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Using a fourth-year Canadian politics capstone, it details learning objectives, classroom activities, assignments, and assessment methods for integrating democratic skills and attitudes, and explains how selected practices can be adapted to other disciplines.",{"@graph":14,"@context":73},[15,34,56],{"@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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democratic skills across disciplines?","Question",{"text":63,"@type":64},"The paper argues that disciplinary structures can obscure the collective role faculty play in socializing students to democratic values and skills, which supports their participation as citizens after graduation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the case example course used to illustrate the approach?",{"text":68,"@type":64},"The author designed a fourth-year capstone course titled “Canadian Democracy” to integrate democratic skills through group-based advocacy and structured assessment.",{"name":70,"@type":61,"acceptedAnswer":71},"How are democratic skills incorporated into course design and assessment?",{"text":72,"@type":64},"The paper describes integrating learning objectives into classroom activities and assignments, then evaluating outcomes through components such as advocacy project assessment, policy analysis papers, a final portfolio, and a citizenship/professionalism grade.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598610,1792904703,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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arts education should prepare our students to participate in a meaningful way in democracy, what does that mean for how we design our courses across disciplines? In this paper, I first address the question: who should teach democratic skills? Using an upper-level course in Canadian politics, I then illustrate how to explicitly integrate democratic skills and attitudes into course design through learning objectives, classroom activities, assignments, and grading techniques. Finally, I argue that these practices can and should be adapted to other disciplines.  \nDemocratic Skills: Who Should Teach Them?  \nStudents often focus on their employment  \nprospects upon graduation, but higher education also plays an important role in socializing students to democratic skills and values that allow them to participate fully as citizens upon graduation. Disciplinary structures obscure the crucial role we all play in educating our students for these larger goals. A disciplinary focus may lead faculty members to eschew the teaching of writing skills, assuming that it is someone else’s job, perhaps an English professor. Not all students take English classes, not all English professors agree that teaching writing skills is their task, and not all students learn writing skills from one or two English courses. Professors demand writing proficiency in most  \ndisciplines, and prospective employers require writing skills of graduates they hire.  \nDemocratic skills, like writing skills, are general skills that students should master upon graduation. While high school offers some preparation, students continue learning these skills throughout the undergraduate years (Gutmann, 1999) . Whether the discipline is dance or geography, undergraduates need to learn a range of democratic skills: how to interact with civility, how to stay informed about crucial issues that shape their discipline and world, how to deliberate with those who differ, and how to collaborate with others. They have to learn how to listen across cultures and to develop consensus on contentious issues. As the citizens and leaders  \nof tomorrow, who takes responsibility for meeting this challenge? Rather than leaving this task to some other class or discipline, all faculty members must take responsibility for fostering democratic skills. The discussion below illustrates how I designed an upper-level course in Canadian politics to help students master democratic learning objectives. Thoughthis case example is a politics course, I will note how to adapt selected activities to other disciplines.  \nCase Example: Overview of a Capstone Course in Canadian Democracy  \nI designed a fourth-year capstone course, Canadian Democracy, to integrate the learning of democratic skills.  \nI divide a class of 25 into small groups of four to six students. Initially, a representative from a non-profit non-governmental organization introduces their organization to the class. Each group drafts an advocacy proposal for an organization; each organization provides feedback on the draft. Over the course, groups develop research, policy analysis, and an advocacy strategy for their organization. Finally, groups present their projects to the representatives who evaluate its usefulness. Most group work is online or presented in class, making this assignment possible for classes of up to 50 students.  \nThe organization (10%) and group members (10%) assess the advocacy project. Each group submits a policy analysis paper, and the group chooses either individual or group assessment (20%) . The instructor evaluates a final portfolio (40%) and the democratic citizenship and professionalism grade (20%) .  \nI developed learning objectives for the course using the Ontario Council of Vice-President’s guidelines (OCAV, 2005) . Below I discuss specific democratic learning objectives and illustrate how I have int","cbCaiswvcjXu8eKS","https://ap.wps.com/l/cbCaiswvcjXu8eKS","pdf",103974,"English","# Who Should Teach Democratic Skills?\n# Case Example: Overview of a Capstone Course in Canadian Democracy\n## Group Work and Advocacy Project Structure\n## Assessment Components and Grading Techniques\n# Developing Learning Objectives and Teaching Practices\n## Democratic Citizenship Skills in Group Assignments\n## Autonomy, Professional Capacity, and Professionalism Grading\n## Classroom Skills and Building Shared Commitments","[{\"question\":\"Why does the paper emphasize integrating democratic skills across disciplines?\",\"answer\":\"The paper argues that disciplinary structures can obscure the collective role faculty play in socializing students to democratic values and skills, which supports their participation as citizens after graduation.\"},{\"question\":\"What is the case example course used to illustrate the approach?\",\"answer\":\"The author designed a fourth-year capstone course titled “Canadian Democracy” to integrate democratic skills through group-based advocacy and structured assessment.\"},{\"question\":\"How are democratic skills incorporated into course design and assessment?\",\"answer\":\"The paper describes integrating learning objectives into classroom activities and assignments, then evaluating outcomes through components such as advocacy project assessment, policy analysis papers, a final portfolio, and a citizenship/professionalism grade.\"}]","Democracy Across the Disciplines - Design Your Course for Democracy | PDF",1792087247]