An Analysis of First-year College English Composition Course Syllabi Using Civic Learning/Community Engagement as Learning Tools

Abstract

Supporting students transitioning from high school into college continues to be a challenge for academics and policy-makers. Composition assignments that include Kuh’s (2008) High Impact Practices (HIP) and the Association of American Colleges and Universities (AAC&U) rubric and HIP tenets of Civic Learning and Community Engagement (Fig. 1), help foster opportunities for empathy, which develops students’ abilities to think critically, write well, and succeed in college and beyond. While effective college teaching and instruction are necessary, increasing enrollments, and increasing percentages of First-Year Composition (FYC) students requiring supportive composition courses compound the difficulties of the effort. According to AAC&U, “a global community requires a more informed, engaged, and socially responsible citizenry” (2009, p. 1; Finley & McNair, 2013). In other words, educators and employers believe that “personal and social responsibility should be core elements of a 21^st-century education” (AAC&U, 2009, p. 1). This conceptual content analysis study framed by HIP analyzed 10 FYC syllabi from different composition faculty at one urban Hispanic public four-year university (SMU) in Southern California during the 2015–2016 academic year in the context of the university’s mission statement embracing Civic Learning and Community Engagement for FYC students.

Citation

Ramser, D.A. (2023), "An Analysis of First-year College English Composition Course Syllabi Using Civic Learning/Community Engagement as Learning Tools", Sengupta, E. (Ed.) High Impact Practices in Higher Education: International Perspectives (Innovations in Higher Education Teaching and Learning, Vol. 51), Emerald Publishing Limited, Leeds, pp. 169-186. https://doi.org/10.1108/S2055-364120230000051010