A Crucible Moment:

College Learning and Democracys 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-!-"# . The
content of this publication does not necessaril$ reflect the %iews or policies of the
U.S. Department of Education nor does mention of trade names& commercial
products& or or'ani(ations impl$ endorsement b$ the U.S. )o%ernment.
1
Table o# Contents
*c+nowled'ments................................................................................................................................ ,
-. .h$ Education for Democratic !iti(enship /atters...........................................................................0
--. !rucible /oments of !i%ic 1earnin'2 Then and 3ow......................................................................45
---. Education for Democrac$ in the 41st !entur$2 * 3ational !all to *ction.......................................66
-7. Trailbla(ers for !i%ic 1earnin'2 From Peripher$ to Per%asi%eness ..............................................0"
7. * Foundation Partiall$ 1aid2 Pathwa$s to Democratic En'a'ement...............................................5#
7-. !onclusion.................................................................................................................................... ##
8eferences........................................................................................................................................ 9
*ppendi: - Tas+ Force /embers....................................................................................................... 99
*ppendi: -- Project Staff and Dates of 3ational 8oundtables...........................................................1
*ppendi: --- 3ational 8oundtables2 Participant 1ist..........................................................................11
*ppendi: -7 3ational 8oundtables Participatin' Or'ani(ations.......................................................15
4
2!ach generation must 3or" to presere the #undamental alues and principles o# its
heritage ( ( (to narro3 the gap bet3een the ideals o# this nation and the reality o# the
daily lies o# its people4 and to more #ully reali5e the potential o# our constitutional'
democratic republic( 6e can emerge #rom this ciic recession' but to do so 3ill re7uire
a #ull8scale national inestment #rom eery leel o# goernment and eery sector o#
society(9
Charles N( :uigley' !;ecutie Director' Center #or Ciic !ducation
)May <' /011 Statement on The Nations Report Card: Civics 2010*
6
Ac"no3ledgments
The present report& A Crucible Moment: College Learning and Democracys Future& was
prepared at the in%itation of the U.S. Department of Education& under a contract to the )lobal
Perspecti%e -nstitute& -nc. ;)P-< and a subcontract to the *ssociation of *merican !olle'es and
Uni%ersities ;**!=U< under the leadership of )P- President 1arr$ >ras+amp and **!=U
Senior 7ice President !ar$n /cTi'he /usil. The char'e was to assess the state of education
for democrac$ and produce a paper with a 3ational !all to *ction throu'h which multiple
sta+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 to
brin' to'ether di%erse constituents and those with di%er'ent opinions about ci%ic learnin' and
how 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$ written
responses to draft %ersions of the report. This process in%ol%ed 16, participants representin'
51 communit$ colle'es& four-$ear colle'es& and uni%ersities? 45 ci%ic or'ani(ations? 9 pri%ate
and 'o%ernment fundin' a'encies? 10 hi'her education associations? and 14 disciplinar$
societies. Participants included ci%ic leaders& colle'e presidents& students& facult$& student
affairs professionals& polic$ ma+ers& heads of fundin' a'encies& communit$ leaders& hi'her
education 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 1earnin' and
Democratic 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$.
.e ac+nowled'e the support of the U.S. Department of Education& which spearheaded the call
for ele%atin' ci%ic learnin' and democratic en'a'ement in the e%er$da$ e:periences of colle'e
students 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 of
3anc$ O@3eill& the attenti%eness to detail of 7an 1uu& and the resourcefulness of Eleanor Aall.
.e also want to ac+nowled'e the important contribution to the project of 3anc$ 1. Thomas&
the e:ecuti%e director of The Democrac$ -mperati%e& who wrote an initial draft of the report in
October 41. !ar$n /cTi'he /usil@s re%ised document that $ou ha%e before $ou is informed
b$ the recommendations from the national roundtables& 3ational Tas+ Force members& and
feedbac+ from man$ sources to multiple drafts o%er the inter%enin' ele%en months.
