[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-582381-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-582381-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","development-and-assessment-of-student-socialcivic-responsibility-and-ethical-reasoning-no-5","DEVELOPMENT AND ASSESSMENT OF STUDENT SOCIAL/CIVIC RESPONSIBILITY AND ETHICAL REASONING - No. 5","","Occasional Paper No. 36 examines how students develop social/civic responsibility and ethical reasoning through engaged, community-based learning. It reviews definitions and key dimensions of civic engagement—knowledge, skills, values, and action—then discusses why these outcomes matter for college students. Case-based learning approaches illustrate stakeholder perspectives across contexts such as education, race relations, and land-use decision-making. The paper emphasizes selecting appropriate measures and assessing multiple dimensions of these constructs.",{"@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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/development-and-assessment-of-student-socialcivic-responsibility-and-ethical-reasoning-no-5/582381/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/development-and-assessment-of-student-socialcivic-responsibility-and-ethical-reasoning-no-5/582381.png","ImageObject",300,407,{"name":42,"@type":43},"Margaret","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What learning outcomes does the paper emphasize for social/civic responsibility and ethical reasoning?","Question",{"text":63,"@type":64},"It focuses on developing understanding of human and environmental impacts, strengthening ethical reasoning for sustainable decisions, and building the ability to reason across perspectives of multiple stakeholders.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper describe civic engagement in terms of capacities?",{"text":68,"@type":64},"It presents civic engagement as multidimensional, aligning capacities such as understanding social problems, understanding responses, developing moral/ethical character, and acting in accordance with moral and ethical standards.",{"name":70,"@type":61,"acceptedAnswer":71},"Why does the paper stress assessment and choosing measures?",{"text":72,"@type":64},"Because student development should be evaluated across different dimensions (knowledge, skills, values, and action), and gaps in any area can indicate that capacity for civic engagement has not developed effectively.","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},582381,1792210769,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","DEVELOPMENT AND ASSESSMENT OF STUDENT SOCIAL/CIVIC RESPONSIBILITY AND ETHICAL REASONING  \nSamantha K. Hallman  \nU-M students visit community-based organizations in Detroit on a weekly basis to work on projects aimed at improving the wellbeing of children and their families, such as tutoring youth in afterschool programs. Their site visits are supplemented by relevant readings, class discussions and written reflections on topics such as developmental psychology, poverty, and education, which connect what they are learning in class to what they experience in the field.1  \nU-M students with social identities that have historically experienced conflict and differential status come together to engage in critical self-reflection and purposeful dialogue to better understand each other’s point of view and solve problems regarding race relations.2  \nUsing case studies, U-M students learn about the multiple and often competing viewpoints of stakeholders in land management. They attend a local planning commission meeting and reflect on the economic, scientific, and moral implications of various landuse proposals.3  \nIntroduction  \nThe focus areas of this Occasional Paper are social/civic responsibility and ethical reasoning. Among its learning goals, the TLTC program states, “Students should develop an understanding of the human, social, and environmental impacts of actions, and develop the ethical reasoning tools to make sustainable and responsible decisions; and they must develop their ability to hold and reason across the perspectives of multiple stakeholders” (Third Century Initiative Student Learning, [http://thirdcentury.umich.edu/student-learning/](http://thirdcentury.umich.edu/student-learning/)).  \nThis paper begins with a review of the various ways in which social/ civic responsibility and ethical reasoning have been conceptualized, followed by a discussion about why they are important learning outcomes to develop among college students. It then summarizes different approaches to fostering social/civic responsibility and ethical reasoning, and ends with a discussion of how to assess a  \n1 Lorraine Gutierrez,“Psych 325: Detroit Initiative,” [http://sites.lsa.umich.edu/detroitinitiative/](http://sites.lsa.umich.edu/detroitinitiative/)  \n2 Monita Thompson and Kelly Maxwell,“Program on Intergroup Relations,” [https://igr.umich.edu/](https://igr.umich.edu/)  \n3 Richard Norton,“Environ 408: Land Use Policy, the Law and Environment,” LSA Course Guide  \nSamantha K. Hallman is a TLTC Postdoctoral Research Associate at the Center for Research on Learning and Teaching (CRLT) at the University of Michigan. She has a Ph.D. in Social Work and Psychology.  \nEngaged Learning:  \nTransforming Learning for a Third Century  \nNo. 5  \nCenter for Research on Learning and Teaching  \nOccasional Paper No. 36  \nvariety of outcomes that represent different dimensions of these constructs, with an emphasis on choosing appropriate measures.  \nWhat Are Social/Civic Responsibility and Ethical Reasoning?  \nBroadly speaking, definitions of social/civic responsibility emphasize that individuals have a responsibility to improve the quality of life both in their local communities and within global systems (Erlich, 2000; Finley, 2011; Hollander, 2009; Nishishiba, Nelson, & Shinn, 2005). At a 2015 meeting of the Council for Engaged Civic Education at the University of Michigan, one member described civic engagement as the “duty to ensure that our actions are in keeping with the needs, desires, and aspirations of the communities we serve.” Another member defined it as “the responsibility to recognize that everyone, in addition to being an individual, is a member of civil society, enjoying the benefits of that membership.”Similarly, civic engagement scholar Thomas Erlich (2000) defines civic engagement as “working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values, and motivation to make that difference","cbCailu367t4Az0Q","https://ap.wps.com/l/cbCailu367t4Az0Q","pdf",403496,16,"English","# Introduction\n## What Are Social/Civic Responsibility and Ethical Reasoning?\n## Knowledge\n## Skills, Values, and Action","[{\"question\":\"What learning outcomes does the paper emphasize for social/civic responsibility and ethical reasoning?\",\"answer\":\"It focuses on developing understanding of human and environmental impacts, strengthening ethical reasoning for sustainable decisions, and building the ability to reason across perspectives of multiple stakeholders.\"},{\"question\":\"How does the paper describe civic engagement in terms of capacities?\",\"answer\":\"It presents civic engagement as multidimensional, aligning capacities such as understanding social problems, understanding responses, developing moral/ethical character, and acting in accordance with moral and ethical standards.\"},{\"question\":\"Why does the paper stress assessment and choosing measures?\",\"answer\":\"Because student development should be evaluated across different dimensions (knowledge, skills, values, and action), and gaps in any area can indicate that capacity for civic engagement has not developed effectively.\"}]","DEVELOPMENT AND ASSESSMENT OF STUDENT SOCIAL/CIVIC RESPONSIBILITY AND ETHICAL REASONING - No. 5 | PDF",1792043173]