Crucible Moment

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A Crucible Moment:

College Learning and Democracy’s Future

A Report to the Nation

Submitted by

The Ciic Learning and Democratic !ngagement National Tas" Force

on behal# o#

The $lobal %erspectie &nstitute' &nc( )$%&' &nc(* and the Association o# American

Colleges and +niersities )AAC,+*

to

The +(S( Department o# !ducation

-ctober .' /011

This project has been funded at least in part with Federal funds from the U.S.

Department of Education under contract number ED-OPE-1-!-"# . Thecontent of this publication does not necessaril$ reflect the %iews or policies of theU.S. Department of Education nor does mention of trade names& commercial

products& or or'ani(ations impl$ endorsement b$ the U.S. )o%ernment.

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Table o# Contents

*c+nowled'ments................................................................................................................................,

. h$ Education for Democratic !iti(enship /atters...........................................................................0

. !rucible /oments of !i%ic earnin'2 Then and 3ow......................................................................45

. Education for Democrac$ in the 41st !entur$2 * 3ational !all to *ction.......................................66

7. Trailbla(ers for !i%ic earnin'2 From Peripher$ to Per%asi%eness ..............................................0"

7. * Foundation Partiall$ aid2 Pathwa$s to Democratic En'a'ement...............................................5#

7. !onclusion....................................................................................................................................##

8eferences........................................................................................................................................9

*ppendi: Tas+ Force /embers.......................................................................................................99

*ppendi: Project Staff and Dates of 3ational 8oundtables...........................................................1

*ppendi: 3ational 8oundtables2 Participant ist..........................................................................11

*ppendi: 7 3ational 8oundtables Participatin' Or'ani(ations.......................................................15

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2!ach generation must 3or" to presere the #undamental alues and principles o# its

heritage ( ( (to narro3 the gap bet3een the ideals o# this nation and the reality o# the

daily lies o# its people4 and to more #ully reali5e the potential o# our constitutional'

democratic republic( 6e can emerge #rom this ciic recession' but to do so 3ill re7uire

a #ull8scale national inestment #rom eery leel o# goernment and eery sector o#

society(9

Charles N( uigley' !;ecutie Director' Center #or Ciic !ducation

)May <' /011 Statement on The Nation’s Report Card: Civics 2010*

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Ac"no3ledgments

The present report& A Crucible Moment: College Learning and Democracy’s Future& wasprepared at the in%itation of the U.S. Department of Education& under a contract to the )lobalPerspecti%e nstitute& nc. ;)P< and a subcontract to the *ssociation of *merican !olle'es andUni%ersities ;**!=U< under the leadership of )P President arr$ >ras+amp and **!=USenior 7ice President !ar$n /cTi'he /usil. The char'e was to assess the state of educationfor democrac$ and produce a paper with a 3ational !all to *ction throu'h which multiplesta+eholders could si'nificantl$ increase democratic participation and the number of informed&en'a'ed& and 'loball$ +nowled'eable ci%ic participants.

The report is deepl$ influenced b$ a series of fi%e national roundtables or'ani(ed b$ )P and**!=U between December 41 and /arch 411. These 'atherin's deliberatel$ sou'ht tobrin' to'ether di%erse constituents and those with di%er'ent opinions about ci%ic learnin' andhow to ma+e it central for e%er$ student rather than optional for onl$ a few. e are 'rateful to

each person who spent a da$ in ashin'ton& D! deliberatin' with us and sent in man$ writtenresponses to draft %ersions of the report. This process in%ol%ed 16, participants representin'51 communit$ colle'es& four-$ear colle'es& and uni%ersities? 45 ci%ic or'ani(ations? 9 pri%ateand 'o%ernment fundin' a'encies? 10 hi'her education associations? and 14 disciplinar$societies. Participants included ci%ic leaders& colle'e presidents& students& facult$& studentaffairs professionals& polic$ ma+ers& heads of fundin' a'encies& communit$ leaders& hi'hereducation researchers& and directors of ci%ic entities on and off campus.

e are 'rateful for the wise ad%ice and 'uidance of the project@s !i%ic earnin' andDemocratic En'a'ement 3ational Tas+ Force whose names are listed in *ppendi: . The$brou'ht to the project their wide ran'in' scholarship& lon' e:perience as national leaders& and

passion for student learnin' and culti%atin' a robust democratic societ$.

e ac+nowled'e the support of the U.S. Department of Education& which spearheaded the callfor ele%atin' ci%ic learnin' and democratic en'a'ement in the e%er$da$ e:periences of colle'estudents where%er the$ are& and whate%er the$ are stud$in'.

The project was enhanced b$ **!=U staff2 the e:cellent thin+in' and or'ani(ational s+ills of3anc$ O@3eill& the attenti%eness to detail of 7an uu& and the resourcefulness of Eleanor Aall.

e also want to ac+nowled'e the important contribution to the project of 3anc$ . Thomas&the e:ecuti%e director of The Democrac$ mperati%e& who wrote an initial draft of the report inOctober 41. !ar$n /cTi'he /usil@s re%ised document that $ou ha%e before $ou is informedb$ the recommendations from the national roundtables& 3ational Tas+ Force members& andfeedbac+ from man$ sources to multiple drafts o%er the inter%enin' ele%en months.

arr$ >ras+amp& )P !ar$n /cTi'he /usil& **!=U

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A Crucible Moment:

College Learning and Democracy’s Future

&( 6hy !ducation #or Democratic Citi5enship Matters

Be the People of the United States& in Order to form a more perfect Union& establishCustice& insure domestic Tranuilit$& pro%ide for the common defence& promote the'eneral elfare& and secure the >lessin's of ibert$ to oursel%es and our Posterit$& doordain and establish this !onstitution for the United States of *merica.

Preamble to the !onstitution of the Unites States of *merica

BDid $ousuppose democrac$ was onl$ for elections& for politics& and for a part$ nameG sa$ democrac$ is onl$ of use there that it ma$ pass on and come to its flower andfruits in manners& in the hi'hest forms of interaction between men& and their beliefsHinreli'ion& literature& colle'es& and schoolsHdemocrac$ in all public and pri%ate life

alt hitman& Democratic Vistas ;uoted in >arber and >attistoni411<

E%ents Bare mo%in' us toward what cannot be& warns Da%id /athews& president of the

Ietterin' Foundation& Ba citi(enless democrac$ ;ondon 41& i%<. The o:$moronic phrase is

chillin'. /athews points to a whole set of trends and practices that Bsideline citi(ens2

recastin' people@s roles from producers of public 'oods to consumers of material ones&

'err$manderin' districts and thus e:acerbatin' the deep di%ides that alread$ shape our

politics& shrin+in' opportunities for ci%ic alliances& and replacin' what ou'ht to be thou'htfuldeliberation about public issues with inci%ilit$ and h$per-polari(ation. The most recent !i%ic

Aealth nde: captures citi(en passi%it$ in its findin' that onl$ 1J of citi(ens contacted a public

official in the pre%ious $ear ;!orporation for 3ational and !ommunit$ Ser%ice and the 3ational

!onference on !iti(enship 41<.

n response to these and other dan'erous trends& this national report calls for in%estin' on a

massi%e scale in hi'her education@s capacit$ to help renew this nation@s social& intellectual& and

ci%ic capital.

* decade a'o& 8obert Putnam in Bowling Alone ;4< ar'ued that there was a decline in

social capital& especiall$ in what he referred to as Bbrid'in' capital& which he defined as

capacities to wor+ across differences. ithdrawal into comfortable encla%es and wariness of

others who are different persist& while public confidence in the nation@s political institutions

erodes in a downward trajector$. * 3ew Kor+ TimesL!>S 3ews poll on September 15& 411

re%ealed that onl$ 14J of *merican appro%e of the wa$ !on'ress is handlin' its job ;Iopic+i<.

n 4" a conference entitled B!i%ic Disen'a'ement in our Democrac$ pro%ided e%idence that

amon' the 1"4 world democracies& the U.S. ran+s 169 th in %oter participation ;/c!ormic+

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Tribune Foundation& 4"& 5<. !onference leaders also warned that there was a Bdecline in

ualit$ and uantit$ of ci%ic education in schools ;"<. These assessments reiterate an earlier

warnin' from the 3ational !ommission on !i%ic 8enewal chaired b$ illiam >ennett and Sam

3unn in 199# that asserted& Bn a time that cries out for ci%ic action& we are in dan'er of

becomin' a nation of spectators ;199#& 14<.

*s a democrac$& the United States depends on a +nowled'eable& public-spirited& and en'a'ed

population. Education pla$s a fundamental role in buildin' ci%ic %italit$& and in the 41 st centur$&

hi'her education has a distincti%e role to pla$ in the renewal of U.S. democrac$. *lthou'h the

3ational !ommission on !i%ic 8enewal o%erloo+ed hi'her education as a potential source of

ci%ic renewal& this report ar'ues that colle'es and uni%ersities are amon' the nation@s most

%aluable laboratories for ci%ic learnin' and democratic en'a'ement. The beneficiaries of

in%estin' in such learnin' are not just students or hi'her education itself. The more ci%ic-

oriented colle'es and uni%ersities become& the 'reater their o%erall capacit$ to spur local and

'lobal economic %italit$& social and political well-bein'& and collecti%e action to address public

problems.

>ut toda$& the forms of ci%ic learnin' that should be a resource both for educational e:cellence

and for democratic renewal are pro%ided onl$ for a minorit$ of students& lessenin' hi'her

education@s potential ci%ic impact. Pro'rams at man$ postsecondar$ institutions are not

desi'ned to prepare students to en'a'e the uestions *mericans face as a 'lobal democratic

power.

ith this report we call on the hi'her education communit$Hand all its sta+eholdersHto

embrace ci%ic learnin' and democratic en'a'ement as an undisputed educational priorit$ for

all of hi'her education& public and pri%ate& two-$ear and four-$ear. That will reuireconstructin' educational en%ironments where education for democrac$ and ci%ic responsibilit$

is per%asi%e& not partial? central& not peripheral.

Da%id /athews describes democrac$ as dependin' on an ecos$stem& not onl$ of le'islati%e

bodies and e:ecuti%e a'encies& but also of ci%ic alliances& social norms& and deliberati%e

practices that empower people to wor+ to'ether in what Elinor Ostrom calls the Bcoproduction

of public 'oods ;ondon 41& i%<. E%er$ sector and e%er$ person can contribute to this ci%ic

enterprise& includin' the I-14 education sector& where educatin' for democrac$ and ci%ic

responsibilit$ needs to be a bedroc+ e:pectation.

A Crucible Moment: College Learning and Democracy’s Future focuses specificall$ on how

hi'her education can ser%eHfor this 'eneration of students and for the nation@s 'loball$-

situated democrac$Has one of the definin' sites for learnin' and practicin' democratic and

ci%ic responsibilities. hile all parts of the hi'her education enterprise ha%e roles to pla$ in

buildin' ci%ic capital for our societ$& the focus of this report is on under'raduate education.

ith postsecondar$ education now %iewed as necessar$ preparation for toda$@s econom$&

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hi'her education has a new and unparalleled opportunit$ to en'a'e the majorit$ of *mericans

with the challen'es we face as a di%erse and 'loball$ en'a'ed democrac$. /oreo%er& toda$@s

U.S. colle'e campuses& both ph$sical and %irtual& brin' to'ether a wider ran'e of students than

e%er in our histor$ across class and color& reli'ion and 'ender& nationalities and a'es. *s

such& two and four-$ear colle'es and uni%ersities offer an intellectual and public commons.

There it is possible not onl$ to theori(e about what education for democratic citi(enship in a

di%erse societ$ mi'ht reuire& but also to rehearse that citi(enship dail$ in the fertile& roilin'

conte:t of inuir$ and hands-on e:periences accomplished with fresh insi'hts amidst

differences.

Unfortunatel$& the commitment to foster

foundational +nowled'e about U.S. democrac$ or

to e:pand ci%ic capacities to shape a better world

in concert with others has been pushed off the

priorit$ list in I-14 schools. 3or is it $et an

e:pectation for e%er$ colle'e student. i+e the

ocean at low tide& e%en the most minimal 'estures

toward ci%ic education ha%e be'un to recede from

the I-14 curriculum. hile there is some proddin'

about ci%ic matters from some State Ai'her

Education !ommissions& the$ usuall$ center on

communit$ ser%ice done outside a classroom

conte:t or focus on increasin' the number of

citi(ens who %ote. >oth of these are %aluable

'oals& but e%en to'ether the$ are insufficient tooffset the ci%ic erosion we are e:periencin'. The

times call for %isionar$ leadership that locates

education for democrac$ as a focal point of

educational stud$& reflection& and practice. This

moment in histor$ also calls on us to embrace a

comprehensi%e and contemporar$ %ision for ci%ic

learnin' that includes +nowled'e& s+ills& %alues&

and the capacit$ to wor+ with others on ci%ic and

societal challen'es. n%estin' in these forms of

learnin' can help increase the number of informed&thou'htful& and public-minded citi(ens more

prepared to contribute in the conte:t of the di%erse&

d$namic& 'loball$ connected United States.

The 'ra%itation pull& howe%er& is in e:actl$ the

opposite directionHto democrac$@s peril. *s

former Supreme !ourt Custice Sandra

Da$ O@!onnor obser%es& BAalf of the

states no lon'er ma+e it Mci%icsN a

reuirement to 'et out of hi'h school&

which she describes as Ba remar+able

withdrawal from the %er$ purpose we had

ori'inall$ for public school ;41<.

Ten indicators of anemic U.S. civichealth

1( +(S( ran"ed 1=>th in %oter participation of1"4 world democracies in 4".

/( The /010 Ciic ?ealth &nde; indicatesthat only 10@ o# citi5ens contacted a publicofficial in 4#-49.

=( /<@ o# graduating high school seniors scored at the proficient or ad%anced le%el inci%ics in 41& fewer than in 45 or in 199#.

<( Fe3er than 0@ of hi'h school seniorsreported learnin' about important parts ofci%ic +nowled'e in 41& includin' the U.S.!onstitution& !on'ress& or the court s$stem.

.( ?al# o# the states no longer re7uireciics education for hi'h school 'raduation.

B( College seniors scored only .<@correct ans3ers on a test measurin' ci%ic+nowled'e.

( Opportunities to de%elop ci%ic s+ills in hi'hschool throu'h communit$ ser%ice& school'o%ernment& or clubs are aailable disproportionately to 3ealthier students(

( ust oer one third college #aculty

"



sur%e$ed in 4" strongly agreed that their campusacti%el$ promotes awareness of U.S. or 'lobal social&political& and economic issues.

>( =.(@ o# college students sur%e$ed stronglyagreed that facult$ publicl$ ad%ocate the need for

students to become acti%e and in%ol%ed citi(ens.

10( -ne third o# college studentssureyed strongly agreed that their colle'eeducation resulted in increased ci%iccapacities.

Note: All the indicators above are taen !rom

re!erences embedded in the body o! there"ort where their citations can be !ound#

Secondar$ schools t$picall$ reuire onl$ three $ears of histor$ and social studies alto'ether to

address the entire spectrum of U.S. histor$& world and western histor$& 'lobal cultures and

challen'es& democratic ideals and institutions& and the social and political s$stems that frame

our world. ith such compressed time de%oted to these topics& students learn too little about

them. n the most recent national test of histor$ competence& onl$ 14J of U.S. seniors

performed at or abo%e the proficient le%el ;3ational !enter for Education Statistics 411a<.

Similarl$& the Southern Po%ert$ aw !enter@s report assi'ned thirt$-fi%e states an F 'rade

because the histor$ standards in their states Breuire little or no mention of the ci%il ri'hts

mo%ement ;Dillon 411<& which is the most powerful e:ample in the twentieth centur$ of a

transformati%e& broad-based& inter'enerational and interracial social mo%ement for full

democratic citi(enship. Furthermore& researchers find that opportunities to wor+ directl$ on

ci%ic issues in hi'h school throu'h communit$ ser%ice& school 'o%ernment& or ser%ice clubs are

disproportionatel$ a%ailable to wealthier students ;!8!E 44<.

3otabl$& despite all of the ener'$ bein' de%oted to the de%elopment of B!ommon !ore

Standards b$ the 3ational )o%ernors *ssociation and the !ouncil of !hief State School

Officers& the standards released in 41 do not address the content +nowled'e students need

for democratic citi(enship or 'lobal participation. *t the federal le%el& the Department of

Education@s /arch 41 ESE* Blue"rint !or $e!orm calls for Ba complete education that

includes not onl$ literac$& mathematics& science& and technolo'$ but also histor$& ci%ics&

forei'n lan'ua'es& the arts& and other subjects. Ket e%en here the report ma+es clear that

public reportin' of student achie%ement in this more ambitious conception of 41 st centur$

school learnin' is left to the discretion of the states ;U.S. Department of Education 41<. This

Tas+ Force belie%es that a 'reat democrac$ needs to hold itself accountable for all students@

ci%ic and democratic learnin'& U.S. and 'lobal.

*nd so& as numerous studies re%eal& we find oursel%es in the midst of what !harles 3.

ui'le$& E:ecuti%e Director of the !enter for !i%ic Education& calls a Bci%ic recession. The

U.S. Department of Education@s 41 3ational *ssessment of Educational Pro'ress ;3*EP< in

ci%ics for I-14 education underscores one facet of that disturbin' realit$ ;see sidebar ne:t

pa'e<. 3*EP e:amines ,th& #th& and 14th 'rade competencies in fi%e basic ci%ic concepts2 ci%ic

life& the *merican political s$stem& principles of democrac$& world affairs& and roles of citi(ens

;3ational !enter for Education Statistics 411b<. *s the 411 report e:plains& the assessment

is not 'au'in' mere recitation of facts but students@ abilit$ to identif$ and describe concepts&

e:plain and anal$(e them& and e%aluate and defend a position.

#



The most recent results were ab$smal. oo+in' at the 41 a%era'e score for each 'rade

le%el a'ainst those from 45 and 199#& there was no si'nificant chan'e in a%era'e score for

#th 'raders& and there was an actual decline for 14 th 'raders. Fewer hi'h school seniors

scored at the proficient or ad%anced le%el than in 45. * hi'her percenta'e scored below

basic le%els. The onl$ heartenin' findin' was a 6J impro%ement in ci%ic literac$ amon' ,th

'raders since 45. There is indeed an eclipse of ci%ic +nowled'e& and it is of a lon' duration.

ith so man$ students now enrollin' in hi'her

education& we mi'ht hope that postsecondar$

stud$ would repair these omissions and build the

+inds of ci%ic +nowled'e that a 'lobal democrac$

needs. >ut here too& studies show the opposite.

The ntercolle'iate Studies nstitute measures

ci%ic +nowled'e amon' colle'e students. Aalf of

1,& incomin' freshmen tested b$ S failed a

5-uestion multiple choice test? seniors fared

onl$ sli'htl$ better with seniors scorin' 0,J

correct answers& which is still a failin' 'rade

;>arton and !ole$ 411& 4"<. t is no surprise then

that most *mericans cannot name the liberties

protected in the >ill of 8i'hts& and& when polled

about it& seem to thin+ such ri'hts are

unnecessar$ ;8omano 411<. /an$ cannot

name the %ice president of the United States& their

senators& or their state representati%es./easured b$ most political tal+ shows and man$

town hall meetin's& ci%il discourse and ta+in'

seriousl$ the perspecti%es of others remain

lar'el$ unpracticed arts.

Findin's from %he Nation’s $e"ort Card:

Civics &'('

• 4,J of 'raduatin' hi'h school seniors

scored at the proficient or ad%anced le%els

for ci%ics& while 65J scored below the

basic le%el.

• ess than one-half of 14th 'raders

reported stud$in' international topics as

part of a ci%ics education& and fewer than

"J reported learnin' about certain

important areas of domestic ci%ic

+nowled'e includin' the U.S. !onstitution&

!on'ress& the court s$stem& or elections

and %otin'. All o# these #igures re#lect

decreases #rom 1>> leels(

• 8acial 'aps in student performance

continue to be substantial2 * 49-point 'ap

e:ists between the a%era'e scores of white and *frican *merican hi'h school

seniors& and a 19-point 'ap e:ists

between white and Aispanic hi'h school

seniors.

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Our nation finds itself in a befuddlin' ju:taposition of

realities. e ha%e the hi'hest access to %otin'

ri'hts in our histor$& but stru''le to muster half of

eli'ible %oters to e:ercise their ri'hts. Despite a

public that remains uite disen'a'ed with electoral

politics& )allup@s poll on ci%ic health re%eals that

*mericans contribute more time and mone$ to

those in need than citi(ens in an$ countr$ in the

world ;)allup 411<. There is& then& not a shorta'e of

indi%idual acts of 'enerosit$ but rather of ci%ic

+nowled'e and action.

!onfoundin' matters& man$ public leaders ha%e

not turned to hi'her education to le%era'e the ci%ic

deficits that threaten the %italit$ of U.S. democrac$.

This is a dramatic o%ersi'ht. O%er the last two

decades& hundreds of trailbla(in' colle'es and

uni%ersities ha%e led the wa$ toward democratic

renewal b$ buildin' inno%ati%e forms of ci%ic

learnin' for students and establishin'

transformati%e partnerships with the wider

communit$& at home and abroad. n these

pro'rams& citi(ens& facult$& and students wor+

to'ether on a host of public problems& ran'in' fromeducation and po%ert$ to health and sustainabilit$. n appl$in' +nowled'e to address real-

world issues in concert with others& some colle'es are helpin' students mo%e from ci%ic

+nowled'e to ci%ic action& thus enhancin' their preparation to be informed& acti%e citi(ens

when the$ 'raduate.

Tom Ehrlich& a distin'uished ci%ic scholar and leader& describes the ci%ic reform mo%ement2

B!i%ic en'a'ement means wor+in' to ma+e a difference in the ci%ic life of our communities and

de%elopin' the combination of +nowled'e& s+ills& %alues and moti%ation to ma+e that

difference. t means promotin' the ualit$ of life in a communit$& throu'h both political and

nonpolitical processes ;Ehrlich 4& %i).

hile the ci%ic reform mo%ement in hi'her education has affected almost all campuses& its

influence is partial rather than per%asi%e. !i%ic learnin' and democratic en'a'ement remain

optional rather than e:pected for almost all students. *s this report e:plains in !hapters 7

and 7& ci%ic efforts alread$ in place in postsecondar$ education can and should be ta+en to the

ne:t le%el and become inte'ral to postsecondar$ learnin' whate%er the students@ area of stud$.

1

Findin's from 3ation@s 8eport !ard2

!i%ics 41

• 4,J of 'raduatin' hi'h school

seniors scored at the proficient

or ad%anced le%els for ci%ics in

41& with 65J scorin' at the

below basic le%el.

• Fewer than one half of 14th

'raders reported stud$in'international topics as part of a

ci%ics education& and fewer

than "J reported learnin'

about certain important areas

of domestic ci%ic +nowled'e

includin' the U.S.

!onstitution& !on'ress& the

court s$stem& or elections and

%otin'. *ll of these fi'ures

reflect decreases from 199#

le%els.

• 8acial 'aps in student

performance continue to be

substantial2 * 49-point 'ap

between the a%era'e scores

of white and *frican *merican

hi'h school seniors& and a 19-

point 'ap between white and

Aispanic hi'h school seniors.



/oreo%er& this emer'ent +ind of ci%ic en'a'ement ou'ht to be better ali'ned with needed

reforms in I-14. 3onetheless& hi'her education@s in%estments in education for democrac$ are

sufficientl$ ad%anced that researchers now are able to report their positi%e impact on ci%ic

learnin' and democratic en'a'ement for those colle'e students who too+ part ;7o'el'esan'

and *stin 40? !olb$ et al. 46? Cacob$ and *ssociates 49<. e +now that the more

students ta+e part in hi'h-ualit$ ci%ic e:periences in colle'e& the 'reater their 'rowth alon'

man$ ci%ic dimensions. *s this report will e:plain in more detail& we also +now that students@

in%ol%ement in these acti%ities is positi%el$ correlated with increased retention and completion

rates ;>rownell and Swaner 41? !ampus !ompact 4#<. This is promisin' news indeed for

a nation where far too man$ students lea%e colle'e without completin' a de'ree.

A More Comprehensive efinition of Civic !earnin" is Re#$ired in the 21st Cent$r%

ith its focus on hi'her education as a site for citi(enship& A Crucible Moment: College

Learning and Democracy’s Future uses the dual terms of ci%ic learnin' and democratic

en'a'ement to emphasi(e the ci%ic si'nificance of preparing students &ith "no3ledge and

for action( Toda$@s education for democrac$ needs to be informed b$ deep en'a'ement with

the %alues of libert$& eualit$& indi%idual worth& open mindedness& and the willin'ness to

collaborateHwith people of differin' %iews and bac+'roundsHtowards common solutions for

the public 'ood. *nne !olb$ and her collea'ues capture the comple:it$ of ci%ic learnin' and

democratic en'a'ement when the$ define democrac$ as Bfundamentall$ a practice of shared

responsibilit$ for a common future. t is alwa$s the unfinished tas+ of ma+in' social choices

and wor+in' toward public 'oals that shapes our li%es and the li%es of others ;!olb$ et al.

4"& 40<. /oreo%er& as historian Diane 8a%itch obser%es& B* societ$ that is raciall$ and

ethnicall$ di%erse reuires& more than other societies& a conscious effort to build shared %alues

and ideals amon' its citi(enr$ ;8a%itch 4<.

11



The multifaceted dimensions of ci%ic learnin' and democratic en'a'ement necessar$ in the

United States at this point in its histor$ are su''ested in Fi'ure 1 below. t maps a

contemporar$ definition of ci%ic and democratic learnin'& underscorin' the breadth and scope

of preparation for +nowled'eable citi(enship that a hi'hl$ di%erse and 'loball$ en'a'ed

democrac$ reuires. Stressin' that point is one of the o%erridin' recommendations in the

3ational !all to *ction presented in !hapter . *n earlier definition of Bci%ics education that

stressed familiarit$ with the %arious branches of 'o%ernment and acuaintance with basic

information about U.S. histor$ is essential but no lon'er nearl$ enou'h. *mericans still need

to understand how their political s$stem wor+s and how to influence it. >ut the$ also need to

understand the cultural and 'lobal conte:ts in which democrac$ is both deepl$ %alued and

deepl$ contested. /oreo%er& the full competencies in ci%ic learnin' cannot be learned onl$ b$

stud$in' boo+s? democratic +nowled'e and capabilities are honed throu'h hands-on& face-to-

face& acti%e en'a'ement in the midst of differin' perspecti%es about how to address common

problems that affect the well-bein' of the nation and the world.

The framin' in Fi'ure 1 is su''esti%e& not definiti%e. /uch more wor+ is reuired to de%elop

e%en 'reater clarit$ about component elements of ci%ic and democratic learnin' in this 'lobal

centur$& and in !hapter & we call for a new commitment to underta+e that wor+.

3onetheless& the four cate'ories of +nowled'e& s+ills& %alues& and action are widel$ shared& if

sometimes differentl$ emphasi(ed& amon' ci%ic educators and practitioners. Similarl$& in the

man$ anal$ses of ci%ic learnin' cited in this report& the more specific learnin' outcomes listed

under each of the four cate'ories in Fi'ure 1 appear with %ar$in' lan'ua'e but recurrin'

consistenc$. The contemporar$ scope of ci%ic +nowled'e and its application thus present a

formidable $et e:hilaratin' educational a'enda of si'nificant proportion. *s such& it in%ites

educators& scholars& and polic$-ma+ers to re-ima'ine how to creati%el$ locate education forci%ic learnin' and democratic en'a'ement at the heart of our nation@s educational s$stems and

throu'hout the pipeline from school throu'h colle'e and be$ond.

14



Figure 1: Components o# /1st Century Ciic Learning and Democratic !ngagement

Eno3ledge

• Familiarit$ with +e$ democratic te:ts and uni%ersal democratic principles and with

selected debatesHin U.S. and other societiesHconcernin' their applications

• Aistorical and sociolo'ical understandin' of se%eral democratic mo%ements& both in the

U.S. and in other parts of the world

• Understandin' one@s sources of identit$ and their influence on ci%ic %alues& assumptions&

and responsibilities to a wider public

• Inowled'e of the di%erse cultures& histories& %alues& and contestations that ha%e shaped

U.S. and other world societies

• E:posure to multiple reli'ious traditions and to alternati%e %iews about the relation

between reli'ion and 'o%ernment

• Inowled'e of the political s$stems that frame constitutional democracies and of political

le%ers for influencin' chan'e

S"ills

• !ritical inuir$& anal$sis& and reasonin'

• uantitati%e reasonin'

• )atherin' and e%aluatin' multiple sources of e%idence

• See+in'& en'a'in'& and bein' informed b$ multiple perspecti%es

• ritten& oral& and multi-media communication

• Deliberation and brid'e-buildin' across differences

• !ollaborati%e decision-ma+in'

• *bilit$ to communicate in a second lan'ua'e

alues

• 8espect for freedom and human di'nit$

• Empath$

• Open-mindedness

• Tolerance

• Custice

• Eualit$



• Ethical inte'rit$

• 8esponsibilit$ to a lar'er 'ood

Collectie Action

•nte'ration of +nowled'e& s+ills& and e:amined %alues in order to e:ercise informedaction to address public problems

• /oral discernment and beha%ior

• 3a%i'atin' political s$stems and processes& both formal and informal

• Public problem-sol%in' with di%erse partners

• !ompromise& ci%ilit$& and mutual respect



>$ in%estin' more strate'icall$ to educate students full$ alon' the four-part ci%ic continuum&

hi'her education can help i'nite a more wide-spread ci%ic renewal in *merica. hen deep

learnin' about comple: uestions with public conseuences is coupled with colle'e students@

ener'ies and commitments& democratic culture is rein%i'orated. Despite the label of

disen'a'ement often pinned to their t-shirts b$ others& e%idence points to how a majorit$ of the

current 'eneration of $oun' people cares deepl$ about public issues. hile man$ are

alienated b$ polari(ed& partisan debates& corporate influence o%er polic$ ma+in'& and

inefficient 'o%ernment processes& a si'nificant portion of colle'e students are interested in

communit$ ser%ice that leads to s$stemic social and political chan'e. The$ also want to ha%e

more meanin'ful opportunities to discuss and address public issues ;Iiesa 4"<. n

reshapin' the colle'e e:perience& we need to capitali(e on the $earnin'& the inclination& and

the commitments of such students.

n a 49 sur%e$ of enterin' colle'e students underta+en b$ U!*@s Ai'her Education

8esearch nstitute ;AE8<& 60.#J responded that Bbecomin' a communit$ leader was

Bessential or B%er$ important and reported showin' more commitment to treatin' each other

as eual citi(ens when compared to older 'enerations ;Pr$or et al. 49<. /oreo%er& when

a%ailable& students in e%er-increasin' numbers are floc+in' to ci%ic en'a'ement opportunities

in colle'e often spurred b$ earlier %olunteer wor+ in the $ear before the$ entered colle'e. n

the same sur%e$& #0.6J of enterin' first-$ear students responded Bfreuentl$ or Boccasionall$

to the item& Bperformed %olunteer wor+ as hi'h school seniors ;Pr$or et al. 49<. AE8 data

re%eals that the pattern of ser%ice remains hi'h in the colle'e $ears as well2 #1.4J of

'raduatin' seniors report bein' en'a'ed in some form of communit$ ser%ice durin' colle'e

;De*n'elo& pers. comm. 411<.

*nother national stud$ indicates that students want more from their colle'es than the$ are

'ettin' in terms of institutional emphasis on contributin' to the lar'er communit$. The lon'er

the students sta$ in colle'e& the wider the 'ap becomes between their endorsement of social

responsibilit$ as a 'oal of colle'e and their assessment of whether the institution is pro%idin'

opportunities for 'rowth in this area ;see Fi'ure 4? De$ and *ssociates 49<.



Figure 2. Percentage of students who strongly agree that

contributing to community “should be” a major focus of

college and “is” a major focus of college, by year in school

De$ and *ssociates 49

n that same stud$& the assessment b$ students of whether their campus %alues and promotescontributin' to the lar'er communit$ declines from first to senior $ear. hile ,,.#J of first-$ear students stron'l$ a'reed that their campus acti%el$ promoted awareness of U.S. social&political& and economic issues& onl$ 6,.6J of seniors stron'l$ a'reed with this statement.There was an e%en more stri+in' discrepanc$ in the 'lobal arena. *mon' first-$ear students&

,6.6J stron'l$ a'reed that their campus acti%el$ promoted awareness of 'lobal social&political& and economic issues& but onl$ half that amountH44.9JHof seniors stron'l$ a'reed

with this statement ;De$ and *ssociates 49& 5-"<.

*s A Crucible Moment will emphasi(e& communit$ ser%ice is not necessaril$ the same as

democratic en'a'ement with others across differences to collecti%el$ sol%e public problems.

3or does ser%ice alwa$s establish a reciprocal partnership or lead to an anal$sis of s$stemic

causes of a 'i%en issue. >ut ser%ice can be& and often is& the first step toward a more full$

de%eloped set of capacities and commitments to co-create with di%erse others more %ibrant

communities to address si'nificant national needs to promote economic and social stabilit$.

!hapter 7 will hi'hli'ht some colle'es and uni%ersities that can point the wa$ to desi'nin'educational e:periences that help students alon' the ci%ic continuum. The challen'e for

colle'es and uni%ersities in this ne:t decade is to ma+e such opportunities per%asi%e rather

than random across the institution.

A Colle"e 'd$cation M$st (ffer More Than )or*force Trainin"

Two and four-$ear colle'es and uni%ersities ha%e traditionall$ prepared students for citi(enship

and for economic life& and the$ must continue to do soHnow more than e%er. The democrac$-



enhancin' flood of first-'eneration students to colle'e has led appropriatel$ to e:pectations

that an associate or bachelor@s de'ree will secure a wider ran'e of occupational choices and

hi'her salaries. *s the authors of Connecting )or!orce Develo"ment and Civic *ngagement:

+igher *ducation as ,ublic -ood and ,rivate -ain ar'ue& wor+force de%elopment and ci%ic

en'a'ement Bneed not be separate or competin' missions& but Bcan be complementar$

%isions ;>attistoni and on'o 40& "<.

Similarl$& man$ business leaders understand that education for the modern wor+force should

not displace education for citi(enship. !harles Iolb& President of the non-partisan& business-

led !ommittee on Economic De%elopment& ar'ues& Bn addition to the ob%ious labor-force

needs& ha%in' more *mericans with hi'her le%els of postsecondar$ achie%ement is %ital to our

ci%ic health. The heart of a %ibrant democrac$ is educated& en'a'ed citi(ens who are able to

ma+e choices for themsel%es& their families& their communities& and their countr$. n this

respect& the success of *merican postsecondar$ education is critical to the success of

*merican democrac$ ;411<.

n star+ contrast to the bothLand approach of careers and citi(enship that Iolb and this report

each embrace& a troublin' chorus of public pronouncements b$ some outside of hi'her

education ha%e reduced e:pectations for a colle'e education to job preparation alone.

Dominatin' the polic$ discussions are demands that colle'e curricula and research match

Blabor mar+et needs and be tailored to Bindustr$ a%ailabilit$. Still others call for an increase in

Bde'ree outputs& much as the$ mi'ht as+ a factor$ to produce more cars or coats.

The 3ational )o%ernors *ssociation@s report& Degrees !or )hat .obs/ $aising *0"ectations

!or 1niversities and Colleges in a -lobal *conomy & ser%es as onl$ one e:ample of a polic$

discourse that focuses hi'her education directl$ and onl$ on jobs. The report openl$challen'es hi'her education@s historic commitment to pro%ide students with a broad liberal arts

education ;Spar+s and aits 411<. n U.S. hi'her education& of course& the liberal arts ha%e

been proudl$ owned as a form of colle'e learnin' that prepares citi(ens for the responsibilities

of freedom. 8ejectin' the %alue of what has differentiated U.S. hi'her education and made it

the en%$ of the world& the report describes hi'her education@s function and future fundin' as

dependent sin'l$ on promotin' Beconomic 'oals& Bwor+force preparation& and Bcompetiti%e

ad%anta'e ;6<.

Inowled'eable citi(enshipHU.S. and 'lobalHsurel$ reuires a 'roundin' in histor$& U.S. and

world cultures& the humanities& and the social sciences. t also reuires what /artha3ussbaum has called culti%ation of a Bnarrati%e ima'ination& the capacit$ to enter into world

%iews and e:periences different from one@s own. These capacities are not incorporated into

man$ career and technical pro'rams but the$ certainl$ can be.

The call for educational reform cast only as a matter of wor+force preparation mista+enl$

adopts a nineteenth-centur$ industrial model for comple: twent$-first-centur$ needs.



8eframin' the public purpose of hi'her education in such instrumental wa$s will ha%e 'ra%e

conseuences for *merica@s intellectual& social& and economic capital. Followin' such

recommendations su''ests colle'es are no lon'er e:pected to educate leaders or citi(ens&

onl$ wor+ers? the$ will not be called to in%est in lifelon' learnin'& but rather in industr$-specific

job trainin'. !allin' for colle'es and uni%ersities to prepare students for careers and

citi(enship rather than only the former is especiall$ important for students in communit$

colle'es. Fort$-fi%e percent of first-time under'raduates enroll in this sector& includin' more

than 0J of *frican *merican& atino& and 3ati%e *merican under'raduates ;)ie'erich 45<.