1arr$ >ras+amp& )P- !ar$n /cTi'he /usil& **!=U
,
A Crucible Moment:
College Learning and Democracys Future
&( 6hy !ducation #or Democratic Citi5enship Matters
B.e the People of the United States& in Order to form a more perfect Union& establish
Custice& insure domestic TranDuilit$& pro%ide for the common defence& promote the
'eneral .elfare& and secure the >lessin's of 1ibert$ to oursel%es and our Posterit$& do
ordain and establish this !onstitution for the United States of *merica.E
Preamble to the !onstitution of the Unites States of *merica
BDid $ouFsuppose democrac$ 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 and
fruits in manners& in the hi'hest forms of interaction between men& and their beliefsHin
reli'ion& literature& colle'es& and schoolsHdemocrac$ in all public and pri%ate lifeFE
.alt .hitman& Democratic Vistas ;Duoted in >arber and >attistoni
411<
E%ents Bare mo%in' us toward what cannot be&E warns Da%id /athews& president of the
Ietterin' Foundation& Ba citi(enless democrac$E ;1ondon 41& i%<. The o:$moronic phrase is
chillin'. /athews points to a whole set of trends and practices that Bsideline citi(ensE2
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'htful
deliberation 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&E 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$E pro%ided e%idence that
amon' the 1"4 world democracies& the U.S. ran+s 169
th
in %oter participation ;/c!ormic+
0
Tribune Foundation& 4"& 5<. !onference leaders also warned that there was a Bdecline in
Dualit$ and Duantit$ of ci%ic education in schoolsE ;"<. 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& B-n a time that cries out for ci%ic action& we are in dan'er of
becomin' a nation of spectatorsE ;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 Duestions *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 reDuire
constructin' 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 BcoproductionE
of public 'oods ;1ondon 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 Democracys 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$@s econom$&
5
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 reDuire& but also to rehearse that citi(enship dail$ in the fertile& roilin'
conte:t of inDuir$ 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. 1i+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 to
offset 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
reDuirement to 'et out of hi'h school&E
which she describes as Ba remar+able
withdrawal from the %er$ purpose we had
ori'inall$ for public schoolE ;41<.
Ten indicators of anemic U.S. civic
health
1( +(S( ran"ed 1=>th in %oter participation of
1"4 world democracies in 4".
/( The /010 Ciic ?ealth &nde; indicates
that only 10@ o# citi5ens contacted a public
official in 4#-49.
=( /<@ o# graduating high school seniors
scored at the proficient or ad%anced le%el in
ci%ics in 41& fewer than in 45 or in 199#.
<( Fe3er than A0@ of hi'h school seniors
reported learnin' about important parts of
ci%ic +nowled'e in 41& includin' the U.S.
!onstitution& !on'ress& or the court s$stem.
.( ?al# o# the states no longer re7uire
ciics education for hi'h school 'raduation.
B( College seniors scored only .<@
correct ans3ers on a test measurin' ci%ic
+nowled'e.
A( Opportunities to de%elop ci%ic s+ills in hi'h
school throu'h communit$ ser%ice& school
'o%ernment& or clubs are aailable
disproportionately to 3ealthier students(
C( Dust oer one third college #aculty
"
sur%e$ed in 4" strongly agreed that their campus
acti%el$ promotes awareness of U.S. or 'lobal social&
political& and economic issues.
>( =.(C@ o# college students sur%e$ed strongly
agreed that facult$ publicl$ ad%ocate the need for
students to become acti%e and in%ol%ed citi(ens.
10( -ne third o# college students
sureyed strongly agreed that their colle'e
education resulted in increased ci%ic
capacities.
Note: All the indicators above are taen !rom
re!erences embedded in the body o! the
re"ort where their citations can be !ound#
Secondar$ schools t$picall$ reDuire 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$& the Southern Po%ert$ 1aw !enter@s report assi'ned thirt$-fi%e states an F 'rade
because the histor$ standards in their states BreDuire little or no mentionE of the ci%il ri'hts
mo%ementE ;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!1E 44<.
3otabl$& despite all of the ener'$ bein' de%oted to the de%elopment of B!ommon !ore
StandardsE 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 $e!orm calls for Ba complete educationE that
includes not onl$ 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.
