]

Hochschulen mit Service Learning Staatlich Privat kirchlich Gesamt

Universitäten 22 3 0 25

Fachhochschulen 19 8 1 28

Kunst- und Musikhochschulen 3 0 0 3

Gesamt 44 11 1 56

KU

6%

9%

9%

20%

51%

6%

Rektorat [2]Fakultät [3]Institut [3]Lehrstuhl [7]Einzelpersonen (Lehrende, Mitarbeiter usw.) [18]Organisation außerhalb der Hochschule [2]

Initiative für Zusammenarbeit

< 30

Verteilung nach Fachgebieten

1440%

617%

26%

1234%

13%

Geistes- und Sozialwissenschaften (Philosophie, Sprachwissenschaften, Geschichte, Erziehungswissenschaften, Soziologie...)Ingenieurwissenschaften (Architektur, Elek-trotechnik, Maschinenbau, Verfahrenstech-nik...)

Naturwissenschaften (Astronomie, Biologie, Chemie, Geowissenschaften, Medizin, Physik, Informatik, Mathematik, Psycholo-gie...)

Wirtschaftswissenschaften (Be-triebswirtschaft, Volkswirtschaft...)

Rechtswissenschaften

21

Wertebildung• Übernahme

gesellschaftlicher Verantwortung

• Steigerung des Verantwor-tungsbewusstseins der Studierenden

Überfachliche Kompetenzen• Sozialkompetenz• Interdisziplinäre

Kompetenzen• Projektmanagement

Fachliche Kompetenzen• z.B. Lehrerbildung, Soziale

Arbeit, Pädagogik

Anwendungsbezug• Theorie-Praxis-Transfer• Verbindung von Lehre und

Praxis• Praxis im Studium

Partizipation• Teilhabe am

gesellschaftlichen Leben• Integration am Studienort

Persönlichkeits-entwicklung

Mehrwert für Studierende

22

Hochschulkommunikation• Öffentlichkeitsarbeit• Profilierung• Stärkung der Sichtbarkeit

Regionale Vernetzung• Aufbau von Partnerschaften

mit der Region• Transfer in die Region

Selbstverständnis• Öffnung für Belange der

Zivilgesellschaft• Förderung bürgerschaftlichen

Engagements der Studierenden und Mitarbeiter

Qualitätsstreben• Interdisziplinarität• Verbindung von Praxis und

Studium• Qualität der Lehre

Mehrwert für Hochschulen

Literaturempfehlungen

Reinders, H. (2016). Service Learning – Theoretische Überlegungen und empirische Studien zu Lernen durch Engagement. Weinheim: Beltz.

Henke, J,; Pasternack, P. & Schmid, S. (2015): Viele Stimmen, kein Kanon. Konzept und Kommunikation der Third Mission von Hochschulen (HoF‐Arbeitsbericht 2’15),

24

www.campus-vor-ort.de

http://www.hs-augsburg.de/~raps/FFH/Kurzfilm.mp4

Projekt mit dem Fritz Felstensteinhaus in Königsbrunn

Mehraufwand durch Komplexität

LernergebnisseÜber welche Kompetenzen sollen die Studierenden nach dem Besuch der

Veranstaltung verfügen?

PrüfungsleistungenWie sollte die Prüfungsleistung gestaltet

sein, damit die Erreichung der Lernergebnisse beurteilt werden kann ?

Lehr-LernmethodenWelche Lehr-Lernmethoden sollen die

Studierenden beim Erreichen der Lernergebnisse unterstützen?

Auch gute Projekt-ergebnisse sind

wichtig!

Praxispartner

Gute Noten mit angemessenem

Aufwand!

Studierende

Gute Lehre durch Projektmethode!

Lehrende

Blended Service Learning

„Durch neue Formen des Lernens in Netzwerken und der internetgestützten Kollaboration und Kooperation ermöglichen OER eine zeitliche Flexibilisierung und örtliche Öffnung des Lehrens und Lernens“

„Service Learning leistet wiederum eine pädagogisch angelegte Verankerung des Lernens in authentisch-situierten Kontexten und betont die soziale Interaktion und zwischenmenschliche Kommunikation“

Potenzial der Verbindung beider Lerninnovationen:

Ansatz von „civicOER“(Sporer 2006)

Nächster Workshop

Mehrtägige Konferenz „Engagierte Hochschule“:• Veranstaltung mit verschiedenen Kooperationspartnern im

Themenfeld (Hochschulnetzwerk, Stifterverband, u.a.)• Workshop-Termin: Donnerstag, 10.11.2016 und Freitag 11.11.2016• Weitere Infos: http://engagierte-hochschule.org/

Quelle:HochschuleNeu-Ulm