Since the majorit$ of these students do not transfer be$ond the communit$ colle'e& it is all the

more important that ci%ic learnin' be inte'rated into the curriculum& includin' career trainin'

pro'rams.

h$ must the United States reuire its educational s$stem to educate for careers and

citi(enshipG Our foundin' fathers understood wh$ %er$ well. Ai'her education in a robust2

diverse2 and democratic country needs to culti%ate in each of its 'raduates an open andcurious mind& critical acumen& public %oice& ethical and moral jud'ment& and the commitment to

act collecti%el$ in public to achie%e shared purposes. n star+ contrast& hi'her education in a

restrictive undemocratic country needs onl$ to culti%ate obedient and producti%e wor+ers. *s

A Nation o! 3"ectators astutel$ asserted& Be belie%e that economic producti%it$ is important

but it must not be confused with ci%ic health ;11<.

et us be clear about our position. e belie%e that educatin' students for purposeful wor+ in a

d$namic& comple: econom$ is more than e%er an essential 'oal of hi'her education. Aowe%er&

we reject a (ero-sum choice between the fullest preparation for economic success and

education for citi(enship. A Crucible Moment outlines a path that prepares students both for+nowled'eable citi(enship and for economic opportunit$. *s emplo$ers themsel%es ma+e

clear& the United States should not be forced to choose between preparin' students for

informed democratic citi(enship and preparin' students for successful colle'e completion and

career opportunities.

Public leaders who belie%e that the Beconomic a'enda of hi'her education is reducible to

wor+force trainin' also fail to understand that there is a ci%ic dimension to e%er$ field of stud$&

includin' career and technical fields& as well as to e%er$ wor+place. ndustries and ser%ices

ha%e ethical and social responsibilities of their own& and& in a democrac$& citi(ens and

communit$ partners routinel$ wei'h in on such uestions. or+ers at all le%els need toanticipate the ci%ic implications of their choices and actions. The nationHand the worldHha%e

e:perienced disastrous results when ci%ic conseuences are i'nored and onl$ economic profit

is considered.

Aappil$& there are some si'nature emplo$ment models that braid to'ether hi'h standards of

wor+ and ci%ic responsibilit$. For e:ample& more than " companies ha%e produced



corporate social responsibilit$ reports in accordance with 'uidelines published b$ the )lobal

8eportin' nitiati%e ;)8<& which include en%ironmental health& human ri'hts& fair labor

practices& product responsibilit$& economic sustainabilit$& and communit$ en'a'ement

dimensions ;*s Kou Sow n.d.? )8 411<. i+ewise& Siemens *) or'ani(es its corporate

citi(enship acti%ities in support of the U3 /illennium De%elopment )oals and the principles of

the U3 )lobal !ompact. Part of this framewor+ in%ol%es mobili(in' emplo$ees to donate time

to worth$ causes throu'h the compan$@s !arin' Aands Pro'ram and reco'ni(in' teams of

emplo$ee %olunteers who underta+e outstandin' and inno%ati%e communit$ ser%ice projects

;Siemens *) n.d.<. Similarl$& the Timberland !ompan$ emplo$s an BEarth+eepers philosoph$

that 'uides product de%elopment& social and en%ironmental performance in the suppl$ chain&

ener'$ use& and communit$ en'a'ement. !ommunit$ en'a'ement is or'ani(ed throu'h the

compan$@s 4-$ear-old Path of Ser%ice pro'ram& which offers emplo$ees paid time to ser%e in

their local communities ;Swart( 411<.

E%en if the$ are not commonplace& in colle'es toda$ there are some nascent models that

embed uestions about ci%ic responsibilities within career preparation. The$ point to the ne:t

le%el needed in ci%ic campus wor+. !alifornia State Uni%ersit$& /ontere$ >a$ ;!SU/><& for

e:ample& defines ci%ic literac$ as the B+nowled'e& s+ill and attitudes that students need to wor+

effecti%el$ in a di%erse societ$ to create more just and euitable wor+places& communities& and

social institutions ;Pollac+ 411<. The second ser%ice learnin' course at !SU/> that all

students must complete is rooted in the student@s ma4or . E%er$ business student& for e:ample&

ta+es a !ommunit$ Economic De%elopment course that includes fift$ hours of ser%ice to a

communit$ or'ani(ation. mportantl$& the o%erridin' uestion that these students e:plore is

BAow can businesses balance the triple bottom lines of profit& people& and planetG ;Pollac+

411& 9<. Similarl$& for students in the School of nformation Technolo'$ and !ommunicationsDesi'n& the ser%ice learnin' course is constructed around the 'uidin' uestion& BAow has

di'ital technolo'$ accentuated or alle%iated historical ineualities in our communit$& and what

is m$ responsibilit$ for addressin' the di'ital di%ide as a future T professionalG ;Pollac+ 411&

9<.

To strip out such probin' ci%ic uestions from either hi'her education or the wor+place is to

contribute to the creation of the citi(enless democrac$ that Da%id /athews so dreaded. *

health$ democrac$ demands that ci%ic dimensions in thin+in' and in wor+in' be culti%ated& not

i'nored or suppressed.

n addition to ser%in' as an en'ine of economic de%elopment& hi'her education is also a crucial

incubator for fosterin' democratic %oice& thou'ht& and action. The shared capacities needed

both in the modern wor+place and in di%erse democratic societies include2 effecti%e listenin'

and oral communication& creati%e and critical thin+in' and problem sol%in'& the abilit$ to wor+

effecti%el$ in di%erse 'roups& a'enc$ and collaborati%e decision ma+in'& ethical anal$ses of

comple: issues& and intercultural understandin' and perspecti%e ta+in' ;>owles 44& cited b$

>attistoni and on'o 40& 91<.



Drawn from emplo$er sur%e$s about s+ills the$ are see+in' in new emplo$ees& Fi'ure 6

depicts the areas that emplo$ers wish hi'her education would emphasi(e more. The list

closel$ parallels the framewor+ of essential learnin' outcomes for liberall$ educated colle'e

'raduates ;*ssociation of *merican !olle'es and Uni%ersities 411<. 3amed as important

sta+eholders in education for democrac$ in !hapter & emplo$ers can become influential allies

in definin' the more comple: capabilities needed in toda$@s wor+place that so man$ polic$

ma+ers o%erloo+. The$ ha%e repeatedl$ testified that the s+ills for the 41st centur$ wor+place

include histor$& 'lobal cultures& intercultural literac$& ethical jud'ment& and ci%ic en'a'ement.

Technical s+ills are important& but for toda$@s econom$& emplo$ers underscore that technical

s+ills are not enou'h ;Peter D. Aart 8esearch *ssociates& nc. 4"& 4#& 41<. Former

oc+heed /artin !EO *u'ustine 3orman has pointed out that students@ wea+ 'rasp of histor$

actuall$ threatens *merica@s econom$ as well as its freedom ;all Street Cournal& BThe

Education of Our Econom$ 3eeds& September 1"& 411<. 3arrow trainin' is bad preparation

for the econom$ as well as for democrac$.





Civic !earnin" and Colle"e Completion

*lon' with ur'in' a ti'hter connection between labor mar+et needs and the colle'e curriculum&

polic$ leaders ha%e also focused with new determination on raisin' the rates of colle'e

completion. >ut just as the choice between jobs and education for citi(enship is a falsedichotom$& so is the choice between 'raduation rates and education for citi(enship. n fact&

student participation in ser%ice learnin'& one of a number of ci%ic peda'o'ies but one whose

impact has been more widel$ studied& is correlated with outcomes that contribute to increased

retention and completion rates to which numerous studies attest ;*stin and Sa: 199#? )allini

and /oell$ 46? 7o'el'esan' et al. 44& 3i'ro and Farnsworth 49? >rownell and Swaner

41<. * smaller& sin'le-institution stud$ at Iapi@olani !ommunit$ !olle'e e:amined

persistence amon' 55 students who completed ser%ice-learnin' assi'nments in 41-411.

8obert . Franco& Director& Office for nstitutional Effecti%eness& noted& BThe course success

and fall-to-sprin' persistence rates of the 55 students were 4 percent hi'her than for all

students. These results replicate similar findin's for more than 5 students completin'

ser%ice-learnin' assi'nments in 49-41. Ser%ice-learnin' students demonstrated learnin'

'ains in appl$in' course concepts to communit$ conte:ts& communicatin' to di%erse

audiences& reco'ni(in' and respondin' to communit$ problems& and clarif$in' personal&

academic& and career 'oals ;8obert . Franco& pers. comm. 411<.

Other studies show ser%ice learnin'@s positi%e impact on other factors that raise the li+elihood

that students will sta$ in colle'e. Three of these factors include career de%elopment ;E$ler et

al. 41<& satisfaction with colle'e ;*stin and Sa: 199#? >erson and Koun+in 199#<& and

deepenin' students@ connections with facult$ ;*stin and Sa: 199#? )ra$ et al. 199#? E$ler and

)iles 1999<. t is well established that students@ closeness with facult$ is a +e$ factor in

increasin' colle'e success ;*stin 1996< and persistence ;Pascarella and Teren(ini 40<.

Unfortunatel$& ser%ice learnin' remains optional rather than e:pected for most colle'e

students. /ore than three uarters of communit$ colle'e students ha%e ne%er ta+en a course

that includes a ser%ice learnin' component& and nearl$ half ;,#.5J< of those completin' a >.*.

de'ree report that the$ ha%e ne%er ta+en a course that included ser%ice learnin' ;Fran+e et al.

41<.

Despite clear e%idence& then& that ci%ic learnin' in colle'e is compatible with preparation for

the modern wor+force and impro%ed 'raduation rates& the dominant e:ternal polic$ discourse

about hi'her education Breform is silent on education for democrac$. Does the ci%ic mission

of hi'her education in our increasin'l$ multicultural democrac$ need to be scuttled to achie%e

better jobs for students or hi'her 'raduation ratesG t does not. *nd it must not.

t is time to bring t3o national priorities - career preparation and increased access and

completion rates - together in a more comprehensi%e %ision 3ith a third national priority2

fosterin' informed& en'a'ed& responsible citi(ens. Ai'her education is a space where that



triad of priorities can cohere and flourish.

Central Ar"$ment of this Report * sociall$ cohesi%e and economicall$ %ibrant U.S. democrac$ and a %iable& just 'lobal

communit$ reuire informed& en'a'ed& open-minded& and sociall$ responsible peoplecommitted to the common 'ood and practiced in Bdoin' democrac$. n a di%ided and uneual

world& educationHfrom I-14 throu'h colle'e and be$ondHcan open up opportunities to

de%elop each person@s full talents& euip 'raduates to contribute to economic reco%er$ and

inno%ation& and culti%ate responsibilit$ to a lar'er common 'ood.

*chie%in' that 'oal will reuire that ci%ic learnin' and democratic en'a'ement not be sidelined

but central& not an afterthou'ht but an anticipated and inte'ral part of e%er$ student@s I-14 and

colle'e education. To clarif$2 e are not su''estin' that colle'es implement a sin'le reuired

ci%ics course. That would hardl$ be sufficient.

8ather& we are callin' for far more ambitious standards for colle'es and uni%ersities that can

be measured o%er time to indicate whether institutionsHand their studentsHare becomin'

more ci%ic-minded. This report therefore ur'es e%er$ colle'e and uni%ersit$ to foster a civic

ethos that 'o%erns campus life& ma+e civic literac% a 'oal for e%er$ 'raduate& inte'rate civic

in#$ir% within majors and 'eneral education& and ad%ance civic action as lifelon' practice

;see Fi'ure , for specific indicators in each of the four areas<. n doin' so& we are see+in' a

more comprehensi%e %ision to 'uide the 41st centur$ formulation of education for democratic

citi(enship on colle'e and uni%ersit$ campuses. *s this report su''ests& in%estin' in this

broader %ision promises to culti%ate more informed& en'a'ed& and responsible citi(ens while

also contributin' to economic %italit$& more euitable and flourishin' communities& and the

o%erall ci%ic health of the nation.



Figure <

6hat 6ould a Ciic8Minded Campus Loo" Li"eG

Ciic ethos 'o%ernin' campus life

The infusion of democratic %alues into the customs and habits of e%er$da$ practices& structures&and interactions? the definin' character of the institution and those in it that emphasi(es open-mindedness& ci%ilit$& the worth of each person& ethical beha%iors& and concern for the well-bein' ofothers? a spirit of public-mindedness that influences the 'oals of the institution and itsen'a'ement with local and 'lobal communities.

Ciic literacy as a 'oal for e%er$ student

The culti%ation of foundational +nowled'e about fundamental principles and debates aboutdemocrac$ e:pressed o%er time& both within the United States and in other countries? familiarit$

with se%eral +e$ historical stru''les& campai'ns& and social mo%ements underta+en to achie%e the

full promise of democrac$? the abilit$ to thin+ criticall$ about comple: issues and to see+ ande%aluate information about issues that ha%e public conseuences.

Ciic in7uiry inte'rated within the majors and 'eneral education

The practice of inuirin' about the ci%ic dimensions and public conseuences of a subject ofstud$? the e:ploration of the impact of choices on different constituencies and entities& includin'the planet? the deliberate consideration of differin' points of %iews? the abilit$ to describe andanal$(e ci%ic intellectual debates within one@s major or areas of stud$.

Ciic action as lifelon' practice

The capacit$ and commitment both to participate constructi%el$ with di%erse others and to wor+

collecti%el$ to address common problems? the practice of wor+in' in a pluralistic societ$ and worldto impro%e the ualit$ of people@s li%es and the sustainabilit$ of the planet? the abilit$ to anal$(es$stems in order to plan and en'a'e in public action? the moral and political coura'e to ta+e ris+sto achie%e a 'reater public 'ood.

The !all to *ction outlined in !hapter is desi'ned to ma+e ci%ic learnin' and democratic

en'a'ementHU.S. and 'lobalHan animatin' national priorit$. t recommends buildin' that

foundation for responsible citi(enship b$ ma+in' such learnin' an e:pectation for all students

whether in schools& colle'es& communit$ colle'es& or uni%ersities. E%er$one has a role to pla$

in buildin' the +nowled'e& s+ills& %alues& and ci%ic actions that all students need. !hapter

offers specific recommendations from the field on how to be'in to outline both 'eneral and

locali(ed action plans. The !all to *ction identifies some of the multiple courses of collecti%e&

coordinated actions that can be underta+en b$ a broad coalition if we hope to transform ci%ic

learnin' and democratic en'a'ement from aspiration to realit$.

A Crucible Moment: College Learning and Democracy’s Future therefore sets forth a 3ational

!all to *ction that refuses to sideline ci%ic learnin' and democratic en'a'ement. t ar'ues for



restorin' the centralit$ of education for democratic en'a'ement to its intended hi'h standin'

and charts a direction that +eeps sharpl$ in %iew both the realit$ of 'lobal interdependence and

the $earnin' for 'reater freedom and self-direction e:pressed b$ peoples around the world.

*bo%e all& it ar'ues for ensurin' that all colle'e students de%ote time and effort to the +inds of

Breal-world challen'es that e%er$ societ$ confronts& where ci%ic +nowled'e and jud'ment must

shape public choices.



&&( Crucible Moments o# Ciic Learning: Then and No3

Bin order to na%i'ate our 'lobal interdependence& we need processes where we allthin+ throu'h our own responsibilities toward other fellow humans and discuss ouranswers with our peers. * con%ersation about a 'lobal ci%ics is indeed needed& anduni%ersit$ campuses are ideal %enues for these con%ersations to startwe should not

wait an$ lon'er to start it.Q/artti *htisaari& 4# 3obel Peace aureate ;>roo+in's 411<

BThe in'spread Mcolle'eN students belie%e that their communit$ e:periences Mthrou'hser%ice learnin'N encoura'e them to de%elop a lar'er& more inclusi%e social ima'ination. . .a sense of how to ad%ocate be$ond their own desiresM&N and . . .the %alue ofsubordinatin' themsel%es to a lar'er purpose.

%he New 3tudent ,olitics ;on' 44<

The sense of ur'enc$ that propels man$ poorl$ concei%ed remedies for the challen'es facin'

the United StatesHincludin' the economic recession& the erosion of U.S. world power& and the

fra$in' of the social fabricHis certainl$ understandable. Our nation is indeed at a crucible

moment when the intense heat from multiple forces both tests and threatens the countr$@s

resilience. Cust as the crucible used to melt ores alters materials from one form to another& so

this crucible moment in the United States is frau'ht with both trials and transformati%e

possibilities. f we hope to rein%ent and rein%i'orate our econom$& our democrac$& and hi'her

education itself& it is imperati%e to ta+e bold and creati%e action.

n other such crucible moments& both the nation and hi'her education ha%e acted with intrepid&%isionar$ coura'e. Toda$ we need to do so a'ain.

*t the crucible foundin' of our new republic& for e:ample& flawed as it was with its unhol$

embrace of sla%er$& both Thomas Cefferson and >enjamin Fran+lin articulated elouentl$ how

essential an educated citi(enr$ would be if the fled'lin' democrac$ was to ta+e root. Fran+lin&

who helped found se%eral schools for *frican *mericans and who belie%ed hi'her education

should be a%ailable to ordinar$ citi(ens and not just the elite& ar'ued that colle'e should

culti%ate Ban inclination joined with the abilit$ to ser%e man+ind& one@s countr$& friends and

famil$ ;Fran+lin uoted in saacson 46& 1,"<. Public schoolin' became a priorit$& and

institutions such as the Uni%ersit$ of Penns$l%ania and the Uni%ersit$ of 7ir'inia were foundedto pro%ideHalbeit for a %er$ fewHthe learnin' needed to secure the fra'ile emer'in'

democrac$.

*nother crucible moment occurred in the midst of and at end of the !i%il ar& which at last

le'all$ abolished sla%er$ but left the nation ri%en e%en as peace was declared. *t that

moment& hi'her education became one means throu'h which the econom$ could be e:panded



and rebuilt& more people could ha%e access to colle'e& and education for acti%e citi(enship

could be fostered in populations lon' denied such opportunities. Thus land-'rant colle'es and

uni%ersities were established with the /orrill *ct of 1#54& man$ historicall$ blac+ colle'es and

uni%ersities were founded& and a score of women@s colle'es were created.

>ut perhaps the crucible moment most rele%ant to ours toda$ occurred after orld ar whenPresident Truman established the President@s !ommission on Ai'her Education& chaired b$

*merican !ouncil on Education President )eor'e F. Roo+. The commission included 4#

members& primaril$ colle'e and uni%ersit$ presidents alon' with a handful of public citi(ens. *t

that historic juncture& much li+e now& the econom$ was comin' out of a deep depression& the

world was e:hausted b$ the slau'hter of war& uneual access to hi'her education dominated

concerns& and the 'risl$ horror of bi'otr$ and hatred as state polic$ was %isible for all to see.

The commission@s si:-%olume report& the first %olume of which was issued in 19," and

re%ealin'l$ titled +igher *ducation !or American Democracy & remapped federal and state

policies& redrew the contours of hi'her education itself& recommended the establishment of ane:pansi%e and free communit$ colle'e s$stem& and set a bold %ision for the nation. e now

need such a bold %ision coupled with transformati%e actions for our a'e.

8ather than couchin' its ar'uments in the purel$ economic terms that characteri(e the

dominant blueprints for hi'her education toda$& the Truman !ommission fore'rounded

democrac$ as the dri%in' force to 'uide hi'her education@s transformation and leadership& and

with it& the nation@s course toward justice for all ;see Fi'ure 0<. The commission ended its first

%olume with the %er$ clarion call that A Crucible Moment pic+s up nearl$ se%en decades later2

BThe first and most essential char'e upon hi'her education is that at all le%els and in allits fields of speciali(ation& it shall be the carrier of democratic %alues& ideals& and

process. ;19,"& 7ol. 1& 14<

This was not a na%e rhetorical statement then& nor should it be toda$. The commission

admitted with clear-e$ed honest$ how hi'her education had failed democrac$ b$ den$in' most

citi(ens the opportunit$ to 'o to colle'e. The$ also understood what was at sta+e2 BOnl$ an

informed& thou'htful& tolerant people can maintain and de%elop a free societ$ ;19,"& 7ol. 4& 6<.

From the 19,s on& the heretofore isolationist United States found itself in a new 'lobal role as

the leader of the Bfree world. The boundaries of the 'lobal map had been redrawn& and the

United States was at the center of the redesi'n. t could no lon'er retreat behind its territorial

ed'es. Democrac$@s principles were the cloa+ around which the commission draped its

embrace of the new role2 B* ,luribus 1num5From many "ersons one nation2 and !rom many

"eo"les one world5indivisible2 with liberty and 4ustice !or all6 ;italics in te:t& 7ol. 1& 14<. *s

Phil Autcheson put it& BPolic$ma+ers& especiall$ but hardl$ e:clusi%el$ those in education&

ar'ued that all le%els of education were critical components in creatin' both a better nation and

a better world ;4"& ,<.



>ecause the commission described discrimination as Ban undemocratic practice ;7ol. 4& 40<&

its report challen'ed hi'her education to become a means for addressin' the lar'est threat to

the nation@s new role as democratic leader of the free world2 the racial discrimination and

subju'ation that was a hallmar+ of the countr$ in 19,". n that $ear& all but a handful of the

nation@s colle'es and uni%ersities were raciall$ se're'atedHb$ law in one 'eo'raphic re'ion

and b$ practice in other parts of the countr$.

B3o more in mind than bod$& the !ommission wrote& Bcan this nation or an$ endure half

sla%e& half free. Education that liberates and ennobles must be euall$ a%ailable to all.

Custice to the indi%idual demands this2 the safet$ and the pro'ress of the nation depend

on it. ;7ol. 1& 11<

O%er the ne:t decades& dri%en b$

social mo%ements both outside of and

within its boundaries& hi'her

education e%entuall$ became the

multiracial& multicultural site for

democrac$ it is toda$. >oth it and

*merica were transformed in the

process.

A Crucible Moment li+ewise calls for

transformations necessar$ for this

'eneration. * dauntin' one is to

eliminate persistent ineualities&

especiall$ those in the U.S.

determined b$ income and race& in

order to secure the countr$@s

economic and ci%ic future. >ut the

academ$ must also be a %ehicle for

tac+lin' other pressin' issuesH

'rowin' 'lobal economic ineualities&

climate chan'e and en%ironmental

de'radation& lac+ of access to ualit$

health care& economic %olatilit$& and

more. To do that reuires e:pandin'students@ capacities to be ci%ic

problem-sol%ers usin' all their powers

of intellect and in%enti%eness.

Figure .( +i"her 'd$cation for Americanemocrac% ' olume 1' 1><

BThe President@s !ommission on Ai'her Educationhas attempted to select& from amon' the principal'oals for hi'her education& those which should comefirst in our time. The$ are to brin' to all the people ofthe 3ation2

Education for a fuller reali(ation of democrac$ ine%er$ phase of li%in'.

Education directl$ and e:plicitl$ for internationalunderstandin' and cooperation.

Education for the application of creati%eima'ination and trained intelli'ence to thesolution of social problems and to theadministration of public affairs.

Education is b$ far the bi''est and the most hopeful ofthe 3ation@s enterprises. on' a'o our peoplereco'ni(ed that education for all is not onl$democrac$@s obli'ation but its necessit$. Education isthe foundation of democratic liberties. ithout aneducated citi(enr$ alert to preser%e and e:tendfreedom& it would not lon' endure.

3ource2 Truman !ommission on Ai'her Education. 19,".+igher *ducation !or Democracy: A $e"ort o! the,resident’s Commission on +igher *ducation: *stablishingthe -oals ;7olume 1<. 3ew Kor+2 Aarper and >rothers.

Si:t$-fi%e $ears after Truman@s President@s !ommission on Ai'her Education& the nation faces

a different national and 'lobal d$namic than in the aftermath of orld ar . A Crucible

Moment casts its 3ational !all to *ction in the conte:t of the followin' fi%e trends that shape



this historic juncture ;see Fi'ure 5<.

Figure B( Trends That Shape This Moment and ,nfl$ence America’s -$t$re

1( &ncrease in Democratic Nations

n 190& just o%er 40J of countries in the world could be characteri(ed as electoral democracies ;Diamond

411<. n 41& 09J of countries could be characteri(ed in this wa$ ;Freedom Aouse n.d.<. /oreo%er& in19"0& Bthe number of countries that were not free@ e:ceeded those that were free@ b$ 0J& MbutN b$ 4"twice as man$ countries were free@ as were not free@ ;Freedom Aouse 4#& cited in )oldstone 41<.*ccordin' to an official statement released b$ the *rab 3etwor+ for the Stud$ of Democrac$& the *rab Sprin'of 411 brou'ht people in se%en countries to the streets united b$ three notions2 freedom& di'nit$& andMsocialN justice ;ee 411<. These shifts offer si'nificant opportunities for re%itali(in' all democracies& bothold and new& as modern democracies learn collecti%el$ how to recalibrate democratic processes to meet thenew demands of a 'lobali(ed a'e.

/( &ntensi#ied $lobal Competition

*fter orld ar & the United States competed onl$ with the So%iet Union for 'lobal leadership as othernations were bus$ either puttin' their de%astated economies bac+ in order or de%elopin' them. Toda$&

powerful new economies e:ist on e%er$ continent. The European Union is challen'in' U.S. economicdomination and there is a decided tilt toward the *sian mar+ets of !hina& ndia& and Capan. n this 'lobali(ed world& the bud'ets of man$ multinational companies are lar'er than those of man$ countries& and the$ arenot bound in their practices b$ an$ one nation.

=( Dangerous !conomic &ne7ualitieshile the United States had been mo%in' toward a diamond-shaped econom$ with a lar'er middle class& Basof 4"just 4J of the people owned a remar+able #0J of pri%atel$ held wealth ;Domhoff 411& uotin'olff 41<. For the first time in U.S. histor$& the $oun'er 'eneration is not on a trajector$ to achie%e theirparents@ economic le%el. These same economic ineualities are e%en more dramatic be$ond U.S. borders.Despite pro'ress in the last fift$ $ears& durin' which man$ people mo%ed out of po%ert$& the 'ap betweenrich and poor is more intense than in an$ pre%ious period. n the 19"s the ratio of rich to poor was 126? in4 the ratio e:ploded to 121 ;E'eland 411<. n the case of sub-Saharan *frica& a whole re'ion hasbeen left behind2 it will account for almost one-third of world po%ert$ in 410& up from one-fifth in 199;United 3ations De%elopment Pro'ramme 4"L4#<.

<( Demographic Diersity

The United States Bis the most reli'iousl$ di%erse nation in the world ;Ec+ 44< and is more raciall$ di%ersethan e%er. >$ 4,0 communities of color will comprise at least 0J ;8oberts 4#<. Some states arealread$ there. People who ha%e immi'rated to the countr$ now total 16J of the U.S. population ;)r$n andarsen 41<. ntensified immi'ration and refu'ee populations swirlin' around the entire 'lobe ha%e alsoresulted in dramatic demo'raphic shifts on almost e%er$ continent. Aa%in' the capacit$ to draw on coredemocratic processes to ne'otiate intensified di%ersit$ and to tap new di%ersit$ will secure a stable future.

.( Technological Adances

n 19,0& tele%isions were a rarit$ and man$ sections of the countr$ were just 'ettin' telephone lines and

electricit$. The impact of technolo'$ on toda$@s econom$ and culture b$ contrast is comparable to thetransformation the machine wrou'ht with the ad%ent of the ndustrial *'e. *ll facets of e%er$da$ li%in' areaffected& from communication to health care& from industr$ to ener'$& and from educational peda'o'ies todemocratic practices. The internet and the de%elopment of social media as a means of or'ani(in' 'roups ofpeople around commonl$ shared %alues are influencin' democratic en'a'ement and acti%ism& dramaticall$illustrated b$ the 411 *rab sprin' and the 4# U.S. presidential election.



hile toda$@s historical d$namics ma$ differ from those that shaped the Truman !ommission&

a number of stubborn problems continue to erode the foundation of our democrac$. These

pro%ide the conte:t for the 3ational !all to *ction in the followin' chapter. The two stubborn

problems that are most pressin' to address are uneual access to colle'e and economic

lethar'$.

*lthou'h access has increased dramaticall$& une7ual access continues to pla'ue

democrac$@s abilit$ to thri%e. Students are underprepared for colle'e because of what

Conathan Io(ol refers to as Bthe sa%a'e ineualities of the nation@s I-14 s$stem. The poorer

the $oun' person& the less li+el$ he or she will 'o to colle'e. Ket S*T scores& which directl$

correlate with income& continue to be the measure of whether man$ students are considered

ualified to attend colle'e. The sta'natin' rate of hi'h school 'raduation shuts off colle'e as

an option for nearl$ thirt$ percent of our nation@s $oun' people. Paul aFontaine notes that

hi'h school 'raduation rates ha%e le%eled or declined o%er four decades and the

Bmajorit$Lminorit$ 'raduation rate differentials are substantial and ha%e not con%er'ed o%er the

past 60 $ears ;>arton and !ole$ 411& 60<.

n a new preface to %he Drama o! Diversity and Democracy: +igher *ducation and American

Commitments& 8amn *. )utiVrre( illustrates the personal attrition alon' the educational

pipeline of one racial 'roup in the United States2 atinos. hile the$ are now the fastest

'rowin' racial minorit$& now surpassin' the percenta'e of *frican *mericans& education is not

pro%idin' a democratic pathwa$ to economic independence and social mobilit$. Drawin' on

research b$ *rmida Ornelas and Daniel Solr(ano& )utiVrre( e:plains that Bof e%er$ 1

atinos who enroll in elementar$ school& 06 will drop out and Bonl$ ," will 'raduate from hi'h

school and of those Bonl$ 45 will pursue some form of postsecondar$ education and Bonl$ #

will 'raduate with baccalaureate de'rees ;)utierre( forthcomin'<.

n the face of troublin' discrepancies across different racial and socio-economic 'roups& there

is some 'ood news in terms of the o%erall lon'er %iew in which the nation has been increasin'

its colle'e 'raduation rates. n 19,& onl$ 40J of the population 40 $ears and older had

completed hi'h school and just under 0J held a bachelor@s de'ree ;U.S. !ensus >ureau

46<. Se%ent$ $ears later& those numbers ha%e pro'ressed dramaticall$. Of the 6.4 million

$outh a'e 15 to 4, who 'raduated from hi'h school between Canuar$ and October 41&

about 4.4 million or 5#.1 percent were enrolled in colle'e in October 41 ;>ureau of abor

Statistics 411<. O%erall colle'e 'raduation rates ha%e also impro%ed. The Digest o!

*ducation 3tatistics &'('& for e:ample& indicates that for those see+in' the bachelor@s de'ree&

the rate of 'raduation within four $ears has reached 65.,J. ithin si: $ears& it jumps e%en

hi'her to 0".4J. For those see+in' an associate de'ree& the 'raduation rate within si: $ears is

4".0J ;3!ES 41<.

*ccordin' to the 411 *ducation at a -lance $e"ort completed b$ the Or'anisation for



Economic !o-operation and De%elopment ;OE!D<& the labor force in the U.S. is amon' the top

fi%e most hi'hl$-educated. Aowe%er& OE!D@s report e:plains& BThe U.S. is the onl$ countr$

where attainment le%els amon' those just enterin' the labor mar+et ;40-6, $ear-olds< do not

e:ceed those about to lea%e the labor mar+et ;00-5, $ear-olds< ;OE!D 411<. *s a result&

Bamon' 40-6, $ear-olds& the U.S. ran+s 10th amon' 6, OE!D countries in tertiar$ attainment

;OE!D 411<. n other words& the U.S. has remained relati%el$ flat while other countries ha%e

rapidl$ increased and surpassed us. *n attainment rate that ualified the U.S. to be near the

top of the world se%eral decades a'o is not a 'uarantee of retainin' world leadership

educationall$.

3either 'raduation rates nor attainment rates that were sufficient in the past are satisfactor$

toda$ when two-thirds of future jobs will reuire some t$pe of postsecondar$ credential. The

stron' lin+ between educational le%el and preparation for the new demands of the wor+place

mirror the similarl$ stron' lin+ between educational le%el and other ci%ic indicators& includin'

%otin'. * hi'h ualit$ education& wor+force preparation& and ci%ic en'a'ement are ine:tricabl$

lin+ed. * colle'e educationHwho has access to it and who completes the de'reeHaffects

personal ambitions& the econom$& and ci%ic participation.

*fter orld ar & the United States was just climbin' out of the )reat Depression. t turned

to hi'her education particularl$ for research to jump start new en'ines for economic

e:pansion. The communit$ colle'e sector was dramaticall$ e:panded to pro%ide people with

new access to colle'e and new technical s+ills. n toda$@s economic moment& most people in

the United States are just climbin' off of the bottom run's of the )reat 8ecession and turnin'

to hi'her education once a'ain to na%i'ate a lethargic economy. hether the$ enter

communit$ colle'es& liberal arts colle'es& or uni%ersities& students need to e:plore the

intersection of democrac$ and the econom$& alon' with job s+ills and trainin'.

n 19,"& with the world in shambles& new structures& alliances& and pro'rams were created to

tr$ to collecti%el$ a%oid future catastrophic wars& reconstruct multiple economies& and establish

common principles of justice and eualit$. eaders a'reed2 hi'her education was e:pected to

educate students for international understandin' and cooperation so a sustainable future could

be achie%ed. *lthou'h toda$@s world is more 'loball$ inte'rated financiall$& culturall$& and

demo'raphicall$& it is also frau'ht with ci%il and re'ional wars& clashin' %alues& and

en%ironmental challen'es wrou'ht b$ rapacious consumption and carelessness. !iti(ens who

ha%e ne%er e:amined an$ of these issues will be left %ulnerable in the face of the lon'-term

conseuences. Aow to achie%e sustainabilit$Hunderstood in its broadest definition as

includin' stron' communities& economic %iabilit$& and a health$ planetHis the democratic

conundrum of the da$. f it is not sol%ed& e%er$one@s future well-bein' is in jeopard$.

/eanwhile& students@ economic options are hea%il$ influenced b$ two lon'-term trends2 the

reuirement of a colle'e credential for the twent$-first-centur$ emplo$ment mar+et and the

inadeuac$ of federal and state funds that could ma+e hi'her education more widel$ a%ailable.





&&&( !ducation #or Democracy in the /1st Century: A National Call to Action

B am co'ni(ant of the interrelatedness of all communities and states.njustice

an$where is a threat to justice e%er$where. e are cau'ht in an inescapable networ+ ofmutualit$& tied in a sin'le 'arment of destin$. hate%er affects one directl$& affects all

indirectl$.

/artin uther Iin'& Cr.& Better from a >irmin'ham Cail

B stron'l$ a'ree with the !hilean sociolo'ist Eu'enio Tironi that the answer to the

uestion hat +ind of education do we needG@ is to be found in the answer to the other

uestion hat +ind of societ$ do we wantG@ f human bein's hope to maintain and

de%elop a particular t$pe of societ$& the$ must de%elop and maintain the particular t$pe

of education conduci%e to it.

ra Aar+a%$& ntroductor$ *ddress& Uni%ersit$ of Oslo

n the face of the constellation of forces described in the pre%ious chapter& this crucible

moment in U.S. histor$ mi'ht loo+ dauntin'. There are lessons from the Truman !ommission&

howe%er& that should spur people to action& not paral$sis. Despite the ra%a'es of war and its

resultin' worldwide economic de%astation& the !ommission was ambitious in its scope& callin'

for bold leadership and in%estment of public funds& and reaffirmin' the public purposes of

hi'her education as a reser%oir for pro'ress for the nation and the world. That same %isionar$

leadership is necessar$ toda$.

The Truman !ommission also ima'ined lon'-term& s$stemic chan'eHwithin hi'her education

and the nationHas an answer to the dire challen'es of their da$. n a re%olutionar$ stand forits da$& the !ommission named racial se're'ation& ineualit$ of an$ +ind& and intolerance as

impediments to economic ad%ancement and an affront to democratic %alues.

This 41st centur$ juncture also demands deeper& more structural reforms in hi'her education

and the broader societ$. *s !harles ui'le$@s epi'raph in this report states& BEach 'eneration

must wor+to narrow the 'ap between the ideals of this nation and the realit$ of the dail$ li%es

of its people.

Toda$& the %er$ institutions that the Truman !ommission addressed or e:panded are called

upon once a'ain to be Bthe carrierMsN of democratic %alues& ideals& and process& but for a newa'e confrontin' different challen'es. Puttin' ci%ic learnin' at the core rather than the

peripher$ of primar$& secondar$& and post-secondar$ education can ha%e far-reachin' positi%e

conseuences for the countr$ and the econom$. t can be a powerful counterforce to the ci%ic

deficit and a means of replenishin' ci%ic capital. That restored ci%ic capital& in turn& can

function as a self-renewin' resource for stren'thenin' democrac$ in a wa$ that restores

%italit$& opportunit$& and de%elopment broadl$ across the socio-economic spectrum and e%en



be$ond national borders. *s /artin uther Iin'& Cr. accuratel$ describes& we are all Btied in a

sin'le 'arment of destin$.

f indeed we see+ a democratic societ$ in which the public welfare matters as well as one@s

indi%idual welfare& and 'lobal welfare matters alon' with national welfare& education must pla$

its influential part to brin' such a societ$ into bein'. *s ra Aar+a%$ asserts& that will reuire acommitment Bto de%elop and maintain the particular t$pe of education conduci%e to it. A

Crucible Moment posits that such a collecti%e determination must be enacted with specificit$ at

the local institutional le%el in order to construct ci%ic-minded colle'es and uni%ersities. *s

!hapter e:plains& such campuses are distin'uished b$ a civic ethos 'o%ernin' campus life&

civic literac% as a 'oal for e%er$ 'raduate& civic in#$ir% inte'rated within majors& 'eneral

education& and technical trainin'& and informed civic action done in concert with others as

lifelon' practice.

f the first chapter establishes the case for the ur'enc$ of rein%estin' in education for

democrac$ and ci%ic responsibilit$ and the second chapter uses histor$ to embolden ambitiousthin+in' in difficult times& this third chapter offers recommendations for actions that can be'in

to erase the current ci%ic learnin' shortfall. These recommendations are meant to shift the

national dialo'ue about ci%ic learnin' and democratic en'a'ementHor their eclipseHand to

mobili(e constituents to ta+e action. E%er$one has a role and e%er$one must act& with the

same participation and deliberation across differences as %ibrant democracies reuire.

hile the recommendations are tailored to achie%e a s$stemic reali'nment both within an

institution and across sectors& each of four named constituent 'roups is critical to achie%in' the

scale of chan'e needed to reset ci%ic learnin' and democratic en'a'ement as a central

mission of hi'her education. The 3ational !all to *ction specificall$ identifies them as2 1< two-and four-$ear colle'es and uni%ersities? 4< polic$ and educational leaders responsible for

educational ualit$? 6< federal& state& and local 'o%ernments? and ,< a broad coalition of

communities with a +e$ sta+e in democrac$@s future.

e in%ite each constituent 'roup that is part of the mo%ement to animate and empower

democratic en'a'ement to map out a plan for what course of action& with which partners&

enacted when& would most effecti%el$ respond to this crucible moment. e also e:pect

readers to e:pand and refine the recommendations and ma+e them locall$ rele%ant b$

institution& re'ion& issue& and demo'raphics.