Oui'le$& E:ecuti%e Director of the !enter for !i%ic Education& calls a Bci%ic recession.E The
U.S. Department of Education@s 41 3ational *ssessment of Educational Pro'ress ;3*EP< in
ci%ics for I-14 education underscores one facet of that disturbin' realit$ ;see sidebar ne:t
pa'e<. 3*EP e:amines ,
th
& #
th
& and 14
th
'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. 1oo+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-Duestion 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 Nations $e"ort Card:
Civics &'('
4,J of 'raduatin' hi'h school seniors
scored at the proficient or ad%anced le%els
for ci%ics& while 65J scored below the
basic le%el.
1ess than one-half of 14
th
'raders
reported stud$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$stem& or elections
and %otin'. All o# these #igures re#lect
decreases #rom 1>>C leels(
8acial 'aps in student performance
continue to be substantial2 * 49-point 'ap
e:ists between the a%era'e scores of
white and *frican *merican hi'h school
seniors& and a 19-point 'ap e:ists
between white and Aispanic hi'h school
seniors.
9
Our nation finds itself in a befuddlin' ju:taposition of
realities. .e ha%e the hi'hest access to %otin'
ri'hts in our histor$& but stru''le to muster half of
eli'ible %oters to e:ercise their ri'hts. Despite a
public that remains Duite 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' from
education 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 Dualit$ of life in a communit$& throu'h both political and
nonpolitical processesE ;Ehrlich 4& %i).
.hile the ci%ic reform mo%ement in hi'her education has affected almost all campuses& its
influence is partial rather than per%asi%e. !i%ic learnin' and democratic en'a'ement remain
optional rather than e:pected for almost all students. *s this report e:plains in !hapters -7
and 7& ci%ic efforts alread$ 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 14
th

'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-Dualit$ 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#$ired in the 21
st
Cent$r%
.ith its focus on hi'her education as a site for citi(enship& A Crucible Moment: College
Learning and Democracys 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$& eDualit$& 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$s the unfinished tas+ of ma+in' social choices
and wor+in' toward public 'oals that shapes our li%es and the li%es of othersE ;!olb$ et al.
4"& 40<. /oreo%er& as historian Diane 8a%itch obser%es& B* societ$ that is raciall$ and
ethnicall$ di%erse reDuires& more than other societies& a conscious effort to build shared %alues
and ideals amon' its citi(enr$E ;8a%itch 4<.
11
The multifaceted dimensions of ci%ic learnin' and democratic en'a'ement necessar$ 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$ reDuires. 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 educationE that
stressed familiarit$ with the %arious branches of 'o%ernment and acDuaintance 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$in' boo+s? democratic +nowled'e and capabilities are honed throu'h hands-on& face-to-
face& acti%e en'a'ement in the midst of differin' perspecti%es about how to address common
problems that affect the well-bein' of the nation and the world.
The framin' in Fi'ure 1 is su''esti%e& not definiti%e. /uch more wor+ is reDuired to de%elop
e%en 'reater clarit$ 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 for
ci%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# /1
st
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$stems that frame constitutional democracies and of political
le%ers for influencin' chan'e
S"ills
!ritical inDuir$& anal$sis& and reasonin'
Ouantitati%e reasonin'
)atherin' and e%aluatin' multiple sources of e%idence
See+in'& en'a'in'& and bein' informed b$ 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
Falues
8espect for freedom and human di'nit$
Empath$
Open-mindedness
Tolerance
Custice
EDualit$
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 informed
action 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: Duestions with public conseDuences 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!1*@s Ai'her Education
8esearch -nstitute ;AE8-<& 60.#J responded that Bbecomin' a communit$ leaderE was
BessentialE or B%er$ importantE and reported showin' more commitment to treatin' each other
as eDual 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 BfreDuentl$E or Boccasionall$E
to the item& Bperformed %olunteer wor+E 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 promotes
contributin' 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&E but Bcan be complementar$
%isionsE ;>attistoni and 1on'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& B-n 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$E ;411<.
