This article presents a pedagogical strategy using civic reflection to engage undergraduate social work students in self-reflection and intergroup dialogue on civic engagement. This module consisted of three components: the Civic Responsibility Behavior Questionnaire, which measured civil, political, and social behavior as well as civic efficacy and motivation; a civic reflection module, which promoted dialogue on associating, serving, giving, and leading via poems and stories; and content analysis, which examined student evaluations of the civic reflection experience. Findings revealed that students had knowledge of civic engagement and increased their level of civic efficacy and motivation. For social work education, assessing students’ level of civic engagement and developing teaching strategies that meet their learning needs are indicated.
Civic Reflection: A Pedagogical Teaching Strategy to Enhance Student Civic Engagement
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Lorri Lynn Glass; Civic Reflection: A Pedagogical Teaching Strategy to Enhance Student Civic Engagement. Journal of Baccalaureate Social Work 1 January 2012; 17 (1): 39–52. doi: https://doi.org/10.18084/basw.17.1.n74506g1617258x7
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