That is wh$ at the close of this chapter we as+ each participatin' entit$ to desi'n its own Ciic

&nestment %lan' and we ha%e included some tools to help in that process. Each entit$ is

encoura'ed to wor+ collecti%el$ within its self-desi'nated spheres of intersectin' partners to

desi'n e:actl$ what the$ can and will do to ma+e ci%ic learnin' and democratic en'a'ement a

meanin'ful national priorit$.

6hat Are the Seedbeds o# the National Call to ActionG



The 3ational !all to *ction is the product of a broad coalition of people. The idea for brin'in'

such a 'roup to'ether& howe%er& be'an with the U.S. Department of Education& which

commissioned the report& funded it& and nurtured it. From the be'innin'& the Department

ac+nowled'ed the widespread ci%ic en'a'ement mo%ement that has been wor+in' for

decades both on and off campus. The desi'n for the project deliberatel$ drew from that

e:pertise and char'ed leaders in the ci%ic renewal effort to en%ision what the ne:t frontiers of

ci%ic learnin' and democratic en'a'ement in hi'her education should be. The Department

also assumed that the best solutions would be 'enerated b$ the people responsible for mo%in'

from a set of recommendations to purposeful action. The Tas+ Force was therefore char'ed to

ma+e recommendations to the 'o%ernment as well as to hi'her education informed b$ the

e:pertise and e:perience from those who ha%e been leaders and essential partners in the ci%ic

renewal mo%ement alread$ underwa$. *lthou'h it was a staunch partner in promotin' ci%ic

learnin' and democratic en'a'ement& the U.S. Department of Education wanted this to be the

Tas+ Force@s report& prepared in dialo'ue with a %er$ broad communit$ of ad%isors& rather than

its own.

The !all to *ction and its ar'uments are deri%ed from four principal sources2 1< an initial but

constantl$ e%ol%in' draft paper on the state of education for ci%ic learnin' and a similarl$

e%ol%in' !all to *ction to enhance it? 4< a re%iew of the literature on what educational practices

influence students@ ci%ic learnin' and democratic action? 6< a series of fi%e national roundtables

with 16, people representin' 51 communit$ colle'es& four-$ear colle'es& and uni%ersities? 45

ci%ic or'ani(ations? 9 pri%ate and 'o%ernment fundin' a'encies? 10 hi'her education

associations? and 14 disciplinar$ societies& all of whom responded to both papers? and ,< the

!i%ic earnin' and Democratic En'a'ement 3ational Tas+ Force that met fi%e times o%er nine

months& participated in the national roundtables& conferred freuentl$ to'ether& and now offer aCrucible Moment: College Learning and Democracy’s Future to the nation. The names of the

3ational Tas+ Force members and national roundtable participants are included in *ppendi:

and respecti%el$& and or'ani(ational descriptions with contact information can be found in

*ppendi: 7.

ed b$ arr$ >ras+amp& president of the )lobal Perspecti%e nstitute& nc. and !ar$n /cTi'he

/usil& senior %ice president of the *ssociation of *merican !olle'es and Uni%ersities& the

national roundtables in%ol%ed a broad ran'e of constituents across the named 'roups who

participated in animated discussions and responded thou'htfull$ to successi%e drafts. There

was absolute consensus b$ all those who participated that to be successful the !all to *ction would reuire multi"le leaders collaboratin' from varying constituencies both within and

beyond hi'her education and within and beyond 'o%ernment a'encies. That alone would be a

re%olutionar$ accomplishment. The broad swath of recommendations that emer'ed reflected

that consensus.

The national roundtable participants also a'reed on another matter. *lthou'h the char'e was

to focus on under'raduate hi'her education& e%er$ roundtable discussion ine%itabl$



commented upon the robust ci%ic continuum that was first necessar$ to establish in I-14.

*c+nowled'in' that realit$& this report therefore prefaces the !all to *ction with a discussion of

this understood interdependenc$.

E81/: The &nitial %ath3ay to Ciic Eno3ledge and ResponsibilityI-14 education is the cornerstone for both functionin' democracies and colle'e readiness. *s

ra Aar+a%$ said in his address at an international conference titled $eimagining Democratic

3ocieties& Bno effecti%e democratic schoolin' s$stem& no democratic societ$. Ai'her

education has the potential to powerfull$ contribute to the democratic transformation of

schools& communities& and societies ;Aar+a%$ 411<. Despite all of the in%estment in

impro%in' the le%el of schoolin' in the United States o%er the past uarter of a centur$ in

particular& there has been far too little attention paid to education for democrac$ in public

schools. *s the compellin' 411 report& -uardians o! Democracy: %he Civic Mission o!

3chools& puts it& BInowled'e of our s$stem of 'o%ernance and our ri'hts and responsibilities

as citi(ens is not passed alon' throu'h the 'ene pool. Each 'eneration of *mericans must betau'ht these basics ;)ould& 0<.

Those who ad%ocate wh$ ci%ic learnin' should be the jewel in I-14 education@s crown ma+e a

similar ar'ument as those who ad%ocate for ci%ic learnin' in hi'her education. The more

comprehensi%e definition of ci%ic learnin' in -uardians o! Democracy as well as the peda'o'$

and curriculum that are needed are in harmon$ with what A Crucible Moment calls for.

8esearch at the I-14 le%el su''ests that the educational outcomes resultin' from well-

constructed ci%ics-oriented curricula o%erlap with the +nowled'e and s+ills needed in the

wor+place. Similarl$& en'a'ed peda'o'ies that ha%e pro%en to accelerate empowered&

student-centered learnin' ser%e to enhance s+ills both for constructi%e ci%ic and political

participation and for parallel s+ills of collaboration so %aluable in the wor+place. !lassrooms

that are ci%icall$ oriented across multiple +inds of subjects also contribute to students@

moti%ation to do well and therefore the li+elihood that students will sta$ in school ;all findin's in

para'raph are from Torne$-Purta and il+enfeld 49<.

The !ampai'n for the !i%ic /ission of Schools ar'ues there should be three !@s dri%in' reform

in I-14 education2 colle"e career and citi/enship ; www.ci%icmissionofschools.or'<.

Unfortunatel$& in the current public discourse from multiple public& business& and 'o%ernmental

sectors& the public hears disproportionatel$ about the first two. The 411 ETS report& %he

Mission o! +igh 3chool & %oices a similar concern in its chapter called& B* 3arrowin' of Purpose

and !urriculumG The ETS report uotes Diane 8a%itch about the 'rie%ous conseuences to

democrac$@s health of not settin' hi'h e:pectations across an arra$ of subjects in schools and

focusin' instead on onl$ a few subjects that are then narrowl$ jud'ed in hi'h sta+es testin'2

* societ$ that turns its bac+ on the teachin' of histor$ encoura'es mass amnesia&

lea%in' the public i'norant of the important e%ents and ideas of the human past and

http://www.civicmissionofschools.org/




erodin' the ci%ic intelli'ence needed for the future. * democratic societ$ that fails to

teach the $oun'er 'eneration the principles of self 'o%ernment puts these principles at

ris+ ;>arton and !ole$ 411& 40-45<.

The omission of ci%ic 'oals for education occurs e%en in the face of e%idence that ci%ic

en'a'ement contributes to academic success. *s !8!E reports& Bon'itudinal studies showthat $oun' people who ser%e their communit$ and join ci%ic associations succeed in school

and in life better than their peers who do not en'a'e ;e%ine 411& 10<. >ecause of the

parallel findin's across I-14 and postsecondar$ education& comprehensi%e ci%ic 'oals need to

be included in standards that are assessed at the state and national le%el& ci%ic de%elopment

for teachers in schools needs to be supported& and all schools of education need to inte'rate

ci%ic learnin' and democratic en'a'ement into the curriculum that prepares our nation@s

teachers.

8eco'ni(in' the need for a rein%estment in ci%ic learnin'& thou'htful I-14 educators and

leaders ha%e de%eloped a framewor+ for it that is hi'hl$ con'ruent with the %ision andar'ument of this report ;see particularl$ the !ampai'n for the !i%ic /ission of Schools&

www.ci%icmissionofschools.or'LsiteLresourcesLci%iccompetencies.html & and -uardians o!

Democracy <. The timin' is ri'ht& then& for alliances that form sturd$ brid'es to ci%ic learnin'

and democratic en'a'ement across students@ lifelon' learnin' trajectories from I-14 throu'h

colle'e. e should sei(e this crucible moment and ma+e it a transformati%e one.

ithout I-14 education la$in' critical foundations for ci%ic responsibilit$ and de%elopin' crucial

understandin's of democrac$@s histor$ and principles& an$ hopes of raisin' national ci%ic

literac$ and ci%ic a'enc$ are li+el$ to be undermined& both for those who will attend colle'e

and e%en more so for the portion of hi'h school 'raduates who ma$ ne%er enroll. Si: practicesha%e been identified as pro%en effecti%e in promotin' ci%ic learnin' at the school le%el& and&

si'nificantl$& these practices are associated with +eepin' students in school2 instruction in the

subject matter of democrac$ itself? discussion of current e%ents and contro%ersial subjects?

ser%ice learnin'? e:tracurricular acti%ities? student participation in school 'o%ernance? and

simulations of democratic processes ;)ould& 5-"<.

*lthou'h A Crucible Moment focuses on how to ma+e ci%ic learnin' and action an e:pected

capabilit$ of e%er$ colle'e 'raduate& I-14 and postsecondar$ education must be each other@s

ci%ic safe'uards. The$ can do this b$ determinin' to'ether a ci%ic learnin' and democratic

en'a'ement continuum& ser%in' as lea%enin' a'ents to one another& promotin' teacher andfacult$ de%elopment opportunities& and bandin' to'ether to push bac+ a'ainst the democrac$-

depletin' conseuences of narrowin' the curriculum in schools and in hi'her education.

Finall$& schoolLcampus partnerships are perhaps the most robust and common %ehicles

throu'h which colle'e students reco'ni(e the profound ineualities of our nation@s school

s$stem and communities& be'in to understand the comple: structural causes of such

ineuities& and start to become co-creators with communit$ partners to in%ent remedies.

http://www.civicmissionofschools.org/site/resources/civiccompetencies.html

http://www.civicmissionofschools.org/site/resources/civiccompetencies.html



The First Steps in the Call to Action

8eorderin' current priorities and re%ersin' the ci%ic deficit will reuire unprecedented& widel$

coordinated& and collecti%e commitment and action. 3o sin'le entit$ can effect chan'e at the

le%el and scale reuired. eadership will be essential from multiple 'roups such as I-4

educational s$stems& ci%ic associations& reli'ious or'ani(ations& businesses& communit$

members& nonprofits& 'o%ernment a'encies& unions& and $outh. The first step for all concerned

is to reco'ni(e the erosion of the national in%estment in ci%ic learnin' and democratic

en'a'ementHand the dire conseuences of that disin%estment. The second step is to

mobili(e the will and the commitment to re%erse the downward spiral.

To reframe what matters in colle'e& the econom$& and the nation& the 3ational !all to *ction

outlined in this chapter proposes fi%e o%erarchin' actions aimed at addressin' the current ci%ic

deficit. These fi%e recommendations need to be held as shared commitments across %ar$in'

sectors and actors as each of those indi%iduali(e their !i%ic n%estment Plans.

Shared Commitments Across All Sectors and Ciic Champions

• Reclaim and reinest in the #undamental ciic and democratic mission of schools

and of all sectors within hi'her education?

• Cultiate a contemporary' comprehensie #rame3or" #or ciic learningH

embracing +(S( and global interdependenceHthat includes historic and modern

understandin's of democratic %alues& capacities to en'a'e di%erse perspecti%es and

people& and commitment to collecti%e ci%ic problem-sol%in'?

• &nterrupt the national narratie that erases ciic aims and ciic literacy as

national priorities that contribute to social& intellectual& and economic capital?

• Align the interdependent responsibilities o# E81/ and higher education to foster

pro'ressi%el$ hi'her le%els of ci%ic +nowled'e& s+ills& e:amined %alues& and ci%ic

action?

• !;pand robust' generatie ciic partnerships and alliances locally' nationally'

and globally to address common problems& empower people to act& stren'then

communities and nations& and 'enerate new frontiers of +nowled'e.

*s mentioned earlier& the 3ational !all to *ction offered below calls on leadership from andoffers specific recommendation for four primar$ 'roups2 1< two- and four-$ear colle'es and

uni%ersities? 4< polic$ and educational leaders responsible for educational ualit$? 6< federal&

state& and local 'o%ernments? and ,< a broad coalition of communities with a +e$ sta+e in

democrac$@s future. f these multiple sta+eholders ta+e action in a collecti%e and coordinated

wa$& democrac$ will be stren'thened throu'h a rein%i'oration of the ualit$ of learnin'& the

commitment to the well-bein' of others& and ci%ic responsibilities e:ercised in wor+places.



The Role o# ?igher !ducation as &ntellectual &ncubator and

Socially Responsible Leader and %artner

The central wor+ of ad%ancin' ci%ic learnin' and democratic en'a'ement in hi'her education

must& of course& be done b$ #aculty members across disciplines& b$ student a##airs

pro#essionals across di%isions& and by administrators in e%er$ school and at e%er$ le%el(

The fourth prominent 'roup of actors is the students themsel%es. The collecti%e wor+ of these

four 'roups should be 'uided b$ a shared sense that ci%ic +nowled'e and the arts of enactin'

democratic %alues in concert with others and in the face of contestation are absolutel$ %ital to

the ualit$ of intellectual inuir$ itself& to this nation@s future& and to preparation for a world li%ed

in common with others.

Ai'her education has a particular contribution to ma+e in terms of understandin' the depth&

comple:it$& and competin' %ersions of what Bci%ic actuall$ entailsHand means. *s such it

has an obli'ation to build a broader theor$ of +nowled'e about democrac$ and democraticprinciples in this contemporar$ a'e mar+ed as it is b$ multiplicit$ and di%ision. !olle'es and

uni%ersities can pro%ide far more enablin' en%ironments than are now in place throu'h which

students can e:pand their critical abilities to ma+e jud'ments about issues and actions& their

powers to in%esti'ate and anal$(e& and their wisdom and passion to see+ justice with +eener

insi'ht into how to determine what is just& for whom& and under what circumstances.

To pre%ent ci%ic learnin' and democratic en'a'ement from bein' sidelined b$ contendin'

forces that consider it discretionar$& we call on communit$ colle'es& four-$ear colle'es& and

uni%ersities to assume creati%e and coura'eous leadership as the$ continue to build ci%ic-

minded institutions. >elow are recommendations from the field to insure that all students andthe broad public benefit from that ci%ic in%estment.

1( Foster a Ciic !thos Across All %arts o# Campus and !ducational Culture

• E:plicitl$ articulate a commitment to public-mindedness and a concern for the well-

bein' of others as a definin' institutional characteristic within conseuential publicdocuments and speeches such as the mission statement& %iew boo+s& alumnipublications& con%ocation and 'raduation addresses& and first-$ear orientation e%ents.

• nsure that the full ran'e of ci%ic learnin' dimensions described in this reportHincludin'

ci%ic actionHare incorporated into e%er$ student@s e:perience& and commit to ad%ancin'e:istin' ci%ic wor+ to new le%els b$ attendin' to per%asi%eness& scale& freuenc$& andimpact.

• !apitali(e on students@ ci%ic leadership and e:perience while further empowerin' them

throu'h ri'orous stud$& en'a'ed peda'o'ies& and opportunities to 'rapple with thepressin' public problems of the da$.

• 8eward facult$& staff& and students for research& scholarship& and en'a'ement that

e:pand ci%ic +nowled'e and promote committed in%estment in the common 'ood.



• Delineate multiple educational pathwa$s in the curriculum and co-curriculumH

appropriate to institutional mission and fields of stud$Hthat incorporate ci%ic uestions&peda'o'ies& and practices for all students.

4. Ma"e Ciic Literacy a Core !;pectation #or All Students

• /a+e a comprehensi%e and contemporar$ understandin' of ci%ic learnin' and

democratic en'a'ement an o%erarchin' e:pectation for e%er$ student in 'eneraleducation pro'rams& majors& and technical trainin'.

• *rticulate the specific elements of ci%ic learnin' addressed in 'eneral education and

major courses so students can differentiate and desi'n a coherent plan of stud$ forde%elopin' the full ran'e of necessar$ ci%ic s+ills and +nowled'e.

• nclude the full ci%ic continuum of ci%ic capacities b$ creatin' culminatin' e:periences

in which students demonstrate ci%ic a'enc$ as the$ inte'rate what the$ ha%e learned

and e:pand on understandin's throu'h collaboration with others to address comple:public problems.

• Deplo$ across the curriculum and co-curriculum and in increasin'l$ ad%anced le%els a

ran'e of powerful ci%ic peda'o'ies such as inter'roup and deliberati%e dialo'ue&ser%ice learnin'& and collecti%e ci%ic problem-sol%in'& each of which reuiresattenti%eness to di%ersit$& whether local or 'lobal.

• /onitor pro'ress in students@ ci%ic de%elopment and support research on the correlation

between students@ en'a'ement in ci%ic learnin' and other priorities& includin'persistence& completion& and preparation for further stud$ and careers.

6. %ractice Ciic &n7uiry Across All Fields o# Study

• Define within departments& pro'rams& and disciplines the public purposes of their

respecti%e fields& the ci%ic uestions most ur'ent to e:plore& and the best wa$ to infuseci%ic learnin' outcomes pro'ressi%el$ across the major.

• dentif$ e:pected le%els of ci%ic achie%ement within fields and desi'n creati%e wa$s for

students to demonstrate their cumulati%e proficiencies.

• E:pect students to map their ci%ic learnin' as part of their intellectual bio'raph$ o%er

the course of their studies and reflect on their cumulati%e learnin' throu'h 'eneraleducation& their major& and their out-of-class ci%ic e:periences.

• Promote 'lobal +nowled'e and en'a'ement across di%erse 'roups within and between

countries as a conte:t for e:pandin' +nowled'e about citi(enship& social responsibilit$&and collecti%e public problem-sol%in'.

<( Adance Ciic Action Through Trans#ormatie %artnerships' at ?ome and Abroad



• /odel institutional citi(enship b$ emplo$in' democratic processes in the creation of

local and 'lobal 'enerati%e partnerships that are scaled up to address ur'ent issuesand e:pand sites for acti%e citi(en participation in shapin' the world for all partners.

• n%est in partnerships that are 'uided b$ shared democratic %alues and practices such

as reciprocit$& mutual respect& co-creation of aims and actions& and ends that benefit thepublic 'ood.

• Desi'n new models for creati%el$ poolin' resourcesHsocial& economic& culturalHand

for empowerin' collecti%e democratic action as a means to impro%e the o%erall ualit$ ofpeople@s li%es.

• Use collaborati%e& 'enerati%e partnerships to determine new lines of research for

facult$& e:pand definitions of who has e:pertise and +nowled'e& and pro%ide furtherarenas for inte'ratin' +nowled'e and action for the public 'ood.

There are multiple wa$s to pro%ide incenti%es for embracin' the public purpose of an

institution. e encoura'e colle'es and uni%ersities who are desi'nin' their !i%ic n%estment

Plans to consider some of the followin'. 3o strate'ic plan should be created that does not

address how the institution@s strate'ies will reinforce its ci%ic mission. earnin' outcomes can

be e:plicitl$ lin+ed and defined b$ how the$ contribute to ci%ic capacities. Student affairs

professionals can pro%ide more arenas for students@ public-oriented leadership to de%elop& and

students alread$ deepl$ enmeshed in social justice and ci%ic transformational acti%ities could

be hi'hli'hted as contributin' to a campus ci%ic ethos just as athletes are praised for

sustainin' school spirit. Facult$ could recei%e reduced course le%els when desi'nin'

communit$-intensi%e collaborati%e projects around which to build courses and research

projects.

Similarl$& students could ma+e a ci%ic commitments portfolio as part of their culminatin' project

before 'raduation in which the$ reflect on what the$ ha%e learned and how the$ aspire to carr$

ci%ic literacies and ci%ic action into their wor+places and communit$ li%es. *lumni offices and

institutional researchers could trac+ students at selected inter%als to learn more about the

impact of colle'e on students@ ci%ic and political participation. *lumni e%ents could feature

ci%ic issues when 'raduates recon%ene and alumni could be tied into on'oin' ci%ic networ+s in

the cities and towns where the$ li%e.

*ll sectors within hi'her education should and can ma+e education for democratic citi(enship a

shared enterprise for the 41st centur$& but li+e the federal 'o%ernment& colle'es anduni%ersities cannot& and should not& presume to do it alone. Ai'her education will need to

create strate'ic ci%ic partnerships with a ran'e of other entities2 communit$ and ci%ic

or'ani(ations& businesses& hospitals& I-14 schools& polic$ leaders& local& state& and federal

'o%ernments& and 'lobal partners. Such partnerships& if ta+en seriousl$& will li+el$ reconfi'ure

academic inuir$& peda'o'$& and scholarship.



*s these recommendations and others are put into place for more intentional and

pro'ressi%el$ seuenced desi'ns for ci%ic learnin' and democratic en'a'ement& it will be

important to assess pro'ress to inform on'oin' reforms and identif$ further areas of research.

The field has alread$ 'enerated an impressi%e bod$ of research& but it is une%en across topics.

e in%ite readers to re%iew a report commissioned b$ this project that contributes to what is

alread$ +nown about the impact of ci%ic en'a'ement on students. The paper& Civic Learning

and Democratic *ngagement: A $eview o! the Literature on Civic *ngagement in ,ost9

3econdary *ducation b$ *shle$ Finle$& is a%ailable at www.ci%iclearnin'.or'. >elow we share

recommendations from the national roundtables identif$in' three clustered areas for research

and assessment.

)hat higher education nows now: Disseminate more widel$ e:istin' assessment tools for

measurin' student ci%ic learnin' and effecti%e practices in democratic en'a'ement. *mass

and publici(e the e%idence that indicates how ci%ic learnin'& ci%ic a'enc$& and democratic

en'a'ements can help retention and colle'e success. Determine what additional studies need

to be underta+en to illuminate more about this lin+a'e.

)hat higher education can do now : Support scholars doin' research projects on ci%ic learnin'

and en'a'e students in the process. Use the !i%ic n%estment Plan at the end of this chapter

to identif$ specific research projects that could be initiated at one@s own institution. Establish a

set of standards in ci%ic learnin' that would ser%e as 'uidelines to establish benchmar+s for

measurin' and reportin' pro'ress.

)hat higher education needs to now in the !uture: Sponsor and support further research on

the impact of pro'rams and partnerships that foster ci%ic learnin' and democratic en'a'ement

on learnin' outcomes and student de%elopment. *dd additional research uestions toroutinel$-administered hi'her education sur%e$s to deepen the understandin' of learnin'

en%ironments that enhance +e$ ci%ic competencies. De%elop indicators with a national

framewor+ and then report on le%els of ci%ic and democratic +nowled'e& s+ills& %alues& and

action achie%ed b$ hi'h school and colle'e 'raduates.

The Role o# !ducational and %olicy Leaders in Ma"ing Ciic

Learning an &ntegral and !;pected %art o# !ducational uality

n the period followin' orld ar & educational leaders too+ seriousl$ the role that hi'her

education should pla$ in buildin' democratic +nowled'e and capacit$. The Truman!ommission recommended that 'eneral studies in the arts and sciences be directl$ tied to the

challen'es of democrac$. The authors of the hi'hl$ influential Aar%ard 8edboo+ too+ a similar

tac+& outlinin' the role of 'eneral education in a free societ$ ;Aar%ard Uni%ersit$ !ommittee on

the Objecti%es of a )eneral Education in a Free Societ$ 19,0<.

n practice& howe%er& decisions about whether to fore'round ci%ic and democratic +nowled'e

http://www.civiclearning.org/




and learnin' were left to the discretion of indi%idual colle'es& communit$ colle'es& and

uni%ersities& and freuentl$& to the discretion of those responsible for specific pro'rams of

stud$. /ost educators ri'htl$ belie%e& of course& that fosterin' critical thin+in' s+ills is an

important part of preparin' 'raduates for ci%il societ$. >ut preparation for democrac$ in the

broader sense addressed in these pa'esHliterac$& inuir$& and ci%ic en'a'ement in U.S. and

'lobal conte:tsHha%e remained electi%e rather than e:pected.

*s a result& ci%ic learnin' and preparation for democrac$ ha%e lar'el$ been left out of ualit$

framewor+s and standardsHat all le%els of pro'ram re%iew and ualit$ assurance.

t is time to ma+e education for democrac$ a core ualit$ commitment& clearl$ and e:plicitl$.

The 3ational !all to *ction therefore calls on polic$ and educational leaders responsible for

ualit$ at all le%els to ensure institutional commitment& capacit$& and effecti%eness in preparin'

students as +nowled'eable citi(ens read$ to contribute to a democratic and 'loball$ en'a'ed

polit$.

1( Ma"e ciic learning #or democratic engagement an e;pected component o#program integrity and 7uality standards at all leels(

• 8e%iew and stren'then the federal standards that 'o%ern accreditation to ensure

that preparation for democratic citi(enship becomes inte'ral rather than optionalin educational institutions.

• 8e%iew state andLor state s$stem learnin' outcomes and pro'ram standards for

postsecondar$ stud$ to ensure that all students will be prepared for democraticparticipation and for +nowled'eable in%ol%ement in the 'lobal communit$.

• 8e%iew academic standards for re'ional& national& and speciali(ed accreditation

to ensure that the$ address preparation for democratic participation and for'lobal communit$& in wa$s appropriate to educational mission.

• 8e%iew educational 'oals and learnin' outcomes at the campus and pro'ram

le%el to ensure that students are prepared for informed democratic participationand 'lobal communit$ in wa$s appropriate to institutional mission and particularsubjects of stud$.

• /onitor educational practice across the curriculum and co-curriculum to ensure

that e%er$ pro'ram pro%ides meanin'ful opportunities for students to ad%ance inci%ic learnin' and 'lobal en'a'ement.

/( Ma"e demonstrated achieement o# ciic learningH+(S( and globalHanintegral part o# 7uality assurance and public accountability at all leels(



• En'a'e scholars and educational leaders in de%elopin' indicators and reportin'

framewor+s for student achie%ement that include ci%ic learnin' in a 'lobalconte:t.

• nclude ci%ic learnin' in U.S. and 'lobal conte:ts as e:pected outcomes in public

reportin' framewor+s for student learnin' outcomesHnational& state or states$stem& and campus-specific.

• !reate and support an on'oin' inte'rated research pro'ramHin%ol%in' scholars

from different disciplines and %iewsHto build deeper understandin' of practicesand policies that foster ci%ic learnin' and democratic en'a'ement in U.S. and'lobal conte:ts.

• Disa''re'ate the data on participation in ci%ic learnin' pro'rams and peda'o'ies

to ensure that students from all bac+'rounds are participatin'.

• /a+e national reportin' on students@ 'ains in ci%ic +nowled'e& s+ills& and

en'a'ement a si'nature for U.S. education and a point of widel$ shared pride.

Federal' State' and Municipal $oernments as %ublic

Adocates and %artners #or the Common $ood

The 3ational !all to *ction turns to the U.S. Department of Education& which initiated the call&

and to the Federal )o%ernment as a whole& but also to state and local 'o%ernments that

collecti%el$ wield power to ma+e ci%ic learnin' a national priorit$ for this ur'ent crucible

moment. Each can contribute to ma+in' ci%ic learnin' a catal$tic commitment across all parts

of hi'her educationHand be$ond.

7irtuall$ in chorus& the man$ ci%ic educators and leaders who joined in this anal$sis throu'h

national roundtables affirmed that federal& state& and local 'o%ernments can and should pla$ a

+e$ role in mo%in' ci%ic learnin' from bein' accidental to bein' e:pected of all colle'e

'raduates. t ta+es a communit$ to sustain a democrac$. The 'o%ernment@s most important

role in fosterin' ci%ic learnin' should be to wor+ across 'o%ernment a'encies& in concerted

partnership with educators& campus leaders& students& polic$ma+ers& and business and

communit$ leaders in states and re'ions. n that important public role& the thrust should be to

create a far more supporti%e and enablin' public climate for re%itali(in' and reaffirmin' hi'her

education@s ci%ic mission.

n this spirit& we recommend that the U.S. Department of Education and other federal a'encies

such as the 3ational Endowments for the *rts and for the Aumanities? the 3ational Science

Foundation? the Departments of abor& Custice& Aealth and Auman Ser%ices& and Aousin' and

Urban De%elopment? the State Department? and the !orporation for 3ational and !ommunit$

Ser%iceHto name onl$ a fewHwor+ to'ether with the hi'her education communit$ and ci%ic



or'ani(ations& state and local 'o%ernments and other state s$stems& and with other polic$

leaders and influencers& to assume leadership at all le%els in the followin' fi%e +e$ arenas.

Fie -erarching Actions #or Federal' State' and Local $oernments

1( Champion ciic learning e;plicitly and repeatedly in its #ullest democratic8enhancing dimensions as a #undamental +(S( priority and a component o# alleducational programs' including those that relate to Iob training and

3or"#orce deelopment(

• ncorporate promotin' ci%ic learnin' and democratic en'a'ement in the U.S.

Department of Education mission statement as well as those of state educationdepartments.

• nter%ene in the current national narrati%e to su''est how ci%ic learnin' and

public problem-sol%in' contribute to sustainin' economic %italit$& stron'communities& and the de%elopment of intellectual& social& and political capital.

• Echo in publications& speeches& and media the comprehensi%e call from the!ampai'n for the !i%ic /ission of Schools@ triple !@sH!olle'es& !areers& and!iti(enshipHfor both I-14 and for postsecondar$ education.

• Stress e%idence that points to how en'a'in' students in lar'e public issues and

hands-on action with communities correlates with outcomes that contribute toretention and 'raduation rates.

• Ser%e as public spo+espeople ad%ocatin' contemporar$ understandin's of what

ci%ic learnin' in a di%erse U.S. democrac$ and a 'lobal centur$ now reuires interms of leadership& intercultural +nowled'e& collecti%e public action& anddemocratic justice.

• Desi'nate hi'h-profile ci%ic ambassadors from business& non-profits& media and

arts& the public sector& reli'ious communities& and other constituencies acrosspolitical parties to help champion this robust ci%ic messa'e.

• dentif$ s$mbolic wa$s to broadcast the richer understandin' of ci%ic learnin'

charted in the first chapter of the report to the broader public throu'h hi'h-profilepublic e%ents.

/( Strategically re#ocus e;isting #unding streams to spurH#rom school throughcollege and beyondHciic learning and practice in the curriculum' co8curriculum' and e;periential education(

• Pro%ide public and financial support& e%en in a difficult period of downsi(in'

'o%ernmental funds and infrastructures& throu'h strate'ic and creati%e wa$s forci%ic-oriented practices& pro'rams& and peda'o'ies at two- and four-$earcolle'es and uni%ersities.

• !on%ene a !i%ic ntera'enc$ Polic$ *lliance& first throu'h the leadership of the

U.S. Department of Education& but imitated b$ state and local 'o%ernments& tolaunch a ci%ic audit to determine where fundin' opportunities mi'ht e:ist across



a'encies that could be desi'ned in mutuall$ complementar$ wa$s to hei'htenci%ic competencies and democratic commitments.

• Direct e:istin' or new federal& state& or local dollars to entwine multi"le purposes&

especiall$ the followin' three2 increasin' 'raduation rates& promotin' ci%iclearnin' and democratic en'a'ement& and preparin' students for wor+ in a

constantl$ e%ol%in' wor+force.

• E:pand the mission of the !orporation for 3ational and !ommunit$ Ser%ice to

address curriculum de%elopment for ci%ic learnin' in U.S. and 'lobal conte:ts&and thereb$ contribute to ci%ic learnin' and democratic en'a'ement becomin'part of the e:pected& rather than the electi%e& curriculum.



=( Create #inancial incenties #or students' including #irst8generation studentsand those studying in career and occupational #ields' to #acilitate their accessto college 3hile e;panding their ciic capacities as part o# their education(

• E:amine current federal pro'rams ;such as T8O and )ear Up< and state

fundin' streams desi'ned to increase access and success to and throu'hcolle'e to in%esti'ate how to profitabl$ adapt them to foster e:panded ci%iccapacities and opportunities for hands-on public problem-sol%in'.

• Encoura'e colle'es and uni%ersities in locationsHwhere locations allow

e:pansionHto 'o well be$ond the current federal 'o%ernment reuirement that atleast "J of Federal or+ Stud$ funds be used to pa$ students for jobs incommunit$-based placements.

•

E%aluate the feasibilit$ of establishin' a !i%ic *ction !orps at our nation@scolle'es and uni%ersities that functions li+e 8OT! with scholarships& specialfocused courses& and e:pectations for public ser%ice after 'raduation as amechanism for combinin' access& citi(enship& and meanin'ful public ser%icecareers.

• ncrease public awareness of ncome->ased 8epa$ment and Public Ser%ice

oan For'i%eness PoliciesHwhich can si'nificantl$ reduce the cost of hi'hereducationHto encoura'e students to enroll in colle'e and pursue careers in thepublic ser%ice sector.

<( Tie #unding #or educational re#orm and research initiatiesHat all leelsHtoeidence that the #unded initiaties 3ill build ciic learning and democraticengagement' both +(S( and global(

• n calls for fundin' opportunities& inte'rate ci%ic e:pectations in the calls and

e:pect 'rantees to report on the ci%ic impact of their funded initiati%es.

• 8e%iew the impact of the shift in fundin' e:pectations b$ e:aminin' the final

reports from the 'rantees.

.( Report regularly on the leels o# ciic and democratic learning' set nationaland state goals #or e;pectations about students’ achieement in ciic learningbe#ore they graduate' and ma"e such outcomes a measurable e;pectation o#school and post8secondary education in public' priate' and #or8pro#it degreegranting institutions(

• Set clear e:pectations at the federal and state le%els for impro%ement in

students@ ci%ic learnin' and democratic en'a'ement in similarl$ forceful wa$s



that benchmar+s for 'raduation rates ha%e been ad%ocated.

• The U.S. Department of Education should report to the nation annuall$ the le%els

of ci%ic learnin' and s+ills achie%ed& and states should report local le%els b$drawin' each $ear on multiple sources of data.

• Support hi'her education researchers to de%elop a national framewor+ of ci%ic

indicators across +nowled'e& s+ills& %alues& and collecti%e action.• 8eport at the state and federal le%els the s$nthesi(ed research from hi'her

education researchers that that measure pro'ress alon' a spectrum of ci%icindicators.

(ther e% Sta*eholders in romotin" Civic !earnin" for a

iverse emocrac% in a lo3al Cent$r%

The national roundtables that shaped this national report included +e$ people representin'

other entities that interact with& influence& and in some cases are the intellectual lifeblood of

colle'es and uni%ersities. Each attendee ea'erl$ participated in formulatin' the 3ational !all

to *ction in 'eneral and in thin+in' throu'h the part their own 'roup could pla$ in ele%atin'education for democrac$ and ci%ic responsibilit$ as a priorit$ for e%er$ colle'e student. e

identif$ below some recommendations that surfaced throu'h the national roundtables and

charge these sta"eholders to ma"e it a priority to set the contours o# a ciic agenda #or

their groups and create their o3n Ciic &nestment %lans. e offer the followin' as

merel$ a startin' point for further action.

E81/ Systems

1( or+ with traditional and alternati%e teacher preparation pro'rams to ensure that newl$

credentialed I-14 teachers recei%e the necessar$ trainin' to de%elop their capacities forad%ancin' ci%ic +nowled'e& s+ills& %alues& and action at whate%er le%el the$ will teachand across differin' subject areas.

/( >uild on the wor+ of the !ampai'n for the !i%ic /ission of Schools and other ci%icschool reform 'roups to continue de%elopin' a fresh understandin' of the more robust+inds of ci%ic learnin' demanded for a di%erse and 'loball$ lin+ed democrac$& and drawfrom the !ampai'n@s well-articulated set of ci%ic competencies.

=( E:pand curricular opportunities and adopt pro%en peda'o'ies that research su''estsenhance ci%ic competencies.

<( !oordinate with hi'her education& parents& polic$ ma+ers& and other locall$ influential'roups to form e%en stron'er alliances that will help identif$ students@ 'rowth in ci%ics

and histor$ usin' state accountabilit$ data s$stems& secure necessar$ fundin' tosupport ci%ic learnin' in schools& and ele%ate ci%ic learnin' to the prominence itdeser%es.

?igher !ducation Associations

1( !on%ene representati%es of hi'her education associations on a re'ular basis tocoordinate efforts to ma+e more %isible and influential national leadership to promote



ci%ic learnin' and democratic en'a'ement./( *ccentuate education for democrac$ in a di%erse U.S. societ$ and 'lobe within

publications& conferences& projects& and institutes.=( Encoura'e member institutions within the differin' hi'her education sectors to map

across different student populations within those sectors access to opportunities for

enhancin' ci%ic learnin' and democratic en'a'ement.<( Establish new mechanisms at the national and institutional le%el for strate'ic plannin'and collaboration across I-15 to create ci%ic pathwa$s for students.