-n star+ contrast to the bothLand approach of careers and citi(enship that Iolb and this report
each embrace& a troublin' chorus of public pronouncements b$ 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 needsE and be tailored to Bindustr$ a%ailabilit$.E Still others call for an increase in
Bde'ree outputs&E much as the$ 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&E Bwor+force preparation&E and Bcompetiti%e
ad%anta'eE ;6<.
Inowled'eable citi(enshipHU.S. and 'lobalHsurel$ reDuires a 'roundin' in histor$& U.S. and
world cultures& the humanities& and the social sciences. -t also reDuires what /artha
3ussbaum has called culti%ation of a Bnarrati%e ima'ination&E the capacit$ 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$s will ha%e 'ra%e
conseDuences for *merica@s intellectual& social& and economic capital. Followin' such
recommendations su''ests colle'es are no lon'er e:pected to educate leaders or citi(ens&
onl$ 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$-fi%e percent of first-time under'raduates enroll in this sector& includin' more
than 0J of *frican *merican& 1atino& and 3ati%e *merican under'raduates ;)ie'erich 45<.
Since the majorit$ 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 reDuire 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 and
curious 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& B.e belie%e that economic producti%it$ is important
but it must not be confused with ci%ic healthE ;11<.
1et 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'endaE 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 Duestions. .or+ers at all le%els need to
anticipate the ci%ic implications of their choices and actions. The nationHand the worldHha%e
e:perienced disastrous results when ci%ic conseDuences 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<. 1i+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$s an BEarth+eepers philosoph$E
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 Duestions 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 eDuitable wor+places& communities& and
social institutionsE ;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$& the o%erridin' Duestion that these students e:plore is
BAow can businesses balance the triple bottom lines of profit& people& and planetGE ;Pollac+
411& 9<. Similarl$& for students in the School of -nformation Technolo'$ and !ommunications
Desi'n& the ser%ice learnin' course is constructed around the 'uidin' Duestion& BAow has
di'ital technolo'$ accentuated or alle%iated historical ineDualities in our communit$& and what
is m$ responsibilit$ for addressin' the di'ital di%ide as a future -T professionalGE ;Pollac+ 411&
9<.
To strip out such probin' ci%ic Duestions 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 1on'o 40& 9P1<.
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 41
st
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$ers underscore that technical
s+ills are not enou'h ;Peter D. Aart 8esearch *ssociates& -nc. 4"& 4#& 41<. Former
1oc+heed /artin !EO *u'ustine 3orman has pointed out that students@ wea+ 'rasp of histor$
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 false
dichotom$& so is the choice between 'raduation rates and education for citi(enship. -n fact&
student participation in ser%ice learnin'& one of a number of ci%ic peda'o'ies but one whose
impact has been more widel$ 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$in' personal&
academic& and career 'oalsE ;8obert .. Franco& pers. comm. 411<.
Other studies show ser%ice learnin'@s positi%e impact on other factors that raise the li+elihood
that students will sta$ 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$& ser%ice learnin' remains optional rather than e:pected for most colle'e
students. /ore than three Duarters of communit$ 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 BreformE 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$ reDuire informed& en'a'ed& open-minded& and sociall$ responsible people
committed to the common 'ood and practiced in Bdoin'E democrac$. -n a di%ided and uneDual
world& educationHfrom I-14 throu'h colle'e and be$ondHcan open up opportunities to
de%elop each person@s full talents& eDuip '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 reDuire 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$2 .e are not su''estin' that colle'es implement a sin'le reDuired
ci%ics course. That would hardl$ 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#$ir% within majors and 'eneral education& and ad%ance civic action as lifelon' practice
;see Fi'ure , for specific indicators in each of the four areas<. -n doin' so& we are see+in' a
more comprehensi%e %ision to 'uide the 41
st
centur$ 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$& more eDuitable and flourishin' communities& and the
o%erall ci%ic health of the nation.
Figure <
6hat 6ould a Ciic8Minded Campus Loo" Li"eG
Ciic ethos 'o%ernin' campus life
The infusion of democratic %alues into the customs and habits of e%er$da$ practices& structures&
and interactions? the definin' character of the institution and those in it that emphasi(es open-
mindedness& ci%ilit$& the worth of each person& ethical beha%iors& and concern for the well-bein' of
others? a spirit of public-mindedness that influences the 'oals of the institution and its
en'a'ement with local and 'lobal communities.
