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It develops a two-dimensional conceptualization, categorizes uncivil behaviors through a bullying-informed lens, and proposes classroom strategies grounded in co-constructing a declaration of civility.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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academic in/civility presented as important for universities?","Question",{"text":62,"@type":63},"It has implications for the success of students and for institutions, and the creation of a civil learning community is positioned as a high priority for the academe.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What two dimensions define the authors’ conceptualization of civility?",{"text":67,"@type":63},"Civility is described as having a “civic” aspect focused on citizenship and well-being of the class, and a “civil” aspect focused on mechanisms that secure well-being through learning relationships and respect for others and the learning process.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the paper structure the categorization of uncivil behaviors?",{"text":71,"@type":63},"It categorizes uncivil behaviors by form (direct vs. indirect), function (motivations such as reacting to provocation vs. proactive planning), type of involvement (passive to active to aggressive), 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University  \nChristine Polihronis  \nCarleton University  \nWendy Blackwell  \nBrock University  \nWhile it has important implications for the success of students as well as for institutions, academic in/civility is not an issue that is readily engaged by many professors. However, the creation of a civil learning community should be a high priority for everyone in the academe for it has the potential to benefit both individuals and institutions. The exercises outlined in this paper should help professors to engage students in reflective activities designed to provide valuable information about individual understanding and perceptions of in/civility as well as to provide opportunities for developing a shared vision andfoundation for a civil learning community.  \nIntroduction  \nAltahnodugprhofitesis asors ,growacadingemicconinc/ecrinvifloitry sudemeantinss  \ndifficult to define and to categorize. Consequently, developing prevention strategies is a challenge. Our conceptualization of civility consists of two dimensions: the “civic” aspect, in which the focus is on “citizenship” (i.e. , consideration of the well-being of the entire class), and the “civil” as-  \npect, in which the focus is on mechanisms used to secure the well-being of the class by cultivating“learning relationships”(i.e. , respect for the “other” students and for the learning process) . Given these conditions, in a civil learning community, students are more likely to focus on their learning and self-development as well as to actively participate and contribute to the life of their  \nclassrooms. A civil environment allows professors to focus on their teaching and reduce misunderstandings, conflicts, and confrontations, which can seriously damage the professor-student learning relationship.  \nThe purpose of this paper is to outline our experience of developing a framework designed to foster an understanding of incivility with the view of designing teaching environments that promote civility and nurture the fragile teaching and learning process. This paper has three specific aims, namely:  \n1) to broaden our understanding of the nature of in/ civility; 2) to provide a framework within which to categorize examples of uncivil behaviours; and 3) to make suggestions for fostering civility in the classroom by co-constructing a declaration of civility as a foundation for a civil learning community.  \nPrecursors to a Design for Civility: Understanding Incivility and its Antisocial Bullying Foundation  \nTwo initiatives have informed our understanding of incivility. The first has focused on broadening our appreciation of the range of uncivil acts. For instance, we have encouraged students to expand their conception of incivility to include behaviours as well as attitudes. Furthermore, we have favoured a much more comprehensive approach that includes a range ofacts from talking in class, cheating on exams, misusing technology, overreacting to perceived provocation, and so on. We have also found it informative to conceptualize the gravity of uncivil behaviours along a continuum, ranging from minor occurrences, such as disrupting lectures by means of loud conversations, to the more serious ones like when insults, threats, or other forms of intimidation are used and safety becomes an issue. In our efforts to help students construct a more comprehensive metric regarding the continuum of incivility, we also deemed it important to consider the severity of the outcome of various acts. In terms of consequences, the experience of incivility can affect a student’s academic and personal development in different ways, ranging from short-  \nterm disengagement in a course to long-term unfulfilled educational goals (Hirschy & Braxton, 2004) .  \nThe second initiative we have undertaken has focused on attempts to categorize occurrences of academic incivility in a systematic manner by e","cbCainX8zi1tnkvb","https://ap.wps.com/l/cbCainX8zi1tnkvb","pdf",514737,"English","# Introduction\n## Two dimensions of in/civility\n## Purpose and aims\n# Precursors to a Design for Civility\n## Initiative 1: broadening uncivil acts\n## Initiative 2: systematic categorization via bullying research\n## Continuum, severity, and typologies of uncivil behaviors","[{\"question\":\"Why is academic in/civility presented as important for universities?\",\"answer\":\"It has implications for the success of students and for institutions, and the creation of a civil learning community is positioned as a high priority for the academe.\"},{\"question\":\"What two dimensions define the authors’ conceptualization of civility?\",\"answer\":\"Civility is described as having a “civic” aspect focused on citizenship and well-being of the class, and a “civil” aspect focused on mechanisms that secure well-being through learning relationships and respect for others and the learning process.\"},{\"question\":\"How does the paper structure the categorization of uncivil behaviors?\",\"answer\":\"It categorizes uncivil behaviors by form (direct vs. indirect), function (motivations such as reacting to provocation vs. proactive planning), type of involvement (passive to active to aggressive), and severity of outcome along a continuum from low to dangerous.\"}]","Academic In/Civility - Co-Constructing the Foundation for a Civil Learning Community | PDF",1792087279,13]