Disciplinary Associations

1( Define and ad%ance new ci%ic and democratic arenas of in%esti'ation within academicfields and ma+e such learnin' a focus of conferences& publications& and awards.

/( Support public scholarship and sponsor professional de%elopment for facult$ toenhance their ci%ic literac$ and peda'o'ical e:pertise and ele%ate the implications ofci%ic responsibilit$ in their courses& pro'rams& and scholarship.

=( !on%ene a democrac$ collaborati%e across disciplinar$ associations that can be

featured at respecti%e meetin's and promote deeper in%esti'ations of ci%ic uestionsdeepl$ rooted to disciplinar$ and interdisciplinar$ fields of inuir$.

Ciic -rgani5ations and Community Leaders

1( Stren'then ties between hi'her education and ci%ic or'ani(ations to rein%i'oratedemocratic practices& ad%ance collaborati%e 'o%ernance& promote dialo'ue anddeliberation& and encoura'e acti%e and collaborati%e communit$ problem-sol%in'.

/( Define clearl$ for colle'es and uni%ersities what the communit$@s needs& priorities& ande:pectations are for campusLcommunit$ partnerships and inte'rate those perspecti%esinto the student@s communit$-based ci%ic learnin' e:periences within collaborations.

=( Draw connections durin' public e%ents and throu'h research between wor+forcecompetencies and ci%ic and democratic competencies.

<( Ta+e initiati%e to all$ with the campus leaders who are stri%in' to enlar'e the ci%ichori(ons and capabilities of their students and be bold about assertin' their own specialareas of e:pertise.

!mployers

1( *rticulate for the public the ci%ic dimensions of the wor+place that are essential forinno%ation& producti%it$& and success.

/( nclude +e$ ci%ic and ethical competencies as reuirements for hirin'.

=( Offer on'oin' educational opportunities in wor+ en%ironments to continue to de%elopand practice ci%ic democratic s+ills.

<( !onduct business-education roundtables focused on the intersection between ci%iclearnin'& emplo$ment& and economic de%elopment.



Foundations and %hilanthropic !ntities

1( Use the public stature and influence of philanthrop$ to raise the %isibilit$ and importanceof ci%ic learnin' and democratic en'a'ement as a national priorit$.

/( n%est in stren'thenin' a national mo%ement to ele%ate ci%ic learnin' and democratic

en'a'ement as ur'ent priorities.

=( !on%ene federal a'encies& pri%ate foundations& and other +e$ sta+eholders to map outcoordinated strate'ies and identif$ multiple fundin' streams to support ne:t-le%el ci%ic

wor+ and e:pand institutional capacit$ to sustain it.

<( Promote cross fertili(ation and collaborations amon' the multiple entities funded.e close this chapter with an in%itation to all constituents and sta+eholders to act& both in the

short term and the lon' term& and sin'l$ as well as in collaboration with others. *s the report

has emphasi(ed throu'hout& stren'thenin' our democrac$ and the li%es of its citi(ens will

reuire a lar'e scale& collecti%e effort. There is a role for e%er$one and e%er$one is needed.

To spur on that effort& we ha%e created a series of tools to prompt action. e ur'e colle'es

and uni%ersities and non-profit or'ani(ations ali+e to create a !i%ic n%estment Plan ;!P<.

The !P for colle'es and uni%ersities precedes the !P for or'ani(ations and 'roups. For

colle'es and uni%ersities& we ha%e also created a !i%ic nstitutional /atri: to function as a

resource for an assetL'ap anal$sis of the le%el of ci%ic-mindedness at $our institution. e

hope these tools will be added to a lar'er national repositor$ of e:istin' and new instruments

that mi'ht facilitate thou'htful deliberations about how to create locall$ appropriate&

strate'icall$ desi'ned ci%ic action plans.

*bo%e all& we hope to encoura'e all those who read this report to belie%e the$ can act in

concert with others to close the ci%ic achie%ement 'ap& rein%i'orate our democrac$& and helpall people de%elop the capacities to wor+ to'ether to create stron'er communities& a more

%ibrant econom$& and shared democratic commitments to Bpromote the 'eneral elfare at

home or abroad in the process.



Ciic &nestment %lan

!olle'es and Uni%ersities ;Phase <

This is an in%itation to ta+e part in a lar'er national effort to ele%ate ci%ic learnin' and

democratic en'a'ement as an animatin' priorit$ for the nation and an e:pected part of e%er$

colle'e student@s academic and campus life e:perience. The Phase !P is desi'ned to

prompt short term actions that can be implemented more uic+l$. The Phase !P is

desi'ned to 'enerate a more in-depth& lon'-term approach. e encoura'e $ou to ultimatel$

do both.

4$ic* assessment and potential actions:

hat sin'le recommendation in the 3ational !all to *ction mi'ht $our institution claim as its

own and wor+ to implement in the comin' $earG hat collaborations ha%e to be established to

accomplish thatG

hat is alread$ in place as si'nature ci%ic enterprises with positi%e outcomes at $our

institutionG Aow mi'ht $ou ma+e those a%ailable to more studentsG Aow mi'ht the$ be

la$ered with one or two other ci%ic outcomes across the curriculum or in campus lifeG

hat two actions mi'ht $our institution ta+e to ma+e an e:istin' communit$ partnership more

reciprocal& democratic& and influentialG *nd what two actions could $ou ta+e to be sure thosepartnerships result in positi%e benefit to the communit$ participantsG

hat two hi'h profile e%ents mi'ht be instituted that would underscore that the institution

%alues education for democrac$ and ci%ic responsibilit$G

n scannin' the ran'e of potential sta+eholders committed to stren'thenin' democrac$ and

ci%ic responsibilit$& what new person or entit$ mi'ht $ou en'a'eG

hat sin'le acti%it$& pro'ram& or practice mi'ht $our institution do this ne:t $ear to

ac+nowled'e students@ ci%ic and democratic leadershipG

hat one wa$ can $our institution foster ci%ic responsibilit$ throu'h $our e:istin' 'lobal or

international pro'ramsG

Aow mi'ht $ou publici(e a si'nature ci%ic pro'ram at $our institution this $earG



Ciic &nestment %lan

!olle'es and Uni%ersities ;Phase <

More in5depth assessment and lon" term5action:

or+ in collaborati%e teams at $our institution to collecti%el$ complete the !i%ic nstitutional

/atri: on the followin' pa'e to assess broadl$ the assets and 'aps alon' the four dimensions

of a ci%ic-minded institution and alon' the %arious domains of $our institution. 3ee the more

s"eci!ic guidelines !or a""roaching the matri0 ma""ing that immediately !ollow the chart#;

*dd an$ domains that are not $et listed& but which are important to include at $our institution.

Then create an action plan that builds on the assets and be'ins to close the 'aps that wereidentified.

n%ol%e students& facult$& student affairs staff& administrators& communit$ partners& or other

important constituents in the discussion of the !i%ic nstitutional /atri:.

n%entor$ the a%ailable data sets that $ou alread$ possess and compare them with $our

ualitati%e matri: findin's throu'h $our deliberati%e discussions with collea'ues. hat stands

outG here are there discrepanciesG hat additional research or information mi'ht $ou need

and how mi'ht $ou produce itG

Aow per%asi%e are $our ci%ic learnin' opportunities for students and how comprehensi%el$ do

the$ include the full ran'e of outcomes across the ci%ic continuum of +nowled'e& %alues& s+ills&

and actionG

Determine what structures are in place to mobili(e sustained action to increase the institution@s

'oal of educatin' for democrac$ and ci%ic responsibilit$. Determine which structures need to

be de%eloped to accomplish $our 'oalG

Select three or four lar'e public problems that $ou can address at $our institution 'i%en its

mission& location& histor$& constituents& and academic stren'thsG Plan how $our institution will

wor+ with e:ternal partners to construct creati%e& effecti%e wa$s to be'in to address theidentified public problemsG Determine how $ou mi'ht thread those public problems throu'h

the curriculum& co-curriculum& and en'a'ement with local and 'lobal communities.



Ciic &nstitutional Matri;Assessing Assets and $aps in a Ciic8Minded &nstitution

Dimensions o# the Ciic8Minded &nstitution

L JMJ?)Degree o#

perasieness*

Dimension 1 Dimension / Dimension = Dimension <

Ciic !thos Ciic Literacy Ciic &n7uiry Ciic Action

D o m a i n s o # & n s t i t u t i o n a l F u

n c t i o n i n g a n d C u l t u r e

Mission'Leadership' ,Adocacy

$eneral!ducation

MaIors

StudentLi#e ,CampusCulture

Community8based!;periences

Re3ardStructures

KThis matri; 3as inspired by the Campus Diersity !aluation %roIect &nstitutionali5ation Rubric #ound in AAC,+’sMa*in" a Real ifference &ith iversit%: A $ide to ,nt$itional Chan"e )/00*' more #ully deeloped in the %ersonal

and Social Responsibility &nstitutional Matri;



) 333(aacu(orgJcorecommitmentsJdocumentsJ%SR&nstitutionalMatri;(pd#*(

http://www.aacu.org/core_commitments/documents/PSR_Institutional_Matrix.pdf

http://www.aacu.org/core_commitments/documents/PSR_Institutional_Matrix.pdf



Ciic &nstitutional Matri;:Assessing Assets and $aps in a Ciic8Minded &nstitution

-erie3

This Civic <nstitutional Matri0 is desi'ned to help $ou map $our institution@s o%erall commitment to ci%iclearnin' and democratic en'a'ement& on and off campus& whether locall$ or 'loball$ situated. e in%itecampus leaders to form a team of +e$ sta+eholders to complete the matri: to'ether on behalf of theirinstitutions. e recommend identif$in' sta+eholders who are di%erse both positionall$ within the institutionand in terms of perspecti%es and bac+'rounds. O%erall& the 'roup@s sphere of influence should be broad&reachin' across the curriculum& co-curriculum& and be$ond the campus borders& and should meanin'full$in%ol%e students and communit$ partners. *s $ou wor+ to'ether to fill in the matri:& thin+ of $oursel%es as$our institutionWs carto'raphers& mappin' how $our institution %isibl$ re%eals its core %alues related to ci%iclearnin' and democratic en'a'ement.

Matri; !lementsThe /atri: consists of a , : 5 'rid capturin' essential dimensions of a ci%ic-minded institution and +e$domains of institutional functionin' and culture.

+ori/ontal A6is: -o$r imensions of a Civic5Minded ,nstit$tion*s team members fill out the matri:& we in%ite $ou to re%iew the descriptions of the four dimensionsHci%icethos& ci%ic literac$& ci%ic inuir$& and ci%ic actionHfound in Fi'ure , ;p. 44< and e:pand upon and refinethese descriptions. *s a 'roup& $ou ma$ also want to identif$ other important dimensions that are pertinentfor $our institution.

7ertical A6is: omains of ,nstit$tional -$nctionin" and C$lt$reThe current matri: identifies si: domains. Kou mi'ht find it more strate'ic and rele%ant to focus on anotherdomain such as campus acti%ities and or'ani(ations& scholarl$ acti%ities& e%aluation and assessment& orpolicies and procedures. /appin' ci%ic learnin' and democratic en'a'ement across these domains shouldhelp $ou determine where $our institution has assets and 'aps.

Ratin" 8o6: The e"ree of ervasiveness of Camp$s 'ffortsThe matri: as+s $ou to consider two mutuall$ reinforcin' aspects of institutionali(ationHbreadth and depth.Si'nificant breadth and depth would be demonstrated b$ effecti%e& sustainable& and comprehensi%einstitutionali(ation of pro'rams& policies& and procedures that support ci%ic learnin' and democraticen'a'ement.

Completing the Matri;*s a 'roup& map $our institution@s commitment to ci%ic learnin' and democratic en'a'ement usin' thismatri:. n order not to turn the e:ercise into a labor-intensi%e and o%erwhelmin' tas+& $ou mi'ht be'inmappin' first throu'h con%ersation& locali(ed +nowled'e& and perception before $ou compare thoseimpressions with other +inds of a%ailable data. Use the space in the bo:es pro%ided to catalo'ue thepro'rams& policies& and initiati%es that fall into specific domains of instit$tional f$nctionin" and c$lt$re

and dimensions of civic learnin" and democratic en"a"ement ;e.'.& capstone courses that raise ci%icuestions related to one@s discipline would be listed under the domain of ma4ors and under Dimension =:Civic <n7uiry <. Use sources of +nowled'e readil$ a%ailable to the team2 the e:perience of team members&information in catalo'ues and on $our institutionWs web site& e:istin' institutional data& etc. The ratin' bo:esallow $ou to indicate the de'ree of per%asi%eness for each dimension& across each domain.

Asset8$ap Analysishen $our matri: is completed& e:amine both the assets ;patterns of clearl$ established pro'rams andpolicies< and the "aps ;areas where ci%ic learnin' and democratic en'a'ement is missin'<. *s a 'roup& as+



$oursel%es what made $our assets possibleG hat caused 'aps to occurG From there& be'in to de%elop anaction plan to build on $our assets and close $our 'aps& usin' !P prompt uestions if useful.

Ciic &nestment %lan

Or'ani(ations and )roups

This is an in%itation to ta+e part in a lar'er national effort to ele%ate ci%ic learnin' and

democratic en'a'ement as an animatin' priorit$ for the nation and an e:pected part of e%er$

colle'e student@s academic and campus life e:perience. This !P is created with

or'ani(ations and 'roups in mind who are not colle'es or uni%ersities..

otential actions:

hat sin'le recommendation in the 3ational !all to *ction mi'ht $our or'ani(ation or 'roup

claim as its own and wor+ to implement in the comin' $earG

hat collaborations with hi'her education institutions or other sta+eholders ha%e to be

established to accomplish thatG

hat two wa$s mi'ht $ou publici(e this commitment as $ou be'in to ta+e actionG

hat is alread$ in place as a si'nature ci%ic "rogram o! yours that would be stren'thened b$

the en'a'ement of a colle'e or uni%ersit$ in $our %icinit$G Aow mi'ht $ou initiate that potential

reciprocal collaborationG

hat two practices or pro'rams mi'ht $our or'ani(ation or 'roup initiate in partnership with a

colle'e or uni%ersit$ in $our area to stren'then some aspect of their civic wor G

hat two hi'h profile e%ents mi'ht be instituted in the comin' $ear that would underscore the

importance of re%ersin' the ci%ic deficitG

n scannin' the ran'e of potential sta+eholders needed to stren'then democrac$ and ci%ic

responsibilit$& what other e:ternal sta+eholders mi'ht $ou reach out toG n order to accomplish

what desired 'oalsG



&( Trailbla5ers #or Ciic Learning: From %eriphery to %erasieness

B@%emade it a personal mission to ensure that professors and administrators embrace

the ci%ic mission. *dministrators often tal+ about creatin' better citi(ens& but themission ne%er filters down to students.

8achel Iaress& Student& ndiana Uni%ersit$

BDemocrac$ can sur%i%e onl$ as stron' democrac$& secured not b$ 'reat leaders but b$competent& responsible citi(ens.*nd citi(ens are certainl$ not born& but made as aconseuence of ci%ic education and political en'a'ement in a free polit$.

>enjamin >arber& 3trong Democracy2 19#,

The foundational wor+ of rein%estin' in education for democrac$ and ci%ic responsibilit$

understood in its 41st centur$ 'lobal conte:t has alread$ be'un. >ut opportunities still remain

optional on most campuses and peripheral to the percei%ed Breal academic mission of tooman$ others. !i%ic learnin' is more random than pro'ressi%el$ mapped& either b$ the

institution or its students. *cademic professionals spearheadin' ci%ic in%estments are too

freuentl$ unrewarded and in some cases e%en penali(ed for their in%ention and commitment.

Pro'ress has been made in ci%ic learnin' and democratic en'a'ement& but not enou'h.

8esearch conducted b$ the *ssociation of *merican !olle'es and Uni%ersities indicates in one

stud$ of 4,& students that only one9third felt stron'l$ that while in colle'e their ci%ic

awareness had e:panded& that the campus had helped them learn the sills needed to

effecti%el$ chan'e societ$ for the better& or that their commitment to chan'e societ$ for the

better had 'rown ;De$ and *ssociates 49& %iii<. i+ewise& onl$ a bit abo%e one-third feltstron'l$ that facult$ publicl$ ad%ocated the need for students to become acti%e and in%ol%ed

citi(ens ;De$ and *ssociates 49& 0<. 8eachin' the other two-thirds of students should be the

benchmar+ set for 44.

The abash 3ational Stud$ of iberal *rts Education is in%esti'atin' the pro'ress students

are ma+in' across %arious learnin' outcomes. t offers similarl$ clear e%idence that hi'her

education has to rethin+ how it orders its curriculum& peda'o'$& and educational e:periences

to effect 'reater impact on student learnin'. ts lon'itudinal e:amination of student learnin'

o%er four $ears indicates that in si: of the ele%en learnin' outcomes measured& the majorit$ of

students e:perienced either Bno 'rowth or a decline ;this and other abash 3ational Stud$statistics are from Finle$& forthcomin'<.

8e'ardin' students@ 'rowth in le%el of commitment to sociall$ responsible leadership& for

e:ample& data re%eals moderate to hi'h 'rowth in 04J of students& small 'rowth in 16J& and

no 'rowth or decline in 60J. )rowth in students@ %aluin' of political and social in%ol%ement is

lower still. /oderate to hi'h 'rowth posts 60J& while small 'rowth posts "J& and no 'rowth or

decline posts 0#J. Openness to di%ersit$ and challen'e& a critical dimension of ci%ic learnin'





Figure ( From %artial to %erasie: Constructing More Adanced Leels o# Ciic Learning and

Democratic !ngagement in ?igher !ducation

artial fo$ndation laid9 Movin" to pervasive inte"rated levels9

!i%ic learnin' is optional for some students!i%ic learnin' is e:pected for all students&

re'ardless of field or area of stud$

!i%ic learnin' is a one-time e:perience

!i%ic learnin' is infused across students@

educational e:periences o%er time in a

de%elopmental arc

Student learnin' occurs in academic pro'rams

and application of +nowled'e occurs in ci%ic

conte:ts

Student learnin' occurs in both academic pro'rams

and ci%ic conte:ts and application of +nowled'e

e:tends and deepens learnin'

Teachin' critical thin+in' does not consider real-

world conte:ts

Teachin' critical thin+in' also occurs in relation to

issues of public si'nificance

!i%ic learnin' is indi%iduall$-oriented!i%ic learnin' also fosters collaboration with di%erse

other people and 'roups

!i%ic learnin' is outward focused!i%ic learnin' as+s students to reflect on their own

social identit$ and location as well as those of others

Facult$ in some disciplines and certificate

pro'rams raise ci%ic uestions in relation to their

field

Facult$ in all disciplines and certificate pro'rams

raise ci%ic uestions in relation to their field

!ommunit$-based scholarship is accepted in

some departments

!ommunit$-based scholarship is positi%el$ %iewed

in all departments and influences hirin' andpromotion of facult$

!i%ic learnin' practices in the curriculum and co-

curriculum are parallel but not inte'rated

!i%ic learnin' practices in the curriculum and co-

curriculum are coordinated and connected throu'h

partnerships between academic and student affairs

!ommunit$ en'a'ement is one-directional& with

colle'esL uni%ersities pro%idin' e:pertise to the

communit$

!ommunit$ en'a'ement is reciprocal& with

colle'esLuni%ersities and communities wor+in'

to'ether to identif$ assets and sol%e public problems

/ission and %ision statements do not e:plicitl$

address ci%ic responsibilit$

/ission and %ision statements e:plicitl$ address

ci%ic responsibilit$

n plannin' how to create the will to ad%ance from partial to full$ inte'rated education for

democrac$& it is instructi%e to consider what led to the initial ci%ic transformations. These

inno%ations were stimulated b$ powerful e:ternal social mo%ements& internal educational

reforms& federal and state incenti%es& bur'eonin' ci%ic-oriented non-profits across the political

spectrum& and philanthropic fundin'. The inno%ations were carried forward b$ the more



multicultural and more sociall$ conscious student bod$? b$ new arenas of scholarship and

facult$ in%estment in student-en'a'ed peda'o'ies? b$ student affairs staff promotin' student

leadership and social responsibilit$? and b$ senior administrati%e leaders& includin' presidents&

who embraced the inherent ci%ic mission of a colle'e education. The$ were fueled b$

communit$ leaders and 'roups both locall$ and 'loball$ who or'ani(ed to address a ran'e of

public issues that held their communities bac+ and helped colle'es and uni%ersities

understand what reciprocal partnerships meant. The tas+ to ad%ance to the ne:t le%el in the

comin' decade will reuire nothin' less.

This chapter& therefore& reflects briefl$ upon the histor$ of ci%ic reform in hi'her education that

is decades deep and describes campus actors who can function as the first of an e%er

widenin' and inclusi%e circle of ci%ic ad%ocates. !hapter 7 ta+es the reader onto campuses

and into communities for a snea+ pre%iew of more ad%anced campus practices that see+ to

spur more ci%ic-minded institutions& e:pand ci%ic intellectual and political capabilities& and

in%est in creatin' stron' communities.

The Trail3la/ers: -ashionin" Civic5Minded ,nstit$tions

Trailbla(ers who ha%e laid the partial foundation for wide scale ci%ic learnin' and democratic

en'a'ement are campus-based actors who share a passionate commitment to wed intellectual

inuir$ and e:pertise with a sense of social responsibilit$ for the welfare of others and the

planet. nno%ati%e& collaborati%e& and action-oriented& the principal actors are primed to

ele%ate ci%ic learnin' as an essential component of a colle'e de'ree and a force for buildin'

stron'er communities locall$ and 'loball$. >ut the$ are still the e:ception on most campuses&

a lone %oice in a department& a sin'le pro'ram in student affairs& a cluster of presidents often

at ris+ for their ci%ic leadership. /obili(in' broad masses of people be$ond just trailbla(ers is

critical if the ci%ic deficit is to be erased. *nd there is a role for e%er$one at e%er$ le%el in

academe which the !i%ic n%estment Plan can help specif$.

Student8drien: The cast must first be'in

with students who spurred initial demands

that their education address bi' uestions

and comple: unsol%ed social problems.

Despite the common attribution of students

as self-focused and disen'a'ed& an

influential minorit$ has consistentl$ been a

lea%enin' a'ent in education for ci%ic

responsibilit$ and democrac$ for decades.

-oster a Civic 'thos

Ca"itali>e on students’ civic leadershi" and

e0"erience while !urther em"owering them to

gra""le with the "ressing "ublic "roblems o!

the day#

*ccordin' to the Ai'her Education 8esearch nstitute ;AE8<& toda$@s colle'e students are the

most engaged students in communit$-based partnership and social chan'e of any 'eneration.

To reiterate an earlier point& AE8 reports that #0.6J of first-$ear students responded



Bfreuentl$ or Boccasionall$ to Bperformed %olunteer wor+ as hi'h school seniors ;Pr$or et al.

49<. hile

%olunteerin' is but one step on the ci%ic learnin'

continuum that was charted in the first chapter& it is

a disposition that can be culti%ated into fuller ci%ica'enc$ informed b$ e%er more comprehensi%e

understandin's of how e:istin' structures can be

chan'ed to better ser%e the nation and the world.

The antecedents for these current students are& in

fact & the first 'eneration of students who were

finall$ admitted to colle'e onl$ after patterns of

discrimination that the Truman !ommission so

deplored were dismantled nearl$ fort$ $ears after

the !ommission@s report had been issued.

The !i%il 8i'hts *ct of 195, that officiall$ outlawed

most discrimination a'ainst racial minorities and

women mar+ed the be'innin' of the end of racial

se're'ation and 'ender discrimination in *merican

hi'her education. t too+ se%eral more decades to

ad%ance and is still a wor+ in pro'ress. Aowe%er&

with the increase in *frican *mericans and other

formerl$ e:cluded 'roups in our nation@s colle'es

and uni%ersities& challen'es were made to lar'el$

unuestioned assumptions about histor$& literature&

democrac$& justice& and cultural norms& and what

the ultimate purposes of a colle'e education should

be. omen across class& color& a'e& and se:ual

identit$ comin' to colle'e in record-brea+in'

numbers joined suit in as+in' more from their

curriculum& their facult$& and campus life. These

women became a force for see+in' broader public

purposes to which their +nowled'e could be

applied. Toda$ the$ dominate ser%ice learnin'.ith the demo'raphic shift& the curriculum shifted

as well. 3ew& often interdisciplinar$&

academic pro'rams emer'ed.

onner Foundation StudentDeelopment Serice Model

%re8College Leel: !;pectationEthic of care as core %alue foren'a'ement and ser%ice

First8ear Leel: !;plorationn%ol%ement in a %ariet$ of ser%ice projects

Second8ear Leel: !;perienceFocus on a set of issues& nei'hborhood&

andLor a'enc$

Third8ear Leel: !;ampleEmer'e as leader of peers and be'in tomana'e discrete projects

Fourth8ear Leel: !;cellence!ontinue as project leader or in specialistcapacit$

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Common Commitments #or Co8

Curricular and Curricular !;periences

Ciic engagement

Social Iustice

Community building

Diersity

&nternational perspectie

Spiritual e;ploration

Ao$ and /eisel 4#

%hus2 the cam"us did not so much go out into the community at that 4uncture as the

community came onto the cam"us5as college students# The e:pansion of communit$

colle'es accelerated the demo'raphic shift. ith a much more representati%e *merican

colle'e student bod$& the climate and concerns on campuses altered. Toda$@s students are a

hetero'eneous mi: of raciall$& reli'iousl$& and ethnicall$ di%erse people& man$ of whom are



first 'eneration and new immi'rantsHall from widel$ differin' socio-economic bac+'rounds.

/ost of these students alread$ define themsel%es as citi(ens of multiple communities? thus

the$ brin' a consciousness to campuses of the lar'er interdependencies that characteri(e

modern life.

n the late ei'hties and nineties& a formati%e wed'e of sociall$-minded students were adeterminin' force in the establishment of %olunteer ser%ice centers that now are commonplace

on nearl$ e%er$ campus. BThe manner in which we en'a'e in our democrac$ 'oes be$ond&

well be$ond& the traditional measurements that statisticians li+e to measure us b$& most

notabl$ %otin'& ruminated a 'roup of students at a in'spread ci%ic en'a'ement conference

in 41 ;on' 44& 9<. The$ went on to e:plain& B/an$ of us at in'spread percei%e ser%ice

as alternati%e politics& as a method of pursuin' chan'e in a democratic societ$& ;4< and while

admittin' their disillusionment with con%entional national politics& the$ affirmed Bwe ha%e more

interest in local politics and 'lobal politics which Boften in%ol%e issues that are of special

concern to us ;1<.

Some of that student political en'a'ement is reflected in the m$riad clubs and acti%ities where

students or'ani(e in a %ariet$ of wa$s on issues that matter deepl$ to them2 sharp rises in

tuition& racial justice& sweatshop labor practices& climate chan'e& abortion& human ri'hts&

po%ert$& hun'er& and human traffic+in'. Some join nationall$ with other colle'e students to

influence public polic$ and learn how to lobb$ their !on'ressional& state& and municipal

representati%es.

Three e:amples su''est the ran'e of ci%ic learnin' and real political en'a'ement that students

practice. The -ne Campaign wor+s with the 'eneral public and colle'e students to

encoura'e !on'ress to allocate at least 1J of the )DP to alle%iate 'lobal po%ert$;www.one.or'<. The &nter#aith outh Corps& founded in 44& is buildin' a $outh mo%ement

that belie%es Bfaith can be a brid'e of cooperation& stren'thenin' our ci%il societ$ and

promotin' the common 'ood ; www.if$c.or'<. Their nterfaith Kouth nstitute and >etter

To'ether !ampai'n fostered $outh-led e%ents in more than 4 campuses last $ear. Power

Shift 49& or'ani(ed b$ the !nergy Action Coalition which itself was co-founded b$ >ill$

Parish when he was a Kale student& brou'ht 14& students to ashin'ton and thousands

more a'ain in 411 to learn how to shape le'islation and lobb$ !on'ress

; www.ener'$actioncoalition.or'<. On campus& student acti%ists committed to sustainabilit$& to

elaborate onl$ on one issue amon' do(ens& are doin' their social chan'e ci%ic wor+ locall$.

Students are in%ol%ed in securin' en%ironmental studies majors& 'reen financial in%estments&

and coalitions with presidents& facilities mana'ers& and boards of trustees who ha%e si'ned on

to honor the *merican !olle'e = Uni%ersit$ Presidents@ !ampus !limate !ommitment

;http2LLpresidentsclimatecommitment.or'<.

Faculty drien: i+e students& facult$ members across all sectors in hi'her education ha%e

been dri%ers of the transformation toward education for democrac$ and social responsibilit$.

http://www.ifyc.org/

http://www.energyactioncoalition.org/

http://presidentsclimatecommitment.org/

http://www.ifyc.org/

http://www.energyactioncoalition.org/

http://presidentsclimatecommitment.org/



Eli(abeth /innich describes them as establishin' Ba new academ$ located& often literall$ Bon

the peripher$ in Bsli'htl$ shabb$ houses now owned b$ the uni%ersit$MandN often hard to

distin'uish from the communit$ that relinuished them ;*ssociation of *merican !olle'es and

Uni%ersities 1990& 4<. The si'ns in the front lawn indicate2 !enter for !ollaborati%e earnin'&

omen@s Studies& *frican *merican Studies& En%ironmental Studies& *merican ndian Studies&

nterdisciplinar$ Studies& Deaf Studies& nstitute for Technolo'$ and 7alues& /ulticultural

Studies& Science and the Aumanities Pro'rams& !enter for 8esearch on Teachin' and

earnin'& !ontinuin' Education !enter.

Summari(in' /innich@s ar'ument& one scholar in that same %olume sa$s Bthis new academ$

welcomes rather than a%oids critical and creati%e en'a'ement with wider communities. t

endorses and produces scholarship that see+s not just to +now the world but to wor+ toward a

better worldpioneerin' wa$s of thin+in'& learnin'& and teachin' that pro%ide models for

en'a'in' differences constructi%el$& rather than di%isi%el$ ;Schneider 1990& %ii<.

Facult$ members assumed leadership in channelin' the %olunteer ener'$ of students intoopportunities to e:plore important issues in an academic conte:t. The disciplinar$ and

interdisciplinar$ lenses pro%ided the means to deepen students@ +nowled'e& in%esti'ate lines of

inuir$& and e:pand ci%ic s+ills throu'h public en'a'ement. Ser%ice learnin' became the term

now used to describe a wide %ariet$ of communit$-based learnin' and research e:periences

that are embedded within courses and carr$ academic credit.

8ecent AE8 data indicates the timin' is propitious for sei(in' on what has now become e%en

more widespread facult$ interest in education for personal and social responsibilit$. n one

indicator of a core capacit$ necessar$ to ci%ic learnin'& #4.0J of facult$ in 4"-# said

teachin' tolerance and respect for different beliefs was %er$ important or essential? "4.,J saidthe same for en'a'in' students in ci%il discourse around contro%ersial issues. There was a

hu'e increase of 19.1J in terms of how facult$ answered the uestion about instillin' a

commitment to communit$ ser%ice that emer'ed between the 4,-0 sur%e$ and the 4"-#

sur%e$. The number jumped from 65.,J to 00.0J. Enhancin' students@ +nowled'e of and

appreciation of other racialLethnic 'roups also jumped from 0".5J to "0.4J& while helpin'

students de%elop personal %alues climbed from 0.#J of facult$ 'oals for under'raduate

education to 55.1J ;De*n'elo et al. 49<.


$eward !aculty2 sta!!2 and students !or research2 scholarshi"2 and engagement that e0"and civic

nowledge and "romote committed investment in the common good#

These shiftin' facult$ priorities reflect a lar'er trend. !i%ic-minded scholarship infused with

di%ersit$ and 'lobal perspecti%es is definin' the emer'ent field of public scholarship and new

peda'o'ies of application. These are t$picall$ located in the muc+ of mess$ real world



settin's. Students don@t just theori(e how to tac+le stubborn& comple: public problems? the$

are actuall$ fi'urin' it out with others throu'h hands-on e:periences. This approach b$ facult$

is transformin' the routine e:perience of an introduction to chemistr$ course& an *merican

histor$ course& and an upper-le%el nursin' course. >ut a'ain& these facult$ members are more

e:ceptional? in this ne:t phase& institutions need to reward facult$ for these new forms of public

scholarship and learnin'.

There are also e:istin' national ci%ic networ+s that should be tapped and e:panded for

leadership in mobili(in' the ne:t 'eneration of in%estment in ci%ic learnin'. T8U!E3& one of

man$ facult$-oriented ci%ic networ+s& is comprised of scholars and directors of ci%ic centers at

research uni%ersities ;http2LLwww.compact.or'Linitiati%esLci%ic-en'a'ement-at-research-

uni%ersities<. T$picall$ in%ol%in' smaller institutions& the non-profit Project Pericles sustains a

networ+ of colle'es and uni%ersities committed to includin' Bsocial responsibilit$ and

participator citi(enship as essential elements of their educational pro'rams in courses&

campus life& and communities ;http2LLwww.projectpericles.or'<. ma'inin' *merica

; www.ima'inin'america.or'<& another e:ample of a facult$-centered national ci%ic

or'ani(ation& defines its mission as Banimatin' and stren'thenin' the public and ci%ic purposes

of humanities& arts and desi'n throu'h mutuall$ beneficial campus-communit$ partnerships

that ad%ance democratic scholarship and practice ;see *ppendi: 7 for more information on

each or'ani(ation<.

T$picall$ characteri(ed b$ the use of acti%e learnin' peda'o'ies in courses& these same ci%ic-

oriented facult$ members are often the practitioners of what the *ssociation of *merican

!olle'es and Uni%ersities has termed the Principles of E:cellence. *s such the$ can be

le%era'ed for the ne:t e:pansi%e 'eneration of ci%ic wor+ on campus because the$2

Teach the arts of inuir$ and inno%ation?

En'a'e the >i' uestions?

!onnect +nowled'e with choices and action?

Foster ci%ic& intercultural& and ethical learnin'? and

*ssess students@ abilit$ to appl$ learnin' to comple: problems ;*ssociation of *merican

!olle'es and Uni%ersities 4"& 5<.

Sta## drien: The professionals who first responded to student

demands for centers and pro'rams that ser%ed the lar'er

communit$ were not the facult$ but student affairs staff. The$

continue to be percei%ed b$ students as mentors 'uidin' students@

de%elopment as whole& rounded people attuned to others@ needs

and not simpl$ their own. Student affairs has been assi'ned and

openl$ sou'ht to

pro%ide educational

en%ironments where

students could

practice self-

de%elopment& self-

http://www.compact.org/initiatives/civic-engagement-at-research-universities/


http://www.projectpericles.org/

http://www.imaginingamerica.org/







'o%ernance& and attenti%eness to others on multiple le%els. These

are all essential aspects of practice in democratic citi(enship writ on

e%er$da$ life which locates this 'roup of trailbla(ers as especiall$

poised to promote a campus ci%ic ethos.


Delineate multi"le

educational "athways in

the curriculum and co9

curriculum that

incor"orate civic

7uestions2 "edagogies2

and "ractices !or all

students#

Social responsibilit$ has alwa$s been a cornerstone of student affairs just as it is in democratic

citi(enship. Student affairs staff focus on dimensions central to ci%ic learnin'2 how do 'roups

of people li%e responsibilit$ with one another& internali(e bedroc+ consensus %alues that offer a

moral compass to beha%ior& and establish rules and policies to 'uide e:pectations and

conseuences when rulesLpolicies are %iolatedG

Student affairs staff are the midwi%es of academic inte'rit$& student honor codes& student'o%ernment& student newspapers& student clubs& and student resident assistants. The$ are

turned to as the first in line to help set up procedures to resol%e issues that disrupt the

euilibrium and core %alues of a communit$2 se:ual assault& cheatin'& acts of bi'otr$& theft&

destro$in' campus propert$& and drun+enness.

The$ also often lead the campus %olunteer centers that or'ani(e students to partner in ser%ice

projects with local or 'lobal communities. The$ o%ersee student support centers empowerin'

newcomers in hi'her education to succeed. The$ freuentl$ mana'e campus sustainabilit$

efforts& or'ani(e intercultural pro'rammin' in partnership with student 'roups& and lead

international centers that send students abroad and shepherd international students oncampus. eadership from these trailbla(ers helps transform a campus into more 'enuinel$

and radicall$ intercultural spaces of en'a'ement.

Their insi'hts will need to be tapped more full$ in the

ne:t 'eneration of ci%ic wor+ and their contributions

reco'ni(ed. Student affairs professionals ha%e

prodi'ious ci%ic s+ills that can be deplo$ed to e:pand

students@ ci%ic capacities. Their leadership is crucial

in an$ collecti%e effort to ma+e ci%ic responsibilit$

understood as the ethos and dail$ practice of the

campus.


*0"licitly articulate a commitment to

"ublic9mindedness and a concern !or

the well9being o! others as a de!ining

institutional characteristic#

&nstitution drien: Presidents are often the critical fi'ure who shape the ci%ic ethos of a

campus and embod$ its core mission. The$ are the %isible s$mbols of an institution and as

such often define their institution@s orientation both to internal as well as e:ternal publics. Do

the$ en'a'e with multiple +inds of communit$ 'roups or just local donorsG Do the$ pro%ide

leadership onl$ for campus issues or to sol%e pressin' local issues li+e inadeuate I-14



schools& insufficient housin'& crime& and economic de%elopmentG s the campus off limits to

the nei'hborhood or does the president initiate pro'rams that turn it into shared public spaceG

*s the institutional leader& a president also has the power to si'n public documents that locate

his or her institution as standin' for e:plicit %alues and commitments. Presidents ha%e used

this authorit$ to join with others in collecti%e ci%ic pronouncement such as !ampus !ompact@sPresidents@ Declaration on the Fourth of Cul$& the *merican *ssociation State !olle'es and

Uni%ersities@ *merican Democrac$ Project& the Presidents@ !limate !ommitment& and the

*ssociation of *merican !olle'es and Uni%ersities@ Presidents@ !all to *ction to Educate for

Personal and Social 8esponsibilit$.