Ciic literacy as a 'oal for e%er$ student
The culti%ation of foundational +nowled'e about fundamental principles and debates about
democrac$ 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+ and
e%aluate information about issues that ha%e public conseDuences.
Ciic in7uiry inte'rated within the majors and 'eneral education
The practice of inDuirin' about the ci%ic dimensions and public conseDuences of a subject of
stud$? the e:ploration of the impact of choices on different constituencies and entities& includin'
the planet? the deliberate consideration of differin' points of %iews? the abilit$ to describe and
anal$(e ci%ic intellectual debates within one@s major or areas of stud$.
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 world
to impro%e the Dualit$ of people@s li%es and the sustainabilit$ of the planet? the abilit$ to anal$(e
s$stems in order to plan and en'a'e in public action? the moral and political coura'e to ta+e ris+s
to 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$.
A Crucible Moment: College Learning and Democracys Future therefore sets forth a 3ational
!all to *ction that refuses to sideline ci%ic learnin' and democratic en'a'ement. -t ar'ues for
restorin' the centralit$ 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-worldE 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
BFin order to na%i'ate our 'lobal interdependence& we need processes where we all
thin+ throu'h our own responsibilities toward other fellow humans and discuss our
answers with our peers. * con%ersation about a 'lobal ci%ics is indeed needed& and
uni%ersit$ campuses are ideal %enues for these con%ersations to startFwe should not
wait an$ lon'er to start it.Q
/artti *htisaari& 4# 3obel Peace 1aureate ;>roo+in's 411<
BThe .in'spread Mcolle'eN students belie%e that their communit$ e:periences Mthrou'h
ser%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$ond their own desiresM&N and . . .the %alue of
subordinatin' themsel%es to a lar'er purpose.E
%he New 3tudent ,olitics ;1on' 44<
The sense of ur'enc$ 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$& both Thomas Cefferson and >enjamin Fran+lin articulated eloDuentl$ 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$& friends and
famil$E ;Fran+lin Duoted 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 founded
to 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 -- when
President 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& uneDual 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 an
e: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 all
its fields of speciali(ation& it shall be the carrier of democratic %alues& ideals& and
process.E ;19,"& 7ol. 1& 14<
This was not a naS%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$E ;19,"& 7ol. 4& 6<.
From the 19,s on& the heretofore isolationist United States found itself in a new 'lobal role as
the leader of the BfreeE world. The boundaries of the 'lobal map had been redrawn& and the
United States was at the center of the redesi'n. -t could no lon'er retreat behind its territorial
ed'es. Democrac$@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 worldE ;4"& ,<.
>ecause the commission described discrimination as Ban undemocratic practiceE ;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$.
B3o more in mind than bod$&E the !ommission wrote& Bcan this nation or an$ endure half
sla%e& half free. Education that liberates and ennobles must be eDuall$ a%ailable to all.
Custice to the indi%idual demands this2 the safet$ and the pro'ress of the nation depend
on it.E ;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 ineDualities&
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 ineDualities&
climate chan'e and en%ironmental
de'radation& lac+ of access to Dualit$
health care& economic %olatilit$& and
more. To do that reDuires e:pandin'
students@ capacities to be ci%ic
problem-sol%ers usin' all their powers
of intellect and in%enti%eness.
Figure .( +i"her 'd$cation for American
emocrac%' Folume 1' 1><A
BThe President@s !ommission on Ai'her Education
has attempted to select& from amon' the principal
'oals for hi'her education& those which should come
first in our time. The$ are to brin' to all the people of
the 3ation2
Education for a fuller reali(ation of democrac$ in
e%er$ phase of li%in'.
Education directl$ and e:plicitl$ for international
understandin' and cooperation.
Education for the application of creati%e
ima'ination and trained intelli'ence to the
solution of social problems and to the
administration of public affairs.