One of the newest e:amples of the power of institutions to de%elop potentiall$ influential

national networ+s b$ wor+in' in lar'er institutional collaborations in support of education for

democrac$ is represented b$ The Democrac$ !ommitment2 *n *merican !ommunit$ !olle'e

nitiati%e. This recentl$ launched networ+ of communit$ colle'es that see+s presidential

endorsement but full institutional in%ol%ement across le%els describes their aims this wa$2

The Democrac$ !ommitment will pro%ide a national platform for the de%elopment and

e:pansion of pro'rams and projects aimin' at en'a'in' communit$ colle'e students in

ci%ic learnin' and democratic practice. Our 'oal is that e%er$ 'raduate of an *merican

communit$ colle'e shall ha%e had an education in democrac$whether Mthe studentN

aimMsN to transfer to uni%ersit$& 'ain a certificate& or obtain an associate de'ree.

; www.dean(a.eduLcommunit$en'a'ementLdemocrac$commitment<

*s the Democrac$ !ommitment and **S!U@s *merican Democrac$ !ommitment both

understand& nstitutional leadership deri%es from more than the office of the president. tcomes from e%er$ le%el and di%ision. ts effecti%eness relies on e%er$one contributin' to ci%ic

literac$ and to ci%ic a'enc$. hile most institutions focus on bein' 'ood stewards of the local

place where the$ reside& others define their place in national or re'ional terms. *s such the$

model citi(enship b$ in%esti'atin' lar'e conseuential issues li+e a'riculture& ener'$& health& or

en%ironmental sustainabilit$. Still others model what a 'ood 'lobal institutional citi(en loo+s

li+e throu'h partnerships for international research& de%elopment& and education.

Trailbla(ers& then& from these four important campus constituents ha%e jointl$ laid the

foundation for what a ci%ic-minded institution loo+s li+e and acts li+e. They are poised #or a

second generation o# engagement that can moe ciic enterprises #rom the periphery tothe center and as an e;pected part o# eery student’s college e;perience( >ut the$

cannot do it alone.

To ad%ance such an ambitious a'enda& the$ also need support from other +e$ sta+eholders in

the future of democrac$& hi'her education& and economic and social de%elopment. t is

important that other +e$ constituents support the transformati%e leadership of these

trailbla(ers. Disciplinar$ societies can applaud& publish& and promote public scholarship and

http://www.deanza.edu/communityengagement/democracycommitment

http://www.deanza.edu/communityengagement/democracycommitment





( A Foundation %artially Laid: %ath3ays to Democratic !ngagement

BThe first and most essential char'e upon hi'her education is that at all le%els and in allfields of speciali(ation& it shall be the carrier of democratic %alues& ideals& andprocesses.

+igher *ducation !or American Democracy & 19,"

BThe wa$ we run our classrooms and the wa$ we connect those classrooms to ourcommunities can ha%e a lot to sa$ about whether our teachin' and learnin' practicesare ad%ancin' a more di%erse& sociall$ just& and democratic culture.

CosV R. !aldern& 4"

f !hapter 7 hi'hli'hted the trailbla(ers dri%in' the ci%ic transformations of two- and four- $ear

colle'es and uni%ersities& this chapter features concrete e:amples of the fruits of their labor.

The foundations for ci%ic learnin' and democratic en'a'ement ha%e& in fact& been partiall$ laid.This report challen'es readers to ad%ance that crucial educational and democratic wor+ to the

ne:t le%el. hile the last chapter pointed to the leaders who foster a civic ethos on campus&

this chapter offers concrete illustrations of pro'rams& peda'o'ies& and partnerships that ma+e

civic literac% a core e:pectation for all students& practice civic in#$ir% across multiple fields

of stud$& and ad%ance civic action throu'h transformati%e partnerships.

The chapter be'ins b$ e:aminin' how ci%ic literac$ and ci%ic inuir$ can

be embedded within curricular pathwa$s& both in 'eneral education and

in speciali(ed fields of stud$ with the aim of creatin' a

de%elopmental arc mapped in the cumulati%e learnin'o%er time. The ne:t section lifts up three of the most

promisin' ci%ic peda'o'ies2 1< inter'roup and

deliberati%e dialo'ue? 4< ser%ice learnin'? and 6<

collecti%e ci%ic problem-sol%in'. The third section points

to the most potentiall$ transformati%e means of

o%ercomin' the national ci%ic shortfall and buildin' ci%ic

capital. n this still e:ceptional desi'n& a handful of two

and four $ear colle'es and uni%ersities ha%e de%eloped

ambitious 'enerati%e partnerships and alliances between

hi'her education& communities& 'o%ernments& and other

+e$ sta+eholders. These partnerships are the result of

co-creatin' democratic& participator$ structures to

address locall$ specific but nationall$ and 'loball$

intertwinin' problems. The chapter@s last section

discusses wa$s of assessin' these ci%ic enterprises and

doin' further research.

%romote CiicLiteracy

T$lane Universit% 'uides students@commitment to public ser%ice b$includin' a two-part public ser%ice'eneral education 'raduationreuirement. Students2

Complete an introductory sericelearning course b$ the end of theirsophomore $ear.

Complete one additional publicserice8approed program as a

junior or senior with one of the

followin'2

--Ser%ice learnin' course ;at 6-le%el or abo%e<

--*cademic ser%ice learnin'internship

--Public ser%ice research project;facult$ sponsored<

--Public ser%ice honors thesisproject

--Public ser%ice-basedinternational stud$ abroad pro'ram

--!apstone course with publicser%ice component



*rticulate the specific elements of ci%ic learnin' in 'eneral education and themajor courses so students can desi'n a coherent plan of stud$ to de%elop the

full ran'e of ci%iccapabilities.

C$rric$lar Civic ath&a%s: Movin" Civic !earnin" from the Mar"ins to the Core

*s one scholar-practitioner describes this moment& BO%er the past decade& spurred b$ critiue

within the Mci%ic renewalN mo%ement itself& man$ academic institutions ha%e launched ambitious

centers and communit$-learnin' initiati%es& committed to more sustained& intellectuall$

ri'orous& and sociall$ transformati%e wor+. This second wa%e of en'a'ement has tended to

reframe the discourse of communit$ ser%ice into one of collaboration and citi(enship& to

reconnect communit$ wor+ with s$stemic issues of polic$& power& and justice& and to wor+ for

chan'e not onl$ in indi%idual courses& but at the le%el of the curriculum and the campus as a

whole ;Scobe$ 40<.

n 44& **!=U@s ci%ic wor+in' 'roup was char'ed to 'ather I-14 teachers& heads of non-

profit ci%ic or'ani(ations& and representati%es from hi'her education to see if transparent&

coherent curricular pathwa$s were in place from I-15 that offered students pro'ressi%el$ more

sophisticated le%els of ci%ic understandin' and ci%ic s+ills. 3one were to be found. hat did

emer'e& howe%er& were poc+ets of inno%ation that were not $et alwa$s connected to one

another but held the promise of possibilit$. Similarl$& in the e:amples below& no institution has

put all the pieces to'ether to formulate ci%ic pathwa$s for all their students& but some

institutions ha%e erected more well-lit thorou'hfares.

These trailbla(ers demonstrate that it is possible to map more e:plicit& intentional& and

de%elopmental curricular desi'ns. Throu'h them& students mo%e alon' multiple e:periences in

pro'ressi%el$ challen'in' wa$s which can re%erse the current poor showin' on ci%ic learnin'

outcomes while also replenishin' our nation@s ci%ic capital.

(# Civic literacy as a core e0"ectation in

e0"ected o! all students in general education

"rograms

ith 'rowin' consensus across colle'es and

uni%ersities about essential learnin' outcomes&

institutions ha%e a'reed that personal and social

responsibilit$ should be one of the four central

outcomes of colle'e learnin'. n a sur%e$sponsored b$ the *ssociation of *merican

!olle'es and Uni%ersities& 96J of students

polled and 9"J of campus professionals

stron'l$ a'reed or a'reed somewhat that

personal and social responsibilit$ should be a

major focus of their institutions ;De$ and

*ssociates 49& 6<. hile these essential

learnin' 'oals are understood to be

institution-wide 'oals& man$ campuses first

turn to their 'eneral education curricula as

a %ehicle for deepenin' students@ ci%ic

+nowled'e& s+ills& %alues& and capacities

for collecti%e action.

T$lane Universit% 'uides students@commitment to public ser%ice b$ includin' atwo-part public ser%ice 'eneral education'raduation reuirement. Students2

Complete an introductory serice learningcourse b$ the end of their sophomore $ear.

Complete one additional public serice8



approed program as a junior or senior with one ofthe followin'2

• Ser%ice learnin' course ;at 6- le%el or

abo%e<

• *cademic ser%ice learnin' internship

• Public ser%ice research project ;facult$

sponsored<

• Public ser%ice honors thesis project

• Public ser%ice-based

international stud$ abroad

pro'ram

• !apstone course with public ser%ice

component

Some institutions li+e Fran+lin Pierce Uni%ersit$& for e:ample& include public deliberation and

sustained dialo'ue as an inte'ral part of the first-$ear seminars. Others li+e Tulane Uni%ersit$

;see sidebar on pre%ious pa'e< ha%e opted for a two-sta'e de%elopmental arc to enhance

commitment to public ser%ice throu'h their 'eneral education curriculum b$ includin' both an

introductor$ course and an upper-le%el course. Tulane@s model is notable for the %ariet$ of wa$s that students can en'a'e in communit$-based learnin' be$ond ser%ice alone.

Other institutions li+e Portland State Uni%ersit$ ;see

sidebar< also scaffold the ci%ic learnin'

pro'ressi%el$ across a %ertical 'eneral education

curriculum. n another institutional e:ample& St.

Edward@s Uni%ersit$ introduces students to

+nowled'e about the stru''les for justice in the

United States followed b$ a parallel pair of reuired

courses about 'lobal issues and socialresponsibilit$. Their 'eneral education curriculum

then culminates in a senior le%el course in which

students become ci%ic problem-sol%ers b$

addressin' a social issue in a capstone

e:perience.

&# Civic in7uiry integrated into the ma4or or central

!ield o! study

One of hi'her education@s most critical purposes iseducatin' democratic citi(ens who will be both

prepared and inspired to ensure the continued

%italit$ of our republic. Unfortunatel$& hi'her

education itself sometimes contributes to

suppressin' this +ind of learnin'& research& and

action. For e:ample& a 'roup of colle'e students

from 44 states who 'athered in 41 to

discuss ci%ic en'a'ement said their

institutions encoura'ed them to defer

social responsibilit$ until the$ were

secure in their careers ;on' 44& 1<.

ortland State Universit% has de%eloped acurricular pathwa$ to enhancecommunication s+ills& in%o+e criticalthin+in'& culti%ate social and ethicalresponsibilit$& and foster understandin's ofthe di%erse nature of human e:perience.

Freshman &n7uiry O !;ploration: *$ear-lon' seuence e:poses students tointerdisciplinar$ themes desi'ned to emplo$multiple perspecti%es.

Sophomore &n7uiry O Communication:Students enhance communication s+ills

throu'h dialo'ue& research presentation&and composition. The human e:perience&social and moral responsibilit$& and criticalthin+in' are a central focus.

+pper Diision Cluster O&ndiiduali5ation: Students ta+e a'roupin' of interdisciplinar$ courses tofurther build upon s+ills 'ained in pre%ious



se'ments& and to e:plore topics of special interest tothem.

Senior Capstone O Cooperation: *s a culminatin'project& students from a %ariet$ of majors wor+ in teams&

collaboratin' with facult$ and communit$leaders to address a communit$ issueimportant to them as en'a'ed and informedlearners.

Too often& institutions sh$ awa$ from as+in' departmental majors to address o%erarchin'

learnin' outcomes. Aowe%er& departments should not be e:cused from pla$in' their

appropriate role in educatin' students for ci%ic responsibilit$ and democratic en'a'ement.

ittle pro'ress will be made in deplo$in' hi'her education institutions as sites for citi(enship

and incubators for new +nowled'e necessar$ in di%erse democracies if departments sit on the

sidelines. E%er$ disciplinar$ and interdisciplinar$ major should e:amine the ci%ic uestions&

dilemmas& and public purposes of its field.



This is the ne:t frontier for ci%ic

learnin'. Pointin' the wa$&

orcester Pol$technic nstitute

has desi'ned a powerful project-based curricular desi'n that affects

all its majors ;see sidebar< and

as+s students to consider the ci%ic

conseuences of choices the$

ma+e as professionals.

* 'round-brea+in' boo+&

Citi>enshi" Across the Curriculum

;41<& has be'un to e:plore the

ran'e of wa$s different disciplinescan illuminate ci%ic uestions and

help students de%elop a stron'er

ci%ic lens. *s /ar$ Auber and Pat

Autchin's assert in their

introduction& BTo be sure& there are

some who thin+ citi(enship is best

Hand e:clusi%el$Haddressed as

a subject for stud$ in appropriate

political science or histor$

courses.>ut for those who see

preparation for citi(enship as a

goal of under'raduate education&

the possibilities for where it can be

tau'ht e:pand ;i:<.

)orcester ol%technic ,nstit$teroect58ased !earnin" Connected to Social ,ss$es

P students en'a'e in project-based learnin'

throu'hout their course of stud$. First8year students enrollin the $reat %roblems Seminar ;)PS<. This two-courseintroduction focuses on themes of current 'lobal importanceand is tied to current e%ents& societal problems& and humanneeds. Fi%e seminars center around Educatin' the orld&Feedin' the orld& Aealin' the orld& Powerin' the orld&and )rand !hallen'es& which focuses on en'ineerin' andsustainable de%elopment. Students are introduced to abroad sweep of scholarship and then wor+ in small 'roupsto define a specific problem& research its dimensions& andoffer a public strate'$ for addressin' their chosen issue#%he culminating event is a "oster session where each

student grou" "resents its "ro4ect ideas and results#

Durin' Iunior year& students complete the&nteractie uali#ying %roIect ;P<& which challen'esthem to address a problem that lies at the intersection o#science or technology 3ith social issues and humanneeds( The P is done under the 'uidance of one or morefacult$& usuall$ in teams of 4-, students. The objecti%e is toenable P 'raduates to understand& as citi(ens and asprofessionals& how their careers will affect the lar'er societ$.*bout 5J of all Ps are at one of P@s project centers in*frica& the *mericas& *sia& *ustralia& or Europe.

n senior year& students complete a MaIoruali#ying %roIect ;/P<& which as+s them to s$nthesi(epre%ious stud$ to sole problems or per#orm tas"s in themaIor #ield with confidence& and communicate the resultseffecti%el$.

The %olume e:plores e%er$thin' from courses in math to communication& from political science

to literature& from en%ironmental histor$ to a di%ersit$ course. The authors show how different

disciplines can e:plore distinct ci%ic issues li+e political %oice in political science& the ethical

and moral dimensions of a world citi(en in a Aolocaust literature course& the ci%ic Bresponse-

abilit$ in a communication course& or the practical ci%ic conseuences of numerac$ in a math

course.

hat the disciplinar$ e:amples hold in common& the co-editors ar'ue& is commitment to

inculcatin' a sense of ci%ic a'enc$ in students in a pluralistic polit$. The$ e:plain& Bour

definition of education for citi(enship encompasses both the political and the personal2 the %er$

reasons for indi%iduals to be politicall$ informed and acti%e are ine:tricabl$ lin+ed with their

sense of empath$& ethical consciousness& and capacit$ to en'a'e in dialo'ue with others ;0<.



*doptin' institution-wide 'oals for ci%ic learnin' and democratic en'a'ement can function

instructi%el$ as an intellectual and educational 'uide for departments. *ssessin' student

pro'ress toward achie%in' o%erall institutional learnin' 'oals can also function as a second

la$er of incenti%es to en'a'e departments in education for democrac$. Uni%ersit$ of *labama

at >irmin'ham has charted its ci%ic pathwa$s throu'h student affairs& 'eneral education& and

the major to 'i%e special emphasis to ethical reasonin'& di%ersit$& and ci%ic responsibilit$ ;see

sidebar<.

a'ner !olle'e& an institution that has

alread$ won national reco'nition for

inte'ratin' ci%ic learnin' across its 'eneral

education pro'ram and most recentl$ co-

curricular life& has also be'un to define what

it calls Bci%ic professionalism as a 'oal for

majors. Throu'h e:ternal fundin'& facult$

de%elopment opportunities&

campusLcommunit$ partnerships& and

leadership from departments& ci%ic

professionalism has been incorporated into a

cluster of departments. The Uni%ersit$ of

isconsin& /ilwau+ee& focused attention on

its pre-professional schools and created

interdisciplinar$ 'lobal courses li+e )lobal

/ana'ement& )lobal Securit$& )lobal !ities&

and )lobal !ommunication. *ll inte'rateser%ice learnin' reuirements& stud$ abroad&

forei'n lan'ua'e& and o%erseas internships.

The foundations laid thus far point to the

power of intentional desi'ns& of reachin' all

students& and of distin'uishin' specific ci%ic

outcomes that result from deliberatel$ crafted

curricular architecture. The major challen'e

in the ne:t 'eneration is to ma+e such

curricular e:periences commonplace and

e:pected rather than rare and notable.

Universit% of Ala3ama at 8irmin"hamCapstone Co$rses in the Maor ,ncl$de

iscipline5Specific Competenc% in 'thics andCivic Responsi3ilit%

U*>@s ualit$ Enhancement Plan ;EP<outlines a shared %ision for e%er$ U*> 'raduate&

re'ardless of his or her field of stud$. This EPincludes ethics and ci%ic responsibilit$& describedas Bthe abilit$ to ma+e informed& ethical decisionsand be prepared for responsible citi(enship in thecommunit$& nation& and world.

E%er$ pro'ram at U*> has de%eloped or is inthe process of de%elopin' a senior capstonecourse or e:perience. The capstone pro%ides asummati%e opportunit$ for students to appl$ whatthe$ ha%e learned to an ori'inal project andLorreal life application. This mi'ht in%ol%e suchcomponents as collaborati%e projects&

internships& ser%ice learnin'& fieldwor+&independent research& communit$ outreach&andLor thesis writin'. n e%er$ case& capstonecourses include a set of well-defined learnin'outcomes& si'nificant writin'& and inte'ration ofdiscipline-specific competencies in uantitati%eliterac$ and in ethics and ci%ic responsibilit$.

!apstone de%elopment is supported throu'ha series of B!on%ersation on !apstonesor+shops& which pro%ide opportunities foradministrators& facult$& and staff to e:chan'ebest practices and discuss challen'es in

de%elopin' andLor re%isin' capstone courses ande:periences.

Civic !earnin" and the e"ree 4$alifications rofile ;4<

Facult$ and campus leaders who see+ to ma+e ci%ic learnin' e:pected rather than optional for

all students now ha%e a new resource to test& amend and& concei%abl$& stren'then. n 411&

the umina Foundation for Education commissioned and released for Bbeta testin' a proposed

De'ree ualifications Profile ;DP<. The DP outlines fi%e +inds of learnin' that should be

included and inte'rated in an$ colle'e de'ree at the associate@s& bachelor@s or master@s le%el.



The fi%e areas of e:pected learnin' include2 1< broad& inte'rati%e +nowled'e& 4< speciali(ed

+nowled'e& 6< specific intellectual s+ills& ,< applied learnin' and 0< ci%ic learnin'. *t each

de'ree le%el& students are e:pected to show that the$ can integrate and a""ly all fi%e +inds of

learnin' in addressin' comple: problems& challen'es& and projects& includin' ci%ic ones.

The recommended areas of broad inte'rati%e +nowled'e in the DP include 'lobal&intercultural and ci%ic democratic learnin'. The recommended intellectual s+ills are

comparable to those outlined in chapter of this report and include Ben'a'in' di%erse

perspecti%es. The Bbeta or 411 %ersion of the DP sa$s that& at all de'ree le%els& students

need to acuire +nowled'e reuired for responsible citi(enship both from their formal studies

;the +nowled'e and s+ills described abo%e< and !rom community9based learning& and

demonstrate their abilit$ to inte'rate both +inds of learnin' in anal$(in' and addressin'

si'nificant public problems and uestions. The DP offers numerous e:amples of wa$s that

students can demonstrate their achie%ement of their inte'rati%e ci%ic competencies.

/an$ countries around the world ha%e alread$ adopted Bde'ree framewor+s that ma+e %isiblethe +inds and le%els of learnin' that colle'e ou'ht to represent. The authors of this *merican

%ersion belie%e& howe%er& that the U.S. is uniue in pro%idin' a de'ree framewor+ that ma+es

demonstrated achie%ement of ci%ic learnin' a +e$ component of postsecondar$ studies.

ith 'rant support from umina& se%eral accreditors& hi'her education associations&

disciplinar$ societies& and indi%idual campuses will be Btr$in' out the framewor+ o%er the ne:t

three or four $ears. The$ will be usin' it in curriculum renewal and testin' wa$s to foster and

document students@ demonstrated achie%ement of competencies. *s the campus wor+

illustrated in this chapter ma+es clear& there is much more to ci%ic learnin' and democratic

en'a'ement than an$ summati%e de'ree framewor+ can show. Still& the DP represents astep forward for ci%ic learnin' b$ liftin' it up to new prominence and connectin' it to all parts of

students@ learnin' and to communit$-based learnin' as well. f the DP ta+es hold& ci%ic

learnin' in the twent$-first centur$ will ta+e on far more %ibrant forms than twentieth centur$

educational leaders e%er achie%ed. For more information on the DP& %isit

http2LLwww.luminafoundation.or'LpublicationsLTheYDe'reeYualificationsYProfile.pdf.

o&erf$l eda"o"ies that romote Civic !earnin"

(# <ntergrou" and Deliberative Dialogue

* lon'-standin' and reco'ni(ed peda'o'$ that educates for democrac$ is inter'roup and

deliberati%e dialo'ue. The pair is found both within the curriculum and the co-curriculum& andenacted both on campus and be$ond its boundaries. To'ether the$ offer a student-centered

course model& a widel$ adaptable peda'o'$ of dialo'ue& and a mode of collaborati%el$

approachin' ci%ic problem-sol%in'. Dialo'ue also addresses head-on one of the essential

s+ills in a di%erse democrac$2 the capacit$ to deliberate producti%el$ and respectfull$ with

others who mi'ht hold different %iews in order to deepen mutual understandin's and& in the

best of cases& a'ree on a shared set of actions.

http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf

http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf



* %ibrant& functionin' democrac$& especiall$ a richl$ di%erse one li+e the United States& now

intertwined 'loball$ with e%en more disparate societies& reuires informed citi(ens to find

solutions to common problems b$ bein' open to multiple %iewpoints& deliberatin' issues

thou'htfull$& ne'otiatin' and compromisin'& and or'ani(in' for democratic ends. 8esearch

indicates that 90J of *mericans belie%e that ci%ilit$ is important in politics& which is wh$ so

man$ worr$ that nastiness and polari(ation are on the rise ;Shea 41<. The classroom and

campus life offer a perfect laborator$ for de%elopin' and practicin' the democratic s+ills of

perspecti%e-ta+in' and en'a'ement. t is the %er$ heart of intellectual inuir$ and the lifeblood

of colle'e life. Throu'h these +inds of deliberati%e courses& students can learn to listen and

spea+ respectfull$& anal$(e dissentin' %iews without %ilif$in' the spea+er& mana'e conflict&

anal$(e& deliberate and ad%ocate for particular solutions& and see+ compromises and

consensus ;Aess 49<.

The Uni%ersit$ of /ichi'an was one of the seedbeds twent$ $ears a'o of inter'roup dialo'ue

courses and pro'rams& which are now offered at numerous campuses across the countr$.

The$ are specificall$ desi'ned to brin' to'ether small 'roups of students from di%erse

bac+'rounds in a semester-lon' academic course in which students learn discussion s+ills& the

impact of social ineualities& and wa$s to wor+ to'ether. n their boo+ <ntergrou" Dialogue&

authors Da%id Schoem and S$l%ia Aurtado e:plain that Bin a sense& inter'roup dialo'ue is a

di%erse twent$-first centur$ %ersion of the homo'eneous nineteenth-centur$ town hall meetin'?

slee%es rolled up& tal+in' directl$& honestl$& and sometimes uite harshl$ about the most

difficult and pressin' topics of the da$& and then mo%in' forward to'ether with solutions to

stren'then the communit$ and the nation ;41& ,<.

Studies ha%e demonstrated that the more students are able to

en'a'e in di%erse interactions on campus& inside and outside of the

classroom& the more li+el$ the$ are to confront notions of prejudice&

ta+e seriousl$ %iews different from their own& and embrace social

justice ;*SAE 45b<. n a stud$ in%ol%in' fift$-two parallel field

e:periments usin' the /ichi'an inter'roup model& the$ found a

si'nificant impact on twent$ of twent$-four measures? those

outcomes were still present a $ear later ;)urin et al. 411<. The

inter'roup dialo'ues helped students collaborate across

differences& thin+ more comple:l$ about others and lar'er social

issues& and become more acti%e in acti%el$ e:pressin' democraticcommitments throu'h public participation in shapin' their world to

be more just ;01<.

%romote Ciic Literacy

Deplo$ richl$ across thecurriculum and co-curriculum in majorcourses the full ran'e ofpowerful ci%icpeda'o'ies li+einter'roup anddeliberati%e dialo'ue&ser%ice learnin'& andcollecti%e ci%ic problemser%in'.

!alifornia State Uni%ersit$& !hico draws on a deliberation

model rather than an inter'roup one in their Town Aall

/eetin' ;TA/< First Kear

E:perience pro'ram ;see



sidebar<. TA/ see+s to foster students@ sense of a'enc$

in promotin' the well-bein' of the communit$ around them

as well as their own well-bein'. Sur%e$ research be'un in

41 of seniors who had participated in the TA/ pro'ram

as freshmen re%eals a positi%e effect on ci%ic attitudes

and on retention rates for participants in the pro'ram

compared to non-participants

;http2LLwww.aacu.or'Lbrin'in'Ytheor$LdocumentsL8etrie%al

!onferenceSummaries.pdf <. a+e Forest Uni%ersit$ offers $et another e:ample of a

pro'ram specificall$ constructed to use deliberati%e

democrac$ s+ills to de%elop students@ self-efficac$ and

political en'a'ement s+ills. Their Democrac$ Fellows

pro'ram in%ol%ed a cohort of students participatin' in a

de%elopmentall$ desi'ned multi-$ear fellowship pro'ram

for democratic learnin'. The pro'ram be'an with a first-

$ear seminar in Deliberati%e Democrac$& continued

throu'h practices and e:periences of deliberation in $ear

two and three& and in their fourth $ear students were

determined on their own how best to appl$ their

+nowled'e as Democrac$ Fellows to issues that

concerned them on campus and be$ond.

California State Universit% Chico has desi'ned a First Kear

E:perience curricular pro'ram that

culminates in an annual town hall

meetin'. The pro'ram was initiated

as a wa$ to build ci%ic literac$ in

enterin' students. The first $ear

pro'ram challen'es enterin'students to research an issue of

public importance and share their

findin's in a public forum throu'h

presentations and 'roup dialo'ue.

Students are paired with e:ternal

consultants who ad%ise them in

wa$s to become more deepl$

in%ol%ed with their selected issue

after the Town Aall is o%er.

nitiall$ housed within an

introductor$ composition course&

the pro'ram later transitioned to

the political science department&

which supports the pro'ram in the

introductor$ course on politics and

'o%ernment. >oth courses are

reuired components of the

'eneral education curriculum& and

reach all students.

n their boo+& 3"eaing o! ,olitics: ,re"aring College 3tudents !or Democratic Citi>enshi"

through Deliberative Dialogue ;4"<& Iat$ Aarri'er and Cill C. /c/illan studied the impact of

the pro'ram on preparin' students for democratic en'a'ement. The$ found that b$ senior

$ear the Democrac$ Fellows students were found to ha%e Ba more communal sense of

citi(enship& a set of democratic s+ills that other students did not ha%e& a 'reater democratic

sensibilit$ about what it meant to be a citi(en in a democratic societ$& and a stron'er sense of

their own %oice in campus 'o%ernance ;14<. These Bmore robust democratic dispositions

are characteri(ed b$ Bthe promotion of the 'eneral welfare& reco'nition of the common

humanit$ of each person& respectin' and protectin' ri'hts& ta+in' responsibilit$ for one@s

participation& and supportin' democratic principles and practices ;1,6<.

The other campus arena for deliberati%e dialo'ue is located in campus life. Sustained

Dialo'ue pro'rams& which are almost alwa$s student-led& brin' 'roups to'ether wee+l$ to

discuss an issue of common concern for an entire semester& ha%e ta+en root on do(ens of

campuses& and are further fostered b$ the national Sustained Dialo'ue !ampus 3etwor+ office

; www.sdcampusnetwor+.or'<. Sharin' man$ common traits with Sustained Dialo'ue

http://www.aacu.org/bringing_theory/documents/RetrievalConferenceSummaries.pdf



http://www.sdcampusnetwork.org/



http://www.sdcampusnetwork.org/



pro'rams& The Oli%e Tree nitiati%e is an interfaith dialo'ue pro'ram de%eloped b$ students at

the Uni%ersit$ of !alifornia& r%ine. t has been adopted b$ other U! campuses and

demonstrates the dialo'ic and political impact of this ci%ic peda'o'$ that stresses en'a'in'

multiple and competin' perspecti%es from a broad ran'e of positions ;see sidebar<.

/an$ student affairs professionals also incorporate

deliberati%e dialo'ue into routine trainin' for leaders in

residential life and student or'ani(ations. The$ also wea%e it

throu'h man$ campus acti%ities& often be'innin' with small

'roup interacti%e circles durin' freshman orientation and

carr$in' throu'h a host of other acti%ities.

*s colle'es and uni%ersities increasin'l$ define their sphere to

include communities be$ond their immediate 'eo'raphic

boundaries as sites for citi(enship and democraticen'a'ement& deliberati%e dialo'ue be'ins to be practiced in

e%en more public and di%erse spaces. There are important

national ci%ic or'ani(ations that alread$ offer leadership in

democrac$-buildin' and often are in%ol%ed in these new

arenas. Some important leaders amon' these 'roups

attended the national roundtables that inform this report&

includin' E%er$da$ Democrac$& the Ietterin' Foundation& The

3ational ssues Forum& *merica3"eas& The Democrac$

mperati%e& the Public !on%ersations Project& and Public

*'enda ;for more about these 'roups& see *ppendi: 7<. Theci%ic capital the$ offer is of inestimable %alue. >uildin'

stron'er alliances between e:ternal ci%ic or'ani(ations and

colle'es and uni%ersities promises to be $et another frontier

where the ne:t 'eneration of ci%ic wor+ can be culti%ated.

The -lie Tree &nitiatie

+niersity o# Cali#ornia' &rine

Founded b$ a 'roup of Cewish&!hristian& /uslim& Dru(e& andnon-reli'ious U! students in4"& the Oli%e Tree nitiati%epromotes dialo'ue acrossmultiple perspecti%es about theconflict in the /iddle East. To

deepen their +nowled'e&students tra%el each $ear to there'ion to en'a'e directl$ incon%ersation with communit$leaders& reli'ious authorities&acti%ists& academics& andpoliticians to e:plore differin'perspecti%es.

Durin' a 'i%en $ear& thestudents or'ani(e up to "forums both on and off campus.

Their *pril 49 three-da$ U!Student eadership Summitresulted in the Oli%e Treenitiati%e bein' adopted b$ otherU! campuses.

The Ietterin' Foundation both supports and studies some of these emer'in' centers that

often occup$ new h$brid space between the campus and the lar'er communit$. *ccordin' to

a recent Ietterin' stud$ of a networ+ of fift$ such centers& #0J are housed on colle'e

campuses. Often the$ are staffed b$ people who teach but who also de%ote much of their

efforts to broader communit$ issues. The wor+ of these centers is primaril$ Bcarried out inpublic suares& communit$ centers& and nei'hborhood associations& not behind campus walls

with a focus on Bidentif$in' collecti%e problems& de%elopin' a sense of common purpose& and

wor+in' to'ether to sol%e them ;ondon 41& 6-5<. The public deliberation so central to

these centers reuires man$ s+ills identified as essential outcomes of both a colle'e education

and democratic practice2 Blistenin' deepl$ to other points of %iew& e:plorin' new ideas and

perspecti%es& searchin' for points of a'reement& and brin'in' une:amined assumptions into



the open ;1,<.

n one e:ample from the Ietterin' stud$& The 3ew En'land !enter for !i%ic ife at Fran+lin

Pierce Uni%ersit$ used an inclusi%e form of public deliberation to see+ positi%e solutions that

addressed new tensions about the historic le'ac$ of the town in the face of e:plosi%e 'rowth

and commercial e:pansion. Students became in%ol%ed throu'h Bproblem-based ser%icelearnin'. The nstitute for !i%ic Discourse and Democrac$ at Iansas State Uni%ersit$

partners with man$ entities to inject the public %oice into polic$ decisions about issues such as

immi'ration& land-use reform& health care& and ener'$ polic$. The !iti(en eadership nstitute

at )ulf !oast !ommunit$ !olle'e has used its deliberati%e strate'ies to brin' their di%erse

communit$ to'ether to discuss %arious redistrictin' scenarios and de%elop recommendations

to present to state le'islators.

&# 3ervice Learning

ithout uestion& ser%ice learnin'& in its man$ manifestations& has been the dominant

curricular %ehicle for la$in' a foundation to promote different dimensions of ci%ic learnin' anden'a'ement with lar'er communities. Students& steeped in a new culture of ser%ice fostered

b$ schools& faith and ethnic communities& and the federal and state 'o%ernments& arri%ed on

campus in the late ei'hties and earl$ nineties ea'er to continue their ser%ice to the wider

communit$ while in colle'e. The foundin' of the !ampus Outreach Opportunities ea'ue

;!OO< in 19#6 is emblematic of those student-moti%ated ser%ice impulses.

Ser%ice learnin' is the academic side of that same coin& described as a Bteachin' and learnin' strate'$

that inte'rates meanin'ful communit$ ser%ice with instruction and reflection to enrich the

learnin' e:perience& teach ci%ic responsibilit$& and stren'then communities ;En'ber' and Fo:

411& ##<. t has been led primaril$ b$ facult$ and spurred b$ presidential leadership. *handful of presidents founded !ampus !ompact in 19#0& and now with o%er 1&1 members& a

national office in >oston& and three do(en state offices& it is the most influential proponent of

both %olunteerism and ser%ice learnin' ;see *ppendi: 7<.

nno%ati%e facult$ members coupled the students@ disposition to ser%e others with course

offerin's that pro%ided a deeper +nowled'e base and reuired reflection as a necessar$

element. *s )re'or$ Ca$ e:plains& Bhat ma+es ser%ice learnin' different from %olunteerin' is

its e:plicit academic component2 li+e an$ test& paper& or research project& the ser%ice learnin'

e:perience must be inte'ral to the s$llabus and ad%ance the student@s +nowled'e of the

course content ;Ca$ 4#& 400<. Cohn Saltmarsh particulari(es the 'oal for hi'h le%el ser%icelearnin' further b$ sa$in' it ideall$ is Brooted in respect for communit$-based +nowled'e&

'rounded in e:periential and reflecti%e modes of teachin' and learnin'& aimed at acti%e

participation in *merican democrac$& and ali'ned with institutional chan'e efforts to impro%e

student learnin' ;Saltmarsh 40& 06<.

The *merican *ssociation for Ai'her Education ;**AE<& which unfortunatel$ no lon'er e:ists&



became one of the other +e$ catal$sts for e:pandin' ci%ic wor+& especiall$ ci%ic learnin'.

**AE both hi'hli'hted ser%ice learnin' in its national meetin's and ma'a(ines and produced

a 'round-brea+in' set of still rele%ant ser%ice learnin' disciplinar$ %olumes edited b$ Edward

Rtlot+ows+i in which facult$ described how ser%ice learnin' could be inte'rated practicall$

within differin' disciplinar$ courses.

n 46& the *merican *ssociation of State !olle'es and Uni%ersities ;**S!U< launched the

*merican Democrac$ Project ;*DP< in partnership with %he New ?or %imes that has helped

fill the **AE %acuum for the more than 44 colle'es and uni%ersities in **S!U@s *DP

networ+ ;see *ppendi: 7<. Their 'oal is to Bproduce 'raduates who are committed to bein'

acti%e& in%ol%ed citi(ens in their communities ; www.aascu.or'Lpro'ramsL*DP<. Trainin'

students to become BStewards of Place& *DP has e%ol%ed into an influential national networ+

that sponsors national and re'ional meetin's& promotes institutional ci%ic audits& helps foster

assessment ci%ic projects& and spurs both curriculum reform and communit$ en'a'ement.

Ser%ice learnin' has ta+en root in two-$ear colle'es as well. *ccordin' to sur%e$ findin's'athered b$ the *merican *ssociation of !ommunit$ !olle'es between 1990 and 46&

Bfacult$ at nearl$ 5J of all communit$ colle'es offer ser%ice learnin'& thus openin' up this

powerful peda'o'$ and hi'h impact practice to ,0J of the nation@s first-time enterin' colle'e

students ;Prentice& 8obinson& and /cPhee 46<. The /aricopa !ommunit$ !olle'es@ !enter

for !i%ic Participation ;!!P< is or'ani(ed to Bincrease awareness about polic$ issues& ci%ic

in%ol%ement& and how 'o%ernment wor+s& and Bto increase involvement of /aricopa students&

facult$& staff& and the communit$ in ci%ic life at all le%els

; www.maricopa.eduLci%icLaboutus.html<. !!P has a special focus on enrichin' public

discourse and promotin' ci%ic participation as it partners with ci%ic& 'o%ernmental& educational&

business and communit$-based or'ani(ations.