Education is b$ far the bi''est and the most hopeful of
the 3ation@s enterprises. 1on' a'o our people
reco'ni(ed that education for all is not onl$
democrac$@s obli'ation but its necessit$. Education is
the foundation of democratic liberties. .ithout an
educated citi(enr$ alert to preser%e and e:tend
freedom& it would not lon' endure.E
3ource2 Truman !ommission on Ai'her Education. 19,".
+igher *ducation !or Democracy: A $e"ort o! the
,residents Commission on +igher *ducation: *stablishing
the -oals ;7olume 1<. 3ew Kor+2 Aarper and >rothers.
Si:t$-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$ence Americas -$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& in
19"0& Bthe number of countries that were Tnot free@ e:ceeded those that were Tfree@ b$ 0J& MbutN b$ 4"
twice as man$ countries were Tfree@ as were Tnot 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$& and
MsocialN justice ;1ee 411<. These shifts offer si'nificant opportunities for re%itali(in' all democracies& both
old and new& as modern democracies learn collecti%el$ how to recalibrate democratic processes to meet the
new 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 other
nations 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. economic
domination 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$ are
not bound in their practices b$ an$ one nation.
=( Dangerous !conomic &ne7ualities
.hile the United States had been mo%in' toward a diamond-shaped econom$ with a lar'er middle class& Bas
of 4"Fjust 4J of the people owned a remar+able #0JE of pri%atel$ held wealth ;Domhoff 411& Duotin'
.olff 41<. For the first time in U.S. histor$& the $oun'er 'eneration is not on a trajector$ to achie%e their
parents@ economic le%el. These same economic ineDualities 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$& the 'ap between
rich and poor is more intense than in an$ pre%ious period. -n the 19"s the ratio of rich to poor was 126? in
4 the ratio e:ploded to 121 ;E'eland 411<. -n the case of sub-Saharan *frica& a whole re'ion has
been 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%erse
than e%er. >$ 4,0 communities of color will comprise at least 0J ;8oberts 4#<. Some states are
alread$ there. People who ha%e immi'rated to the countr$ now total 16J of the U.S. population ;)r$n and
1arsen 41<. -ntensified immi'ration and refu'ee populations swirlin' around the entire 'lobe ha%e also
resulted in dramatic demo'raphic shifts on almost e%er$ continent. Aa%in' the capacit$ to draw on core
democratic 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 the
transformation the machine wrou'ht with the ad%ent of the -ndustrial *'e. *ll facets of e%er$da$ li%in' are
affected& from communication to health care& from industr$ to ener'$& and from educational peda'o'ies to
democratic practices. The internet and the de%elopment of social media as a means of or'ani(in' 'roups of
people around commonl$ 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$. These
pro%ide the conte:t for the 3ational !all to *ction in the followin' chapter. The two stubborn
problems that are most pressin' to address are uneDual access to colle'e and economic
lethar'$.
*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 ineDualitiesE 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
Dualified 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 $oun' people. Paul 1aFontaine notes that
hi'h school 'raduation rates ha%e le%eled or declined o%er four decades and the
Bmajorit$Lminorit$ 'raduation rate differentials are substantial and ha%e not con%er'ed o%er the
past 60 $earsE ;>arton and !ole$ 411& 60<.
-n a new preface to %he Drama o! Diversity and Democracy: +igher *ducation and American
Commitments& 8amUn *. )utiVrre( illustrates the personal attrition alon' the educational
pipeline of one racial 'roup in the United States2 1atinos. .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 SolUr(ano& )utiVrre( e:plains that Bof e%er$ 1
1atinos who enroll in elementar$ school& 06 will drop outE and Bonl$ ," will 'raduate from hi'h
schoolE and of those Bonl$ 45 will pursue some form of postsecondar$ educationE and Bonl$ #
will 'raduate with baccalaureate de'reesE ;)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 1abor
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<E ;OE!D 411<. *s a result&
Bamon' 40-6, $ear-olds& the U.S. ran+s 10th amon' 6, OE!D countries in tertiar$ attainmentE
;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 Dualified 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 reDuire 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 Dualit$ 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 eDualit$. 1eaders a'reed2 hi'her education was e:pected to
educate students for international understandin' and cooperation so a sustainable future could
be achie%ed. *lthou'h toda$@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
conseDuences. 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
reDuirement of a colle'e credential for the twent$-first-centur$ emplo$ment mar+et and the
inadeDuac$ of federal and state funds that could ma+e hi'her education more widel$ a%ailable.