The last two decades ha%e seen an impressi%e e:pansion of ser%ice learnin' courses which

now reach& accordin' to some studies& 6J of students ;*stin et al. 4<& and nearl$ ,J of facult$ ad%ise student 'roups in%ol%ed in communit$ ser%ice or %olunteer wor+ ;*ntonia& *stin&

and !ress 4<. hile ser%ice learnin' has 'rown& the percenta'e needs to climb

dramaticall$ if all students are to ha%e the benefit of this powerful& pro%en peda'o'$. n a

positi%e turn of e%ents& some of these ser%ice learnin' courses are now a reuired part of the

curriculum for e%er$ student as illustrated in campuses li+e !alifornia State Un%ersit$ /ontere$

>a$ and Tulane Uni%ersit$. >ut the %ast majorit$ of courses are still random electi%es which

students encounter in no particular order or time seuencin'.

*s the ser%ice learnin' mo%ement has e%ol%ed& man$ proponents are definin' 'reater nuances

between inds of ser%ice e:perience& levels of student responsibilit$& scale of issues

addressed& "articular learning outcomes sou'ht and the im"act o! engagement on community

"artners. The 'reater differentiation was dri%en b$ a concern both for academic ri'or and for

communit$ empowerment. n 46& !ar$n /cTi'he /usil sou'ht to capture the phases of the

http://www.aascu.org/programs/ADP

http://www.maricopa.edu/civic/aboutus.html

http://www.aascu.org/programs/ADP

http://www.maricopa.edu/civic/aboutus.html



emer'in' ser%ice learnin' landscape as it be'an to differentiate amon' %arious pro'ram

desi'ns& identif$ the +nowled'e needed& and clarif$ the ualit$ of the impact on the communit$

;see Fi'ure # below<.

Fi'ure #. The FacesLPhases of !iti(enship.

;/usil 46<

Ser%ice learnin' has consistentl$ pro%en itself a powerful peda'o'$ and academic structure to

propel students@ +nowled'e. t has shown positi%e effects on learnin' outcomes associated

with Bcomple:it$ of understandin'& problem anal$sis& critical thin+in'& and co'niti%e

de%elopment ;E$ler et al. 41& E$ler and )iles 1999? E$ler& 8oot& and )iles 199#& Osborne&

Aammerich& and Aensle$ 199#<. t has also had si'nificant impact on students@ intrapersonal

and social de%elopment includin' Bpersonal efficac$& personal identit$& spiritual 'rowth& and

moral de%elopment ;!onwa$ et al. 49<. Further studies show additional positi%e outcomes

associated with Bcultural awareness& tolerance for di%ersit$& altruistic attitudes& moralde%elopment& sensiti%it$ and reasonin'& and self-esteem ;Ie(ar 44<. The stud$ b$ En'ber'

and Fo: lin+s in%ol%ement in ser%ice learnin' to 'lobal perspecti%e-ta+in' with positi%e

relationships across co'niti%e& intrapersonal& and interpersonal domains ;411& 99<.

Other studies lin+ ser%ice learnin' with $et another set of ci%ic learnin' outcomes connected to

efficac$2 increasin' students@ sense of social responsibilit$ and citi(enship s+ills such as

reli'ious and racial tolerance& prosocial decision-ma+in'& and e:plorin' the intersections

between identit$ and pri%ile'e ;E$ler et al. 41? echu'a et al. 49<? the abilit$ to wor+ well

with others& leadership and communication s+ills& and& importantl$& a sense of bein' able to

effect chan'e in their communit$ ;)allini and /oel$ 46? 8oc+uemore and Shaffer 4<.

n the ne:t 'eneration de%elopment of ser%ice learnin' in terms of achie%in' 'reater impact

with hi'her education itself& center directors& facult$& students& and communit$ leaders should

correlate the different ser%ice learnin' courses with specific outcomes? create introductor$&

milestone& and cumulati%e le%els for ser%ice learnin' projects? and ma+e the differentiation

transparent to students and facult$ ali+e. i+ewise& center directors& facult$& student affairs

professionals& and students should coordinate re'ularl$ to mirror the newl$ clarified course

distinctions with a similarl$ pro'ressi%el$ mapped and differentiated set of ci%ic outcomes

offered within student life pro'rams. Finall$& academic administrators and facult$ should adopt

promotion and tenure criteria that reco'ni(e the scholarl$ and peda'o'ical %alue ofin%estments in ser%ice learnin' and other peda'o'ies that foster ci%ic de%elopment.

hat has alread$ been desi'nated b$ ser%ice-learnin' practitioners as an important

component of the field is also its impact on the communities with where students are en'a'ed.

There is a now an emer'in' bod$ of literature on how to establish more democratic&

participator$& and reciprocal partnerships. This aspect of communit$-based learnin' is



influencin' the scope and desi'n of the frontier wor+ e:pressed in transformati%e partnerships

and alliances discussed later in this chapter.

=# Collective Civic ,roblem93olving

The third ci%ic peda'o'$ which this report hi'hli'hts is collecti%e ci%ic problem-sol%in'. t

represents a bur'eonin' arena of practice and scholarship but does not $et ha%e the full ran'eof scholarship assessin' its impact on students and communities that ser%ice learnin' has

accumulated o%er decades. !i%ic problem-sol%in'& howe%er& builds on the foundations that

dialo'ue and ser%ice learnin' ha%e alread$ laid& $et see+s to delineate an ed'eHand in some

casesHa new conceptual framewor+ for ci%ic wor+. Saltmarsh and Aartle$ describe the

conte:t in which ci%ic problem-sol%in' is ta+in' root. The$ themsel%es call for mo%in' from a

ci%ic en'a'ement framewor+ to a democratic ci%ic en'a'ement paradi'm. The$ assert that

such a framewor+ leads to a focus on purpose and process rather than acti%it$ and place.

The$ e:plain2

Democratic en'a'ement locates the uni%ersit$ within an ecos$stem of +nowled'eproduction& reuirin' interaction with other +nowled'e producers outside the uni%ersit$

for the creation of new problem-sol%in' +nowled'e throu'h a multidirectional flow of

+nowled'e and e:pertise. n this paradi'm& students learn cooperati%e and creati%e

problem sol%in' within learnin' en%ironments in which facult$& students& and indi%iduals

from the communit$ wor+ and deliberate to'ether.!i%ic en'a'ement in the

democratic-centered paradi'm is intentionall$ political in that students learn about

democrac$ b$ actin' democraticall$ ;411& 41<.

Aow such theories translate into actual courses and acti%ities is demonstrated b$ a number of

concrete e:amples reported in *ducating !or Democracy: ,re"aring 1ndergraduates !or$es"onsible ,olitical *ngagement ;4"< b$ *nne !olb$& Eli(abeth >eaumont& Thomas

Ehrlich& and Cosh !orn'old. i+e man$ who belie%e that not onl$ self-efficac$ but also political

efficac$ is important& !olb$ et al. recommend that hi'her education in%est in the political

de%elopment of the 1, million colle'e students. Bt is important for a pluralist democrac$that

as man$ people as possible possess a set of capacities that are intrinsicall$ %aluable and also

support responsible citi(enship b$ helpin' them thou'htfull$ e%aluate political choices and

effecti%el$ contribute to political outcomes;5<.

The pro'rams !olb$ et al. describe ran'e from one semester courses& to full multicourse

pro'rams& and to courses lin+ed to li%in' learnin' residential pro'rams. 8ic+ >attistoni& forinstance& uses democratic peda'o'ies that promote Blearnin' democrac$ b$ doin' democrac$

in his *ncients and /oderns2 Democratic Theor$ and Practice course at Pro%idence !olle'e

;499<. Students create models of a perfectl$ democratic and perfectl$ undemocratic

classroom& +eep a Bdemocratic theor$ journal& and can opt for a Democrac$ in *ction project

where the$ wor+ in 'roups to or'ani(e themsel%es democraticall$ and implement a democratic

action plan ;499<. *lma >lount describes the Ser%ice Opportunities in eadership pro'ram at



Du+e Uni%ersit$. t is composed of a two-semester interdisciplinar$ pro'ram which be'ins with

a course on Ser%ice eadership and Social !han'e and then mo%es to a summer internship

where students wor+ Bon social and political chan'e projects for or'ani(ations across the

countr$ and abroad ;6<. On their return& students participate in a polic$ research seminar

culminatin' with a Social ssue n%esti'ation Portfolio that includes an essa$ on a problem

from their summer placement& an inter%iew with a practitioner& and a polic$ recommendation

paper ;6<.

*t the Uni%ersit$ of /ar$land& !olle'e Par+& Sue >ri''s describes !7!US& which in%ol%es a

two-$ear interdisciplinar$ li%in'-learnin' pro'ram with fi%e courses and acti%ities within

residence halls. The pro'ram collaborates across se%eral colle'es& residential life& and the

librar$ with a focus on citi(enship& leadership& communit$ ser%ice& and communit$ buildin' in a

di%erse societ$. Students become !7!US associates and li%e& stud$& and plan ser%ice

acti%ities to'ether& ta+e fi%e courses includin' eadership in a /ulticultural Societ$& and

complete a capstone course which in%ol%es an internship or a Bdisco%er$Lresearch project

;6-61<.

hile not one of the fourteen institutions that were part of the Political En'a'ement Project at

the heart of *ducating !or Democracy & the same problem-sol%in'& action-focused peda'o'$

dri%es a pro'ram at 3orthern *ri(ona Uni%ersit$. t is called !ommunit$ 8e-En'a'ement for

*ri(ona Families& Transitions& and Sustainabilit$ ;!8*FTS<. !8*FTS Baims to nurture public

scholarship throu'h collaborati%e research and action with di%erse communit$ partners in the

3*U re'ion and be$ond ;!oles and Scarnati 411& 60<. !reatin' problem-oriented pro'rams

li+e 3*U@s would help counteract a findin' in which just o%er one-third of facult$ in the stud$

stron'l$ a'reed that their campus acti%el$ promoted awareness of U.S. or 'lobal social&

political& and economic issues ;De$ and *ssociates 49& ,<. !8*FTS spans a ran'e of

courses& but its most intense focus is on first-$ear seminars or'ani(ed topicall$ on issues

ran'in' from water& immi'ration& indi'enous en%ironmental justice& and 'lobal human ri'hts.

hat distin'uishes !8*FTS are its *ction 8esearch Teams ;*8Ts<. These courses also

t$picall$ en'a'e research teams with a communit$ partner& combine +nowled'e from the

classroom with +nowled'e from local communities& include a mentorin' component& and some

are e%en lin+ed to residential learnin' communities.

* third-$ear student& 3ina Porter& who did her first *8Ts project in a first-$ear seminar to fulfill

a reuirement was transformed b$ it and is now in her third $ear of in%ol%ement in a

communit$-based *ction 8esearch Team. *s she e:plains& the problem-based project Bhas

tau'ht me not onl$ about the communit$@s power& but also about m$ own a'enc$ as a political

actorandb$ connectin' with others can effect real& immediate chan'e. ha%e found that

democrac$ means continuall$ actin' as a communit$& !or the communit$& rather than simpl$

castin' a %ote at election time ;Porter 411& 15<. n her case& *8Ts also influenced her

choice of major and stirred ambitions to attend 'raduate school.



!i%ic problem-sol%in' peda'o'ies are hi'hl$ %aried and still emer'in'& as the e:amples 'i%en

illustrate. One of their man$ faces is t$picall$ found in U.S. di%ersit$ courses and pro'rams&

while another is found in 'lobal courses and pro'rams and e:periential stud$ abroad

pro'rams. *s this chapter demonstrates& U.S. di%ersit$ and 'lobal issues& conte:ts& and

problems are alread$ a leitmotif in e:istin' ci%ic peda'o'ies and should inform the ne:t

'eneration of ci%ic wor+. >oth 'lobal and di%ersit$ wor+ often focus on bi' uestions&

perspecti%e-ta+in'& and learnin' across differences& which is wh$ the interface with ci%ic

problem-sol%in' peda'o'ies is relati%el$ seamless.

!i%ic problem-sol%in' peda'o'ies o%erall are closel$ ali'ned with a widespread effort across

all parts of hi'her education to in%ol%e students more e:tensi%el$ in Breal-world learnin'

throu'h such e:periences as internships& practicums& stud$-abroad& and communit$-based

research and projects. 8esearch shows& moreo%er& that emplo$ers stron'l$ ur'e that hi'her

education place more emphasis on helpin' students to de%elop problem-sol%in' and applied

learnin' s+ills ;Aart 8esearch 4#& 41<. These ci%ic peda'o'ies& then& are part of a lar'er

and lon'-term trend toward better inte'ration of academic and applied learnin' and toward

'i%in' colle'e students man$ opportunities to e:pand and demonstrate capacities the$ will

need both in ci%ic conte:ts and at wor+.

Advancin" colla3orative "enerative civic partnerships and alliances

*s this chapter illustrates& there are foundations alread$ laid that offer a stron' base upon

which to build the ne:t 'eneration of ci%ic wor+ that see+s to ma+e ci%ic learnin' and

democratic en'a'ement an e:pected outcome for e%er$ student. Some of these foundations

ha%e been established in in%enti%e& intentional curricular desi'ns within 'eneral education& the

major& and other areas of speciali(ed or technical stud$. Other efforts ha%e ta+en root in

campus life. Still others are embedded in ci%ic peda'o'ies li+e inter'roup and deliberati%e

dialo'ue& ser%ice learnin'& and collecti%e ci%ic problem-sol%in'& enacted both within and

be$ond the classroom. To close this chapter on practice& we turn finall$ to one more notable

foundation partiall$ laid2 collaborati%e& 'enerati%e ci%ic partnerships and alliances. e ha%e

ar'ued earlier that this arena represents a new frontier of wor+ that is translatin' the ci%ic

mission of hi'her education in some utterl$ transformati%e wa$s.

/an$ campuses ha%e a lon' list of ci%ic partners& which& li+e so man$ other inno%ations in the

academ$ cited in this chapter& su''est the nascent form of what could e%ol%e in the comin'

decade. *s the FacesLPhases of !iti(enship fi'ure indicates ;p. "6<& the most common t$pes

of e:istin' partnerships fall into two +inds2 1< charitable ones& characteri(ed b$ ci%ic altruism&

or 4< reciprocal ones& characteri(ed b$ ci%ic en'a'ement. *n e%en more ambitious cate'or$ of

ci%ic partnerships and alliances is a third +ind2 6< a 'enerati%e partnership& characteri(ed b$

mutual efforts to define and build ci%ic prosperit$. Some practitioners use lan'ua'e li+e social

entrepreneurship& democratic ci%ic en'a'ement& public en'a'ement& or public wor+ to describe

this new ed'e of practice.



One of the most admired champions of social

entrepreneurship is the non-profit *sho+a& which defines

itself as a networ+ of Binno%ators for the public +nown for

Bin%estin' in solutions for our world@s tou'hest problems

;http2LLasho+a.or'& see also *ppendi: 7<. t traditionall$ has

allied entrepreneurial indi%iduals with communit$ 'roups and

businesses. n 4#& it added colle'es and uni%ersities into

the mi: throu'h its *sho+a U pro'ram that lin+s hi'her

education and the citi(en sector. Their 'oal is to promote

social entrepreneurship pro'rams and projects on campuses

and lin+ students to the wider world where the$ would be

challen'ed Bto sol%e social problems at the root-cause and

s$stemic le%el usin' inno%ati%e& sustainable& scalable& and

measurable approaches

;http2LLasho+au.or'<.

Advance Civic Action

Model institutional citi>enshi" by

scaling u" local and global

generative "artnershi"s to

address urgent issues and

e0"and sites !or active citi>en

"artici"ation in sha"ing the

world !or all "artners#

hate%er the lan'ua'e adopted& where the 'enerati%e partnerships e:ist& the impact on

communities can be transformati%e& on public scholarship far-reachin'& and on student

learnin' empowerin'. nterdependenc$& inno%ation& multiple perspecti%es& and a commitment

to a lon'-ran'e in%estment in the public 'ood define the partnership@s core %alues. n these

partnerships& hi'her education no lon'er sees itself as going out into the community & but as

"art of the community2 whether that communit$ is local& national& or 'lobal.

These partnerships create new public space for democratic en'a'ement. The academ$ is

reuired to lea%e the boundaries that mar+ the campus as e:clusi%el$ apart from the

communit$ and the communit$ is reuired to be in a new alliance with the academ$ as part of

this lar'er entit$ called Bcommunit$. t becomes& in effect& a public suare for democratic co-

creation. >ut the co-creation is enacted in participator$& inclusi%e& complicated wa$s that

reflect democrac$ at its best and most challen'in'. /ultiplicit$ of %oices and perspecti%es

becomes the norm? definin' common purposes& needs& and processes are understood as

shared and contested 'oals. The partners are bound to one another because the$ are

addressin' a'reed upon lar'e& s$stemic& public problems that& as the U.S. !onstitution puts it&

affect Bthe 'eneral elfare. *nd the$ are doin' so throu'h in%enti%e& constructi%e& and

mutuall$ a'reed upon solutions.

n this newl$ defined territor$& economic& educational& political& historic& cultural& and social

issues con%er'e. *s such& the new space becomes the crucible& li+e those used to transform

metals& throu'h which e%er$thin' familiar is transformed into somethin' be$ond its ori'inal&

indi%idual shape& much li+e what happens to an indi%idual citi(en when the$ are also part of a

democratic nation. n this public space of 'enerati%e partnerships& democratic %alues can be

tested and ci%ic s+ills honed? participants challen'ed to wor+ collecti%el$ across differences?

and ci%ic aspirations transmuted into collecti%e ci%ic action.

Of particular si'nificance to hi'her education& this terrain offers the landscape most li+el$ to

http://ashoka.org/

http://ashoka.org/



transform the current academic norms about what counts as scholarship& who is

ac+nowled'ed as ha%in' e:pertise& how to measure academic achie%ement& and what the

content and peda'o'$ of the curriculum should be. The con%entional classroom suddenl$ has

a new win' for inte'rated learnin' and applied research. %he means o! measuring student

learning is no longer seat time alone but civic time# Scholars find themsel%es in a different +ind

of laborator$ where cuttin' ed'e& often interdisciplinar$ in%esti'ations can occur. nstitutions

disco%er themsel%es in partnerships that challen'e them to rethin+ both how to allocate and to

'enerate resources. !ommunities are not fra'mented entities but redefined as also part of a

lar'er whole. *t the ne:us of this 'enerati%e process is the ci%ic& intellectual& economic& and

social challen'e of re-ima'inin' and shapin' a shared future.

There are man$ forms that these partnerships mi'ht ta+e. Some or'ani(e around a lar'e

public issue li+e the !ommunit$-!ampus Partnerships for Aealth ;!!PA<. !!PA is a non-

profit entit$ comprised of colle'es and uni%ersities& communit$-based or'ani(ations& health

care deli%er$ s$stems& student ser%ice or'ani(ations& and foundations and 'o%ernment ;seehttp2LLccph.info<. !!PA see+s to Ble%era'e the +nowled'e& wisdom and e:perience in

communities and in academic institutions to sol%e pressin' health& social& en%ironmental and

economic challen'es and Bbuild the capacit$ of communities and academic institutions to

en'a'e each other in partnerships that balance power& share resources& and wor+ towards

s$stems chan'es. !!PA accomplishes this in part b$ Bmobili(in' +nowled'e& pro%idin'

trainin' and technical assistance& conductin' research& buildin' coalitions and ad%ocatin' for

supporti%e policies.

*nother 'roup of institutions in%ol%ed in culti%atin' more powerful and 'enerati%e partnerships

between hi'her education and communities has formed what is called The *nchor nstitutionsTas+ Force. t now numbers o%er 1 hi'her education institutions and is led b$ the Uni%ersit$

of Penns$l%ania and ad%ised b$ /ar'a ncorporated ; www.mar'anic.comLinitiati%esLaitf<.

*nchor nstitutions describe themsel%es as bein' dri%en b$ core %alues of collaboration and

partnership& euit$ and social justice& democrac$ and democratic practice& and commitment to

place and communit$. The$ wor+ closel$ with the Department of Aousin' and Urban

De%elopment& other 'o%ernment entities& businesses& and pri%ate philanthropists. ocated

principall$ in urban metropolitan areas in the United States& the$ in%est their economic&

political& cultural& and intellectual capital to build stron'er communities. a$ered partners of

man$ +inds& lon' term strate'ies& sophisticated anal$ses of the deep roots of stubborn

problems& and creati%e& multi-pron'ed solutions characteri(e their communit$ en'a'ement.

%he $oad +al! %raveled: 1niversity *ngagement at a Crossroads b$ 8ita *:elroth and Ste%e

Dubb offers an appraisal of what this potentiall$ transformati%e reconception of hi'her

education has accomplished thus far and what new roads still need to be ta+en ;41<.

Often& these institutions stimulate local economies& ser%e as a cultural resource for the

communit$& and are one of the chief emplo$ers within their localit$. !olle'es and uni%ersities

http://www.marganic.com/initiatives/aitf

http://www.marganic.com/initiatives/aitf



find themsel%es at the table with hospitals& lar'e businesses& and 'o%ernments who are

pla$in' comparable& complementar$ anchorin' roles in a 'i%en communit$. The$ understand

that the success and %italit$ of the institution is lin+ed to the economic& social& and ci%ic health

of the surroundin' communit$.

Embracin' their role as anchor institutions& these campuses ha%e created formidablepartnerships to address shared public problems. /iami Dade !olle'e& for e:ample& emplo$s

an open-door admissions polic$ that pro%ides access to education for all communit$ members

from multicultural /iami and is home to one of the lar'est literac$ tutorin' pro'rams in the

nation. idener !olle'e has helped initiate economic de%elopment projects and created a

charter elementar$ school on its campus to address collecti%el$ with communit$ partners the

needs in !hester& Penns$l%ania& one of the poorest cities in the nation. Similarl$& ndiana

Uni%ersit$-Purdue Uni%ersit$ ndianapolis has built stron' I-14 partnerships based on a

communit$ school model. One of the earl$ pioneers and continued national leaders& The

Uni%ersit$ of Penns$l%ania& spearheaded b$ the >arbara and Edward 3etter !enter for

!ommunit$ Partnerships& has in%ested in lon'-time commitments and partnerships in est

Philadelphia. The$ ha%e focused on urban re%itali(ation& communit$ de%elopment& and deep

en'a'ement throu'h %arious professional and under'raduate schools to e:tend the

boundaries of Penn@s classroom and research into the I-14 school s$stem to transform li%es in

that nei'hborin' communit$.

One of the anchor institutions& S$racuse Uni%ersit$& has launched in central 3ew Kor+ an

e:emplar$ and ambitious& 'enerati%e set of partnerships ;see sidebar<. The collaborations

point to the +ind of democratic ci%ic en'a'ement Saltmarsh and Aartle$@s %olume calls for and

which is described b$ one of its authors2 BThe scope& ambition& and commitment to remappin'

education for social responsibilit$ at S$racuse offers one of the clearest road maps to what

deep institutional transformation mi'ht loo+ li+e when a ci%ic %ision is informed b$ social justice

%alues and a +een sense of the differential e:periences of democrac$ across multiple 'roups

;45<.

*s a research uni%ersit$& S$racuse opted to

name its campus-based initiati%e Scholarship

in *ction& which it describes as BdrawMin'N

upon MtheN institution@s traditional and

emer'in' stren'ths MandN connectin' our

academic e:cellence to ideas& problems& and

professions in the world as we en'a'e

pressin' issues of our time ;S$racuse

Uni%ersit$ Office of Publications n.d.& 4<. The

uni%ersit$@s senate also unanimousl$ passed

new 'uidelines to consider public scholarship

in tenure and promotion decisions. Such

actions emphasi(e that academic e:pertise

can be a means of promotin' the common

'ood and need not be seen in conflict with

those ends.

The 01 ;c< ;6< or'ani(ation which S$racuseUni%ersit$ helped establish is another

indicator of the uni%ersit$@s more democratic

posture as but one in a lar'er collecti%e of

partners in the lar'e-scale ci%ic enterprise.

This partnership represents a lon'-term

commitment to ci%ic prosperit$& while



combinin' preparation for colle'e& careers&

and citi(enship.

?ighlights o# Syracuse +niersity’s$eneratie %artnerships

The Partners established a 01;c< ;6< with anetwor+ of communit$ members andor'ani(ations to mana'e a series of wide-ran'in'projects

The est Side nitiati%e wor+s in a raciall$di%erse& wor+in'-class industrial nei'hborhood toreno%ate old warehouses into multi-purposefacilities that offer space for 'reen technolo'$enterprises& culinar$ centers& and artist

residencies and studios.

*rchitecture students wor+ with communit$members to desi'n affordable& 'reen houses&+eep lon'-term residents in the nei'hborhood&and attract new residents.

The South Side nitiati%e wor+s withpredominantl$ *frican *merican residents tode%elop a di'ital librar$ of public memor$ in orderto conser%e the familial and cultural histor$ of thecommunit$& which dates bac+ to the 19th centur$.

* cit$-wide in%estment was launched to impro%ethe I-14 schools& e:pand art education throu'h amobile classroom& and pro%ide health care and'reater literac$ to families of I-14 students.

This chapter has sou'ht to describe how the ci%ic entrepreneurial reforms in hi'her educationo%er the past two decades ha%e laid the foundation for the ne:t 'eneration of commitments to

educate for democrac$. The foundation is there. The tools are laid out. The students are

ea'er to lend a hand in addressin' ur'ent social& economic& and political uestions of the da$

that ha%e public conseuences. f we want a %i'orous& participator$& and pluralist functionin'

democrac$& the power to create the enablin' educational en%ironment Bconduci%e to those

ends is a%ailable. t is time to act upon those transformati%e possibilities.



&( Conclusion

Britin' abilit$ is not optional for colle'e 'raduates? science literac$ is not optional forcolle'e 'raduates. h$ is ci%ic learnin' optionalG

3ational 8oundtable Participant& Canuar$ 16& 411

Democrac$ is the definin' characteristic of our countr$ and should be the most profoundcommitment we ha%e as a societ$. >ut democratic hopes and %isions also dri%e social&economic& and political mo%ements across the 'lobe& in wa$s that dail$ confront U.S. leadersand citi(ens with difficult choices about priorities& resources& commitments& responsibilit$& war&peace& and the uest for just societies. *nd& whether 'lobal partners espouse democrac$ ornot& the core challen'e of 'lobal interdependence is to en'a'e in problem-sol%in' to'ether&across differences of man$ +inds& to o%ercome the dauntin' challen'esHeconomic&en%ironmental& political& and humanitarian - that confront the people of e%er$ societ$& whate%erone@s political framewor+.

To be an *merican means to ta+e responsibilit$ for democratic purposes& practices& %italit$&and %iabilit$. >ut unli+e libert$& ci%ic +nowled'e and capabilit$ are not bestowed at birth. The$are hard won& throu'h education at all le%els and throu'h ta+in' seriousl$ the perspecti%es ofothers& both within the campus and be$ond its borders. Democratic insi'ht and competenceare alwa$s in the ma+in'& alwa$s incomplete. Therefore& ci%ic learnin' needs to be an inte'ralcomponent of e%er$ le%el of education& from 'rammar school throu'h 'raduate school& acrossall fields of stud$. t should also be an important part of our informal educational practices for$oun' people and adults& wo%en into e%er$ communit$ and re'ion in the nation.

A Crucible Moment: College Learning and Democracy’s Future insists we dare not be passi%eabout increasin' our nation@s ci%ic capacit$ an$ more than we are about wor+in' to re%itali(ethe nation@s econom$. !olle'es and uni%ersities ha%e laid a foundation for democraticeducation and need to ad%ance that intellectual and ci%ic wor+ so it reaches all students ine%er more challen'in' wa$s. >$ embracin' its core ci%ic mission as an or'ani(in' principleand priorit$& colle'es and uni%ersities can be an e%en more critical site for empowerin' e%er$student& honin' their ci%ic +nowled'e& s+ills& %alues& and actions& and in the process preparin'them for li%es of public purpose as well as emplo$ment. *d%ancin' reciprocal partnerships

with communities both locall$ and 'loball$ promises to in%i'orate the research& teachin'& andlearnin' a'enda for hi'her education& while stren'thenin' communities. !i%ic resources forthe nation can also be created throu'h creati%e alliances with public-minded non-profita'encies& 'o%ernmental a'encies& and businesses.

e therefore in%ite all sta+eholders in *merica@s future to join to'ether to become ci%ic a'ents

of a new promissor$ note at this crucible moment2 to use hi'her education and the pathwa$s toit as Bthe carrier of democratic %alues& ideals& and processes. *s !harles ui'le$@s epi'raphfor this report sa$s& BEach 'eneration must wor+ to preser%e the fundamental %alues andprinciples of its herita'eto narrow the 'ap between the ideals of this nation and the realit$ ofthe dail$ li%es of its people? and to more full$ reali(e the potential of our constitutional&democratic republic. This is the crucible moment as the United States faces major challen'esat home and abroad. et us pled'e to ma+e it a transformati%e one that ad%ances democratic%alues of libert$& justice& domestic tranuilit$& and the 'eneral welfare of the people and the



planet.



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Appendi; & Tas" Force Members

Dere" ar"er' Pro'ram Officer& Ietterin' Foundation and author of %ragedy and Citi>enshi":Con!lict2 $econciliation2 and Democratic ,olitics !rom +aemon to +egel

Richard $uarasci' President of a'ner !olle'e& and political science scholar whoseleadership has led to a'ner@s award-winnin' ci%ic pro'rams

Donald ?ar3ard' President Emeritus of >ates !olle'e& where he championed the colle'e@sen'a'ement in the communit$

Sylia ?urtado& Professor and Director of the Ai'her Education 8esearch nstitute at U!*& where she researches student educational outcomes& campus climates& and di%ersit$ in hi'hereducation

!ric Liu& author& educator& and ci%ic entrepreneur and co-author ;with 3ic+ Aanauer< of %he%rue ,atriot

$ale Muller& 7ice !hairman of orldwide 8esearch and De%elopment for )allup& where hehas o%erseen research on the %oices of citi(ens in more than 16 countries

rian Murphy& president of De *n(a !olle'e since 4,& where he spearheaded the creationof De *n(aWs nstitute for !ommunit$ and !i%ic En'a'ement

!boo %atel' founder and E:ecuti%e Director of nterfaith Kouth !ore ;FK!< and author of theaward-winnin' boo+ Acts o! Faith: %he 3tory o! an American Muslim2 the 3truggle !or the 3oul

o! a -eneration

Carol $eary Schneider& president of the *ssociation of *merican !olle'es and Uni%ersities

Daid Scobey & E:ecuti%e Dean& The 3ew School and founder of the Uni%ersit$ of /ichi'an*rts of !iti(enship Pro'ram to foster the role of the arts& humanities& and desi'n in ci%ic life

Eathleen Maas 6eigert& !arol$n Farrell& >7/& Professor of omen and eadership& and

*ssistant to the Pro%ost for Social Custice nitiati%es at o$ola Uni%ersit$ !hica'o



Appendi; && %roIect Sta## and Dates o# National Roundtables

Larry ras"amp& Project Director and President& )lobal Perspecti%e nstitute& nc.

Caryn McTighe Musil' Project Director and Senior 7ice President of subcontract& *ssociation

of *merican !olle'es and Uni%ersities

Nancy -’Neill& Director of nte'rati%e Pro'rams& *ssociation of *merican !olle'es and

Uni%ersities

an Luu& *dministrati%e *ssistant& *ssociation of *merican !olle'es and Uni%ersities

!leanor ?all& Pro'ram *ssociate& *ssociation of *merican !olle'es and Uni%ersities

National Roundtables on Ciic Learning and Democratic !ngagement

Or'ani(ed to inform this report& the followin' fi%e 'atherin's were held o%er a four month

period. *lthou'h each deliberatel$ sou'ht feedbac+ from differin' constituencies named below&

most of the meetin's& e:cept for the one with colle'e and uni%ersit$ presidents& had cross

pollination from multiple 'roups.

1. December 16& 41 Directors of national& lar'el$ off-campus& ci%ic or'ani(ations and

students

4. Canuar$ 16& 411 !ampus-based leaders of ci%ic and political en'a'ement centers&

communit$ representati%es& and students

6. Februar$ "& 411 Facult$& ci%ic scholars& and hi'her education researchers

,. Februar$ 1#& 411 !olle'e& communit$ colle'e& and uni%ersit$ presidents

0. /arch 41& 411 Public polic$ leaders& foundation leaders& and heads of hi'her

education associations and disciplinar$ societies



Appendi; &&& National Roundtables: %articipant List

Roundtable 1: National ciic organi5ations and studentsCarol%ne A3d$llah& Director of !ommunit$ *ssistance& E%er$da$ Democrac$

Alissa 8ro&er & Ser%ice Fellow& nno%ations in !i%ic ParticipationShel3% 8ro&n& >oard /ember& The Democrac$ mperati%eir* Cla% & Director of !i%ic En'a'ement& 3**!P=an Cohen5Cr$/& Director& ma'inin' *mericaMa$reen C$rle% & President& !ampus !ompact)ill -riedman& President& Public *'endaS$san riffin& E:ecuti%e Director& 3ational !ouncil for the Social Studies=im rossman& E:ecuti%e Director& *merican Aistorical *ssociation,ra +ar*av% & US !hair& nternational !onsortium for Ai'her Education& !i%ic 8esponsibilit$& and

Democrac$Sand% +eier3acher & !o-Founder and Director& 3ational !oalition for Dialo'ue and Deliberation

Am% !a/ar$s& E:ecuti%e Director& Sustained Dialo'ue !ampus 3etwor+eter !evine& Director& !enter for nformation and 8esearch on !i%ic earnin' and En'a'ement

;!8!E<Ted McConnell & E:ecuti%e Director& !ampai'n for the !i%ic /ission of Schoolsim3erl% Meal% Director& Educational& Professional and /inorit$ nitiati%es& *merican Political Science

*ssociation)a%ne Meisel & President& >onner FoundationCher%l Miller & /ana'er& Pro'ram on *merican !iti(enship& *merican Enterprise nstituteec*er N"on"an"& 7ice President of Pro'rams& /obili(e.or'Cecilia (rphan& 3ational /ana'er& *merican Democrac$ Project& *ssociation of *merican State

!olle'es and Uni%ersitiesail Ro3inson& Director of Ser%ice earnin'& *merican *ssociation of !ommunit$ !olle'es=ohn Saltmarsh& Director& 3ew En'land 8esource !enter for Ai'her Education

Matt Schrimper & ntern& *merican Enterprise nstitute8o3 Stains& Senior 7ice President& Public !on%ersations ProjectS$san Stro$d & E:ecuti%e Director& nno%ations in !i%ic ParticipationTerr% Tollefson& !hief Strate'$ Officer& Facin' Aistor$ and Oursel%es

Ciic Learning and Democratic !ngagement Tas" Force Members present:'3oo atel & Founder and E:ecuti%e Director& nterfaith Kouth !oreCarol ear% Schneider & President& *ssociation of *merican !olle'es and Uni%ersities

Roundtable /: Campus8based leaders o# ciic and political engagement centers'community representaties' and students

Maria Avila Director& !enter for !ommunit$ >ased earnin'& Occidental !olle'e=osh 8aile% !ampus !ampai'n !oordinator& Teach for *merica& )eor'e ashin'ton Uni%ersit$=$stin 8i33 Director& !i%ic Aealth nde:& 3ational !onference on !iti(enship8eth 8lissman Director& >onner !enter for Ser%ice and earnin'& Oberlin !olle'e=enna 8ra"er *mericorps[7ST*& /ar$land !ampus !ompact& Uni%ersit$ of /ar$landSean 8r$mfield E:ecuti%e Director& *tlanta !enter for !i%ic En'a'ement& )eor'ia Perimeter !olle'eMartin Carcasson Director& !enter for Public Deliberation& !olorado State Uni%ersit$ar%n Cassella Famil$ Stren'thenin' Pro'ram /ana'er& !ommunit$ of Aope

Am% Cohen E:ecuti%e Director& !enter for !i%ic En'a'ement and Public Ser%ice& )eor'e ashin'ton



Uni%ersit$!ina ostilio Director& Office of Ser%ice earnin'& Duuesne Uni%ersit$

And% -$rco *ssociate 7ice President& Office for Public En'a'ement& Uni%ersit$ of /innesota=ane enster nterim E:ecuti%e Director& !enter for Social Custice& )eor'etown Uni%ersit$aola M +ernande/ 8.& *mericorps[7ST*& /ar$land !ampus !ompact& Uni%ersit$ of /ar$landMe" +e$3ec* Director of nstruction& !enter for Politics& Uni%ersit$ of 7ir'inia

8ar3ara =aco3% Senior Scholar& *dele A. Stamp Student Union !enter for !ampus ife& Uni%ersit$of /ar$land

ail =essen Director& Tha$ne !enter for Ser%ice and earnin'& Salt a+e !ommunit$ !olle'e=an !iss E:ecuti%e Director& Project PericlesCarol%n !$*ensme%er President& *mericaSpea+savid Ma$rrasse President& *nchor nstitutions Tas+ Force'mil% Morrison Director& Auman Ser%ices& )eor'e ashin'ton Uni%ersit$)illiam M$se President& 3ational ssues Forum nstitute

Al3erto (livas Director& !enter for !i%ic Participation& /aricopa !ommunit$ !olle'esMar"aret ost Director& Donelan Office of !ommunit$->ased earnin'& !olle'e of the Aol$ !rossClement rice Director& nstitute on Ethnicit$& !ulture& and the /odern E:perience& 8ut'ers Uni%ersit$

3ewar+

avid rocter Director& !enter for En'a'ement and !ommunit$ De%elopment& Iansas StateUni%ersit$

=ohn Reiff Director& !ommunit$ En'a'ement Pro'ram& Uni%ersit$ of /assachusetts& *mherstMa$reen Roche Director& !ampus Iitchens Project& D! !entral Iitchen

Andre& Seli"sohn Director of !i%ic En'a'ement& Office of the !hancellor& 8ut'ers Uni%ersit$-!amden

aren Sho&alter E:ecuti%e Director& *mericans for nformed Democrac$)end% )a"ner Director& !enter for eadership and !ommunit$ En'a'ement& )eor'e /ason

Uni%ersit$=en )ilson Online Aotline Pro'ram /ana'er& 8ape& *buse = ncest 3ational 3etwor+=o Anne >aro&n% !olle'e-ide !oordinator& !enter for !ommunit$ n%ol%ement& /iami Dade

!olle'e

'd >lot*o&s*i Foundin' Director& Ser%ice earnin' !enter& >entle$ !olle'e

Ciic Learning and Democratic !ngagement Tas" Force Members present:ere* 8ar*er Pro'ram Officer& Ietterin' Foundation Carol ear% Schneider & President& *ssociation of *merican !olle'es and Uni%ersitiesavid Sco3e% E:ecuti%e Dean& The 3ew School2 * Uni%ersit$

Roundtable =: Faculty' ciic scholars' higher education researchers8enamin 8ar3er Distin'uished Senior Fellow& Director of !i%orld DemosRic* 8attistoni Professor of Political Science and Public = !ommunit$ Ser%ice Studies& Pro%idence

!olle'e Ro3ert . 8rin"le !hancellorWs Professor of Ps$cholo'$ and Philanthropic Studies& E:ecuti%e

Director& !enter for Ser%ice = earnin'& ndiana Uni%ersit$-Purdue Uni%ersit$& ndianapolisan ). 8$tin Dean& School of Education& /errimac+ !olle'e=ose >apata Calderon Professor of Sociolo'$ and !hicano Studies& Pit(er !olle'eTon% Cham3ers *ssociate Professor of Ai'her Education& Director& !entre for the Stud$ of Students

in Postsecondar$ Education& Uni%ersit$ of TorontoMar* '. 'n"3er" *ssistant Professor of Ai'her Education& o$ola Uni%ersit$ !hica'oRo3ert ). -ranco Professor of *nthropolo'$& Director& Office for nstitutional Effecti%eness& Iapi@olani

!ommunit$ !olle'e& Uni%ersit$ of Aawaii'li/a3eth +ollander Senior Fellow& Tisch !olle'e of !iti(enship and Public Ser%ice Tufts Uni%ersit$



Rhonda +$stedt =aco3sen Professor of Ps$cholo'$& Director of Facult$ De%elopment& /essiah!olle'e

re"or% =a% Professor of En'lish& Senior Director& !ultures and !ommunities Pro'ram& Uni%ersit$ ofisconsin-/ilwau+ee

Mathe& =ohnson *ssociate Professor of Sociolo'$ and En%ironmental Studies& Director& 7ST*&Siena !olle'e

7ictor a/anian Dean of ntercultural Education and 8eli'ious and Spiritual ife& !o-Director of thePeace and Custice Studies Pro'ram& ellesle$ !olle'e

evin ecs*es *ssociate 7ice Pro%ost for En'a'ement& Portland State Uni%ersit$ Allison immich E:ecuti%e Director& 3ational omenWs Studies *ssociation=$d% r$t*% Professor& nternational Studies& Director& ntercultural Education& >aldwin-allace

!olle'ea$l !oe3 *uthor& 3oul o! a Citi>en+arold A. Mco$"all Professor& School of aw& Aoward Uni%ersit$Catherine Middlecamp Director& !hemistr$ earnin' !enter& Director and !hair& nte'rated iberal

Studies Pro'ram& Uni%ersit$ of isconsin-/adisonTania . Mitchell *ssociate Director for Under'raduate Studies Director of Ser%ice earnin'& Stanford

Uni%ersit$

err% Ann (’Meara *ssociate Professor of Ai'her Education& Uni%ersit$ of /ar$land& !olle'e Par+!a$rie !. atton Professor of 8eli'ion& Director of Facult$ De%elopment and E:cellence& Emor$

Uni%ersit$a$l etre#$in 8esidential Facult$& !handler-)ilbert !ommunit$ !olle'eSeth ollac* Professor of Ser%ice earnin'& Director& Ser%ice earnin' nstitute& !alifornia State

Uni%ersit$ /ontere$ >a$Ro3ert . Reason *ssociate Professor of Education& Senior 8esearch *ssociate& !enter for the Stud$

of Ai'her Education& Penn State Uni%ersit$R. '$"ene ;ene< Rice Senior Scholar& *ssociation of *merican !olle'es and Uni%ersitiesMarshall )elch Director& !atholic nstitute for asallian Social *ction& Saint /ar$Ws !olle'e of

!alifornia=on )er"in Professor of Educational Studies& *ntioch Uni%ersit$

Ciic Learning and Democratic !ngagement Tas" Force Members present:avid Sco3e% E:ecuti%e Dean& The 3ew School2 * Uni%ersit$

Roundtable <: College' community college' and uniersity presidents!e&is M. $ncan President& 8ollins !olle'e8o33% -on" President& >utler Uni%ersit$avid . -$ller President& /inot State Uni%ersit$hilip A. lot/3ach President& S+idmore !olle'eMar% . rant President& /assachusetts !olle'e of iberal *rtsCorneli$s er&in President& *merican Uni%ersit$Marvin rislov President& Oberlin !olle'e

Theodore '. !on" President& Eli(abethtown !olle'e'laine . Maimon President& )o%ernors State Uni%ersit$Mar* $tnam President& !entral !olle'e8rian Rosen3er" President& /acalester !olle'eenneth . R$scio President& ashin'ton and ee Uni%ersit$

Allen !. Sessoms President& Uni%ersit$ of the District of !olumbia Anthon% S. Tricoli President& )eor'ia Perimeter !olle'eSanford =. Un"ar President& )oucher !olle'eRichard +. )ells !hancellor& Uni%ersit$ of isconsin-Osh+osh



Ciic Learning and Democratic !ngagement Tas" Force Members present:Richard $arasci President& a'ner !olle'eS%lvia +$rtado Director& Ai'her Education 8esearch nstitute' Uni%ersit$ of !alifornia at os *n'elesathleen Maas )ei"ert Professor of Social Custice& o$ola Uni%ersit$ !hica'o8rian M$rph% President& De *n(a !olle'e

Roundtable .: %ublic policy leaders' higher education associations' disciplinarysocieties' accreditors' and #oundation leaders=ames Apple"ate 7ice President& Pro'ram De%elopment& umina FoundationSarita 8ro&n President& E:celencia in Educationaren 8r$ns *ssistant Director& Outreach and En'a'ement& Ohio State Uni%ersit$ E:tension'va Caldera Senior *d%isor to the !hairman& 3ational Endowment for the Aumanities,da Cho& E:ecuti%e Officer& Societ$ for De%elopmental >iolo'$=ohn Ch$rchill Secretar$& Phi >eta Iappa Societ$a$l Corts President& !ouncil for !hristian !olle'es and Uni%ersities8eth C$nnin"ham E:ecuti%e Officer& *merican *ssociation of Ph$sics TeachersS$san a$3er Pro'ram Director& Spencer Foundation=ohn edric* 7ice President and Pro'ram Director& Ietterin' Foundation&en $n"% E:ecuti%e Director& 3*SP*-Student *ffairs *dministrators in Ai'her Educationa$la 'llis 7ice President& Ini'ht FoundationS$san 'lrod E:ecuti%e Director& Project IaleidoscopeRosemar% -eal E:ecuti%e Director& /odern an'ua'e *ssociation of *mericanChristopher ates E:ecuti%e Director& Philanthrop$ for *cti%e !i%ic En'a'ementRo3ert +ac*ett President& The >onner FoundationRo3in +ailstor*s *ssociate E:ecuti%e Director = Director of Precolle'e and Under'raduate

Pro'rams& *merican Ps$cholo'ical *ssociation=oAnn +enderson E:ecuti%e Director& 3ational !enter for earnin' and !iti(enshipMar% irchhoff Director& Education Di%ision& *merican !hemical Societ$=ames !each !hairman& 3ational Endowment for the AumanitiesMich?le !eaman !han'e /ana'er ;*ssociate Director<& *sho+a2 nno%ators for the PublicTom !eno6 E:ecuti%e 7ice President for Professional and Educational Strate'ic nitiati%es& *merican

Societ$ of !i%il En'ineers'lson Nash *ctin' Director& earn and Ser%e *merica& !orporation for 3ational and !ommunit$

Ser%ice)illiam Ne&ell E:ecuti%e Director& *ssociation for nte'rati%e Studiesavid aris E:ecuti%e Director& 3ew eadership *lliance for Student earnin' and *ssessmentMichael earson Director of Pro'rams and Ser%ices& /athematical *ssociation of *mericaMichael Ro33ins Senior *d%isor for 3onprofit Partnerships& !enter for Faith-based and 3ei'hborhood

Partnerships& U.S. Department of Education8ernie Ronan *ssociate 7ice !hancellor for Public *ffairs& /aricopa !ommunit$ !olle'es DistrictMarc Ro% & 7ice !hair& *merican !onference of *cademic Deans and Pro%ost& )oucher !olle'e

h%llis Sn%der 7ice President for Aealthcare Ser%ices and /ature or+er nitiati%es& !ouncil for *dultand E:periential earnin'

Mar"eret 7it$llo Director& *cademic and Professional *ffairs Pro'ram& *merican Sociolo'ical*ssociation

=ane )ellman E:ecuti%e Director& 3ational *ssociation of S$stem Aeads

Ciic Learning and Democratic !ngagement Tas" Force Members present:Carol ear% Schneider President& *ssociation of *merican !olle'es and Uni%ersities



ale M$ller 7ice !hairman of orldwide 8esearch and De%elopment& )allup& nc.





informal opportunities for deans to meet& networ+& and offer professional support to their collea'ues intheir wor+ as academic leaders. *!*D has an annual meetin' that is held in conjunction with the**!=U annual meetin'. n addition& *!*D members periodicall$ offer wor+shops at **!=U re'ionalconferences and *!*D and Phi >eta Iappa jointl$ host a biennial conference.

American Democracy %roIect' American Association o# State Colleges and +niersities

http2LLwww.aascu.or'Lpro'ramsL*DPL

The *merican Democrac$ Project ;*DP< is focused on hi'her education@s role in preparin' the ne:t'eneration of informed& en'a'ed citi(ens for our democrac$. *DP is a multi-campus initiati%e in%ol%in'46 campuses and 4.6 million students. *s an initiati%e of the *merican *ssociation of State !olle'esand Uni%ersities ;**S!U<& the 'oal of *DP is to produce 'raduates who are committed to bein' acti%e&in%ol%ed citi(ens in their communities. Since its inception& *DP has hosted ei'ht national and fifteenre'ional meetin's& a national assessment project& and hundreds of campus initiati%es includin' %otereducation and re'istration& curriculum re%ision and projects& campus audits& specific da$s of action andreflection& spea+er series& and man$ reco'nition and award pro'rams.

American !nterprise &nstitute #or %ublic %olicy Research' %rogram on American Citi5enship

http2LLwww.citi(enship-aei.or'L

The *merican Enterprise nstitute@s Pro'ram on *merican !iti(enship is a new initiati%e focused on thefundamental principles and challen'es of *merican self-'o%ernment. The Pro'ram brin's to'ether adi%erse 'roup of thin+ers and doers to e:plore matters both practical and theoretical& includin' publicschools and the culti%ation of ci%ic %irtue? %otin' and the political process? immi'ration policies andinte'ration? and the role of local communities in inculcatin' a stron' sense of dut$ and citi(enship. Theultimate 'oal of this effort is to deepen *mericans@ appreciation for and attachment to those principlesthat are necessar$ to +eep the United States free& stron'& and democratic.

American ?istorical Associationhttp2LLwww.historians.or'

Founded in 1##,& the *merican Aistorical *ssociation ;*A*< promotes historical studies and historicalthin+in' in a wide %ariet$ of settin's& supports the collection and preser%ation of historical documentsand artifacts& disseminates research& and establishes 'uidelines for professional historical practice. The*A* publishes the American +istorical $eview and ,ers"ectives& as well as annual directories&biblio'raphies& resource 'uides& indi%idual boo+lets and a series of short& scholarl$ pamphlets whichpro%ide o%er%iews of specific historical topics and educational issues such as the role of the histor$major in liberal education.

American %olitical Science Associationhttp2LLwww.apsanet.or'

The *merican Political Science *ssociation ;*PS*< is the lar'est scholarl$ societ$ for political sciencein the world and brin's to'ether political scientists from all fields of inuir$& re'ions& and occupationalendea%ors within and outside academe to support scholarship and teachin' and learnin' in the field.*PS* focuses on promotin' scholarl$ research and communication? di%ersif$in' the profession andrepresentin' its di%ersit$? stren'thenin' the professional en%ironment for political science& and ser%in'the public& includin' disseminatin' research and en'a'in' with public issues. Pro'rams and initiati%esinclude major research journals and meetin's& the annual !onference on Teachin' and earnin' inPolitical Science& and wor+ b$ the !ommittee on !i%ic Education and En'a'ement.

American %sychological Association

http://www.aascu.org/programs/ADP/

http://www.citizenship-aei.org/

http://www.historians.org/

http://www.apsanet.org/

http://www.aascu.org/programs/ADP/

http://www.citizenship-aei.org/

http://www.historians.org/

http://www.apsanet.org/



http2LLwww.apa.or'

The *merican Ps$cholo'ical *ssociation is a scientific and professional or'ani(ation that representsps$cholo'$ in the United States. ith 10& members& *P* is the lar'est association ofps$cholo'ists worldwide. The mission of the *ssociation is to ad%ance the creation& communication andapplication of ps$cholo'ical +nowled'e to benefit societ$ and impro%e people@s li%es. The *ssociation

aspires to e:cel as a %aluable& effecti%e and influential or'ani(ation ad%ancin' ps$cholo'$ as a science&ser%in' as a unitin' force for the discipline? the major catal$st for the stimulation& 'rowth anddissemination of ps$cholo'ical science and practice? a principal leader and 'lobal partner promotin'ps$cholo'ical +nowled'e and methods to facilitate the resolution of personal& societal and 'lobalchallen'es in di%erse& multicultural and international conte:ts? and an effecti%e champion of theapplication of ps$cholo'$ to promote human ri'hts& health& well bein' and di'nit$.

American Society o# Ciil !ngineershttp2LLwww.asce.or'

Founded in 1#04& the *merican Societ$ of !i%il En'ineers ;*S!E< represents more than 1,&members of the ci%il en'ineerin' profession worldwide and is *mericaWs oldest national en'ineerin'societ$. *S!E aims to ad%ance technolo'$ and ci%il en'ineerin'& encoura'e lifelon' learnin'& de%elopci%il en'ineer leaders& ad%ocate for en%ironmental stewardship& and ser%e the public 'ood.

American Sociological Associationhttp2LLwww.asanet.or'

The *merican Sociolo'ical *ssociation ;*S*<& founded in 190& is a non-profit membership associationdedicated to ad%ancin' sociolo'$ as a scientific discipline and profession ser%in' the public 'ood. itho%er 1,& members& *S* encompasses sociolo'ists who are facult$ members at colle'es anduni%ersities& researchers& practitioners& and students. *bout 4 percent of the members wor+ in'o%ernment& business& or non-profit or'ani(ations. *s the national or'ani(ation for sociolo'ists& the*merican Sociolo'ical *ssociation& throu'h its E:ecuti%e Office& is well positioned to pro%ide a uniueset of ser%ices to its members and to promote the %italit$& %isibilit$& and di%ersit$ of the discipline.

or+in' at the national and international le%els& the *ssociation aims to articulate polic$ and implementpro'rams li+el$ to ha%e the broadest possible impact for sociolo'$ now and in the future.

Americans #or &n#ormed Democracyhttp2LLwww.aidemocrac$.or'

*mericans for nformed Democrac$ educates& culti%ates and mobili(es a networ+ of $oun' people inthe United Stated to ta+e informed action around our indi%idual and collecti%e roles as 'lobal citi(ens.

America Spea*shttp2LLamericaspea+s.or'L

The mission of *mericaSpea+s is to rein%i'orate *merican democrac$ b$ en'a'in' citi(ens in the

public decision-ma+in' that most impacts their li%es. *mericaSpea+s has con%ened lar'e-scaleinitiati%es to en'a'e citi(ens and leaders on some of the most difficult and important polic$ issues.

AmeriCorpsK&STA' Maryland Campus Compact' +niersity o# Marylandhttp2LLmdcompact.or'Lamericorps.html

http://www.apa.org/

http://www.asce.org/

http://www.asanet.org/

http://www.aidemocracy.org/

http://americaspeaks.org/

http://mdcompact.org/americorps.html

http://www.apa.org/

http://www.asce.org/

http://www.asanet.org/

http://www.aidemocracy.org/

http://americaspeaks.org/

http://mdcompact.org/americorps.html



*meri!orps[7ST* is a federal ser%ice pro'ram that helps indi%iduals and communities implement'rassroots solutions desi'ned to alle%iate po%ert$. Founded as 7olunteers to Ser%ice in *merica in1950& the pro'ram places indi%iduals at nonprofit or'ani(ations and public a'encies that are fi'htin'literac$& impro%in' health ser%ices& reducin' unemplo$ment& increasin' housin' opportunities& reducin'recidi%ism& and e:pandin' access to technolo'$ for those li%in' in rural and urban areas of po%ert$across *merica. Throu'h the !ampus !ompact 7ST* pro'ram at the Uni%ersit$ of /ar$land&

participants wor+ to alle%iate po%ert$ while de%elopin' leadership s+ills throu'h communit$ or'ani(in'&%olunteer mana'ement& and communit$ partnership de%elopment.

Anchor &nstitutions Tas" Forcehttp2LLwww.mar'ainc.comLinitiati%esLaitfL

The *nchor nstitutions Tas+ Force de%elops and disseminates +nowled'e to help create and ad%ancedemocratic& mutuall$ beneficial anchor institution-communit$ partnerships. The Tas+ Force promotes'reater ali'nment across polic$& institutions& ci%il societ$ or'ani(ations ;such as communit$ basednonprofit or'ani(ations<& and pri%ate resources ;such as philanthrop$< in order to stren'then the wa$s in

which anchor institutions collaborate in re%itali(in' communities. ith a 'rowin' membership& the Tas+Force has or'ani(ed a wide %ariet$ of leaders and ad%ocates in de%elopin' strate'ies to enhance

research and polic$ de%elopment around the ran'e of opportunities anchor institutions can brin' inaddressin' critical societal concerns.

Asho"a: &nnoators #or the %ublichttp2LLwww.asho+a.or'

*sho+a is a 'lobal association of the world@s leadin' social entrepreneursHmen and women withs$stem chan'in' solutions for the world@s most ur'ent social problems. *sho+a de%elops models forcollaboration and desi'n infrastructure needed to ad%ance the field of social entrepreneurship and theciti(en sector. *sho+a wor+s on three le%els. First& it supports indi%idual social entrepreneursHfinanciall$ and professionall$Hthrou'hout their life c$cle. Second& it brin's communities of socialentrepreneurs to'ether to help le%era'e their impact& scale their ideas& and capture and disseminatetheir best practices. Finall$& *sho+a helps build the infrastructure and financial s$stems needed to

support the 'rowth of the citi(en sector and facilitate the spread of social inno%ation 'loball$.

Association #or &ntegratie Studieshttp2LLwww.units.muohio.eduLaisor'

The *ssociation for nte'rati%e Studies is the professional association de%oted to interdisciplinarit$.nterdisciplinarit$ combines the insi'hts of +nowled'e domains to produce a more comprehensi%eunderstandin' of comple: problems& issues& or uestions ran'in' from comparison to full$ reali(edinte'ration. The *ssociation2 promotes the interchan'e of ideas amon' scholars& teachers&administrators& and the public re'ardin' interdisciplinarit$ and inte'ration? ad%ocates best-practicetechniues for interdisciplinar$ research teachin'? and sponsors the de%elopment of standards forinterdisciplinar$ pro'ram accreditation.

Atlanta Center #or Ciic !ngagement , Serice Learning' $eorgia %erimeter Collegehttp2LLwww.'pc.eduLen'a'eL

The *tlanta !enter for !i%ic En'a'ement = Ser%ice earnin' at )eor'ia Perimeter !olle'e ser%esfacult$& staff& students& and the 'reater *tlanta metropolitan area b$ coordinatin' both curricular and co-curricular ser%ice and ci%ic acti%ities that meet communit$ identified needs while also functionin' as arepositor$ of +nowled'e and resources in ci%ic en'a'ement and ser%ice learnin'. Focusin' on acti%eand responsible en'a'ement in local& national& and 'lobal communities& the !enter offers superior

http://www.margainc.com/initiatives/aitf/

http://www.ashoka.org/

http://www.ashoka.org/citizensector

http://www.units.muohio.edu/aisorg

http://www.gpc.edu/engage/

http://www.margainc.com/initiatives/aitf/

http://www.ashoka.org/

http://www.ashoka.org/citizensector

http://www.units.muohio.edu/aisorg

http://www.gpc.edu/engage/



ualit$ pro'rams& ser%ices& and resources that impro%e the li%es of )P!@s students& facult$& staff& andcommunities.

onner Center #or Serice and Learning' -berlin Collegehttp2LLnew.oberlin.eduLofficeLbonner-centerL

The Oberlin !olle'e >onner !enter for Ser%ice and earnin' ;>!S< wor+s in partnership with thesurroundin' communit$ to lin+ students with educational ser%ice opportunities. !ommunit$ ser%ice&ad%ocac$& 'rassroots or'ani(in'& and applied research are the norm at Oberlin& where each $ear morethan 00 percent of Oberlin under'raduate students do some form of curricular or co-curricularcommunit$ ser%ice. The >onner !enter for Ser%ice and earnin' encoura'es all students to becomein%ol%ed in communit$ efforts and de%elops pro'rams that combine communit$ in%ol%ement withintellectual and artistic pursuits? lin+s students with communit$ or'ani(ations in need of %olunteers? andsponsors e%ents and conferences desi'ned to enhance colle'e and communit$ relationships.

onner Foundationhttp2LLwww.bonner.or'

The !orella and >ertram F. >onner Foundation supports anti-po%ert$ pro'rams in the area of hun'erand education. The !risis /inistr$ Pro'ram concentrates its efforts in central 3ew Cerse$ with supportfor 40 communit$-based and educational institutions combatin' po%ert$& especiall$ in the area ofhun'er. >e'innin' at >erea !olle'e in fall 199& the Foundation be'an supportin' a four-$ear& ser%ice-based colle'e scholarship pro'ram. The >onner Scholar and >onner eader Pro'rams ha%e e:pandedto more than "0 schools across the countr$& pro%idin' Baccess to education& and an opportunit$ toser%e to more than 6&4 students annuall$. Since its foundin' in 19#9& the >onner Foundation hasawarded more than \#5 million in annual 'rants and another \#0 million in >onner Pro'ramEndowment awards to 4 participatin' colle'es and uni%ersities. The Foundation has also led anumber of federall$-funded hi'her education consortium 'rants.

Campaign #or the Ciic Mission o# Schoolshttp2LLwww.ci%icmissionofschools.or'

The !ampai'n for the !i%ic /ission of Schools is a coalition of 5X or'ani(ations committed toimpro%in' the ualit$ and uantit$ of ci%ic learnin' in *merican schools. The !ampai'n@s 'oal is toincrease and impro%e ci%ic learnin' in 'rades I-14 b$ wor+in' for policies that implement therecommendations of the !i%ic /ission of Schools report. This includes efforts to brin' about chan'es innational& state& and local education polic$. The !ampai'n is co-chaired b$ Custice Sandra Da$O@!onnor and former !on'ressman ee Aamilton.

Campus Compacthttp2LLwww.campuscompact.or'

!ampus !ompact is a national coalition of more than 1&1 colle'e and uni%ersit$ presidents who arecommitted to fulfillin' the ci%ic purposes of hi'her education. The !ompact en%isions colle'es anduni%ersities as %ital a'ents and architects of a di%erse democrac$ and challen'es all of hi'hereducation to ma+e ci%ic and communit$ en'a'ement an institutional priorit$. The !ompact promotescommunit$ ser%ice and communit$-based learnin' that de%elops students@ citi(enship s+ills& helpscampuses for'e effecti%e communit$ partnerships& and pro%ides resources and trainin' for facult$see+in' to inte'rate ci%ic and communit$-based learnin' and research into the curriculum and toad%ance their scholarship.

Campus Eitchens %roIect

http://new.oberlin.edu/office/bonner-center/

http://www.bonner.org/


http://www.campuscompact.org/

http://new.oberlin.edu/office/bonner-center/

http://www.bonner.org/


http://www.campuscompact.org/



http2LLwww.campus+itchens.or'LnationalL

* pro'ram of the nonprofit D! !entral Iitchen& the !ampus Iitchens Project is an emer'in' leader incommunit$ ser%ice for students and resourceful anti-hun'er pro'rams for communities around thecountr$. The Project wor+s with colle'e campuses and student %olunteers to rec$cle food from theircafeterias& turn these donations into nourishin' meals& and deli%er those meals to those who need it

most. Aard at wor+ on the campuses of 4# hi'h schools& colle'es& and uni%ersities across *merica&!IP partners with schools to share on-campus +itchen space& reco%er unused food from cafeterias&and en'a'e students in preparin' and deli%erin' meals to those who need them. >ut meals are not all!IP ser%es. 8espondin' to specific communit$ issues& !ampus Iitchens also pro%ide nutritioneducation& tutorin' for at-ris+ children& and culinar$ job trainin' classes for unemplo$ed adults. !ampus+itchens also partner with local farmers& promotin' sustainable food resources and economicde%elopment opportunities.

Center #or Ciic !ngagement and %ublic Serice' $eorge 6ashington +niersityhttp2LLwww.'wu.eduLe:ploreLcampuslifeLstudentin%ol%ementLser%iceen'a'ement

)eor'e ashin'ton Uni%ersit$@s new uni%ersit$-wide !enter for !i%ic En'a'ement and PublicSer%ice de%elops& e:tends& coordinates and showcases )@s leadership in ser%ice& ser%ice-learnin'and ci%ic en'a'ement.

Center #or Ciic %articipation' Maricopa Community Collegeshttp2LLwww.maricopa.eduLci%icL

The /aricopa !ommunit$ !olle'es@ !enter for !i%ic Participation ;!!P< see+s to enrich public life andpublic discourse on /aricopa !ommunit$ !olle'es campuses and in the surroundin' communities. The!enter also ser%es to promote effecti%e practices that support /aricopaWs mission area related to ci%icresponsibilit$. The 'oals of the !enter are to increase awareness about polic$ issues& ci%icin%ol%ement& and how 'o%ernment wor+s amon' /aricopa students& facult$& staff and the communit$&and to increase in%ol%ement of /aricopa students& facult$& staff& and the communit$ in ci%ic life at allle%els.

Center #or Community ased Learning' -ccidental Collegehttp2LLdepartments.o:$.eduLccblL

The mission of the !enter for !ommunit$ >ased earnin' ;!!>< is to institutionali(e curriculum-basedci%ic en'a'ement. The !!>@s ci%ic en'a'ement approach is based on communit$ or'ani(in'practices& and it aims at enrichin' student learnin' and commitment to social responsibilit$ b$ en'a'in'students& facult$& and off campus leaders as co-thin+ers and collaborators& in order to ma+e tan'iblecontributions toward sol%in' social justice related issues.

Center #or Community &nolement' Miami Dade Collegehttp2LLwww.mdc.eduLcciL

The !enter for !ommunit$ n%ol%ement aims to enhance student learnin'& meet communit$ needs& andfoster ci%ic responsibilit$ and a sense of carin' for others. This !enter is responsible for all ser%ice-learnin' and *merica 8eads acti%ities of the !olle'e. n addition& the !enter functions as a %olunteerclearin'house for students& staff& and facult$ who wish to 'et in%ol%ed in communit$ ser%ice. ith full-ser%ice !enters on three campuses& and outreach pro'rams to all campuses& the !enter for!ommunit$ n%ol%ement ser%es the entire !olle'e.

Center #or !ngagement and Community Deelopment' Eansas State +niersityhttp2LLwww.+-state.eduLcecdL

http://www.campuskitchens.org/national/

http://www.gwu.edu/explore/campuslife/studentinvolvement/serviceengagement

http://www.maricopa.edu/civic/

http://departments.oxy.edu/ccbl/

http://www.mdc.edu/cci/

http://www.k-state.edu/cecd/


http://www.campuskitchens.org/national/

http://www.gwu.edu/explore/campuslife/studentinvolvement/serviceengagement

http://www.maricopa.edu/civic/

http://departments.oxy.edu/ccbl/

http://www.mdc.edu/cci/




The !enter for En'a'ement and !ommunit$ De%elopment is a place where uni%ersit$ facult$ andcommunit$ leaders can come to'ether to address communit$ challen'es& meet communit$ needs& andreali(e communit$ dreams throu'h effecti%e scholarship-based en'a'ement. The mission of the !enteris to promote en'a'ement across the breadth of the uni%ersit$ campus- in teachin'& research& andoutreach - and to connect the %ast resources of the Uni%ersit$ to the si'nificant issues of public needfacin' Iansas and communities worldwide.

Center #or Faith8ased and Neighborhood %artnershipshttp2LLwww.ed.'o%Ledpartners

The mission of the !enter for Faith-based and 3ei'hborhood Partnerships at the Department ofEducation is to promote student achie%ement b$ connectin' schools and communit$ basedor'ani(ations& both secular and faith-based. The !enter is part of the hite Aouse Office of Faith-based and 3ei'hborhood Partnerships within the Domestic Polic$ !ouncil. The !enter is currentl$

wor+in' on a pilot initiati%e to en'a'e communit$-based or'ani(ations in ser%ice to support schoolimpro%ement& and a Presidential pro'ram to promote interfaith and communit$ ser%ice on colle'ecampuses called the President@s nterfaith and !ommunit$ Ser%ice !hallen'e.

Center #or &n#ormation and Research on Ciic Learning and !ngagement )C&RCL!*http2LLwww.ci%ic$outh.or'

>ased at the Conathan /. Tisch !olle'e of !iti(enship and Public Ser%ice at Tufts Uni%ersit$& !8!Econducts research on the ci%ic and political en'a'ement of $oun' *mericans. !8!E pro%ides timel$anal$sis of $outh %otin'& %olunteerin'& media use& and acti%ism& alon' with detailed studies of what

wor+s in ci%ic education for +-14 students& students in hi'her education& and $oun' adults withoutcolle'e e:perience. !8!E@s special publications& such as %he Civic Mission o! 3chools report ;jointl$published with !arne'ie !orporation of 3ew Kor+& 46<& +igher *ducation: Civic Mission Civic*!!ects ;jointl$ published with The !arne'ie Foundation for the *d%ancement of Teachin' in 45<& andPeter e%ine@s boo+ %he Future o! Democracy ;4"< pro%ide literature re%iews and summaries.

Center #or Leadership and Community !ngagement' $eorge Mason +niersity

http2LLclce.'mu.eduL

The !enter for eadership and !ommunit$ En'a'ement promotes ci%ic en'a'ement b$ facilitatin' theinte'ration of communit$-based learnin'& leadership e:periences and academic stud$.

Center #or %olitics' +niersity o# irginia http2LLwww.centerforpolitics.or'L

The !enter for Politics see+s to promote the %alue of politics and the importance of ci%ic en'a'ement.)o%ernment wor+s better when politics wor+s better& and politics wor+s better when citi(ens areinformed and in%ol%ed participants. Therefore& the !enter stri%es to encoura'e citi(ens to acti%el$participate in the political process and 'o%ernment? e%aluate and promote the best practices in ci%iceducation for students of all a'es? and educate citi(ens throu'h the !enterWs comprehensi%e research&pro'rams& and publications. The premiere pro'ram of the !enter is the Kouth eadership nitiati%e thatpro%ides free pro'rammin' and resources for fift$-thousand I-14 educators %ia its website& http2LLwww.$outhleadership.net.

Center #or %ublic Deliberation' Colorado State +niersityhttp2LLwww.cpd.colostate.eduL

http://www.ed.gov/edpartners

http://www.civicyouth.org/

http://www.civicyouth.org/?p=209




http://www.upne.com/1-58465-648-4.html

http://clce.gmu.edu/

http://www.centerforpolitics.org/

http://www.youthleadership.net/

http://www.cpd.colostate.edu/

http://www.ed.gov/edpartners

http://www.civicyouth.org/




http://www.upne.com/1-58465-648-4.html

http://clce.gmu.edu/

http://www.centerforpolitics.org/

http://www.youthleadership.net/

http://www.cpd.colostate.edu/



Aoused within the !ommunication Studies Department at !olorado State Uni%ersit$& the !enter forPublic Deliberation ;!PD< ser%es as an impartial resource for the 3orthern !olorado communit$&dedicated to enhancin' local democrac$ throu'h impro%ed public communication and communit$problem sol%in'. Deliberation reuires safe places for citi(ens to come to'ether& 'ood and fairinformation to help structure the con%ersation& and s+illed facilitators to 'uide the process& and the !PDsee+s to pro%ide those +e$ in'redients. Under'raduate students participatin' in the !PD student

associate pro'ram earn class credit while bein' trained as impartial deliberati%e practitioners& and wor+on all aspects of projects& includin' bac+'round research& issue framin'& con%enin'& meetin' desi'n&facilitation& reportin'& and mo%in' from tal+ to action.

Center #or Social ustice' $eorgeto3n +niersityhttp2LLsocialjustice.'eor'etown.eduL

To ad%ance justice and the common 'ood& the !enter for Social Custice ;!SC< at )eor'etownUni%ersit$ promotes and inte'rates communit$-based research& teachin' and ser%ice b$ collaboratin'

with di%erse partners and communities. )uided b$ that mission and informed b$ Cesuit ideals& !SCstri%es to consolidate and de%elop wor+ in%ol%in' students& facult$ and communit$ partners in three +e$areas2 communit$ and public ser%ice& curriculum and peda'o'$& and research. !SC builds upon and

continues decades of %ibrant student direct ser%ice and ci%ic en'a'ement in both student- and staff-ledpro'rams that respond to communit$ needs and interests in the District& the nation and the world. t wor+s with facult$ and students to help de%elop and promote curricular offerin's that incorporate social justice issues and the peda'o'$ of communit$-based learnin'. t also see+s to pro%ide researchopportunities for facult$ and students to wor+ in constructi%e and beneficial partnership with local&national and 'lobal communities and entities to create and ad%ance +nowled'e to ma+e positi%edifferences in our nei'hborhoods& our nation and our world.

Ciic ?ealth &nde;http2LLwww.ncoc.netL!A

*n annual report that ele%ates the discussion of our nation@s ci%ic health b$ measurin' a wide %ariet$ ofci%ic indicators& *merica@s !i%ic Aealth nde: is an effort to educate *mericans about our ci%ic life andto moti%ate citi(ens& leaders and polic$ma+ers to stren'then it. The 3ational !onference on !iti(enshipmeasures& trac+s and promotes ci%ic participation across the U.S. The creation of *merica@s !i%icAealth nde: and report is a cooperati%e effort of the 3ational !onference on !iti(enship& the !enter fornformation and 8esearch on !i%ic earnin' and En'a'ement ;!8!E< at the Tisch !olle'e of!iti(enship and Public Ser%ice at Tufts Uni%ersit$& and Aar%ard Uni%ersit$@s Sa'uaro Seminar2 !i%icEn'a'ement in *merica.

Community !ngagement %rogram' +niersity o# Massachusetts' Amhersthttp2LLwww.honors.umass.eduLacademicsLcslLaboutusLinde:.html

*s part of the !ommonwealth Aonors !olle'e at the Uni%ersit$ of /assachusetts& *mherst& the!ommunit$ En'a'ement Pro'ram ;!EP< inte'rates academic learnin' and communit$ en'a'ement to

foster leadership de%elopment and promote a more just societ$. !ommunit$ ser%ice learnin' pro'ramsand courses place students in communit$ ser%ice and use 'uided reflection on that ser%ice e:perienceas a source of learnin'. The ser%ice becomes an important Bte:t for the course in dialo'ue with theother course readin's. The !EP emphasi(es collaboration amon' students& facult$& and communit$members to identif$ and wor+ on the causes of social problems and to stren'then communities. !EPsponsors a fi%e-course ci%ic en'a'ement and leadership de%elopment pro'ram& the !iti(en ScholarsPro'ram& and an indi%iduali(ed major in ci%ic en'a'ement ;!i%ic En'a'ement X ]& the B] factor bein'each student@s special area of interestHen%ironmental sustainabilit$& $outh de%elopment& non-profitmana'ement& etc.<.

http://socialjustice.georgetown.edu/

http://www.ncoc.net/CHI

http://www.honors.umass.edu/academics/csl/aboutus/index.html

http://socialjustice.georgetown.edu/

http://www.ncoc.net/CHI

http://www.honors.umass.edu/academics/csl/aboutus/index.html



Community o# ?opehttp2LLwww.communit$ofhopedc.or'L

For 6 $ears& !ommunit$ of Aope has helped impro%e the health and ualit$ of life for low-income&homeless& and underser%ed families and indi%iduals in the District of !olumbia b$ pro%idin' healthcare&housin' with supporti%e ser%ices& educational opportunities& and spiritual support.

Council #or Adult and !;periential Learninghttp2LLwww.cael.or'

The !ouncil for *dult and E:periential earnin' ;!*E< is a national& non-profit or'ani(ation whosemission is to e:pand learnin' opportunities for adults. !*E wor+s to remo%e polic$ and or'ani(ationalbarriers to learnin' opportunities& identifies and disseminates effecti%e practices& and deli%ers %alue-added ser%ices. Since its foundin' in 19",& !*E has been pro%idin' colle'es and uni%ersities&companies& labor or'ani(ations and state and local 'o%ernments with the tools and strate'ies the$need for creatin' practical& effecti%e lifelon' learnin' solutions. !*E is uniue in its +nowled'e ofadultLemplo$ee learnin' practices and in its abilit$ to wor+ as an acti%e intermediar$ between colle'esand uni%ersities? corporations? labor unions? and 'o%ernment& communit$& and philanthropic entities.

Council #or Christian Colleges and +niersitieshttp2LLwww.cccu.or'

The !ouncil for !hristian !olle'es and Uni%ersities is an international association of intentionall$!hristian colle'es and uni%ersities. Founded in 19"5& the !ouncil aims to ad%ance the cause of !hrist-centered hi'her education throu'h the %arious ser%ices to its members& includin' domestic andinternational tra%el stud$ pro'rams that promote ci%ic learnin' and democratic en'a'ement for ourstudents in their host communities. The !ouncil encoura'es its institutions to be in%ol%ed in the publicsuare and pro%ides professional support for their pro'rammatic efforts for student ci%ic learnin'. The!ouncil and its member institutions also promote student spiritual formation throu'h ser%ice learnin'opportunities desi'ned to meet social justice needs as a basic ci%ic responsibilit$ that stems frompersonal !hristian faith.

The Democracy &mperatiehttp2LLwww.unh.eduLdemocrac$

Sponsored b$ the Uni%ersit$ of 3ew Aampshire& the Democrac$ mperati%e is a national networ+ ofscholars& campus leaders& and ci%ic leaders committed to stren'thenin' democrac$ in and throu'hhi'her education. /embers share an interest in education for a more deliberati%e democrac$ and wor+to'ether to share ideas? steward and distribute +nowled'e? de%elop& %alidate& and disseminatepractices? and encoura'e inno%ation. /embers contribute resources and facilitate smaller communitiesof practice and help with Democrac$ mperati%e projects. The Democrac$ mperati%e acts as aresource to indi%iduals and institutions b$ sponsorin' wor+shops& sessions at national conferences&projects& and ebinars& and b$ pro%idin' tailored institutional support to interested colle'es anduni%ersities.

Donelan -##ice o# Community8ased Learning' College o# the ?oly Crosshttp2LLacademics.hol$cross.eduLcbl

The Donelan Office of !ommunit$ >ased earnin' at Aol$ !ross de%elops academic courses and

http://www.communityofhopedc.org/

http://www.cael.org/

http://www.cccu.org/

http://www.unh.edu/democracy

http://academics.holycross.edu/cbl

http://www.communityofhopedc.org/

http://www.cael.org/

http://www.cccu.org/

http://www.unh.edu/democracy

http://academics.holycross.edu/cbl



communit$ learnin' opportunities for students in orcester& /assachusetts. Aol$ !ross communit$-based learnin' projects aim to support local or'ani(ations and communit$ initiati%es. Students enrolledin a !ommunit$ >ased earnin' course e:tend their learnin' outside the classroom into the communit$throu'h wor+ with nonprofit& communit$& = public or'ani(ations &or throu'h an on-campus project that

will benefit the Aol$ !ross communit$. !ommunit$-based learnin' courses can be found across thecurriculum in most academic departments& concentrations and pro'rams of the !enter for

nterdisciplinar$ and Special Studies. The Donelan Office also supports facult$ and curriculumde%elopment initiati%es as well as the !> Scholars Pro'ram& a peer learnin' initiati%e that promotesstudents@ reflecti%e practice.

!eryday Democracyhttp2LLwww.e%er$da$-democrac$.or'

E%er$da$ Democrac$ helps people of different bac+'rounds and %iews tal+& plan& and act to'ether toaddress a %ariet$ of public issues to create communities that wor+ for e%er$one. t places particularemphasis on the connection between comple: public issues and structural racism. n the communities

where E%er$da$ Democrac$ pro%ides customi(ed assistance& the$ coach local coalitions& or'ani(ationsand communit$ leaders ser%in' as a resource to help communities build their own abilities to create

chan'e.

!;celencia in !ducationhttp2LLwww.ede:celencia.or'

E:celencia in Education aims to accelerate hi'her education success for atino students b$ pro%idin'data-dri%en anal$sis of the educational status of atino students and b$ promotin' education policiesand institutional practices that support their academic achie%ement. E:celencia in Education belie%esthat usin' data and anal$sis to identif$ factors that influence the success of specific student populationshelps establish the base line information from which to de%elop more effecti%e policies& en'a'e di%ersesta+eholders& and enhance the acti%e and tactical responses needed to better ser%e atino and allstudents.

Facing ?istory and -urseleshttp2LLwww.facin'histor$.or'

Facin' Aistor$ and Oursel%es partners with school s$stems& uni%ersities and education ministries todeli%er classroom strate'ies& resources and lessons that inspire $oun' people to ta+e responsibilit$ fortheir world. Facin' Aistor$@s wor+ is based on the premise that we need toHand canHteach ci%icresponsibilit$& tolerance& and social action to $oun' people& as a wa$ of fosterin' moral adulthood.Each $ear& the or'ani(ation reaches more than 1.9 million students throu'h its 'lobal networ+ of morethan 4#& trained educators& staff& adjunct facult$ and international fellows to facilitate hundreds ofseminars and wor+shops annuall$. *t the heart of the or'ani(ationWs wor+ is the resource boo+ Facing+istory and @urselves: +olocaust and +uman Behavior & which e:plores the choices that led to criticalepisodes in histor$& and how issues of identit$ and membership& ethics and jud'ment ha%e meanin'

toda$ and in the future.

?uman Serices %rogram' $eorge 6ashington +niersityhttp2LLdepartments.columbian.'wu.eduLsociolo'$LacademicsLunder'raduateLbahumanser%ices

ith a solid 'roundin' in social theor$& and e:perience with issues of social justice& students in theAuman Ser%ices Pro'ram at )eor'e ashin'ton Uni%ersit$ are prepared to conduct research& attainad%ocac$ positions& and assume leadership roles in not-for-profit and 'o%ernmental a'encies. ThePro'ram wea%es to'ether research& ser%ice-learnin' ;in e%er$ course<& literature& and theor$ to foster

http://www.everyday-democracy.org/

http://www.edexcelencia.org/

http://www.facinghistory.org/

http://departments.columbian.gwu.edu/sociology/academics/undergraduate/bahumanservices

http://www.everyday-democracy.org/

http://www.edexcelencia.org/

http://www.facinghistory.org/

http://departments.columbian.gwu.edu/sociology/academics/undergraduate/bahumanservices



studentsW +nowled'e& s+ills& and abilities. Furthermore& the Pro'ram pro%ides a spectrum of interaction with local human ser%ice or'ani(ations to appropriatel$ prepare students to ser%e in and wor+ withdi%erse communities in addressin' communit$-identified needs.

&magining Americahttp2LLwww.ima'inin'america.or'L

ma'inin' *merica@s mission is to animate and stren'then the public and ci%ic purposes of humanities&arts and desi'n throu'h mutuall$ beneficial campus-communit$ partnerships that ad%ance democraticscholarship and practice. ma'inin' *merica@s pro'rams focus on buildin' a national communit$ ofpublicl$ en'a'ed scholars and artists& researchin' the scope and practices of public scholarship andart& creatin' models of pro'ram infrastructure& ma+in' new forms of +nowled'e %isible and audible&establishin' platforms for ci%ic con%ersation& carr$in' out strate'ic educational and polic$ initiati%es&and for'in' re'ional alliances.

&nnoations in Ciic %articipationhttp2LLicicp.or'L

nno%ations in !i%ic Participation ;!P< promotes sustainable de%elopment and social chan'e throu'h

$outh ci%ic en'a'ement. Throu'h its acti%ities both in the U.S. and internationall$& !P de%elops ideasand models for scalin' up national $outh ser%ice and ser%ice learnin' throu'h le'islati%e ad%ocac$&capacit$ buildin'& research& and publications. !P has created and continues to stren'then aninternational communit$ of practice that includes polic$ma+ers& practitioners& researchers and others

who share an interest in $outh ci%ic en'a'ement.

&nstitute on !thnicity' Culture' and the Modern !;perience' Rutgers +niersity8Ne3ar"http2LLwww.newar+.rut'ers.eduLnewscenterL41L14L451L

The nstitute on Ethnicit$& !ulture& and the /odern E:perience ser%es the 'reater 3ewar+ metropolitanre'ion b$ reachin' into the communit$ at lar'e with lectures& s$mposia& film& performances& e:hibitions&and other pro'rams that enhance public understandin' of urban life& the social construction of

difference& race relations& local histor$& urban $outh culture& and education. Throu'h pro'rammaticpartnerships& the nstitute pro%ides essential conte:t for the 'ood wor+ of public institutions& amon'them the 3ewar+ Public Schools& The 3ewar+ Public ibrar$& The 3ewar+ /useum& The 3ew Cerse$Performin' *rts !enter& >o$s and )irls !lub of 3ewar+& >)O& Public 8adio in 3ewar+& 3ew Cerse$3etwor+& the 3ew Cerse$ Aistorical Societ$& the *merican Cewish !ommittee& the 3ational Par+Ser%ice& and the 3ew Cerse$ State Police. The nstitute also sponsors the annual /arion Thompsonri'ht ecture Series& which is amon' the nationWs oldest and most distin'uished scholarl$ seriesde%oted to enhancin' the historical literac$ of a local communit$.

&nternational Consortium #or ?igher !ducation' Ciic Responsibility' and Democracyhttp2LLwww.internationalconsortium.or'L

The nternational !onsortium for Ai'her Education& !i%ic 8esponsibilit$ and Democrac$ ;!<& housedat the Uni%ersit$ of Penns$l%ania& was established to brin' to'ether national institutions of hi'hereducation to promote education for democrac$ as a central mission of hi'her education around the

world. ! see+s to e:plain and ad%ance the contributions of hi'her education to democrac$ on colle'eand uni%ersit$ campuses& their local communities& and the wider societ$. The !onsortium wor+s incollaboration with the !ouncil of Europe throu'h its !ommittee on Ai'her Education and 8esearch with," member countries.

Eettering Foundation


http://icicp.org/

http://www.newark.rutgers.edu/newscenter/2010/12/2610/


http://www.internationalconsortium.org/


http://icicp.org/


http://www.internationalconsortium.org/



http2LLwww.+etterin'.or'L

The Ietterin' Foundation is an independent& nonpartisan research or'ani(ation rooted in the *mericantradition of cooperati%e research. The Foundation e:plores wa$s that +e$ political practices can bestren'thened throu'h inno%ations that emphasi(e acti%e roles for citi(ens. The Foundation see+s toidentif$ and address the challen'es to ma+in' democrac$ wor+ as it should throu'h interrelated

pro'ram areas that focus on citi(ens& communities& and institutions. !hartered as an operatin'corporation& Ietterin' does not ma+e 'rants. The foundation@s staff and e:tensi%e networ+ ofassociates collaborate with communit$ or'ani(ations& 'o%ernment a'encies& researchers& scholars& andciti(ens& all of whom share their e:periences with the Foundation.

Enight Foundationhttp2LLwww.+ni'htfoundation.or'L

The Ini'ht Foundation see+s to ad%ance journalism in and in%est in the %italit$ of communities wherethe Ini'ht brothers owned newspapers. >ased on the belief that information is a core communit$ need&the Foundation focuses on projects that promote informed& en'a'ed communities and lead totransformational chan'e.

Leadership and Community Serice Learning %rogram' Adele ?( Stamp Student +nion'+niersity o# Marylandhttp2LLwww.thestamp.umd.eduLlcslL

The mission of the eadership and !ommunit$ Ser%ice earnin' Pro'ram is to promote positi%e socialchan'e throu'h transformati%e learnin' and communit$ en'a'ement.

Learn and Sere America http2LLwww.learnandser%e.'o%L

earn and Ser%e *merica is a pro'ram of the !orporation for 3ational and !ommunit$ Ser%ice& anindependent federal a'enc$ created to connect *mericans of all a'es and bac+'rounds withopportunities to 'i%e bac+ to their communities and their nation. earn and Ser%e *merica supports andencoura'es ser%ice-learnin' throu'hout the United States& and enables o%er one million students toma+e meanin'ful contributions to their communit$ while buildin' their academic and ci%ic s+ills. Thepro'ram pro%ides direct and indirect support to I-14 schools& communit$ 'roups and hi'her educationinstitutions to facilitate ser%ice-learnin' projects b$ pro%idin' 'rant support for school-communit$partnerships and hi'her education institutions? pro%idin' trainin' and technical assistance resources toteachers& administrators& parents& schools and communit$ 'roups? and collectin' and disseminatin'research& effecti%e practices& curricula& and pro'ram models.

Lumina Foundation #or !ducationhttp2LLwww.luminafoundation.or'L

The umina Foundation for Education is a pri%ate& independent foundation established in ndianapolis

in *u'ust 4. t emplo$s ,5 staff members and has in%ested assets in e:cess of \1 billion& ma+in' itone of the nation@s top , pri%ate foundations. umina is the nation@s lar'est foundation dedicatede:clusi%el$ to increasin' students@ access to and success in postsecondar$ education. ts 'oal is toincrease the percenta'e of *mericans who hold hi'h-ualit$ de'rees and credentials to 5 percent b$440. umina pursues this 'oal in three wa$s2 b$ identif$in' and supportin' effecti%e practice& b$encoura'in' effecti%e public polic$& and b$ usin' its communications and con%enin' capacit$ to buildpublic will for chan'e. umina has wor+ed with and made 'rants to man$ colle'es& uni%ersities& peerfoundations& associations and other or'ani(ations that wor+ to impro%e student access and outcomes

http://www.kettering.org/

http://www.knightfoundation.org/

http://www.thestamp.umd.edu/lcsl/

http://www.learnandserve.gov/

http://www.luminafoundation.org/


http://www.kettering.org/

http://www.knightfoundation.org/

http://www.thestamp.umd.edu/lcsl/

http://www.learnandserve.gov/




across the nation. n 41& umina appro%ed nearl$ 1 'rantsHran'in' from \6&140 to \4.# millionHfor a total commitment of nearl$ \,6., million.

Maricopa Community Colleges Districthttp2LLwww.maricopa.eduL

The Public *ffairs Di%ision of the /aricopa !ommunit$ !olle'es District ;/!!D< includes the !enterfor !i%ic Participation& as well as the )o%ernment 8elations and the /ar+etin' and Public 8elationsoffices. Throu'h the !enter for !i%ic Participation& the Public *ffairs Di%ision ser%es to support ci%iceducation and ci%ic en'a'ement pro'rams within the colle'es& and also o%ersees public en'a'ementand communit$ ci%il discourse projects on behalf of the colle'e district& in partnership with public andnonprofit communit$ or'ani(ations. The /!!D )o%ernin' >oard just adopted outcomes for ci%ic andcommunit$ responsibilit$ which all of the colle'es will be accountable for achie%in'. /!!D iscomprised of 1 colle'es& 4 s+ill centers and numerous education centers in /aricopa !ount$& *ri(ona./!!D colle'es ser%e o%er 45& students each $ear& and offer appro:imatel$ 1& occupationalpro'rams& 6" academic associate de'rees& and are the lar'est pro%ider of health care wor+ers and jobtrainin' in *ri(ona.

Mathematical Association o# America http2LLwww.maa.or'L

The /athematical *ssociation of *merica is the lar'est professional societ$ that focuses onmathematics at the under'raduate le%el. *ssociation members include uni%ersit$& colle'e& and hi'hschool teachers? 'raduate and under'raduate students? pure and applied mathematicians? computerscientists? statisticians? and man$ others in academia& 'o%ernment& business& and industr$. The*ssociation supports learnin' in the mathematical sciences b$ encoura'in' effecti%e curriculum&teachin'& and assessment at all le%els. t also supports research& scholarship& and its e:position at allappropriate le%els and %enues& includin' research b$ under'raduates. The *ssociation also wor+s toinfluence institutional and public polic$ throu'h ad%ocac$ for the importance& uses& and needs of themathematical sciences.

Mobili5e(orghttp2LLmobili(e.or'L

/obili(e.or' is an all-partisan or'ani(ation that impro%es the wa$ democrac$ wor+s b$ in%estin' in/illennial-dri%en solutions. Throu'h a series of national con%enin's and in%estments in on and offlinecommunit$ projects& /obili(e.or' en'a'es /illennials ;those born between the $ears 19"5 and 1995< inidentif$in' our societ$@s most pressin' issues and in creatin' lon'-term& sustainable solutions toaddress them.

Modern Language Association o# America http2LL www.mla.or'L

Founded in 1##6& the /odern an'ua'e *ssociation of *merica has o%er thirt$-thousand members inone hundred countries and is toda$ one of the lar'est humanities or'ani(ations in the world. The /*pro%ides opportunities for its members to share their scholarl$ findin's and teachin' e:periences withcollea'ues and to discuss trends in the academ$. /* members host an annual con%ention withmeetin's on a wide %ariet$ of subjects and smaller seminars across the countr$& wor+ with relatedor'ani(ations& and sustain one of the finest publishin' pro'rams in the humanities. The online MLA<nternational Bibliogra"hy is a comprehensi%e biblio'raph$ in lan'ua'e and literature that ser%esscholars and students. The /* publishes four periodicals2 ,MLA& the AD* Bulletin& the ADFL Bulletin&and ,ro!ession. The recent publication of three major reports& the $e"ort o! the MLA %as Force on

http://www.maricopa.edu/

http://www.maa.org/

http://mobilize.org/

http://www.mla.org/

http://www.mla.org/

http://www.maricopa.edu/

http://www.maa.org/

http://mobilize.org/

http://www.mla.org/



*valuating 3cholarshi" !or %enure and ,romotion& Foreign Languages and +igher *ducation: New3tructures !or a Changed )orld & and *ducation in the Balance: A $e"ort on the Academic )or!orcein *nglish& e:emplifies the /*@s role as a leader in the hi'her education communit$.

NAAC%' Ciic !ngagement %rogramhttp2LLwww.naacp.or'Lpro'ramsLentr$Lci%ic-en'a'ementL

The 3**!P@s !i%ic En'a'ement Pro'ram helps raise awareness for political& educational& social andeconomic eualit$ of minorit$ 'roup citi(ens in the electoral process. ith appro:imatel$ 4&4 adultbranches& $outh councils& and colle'e chapters in ,9 states& 0 countries and the District of !olumbia&the 3**!P is acti%el$ en'a'ed in increasin' the *frican *merican responsi%eness of citi(ens to befull$ en'a'ed in the democratic process. ssues that the Pro'ram focuses on are the !ensus&reapportionment and redistrictin'& and electoral reform& amon' others.

NAS%A8Student A##airs Administrators in ?igher !ducationhttp2LLwww.naspa.or'L

3*SP*-Student *ffairs *dministrators in Ai'her Education is the leadin' %oice for student affairsadministration& polic$& and practice& and affirms the commitment of the student affairs profession to

educatin' the whole student and inte'ratin' student life and learnin'. 3*SP* members are committedto ser%in' colle'e students b$ embracin' the core %alues of di%ersit$& learnin'& inte'rit$& collaboration&access& ser%ice& fellowship& and the spirit of inuir$. /embers ser%e a %ariet$ of functions and roles&includin' the %ice president and dean for student life& as well as professionals wor+in' within housin'and residence life& student unions& student acti%ities& counselin'& career de%elopment& orientation&enrollment mana'ement& racial and ethnic minorit$ support ser%ices& and retention and assessment.3*SP* ser%es its members throu'h a wide ran'e of ser%ices& includin' outstandin' publications? a%ariet$ of professional de%elopment opportunities for student affairs indi%iduals at all le%els within theprofession? and a comprehensi%e& content-rich website that is the most widel$ accessed website in thestudent affairs association communit$.

National Association o# System ?eads

http2LLwww.nashonline.or'L

The 3ational *ssociation of S$stem Aeads ;3*SA< is the association of the chief e:ecuti%es of the 04colle'es and uni%ersit$ s$stems of public hi'her education in the United States and Puerto 8ico.Formed in 19"9 for the purpose of see+in' impro%ement in the or'ani(ation and 'o%ernance of publichi'her education s$stems& 3*SA ser%es as a forum for the e:chan'e of %iews and information amon'its members and with other hi'her education or'ani(ations& with special attention to the perspecti%es&problems& and opportunities of heads of s$stems as a uniue cate'or$ of hi'her education e:ecuti%es.3*SA has defined a public hi'her education s$stem as a 'roup of two or more colle'es or uni%ersities&each ha%in' substantial autonom$ and headed b$ a chief e:ecuti%e or operatin' officer& all under asin'le 'o%ernin' board which is ser%ed b$ a s$stem chief e:ecuti%e officer who is not also the chiefe:ecuti%e officer of an$ of the s$stem@s institutions. Such a s$stem is to be distin'uished from a

Bfla'ship campus with branch campuses& and also from a 'roup of campuses or s$stems& each with itsown 'o%ernin' board& that is coordinated b$ some state bod$.

National Center #or Learning and Citi5enshiphttp2LLwww.ecs.or'LhtmlLprojectsPartnersLclcLclcYmain.htm

The 3ational !enter for earnin' and !iti(enship ;3!!< assists state and local leaders in de%elopin'policies to help districts and schools pro%ide students with the s+ills& +nowled'e and attitudes needed tobe effecti%e& contributin' citi(ens. 3!! identifies and anal$(es policies and practices that support

http://www.naacp.org/programs/entry/civic-engagement/

http://www.naspa.org/

http://www.nashonline.org/

http://www.ecs.org/html/projectsPartners/clc/clc_main.htm

http://www.naacp.org/programs/entry/civic-engagement/

http://www.naspa.org/

http://www.nashonline.org/

http://www.ecs.org/html/projectsPartners/clc/clc_main.htm



effecti%e ser%ice-learnin' and citi(enship education? disseminates anal$ses of best practices and polic$trends throu'h issue briefs& tool +its& commissioned papers and other publications? and con%enesnational& state and local meetin's and networ+s to share information about ser%ice-learnin' andciti(enship education. 3!! also wor+s closel$ with other national& state and local ad%ocac$ 'roups tocontribute to a collecti%e public %oice in support of the ci%ic mission of schools. 3!!@s mission is tohelp state and district leaders promote& support and reward ser%ice-learnin' and citi(enship education

as essential components of *merica@s education s$stem. Aoused at the Education !ommission of theStates& 3!! complements the E!S mission with a uniue le%el of e:pertise and collaboration withinthe fields of citi(enship education and ser%ice-learnin'.

National Coalition #or Dialogue and Deliberationhttp2LLncdd.or'L

The 3ational !oalition for Dialo'ue and Deliberation acti%el$ promotes learnin' and collaborationamon' practitioners& public leaders& scholars and or'ani(ations in%ol%ed in dialo'ue& deliberation& andother inno%ati%e 'roup processes that help people tac+le comple: issues. t holds national and re'ionalconferences& online pro'rams and resources& and numerous collaborati%e projects that pro%ideopportunities for members of the dialo'ue and deliberation communit$ to share +nowled'e& collaborate&and build relationships. The !oalition embraces and demonstrates the followin' %alues and principles2

collaboration and acti%e participation& openness and transparenc$& inclusi%it$& balance& curiosit$ andcommitment to learnin'& action& and ser%ice to others.

National Council #or the Social Studieshttp2LLwww.socialstudies.or'

Founded in 1941& 3ational !ouncil for the Social Studies ;3!SS< is the lar'est association in thecountr$ de%oted solel$ to social studies education. 3!SS en'a'es and supports educators instren'thenin' and ad%ocatin' for social studies education and defines social studies as the inte'ratedstud$ of the social sciences and humanities to promote ci%ic competence. Or'ani(ed into a networ+ ofmore than 11 affiliated state& local& and re'ional councils and associated 'roups& the 3!SSmembership represents I-14 classroom teachers& colle'e and uni%ersit$ facult$ members& curriculum

desi'ners and specialists& social studies super%isors& and leaders in the %arious disciplines thatconstitute the social studies.

National &ssues Forumhttp2LLwww.nifi.or'

3ational ssues Forums is a nonpartisan& nationwide networ+ of locall$ sponsored public forums for theconsideration of public polic$ issues. t is rooted in the simple notion that people need to come to'etherto reason and tal+Hto deliberate about common problems. These forums& or'ani(ed b$ a %ariet$ ofor'ani(ations& 'roups& and indi%iduals& offer citi(ens the opportunit$ to join to'ether to deliberate& toma+e choices with others about wa$s to approach difficult issues and to wor+ toward creatin' reasonedpublic jud'ment. Forums focus on an issue such as health care& immi'ration& Social Securit$& or ethnicand racial tensions. The$ pro%ide a wa$ for people of di%erse %iews and e:periences to see+ a sharedunderstandin' of the problem and to search for common 'round for action.

National !ndo3ment #or the ?umanitieshttp2LL www.neh.'o%

!reated in 1950& the 3ational Endowment for the Aumanities ;3EA< is an independent federal a'enc$that promotes e:cellence in the humanities and is one of the lar'est funders of humanities pro'rams inthe United States. The Endowment pro%ides 'rants for hi'h-ualit$ humanities projects in four fundin'areas2 preser%in' and pro%idin' access to cultural resources& education& research& and public

http://ncdd.org/

http://www.socialstudies.org/

http://www.nifi.org/

http://www.neh.gov/

http://www.neh.gov/

http://ncdd.org/

http://www.socialstudies.org/

http://www.nifi.org/

http://www.neh.gov/



pro'rams. The 'rants stren'then teachin' and learnin' in the humanities in schools and colle'esacross the nation? facilitate research and ori'inal scholarship? pro%ide opportunities for lifelon' learnin'?preser%e and pro%ide access to cultural and educational resources? and stren'then the institutionalbase of the humanities. 3EA recentl$ launched a new initiati%e& called Bridging Cultures. The initiati%eencoura'es projects that e:plore the wa$s in which cultures from around the 'lobe& as well as them$riad subcultures within *merica@s borders& ha%e influenced *merican societ$. One of the themes of

Bridging Cultures is B!i%ilit$ and Democrac$& which draws on di%erse humanities disciplinesHfore:ample& political and cultural histor$& ethics or jurisprudenceHto e:amine the relationship of ci%ilit$ tothe common 'ood? the sociolo'ical and cultural seedbeds of ci%ilit$? and the wa$s that ci%ilit$ hasser%ed& historicall$& to brid'e cultural di%ides& both domestic and international.

Ne3 !ngland Resource Center #or ?igher !ducationhttp2LLwww.nerche.or'

The 3ew En'land 8esource !enter for Ai'her Education ;3E8!AE< is committed to collaborati%echan'e processes in hi'her education to address social justice in a di%erse democrac$. *s a center forinuir$& research& and polic$& 3E8!AE supports administrators& facult$& and staff across the re'ion inbecomin' more effecti%e practitioners and leaders as the$ na%i'ate the comple:ities of institutional

inno%ation and chan'e. 3E8!AE@s research projects& pro'rams& and acti%ities draw upon thepractitioner perspecti%e to impro%e practice and to inform and influence polic$& mo%in' from the local tore'ional and national le%els. The !enter@s wor+ is informed b$ a 'rassroots approach to de%elopin'collaborati%e leadership& oriented to buildin' di%erse and inclusi%e communities.

Ne3 Leadership Alliance #or Student Learning and Assessmenthttp2LLwww.newleadershipalliance.or'

The 3ew eadership *lliance for Student earnin' and *ccountabilit$& an ad%ocac$-focusedor'ani(ation& leads and supports %oluntar$ and cooperati%e efforts to mo%e the hi'her educationcommunit$ towards 'atherin'& reportin' on& and usin' e%idence to impro%e student learnin' in*merican under'raduate education. The *lliance en%isions a self-directed& professional hi'hereducation communit$ that produces an increasin' number of colle'e 'raduates with hi'h ualit$de'rees in preparation for wor+& life& and responsible citi(enship. Throu'h the promotion of sharedprinciples& recommended actions& and inno%ati%e initiati%es& the *lliance aims2 to shape attitudes&practices& and policies related to 'atherin'& reportin' on& and usin' e%idence to impro%e studentlearnin'? to promote the establishment of new professional norms for 'atherin'& reportin' on& and usin'e%idence of student learnin'? to increase public confidence in the ualit$ of under'raduate educationpro%ided b$ *merican colle'es and uni%ersities.

-##ice o# Ciic !ngagement' Rutgers +niersity8Camdenhttp2LLwww.camden.rut'ers.eduLabout-usLcommunit$-outreach

The 'oal of the Office of !i%ic En'a'ement is to de%elop strate'ies for inte'ratin' ci%ic en'a'ementinto the teachin' and research endea%ors of the !amden campus of 8ut'ers& and to de%elop and

implement meanin'ful collaborations between 8ut'ers and the cit$ of !amden b$ wor+in' closel$ withcommunit$ sta+eholders at e%er$ le%el& includin' nei'hborhood or'ani(ations& faith-based centers&'o%ernment& educational institutions& businesses& non-profit entities& and other en'a'ed 'roups.

-##ice #or %ublic !ngagement' +niersity o# Minnesota http2LLwww.en'a'ement.umn.eduL

Public en'a'ement at the Uni%ersit$ of /innesota is the partnership of uni%ersit$ +nowled'e andresources with those of the public and pri%ate sectors to enrich scholarship& research& and creati%e

http://www.nerche.org/

http://www.newleadershipalliance.org/

http://www.camden.rutgers.edu/about-us/community-outreach

http://www.engagement.umn.edu/

http://www.nerche.org/

http://www.newleadershipalliance.org/

http://www.camden.rutgers.edu/about-us/community-outreach

http://www.engagement.umn.edu/





%roIect Ealeidoscopehttp2LLwww.aacu.or'Lp+alL

Since its foundin' in 19#9& Project Ialeidoscope ;PI*< has been one of the leadin' ad%ocates in the

United States for buildin' and sustainin' stron' under'raduate pro'rams in the fields of science&technolo'$& en'ineerin'& and mathematics ;STE/<. ith an e:tensi%e networ+ of o%er 0&0 facult$members and administrators at more than "0 colle'es and uni%ersities& PI* has de%eloped far-reachin' influence in shapin' under'raduate STE/ learnin' en%ironments that attract and retainunder'raduate students. PI* accomplishes its wor+ b$ en'a'in' campus facult$ and leaders infunded projects& national and re'ional meetin's& communit$-buildin' acti%ities& leadership de%elopmentpro'rams& and publications that are focused on ad%ancin' what wor+s in STE/ education.

%roIect %ericleshttp2LLwww.projectpericles.or'

Project Pericles is a not-for-profit or'ani(ation that encoura'es and facilitates commitments b$ colle'esand uni%ersities to include social responsibilit$ and participator$ citi(enship as essential elements oftheir educational pro'rams. Founded in 41 b$ educational philanthropist Eu'ene /. an'& ProjectPericles wor+s directl$ with its member institutions& called Pericleans& as the$ indi%iduall$ andcollaborati%el$ de%elop model ci%ic en'a'ement pro'rams in their classrooms& on their campuses& andin their communities. !urrentl$& Perclean colle'es and uni%ersities across the countr$ are eachimplementin' a uniue pro'ram of curricular and co-curricular initiati%es that prepare and encoura'estudents to become acti%e& responsible citi(ens.

%ublic Agenda http2LLwww.publica'enda.or'

Since its foundin' in 19"0 b$ Dan Kan+elo%ich and !$rus 7ance& the nonpartisan and nonprofit Public*'enda has wor+ed to enhance democratic problem sol%in' b$ helpin' leaders better understand and

more effecti%el$ en'a'e citi(ens. Public *'enda offers research and public en'a'ement ser%ices thatpromote sustainable solutions to comple: issues such as impro%in' I-14 and hi'her education&addressin' climate chan'e and reformin' health care.

%ublic Conersations %roIecthttp2LLwww.publiccon%ersations.or'L

The Public !on%ersations Project ;P!P< wor+s in the U.S. and internationall$ to help people withprofound identit$& %alues and reli'ious differences to enhance the wa$s the$ relate to one another b$chan'in' the wa$s the$ spea+ to'ether. P!P has fused thin+in' and techniues from famil$ therap$and other disciplines into a dialo'ic approach that re-humani(es opponents and raises mutualunderstandin' and re'ard throu'h reflection& preparation and intentional spea+in'. For o%er 4 $earsP!P has offered teachin'& consultation& conference desi'n and dialo'ue facilitation to leaders&practitioners& uni%ersit$ facult$& students& and partisans in such major conflicts as abortion& se:ualorientation& post-war li%in' in *frica and the sraeli-Palestinian conflict& amon' others.

Rape' Abuse , &ncest National Net3or"http2LLwww.rainn.or'L

The 8ape& *buse = ncest 3ational 3etwor+ ;8*33< is the nationWs lar'est anti-se:ual assaultor'ani(ation. 8*33 operates the 3ational Se:ual *ssault Aotline at 1.#.505.AOPE and the 3ationalSe:ual *ssault Online Aotline at rainn.or'& and publici(es the hotlineWs free& confidential ser%ices?

http://www.aacu.org/pkal/



http://www.publicagenda.org/

http://www.publicconversations.org/

http://www.rainn.org/

http://www.aacu.org/pkal/


http://www.publicagenda.org/

http://www.publicconversations.org/

http://www.rainn.org/



educates the public about se:ual assault? and leads national efforts to pre%ent se:ual assault& impro%eser%ices to %ictims and ensure that rapists are brou'ht to justice.

Serice Learning Center' entley +niersityhttp2LLwww.bentle$.eduLser%ice-learnin'L

The >entle$ Ser%ice-earnin' !enter promotes academic learnin' throu'h communit$ ser%ice withinthe conte:t of a business uni%ersit$. >S! ser%ice sites pro%ide students with the opportunit$ to interact with indi%iduals from di%erse bac+'rounds includin' race& 'ender& nationalit$& a'e& socio-economic&reli'ion& ;dis<abilit$ and se:ual orientation. Students ha%e the opportunit$ to de%elop interpersonalcompetencies such as communication& leadership and mana'ement s+ills in real-world situations.

Society #or Deelopmental iologyhttp2LLwww.sdbonline.or'

The Societ$ for De%elopmental >iolo'$ ;SD>< was founded in 1969 to promote the field ofde%elopmental biolo'$ and to ad%ance our understandin' of de%elopmental biolo'$ at all le%els. TheSD> fosters e:cellence in research and education in de%elopmental biolo'$ and related areas andpro%ides ad%ice and resources on careers and information for the public on rele%ant topics in

de%elopmental biolo'$. SD> pro%ides a communication hub for all de%elopmental biolo'ists. The SD>is associated with the journal Develo"mental Biology and or'ani(es scientific meetin's that focus onde%elopmental biolo'$ and related fields? the SD> has established pro'rams to interface with theinternational communit$ of de%elopmental biolo'ists? and the SD> maintains its website that co%ers allaspects of de%elopmental biolo'$.

Spencer Foundationhttp2LLwww.spencer.or'

Established in 1954& the Spencer Foundation in%esti'ates wa$s in which education& broadl$ concei%ed&can be impro%ed around the world. Founded on the belief that research is necessar$ to theimpro%ement in education& the Foundation is committed to supportin' hi'h-ualit$ in%esti'ation of

education throu'h its research pro'rams and to stren'thenin' and renewin' the educational researchcommunit$ throu'h its fellowship and trainin' pro'rams and related acti%ities.

Sustained Dialogue Campus Net3or"http2LLwww.sdscampusnetwor+.or'

The Sustained Dialo'ue !ampus 3etwor+ helps de%elop e%er$da$ leaders who en'a'e differences asstren'ths to impro%e campuses& wor+places& and communities. t is an initiati%e of the nternationalnstitute for Sustained Dialo'ue& an or'ani(ation founded in 44 to promote the process of SustainedDialo'ue for transformin' racial& ethnic& and other deep-rooted conflicts in the United States andabroad.

Teach For America' $eorge 6ashington +niersity

http2LL'wired.'wu.eduLcalltoser%eLfacesLteachforamericaL

Teach for *merica is the national corps of recent colle'e 'raduates of all academic majors and careerinterests who commit two $ears to teach in urban and rural public schools and become leaders in theeffort to e:pand educational opportunit$. Teach for *merica@s 'oal is to eliminate educational ineuit$b$ enlistin' the nation@s most promisin' future leaders in the effort. !orps members wor+ to ensure thatmore students 'rowin' up toda$ in our countr$Ws lowest-income communities are 'i%en the educationalopportunities the$ deser%e. TF* has been the lar'est emplo$er of )eor'e ashin'ton Uni%ersit$'raduates for the past fi%e $ears. *bout 6-0 ) students join the !orps on an annual basis&

http://www.bentley.edu/service-learning/

http://www.sdbonline.org/

http://www.spencer.org/

http://www.sdscampusnetwork.org/

http://gwired.gwu.edu/calltoserve/faces/teachforamerica/

http://www.bentley.edu/service-learning/

http://www.sdbonline.org/

http://www.spencer.org/

http://www.sdscampusnetwork.org/

http://gwired.gwu.edu/calltoserve/faces/teachforamerica/



chan'in' the li%es of students from D! to Aawaii and man$ places in between.

Thayne Center #or Serice and Learning' Salt La"e Community Collegehttp2LLwww.slcc.eduLtha$necenterL

The Tha$ne !enter for Ser%ice and earnin' at Salt a+e !ommunit$ !olle'e belie%es institutions of

hi'her education ha%e a responsibilit$ to culti%ate an en'a'ed citi(enr$. The center is dedicated toempowerin' students and facult$ to reali(e the$ ha%e the +nowled'e and s+ills to affect positi%e chan'ein their communit$. Their mission is to establish capacit$-buildin' relationships with communit$or'ani(ations& facilitate ser%ice-learnin' de%elopment opportunities for facult$& and coordinate ser%iceleadership pro'rams for students who are out to chan'e the world.

http://www.slcc.edu/thaynecenter/

http://www.slcc.edu/thaynecenter/

Documents

Crucible Moment