*fter .orld .ar --& the majorit$ of jobs in the United States did not reDuire a colle'e de'ree
and man$& especiall$ in unioni(ed fields& offered a middle-class li%in' wa'e and benefits.
Toda$& a colle'e de'ree is the credential that a hi'h school diploma once was.
*ccordin' to a 41 report& ,ro4ections o! .obs and *ducation $e7uirements through &'(82 of
the ,5.# million new and replacement job openin's in 41#& 6, percent will reDuire a >achelor@s
de'ree or better& while 6 percent will reDuire at least some colle'e or a two-$ear *ssociate@s
de'reeE ;!arne%ale& Smith& and Strohl 41& 19<. *s the report@s authors describe this
societal sea chan'e& BFpostsecondar$ education or trainin' has become the threshold
reDuirement for access to middle-class status and earnin's in 'ood times and bad. -t is no
lon'er the preferred pathwa$ to middle-class jobsHit is& increasin'l$& the onl$ pathwa$E ;19<.
This hi'her educational bar is imposed as colle'es and uni%ersities continue to cope with the
effects of the recession and bud'et deficits at both the state and the federal le%el. Ai'her
education is often the %ehicle that states use to balance their bud'ets. The sector does well in
'ood times and is hit harder in lean ones. *ccordin' to a 411 report issued b$ the 3ational
!onference of State 1e'islatures& total state support for hi'her education institutions fell b$ 1.0
percent in FK 49. .ithout federal fundin' from the *merican 8ein%estment and 8enewal
*ct ;*88*<& this fi'ure would ha%e been 6., percent. -n 41& 46 states decreased state
support to public hi'her education institutions& e%en after recei%in' *88* funds. Ei'ht of
these states reported drops in hi'her education fundin' e:ceedin' 0 percent ;3!S1 411<.
These compoundin' factors produce our crucible moment toda$. The countr$& the econom$&
and the world need a different +ind of e:pertise than that reDuired of 'raduates after .orld
.ar --. The$ also need to possess a stron' disposition for wadin' into an intensel$
interdependent pluralist world. The +ind of 'raduates we need at this moment in histor$ need
to be a'ile& creati%e problem-sol%ers who draw their +nowled'e from multiple perspecti%es
both within and be$ond the United States& approach the world with empath$& and are read$ to
act with others to impro%e the Dualit$ of life for all. *nother name for these 'raduates is
democratic citi(ens.
&&&( !ducation #or Democracy in the /1
st
Century: A National Call to Action
B- am co'ni(ant of the interrelatedness of all communities and statesF.-njustice
an$where is a threat to justice e%er$where. .e are cau'ht in an inescapable networ+ of
mutualit$& tied in a sin'le 'arment of destin$. .hate%er affects one directl$& affects all
indirectl$.E
/artin 1uther Iin'& Cr.& B1etter from a >irmin'ham CailE
B- stron'l$ a'ree with the !hilean sociolo'ist Eu'enio Tironi that the answer to the
Duestion T.hat +ind of education do we needG@ is to be found in the answer to the other
Duestion T.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$pe
of education conduci%e to it.E
-ra Aar+a%$& -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 for
its da$& the !ommission named racial se're'ation& ineDualit$ of an$ +ind& and intolerance as
impediments to economic ad%ancement and an affront to democratic %alues.
This 41
st
centur$ juncture also demands deeper& more structural reforms in hi'her education
and the broader societ$. *s !harles Oui'le$@s epi'raph in this report states& BEach 'eneration
must wor+Fto narrow the 'ap between the ideals of this nation and the realit$ of the dail$ li%es
of its people.E
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&E but for a new
a'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
conseDuences 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$ond national borders. *s /artin 1uther Iin'& Cr. accuratel$ describes& we are all Btied in a
sin'le 'arment of destin$.E
-f indeed we see+ a democratic societ$ 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 reDuire a
commitment Bto de%elop and maintain the particular t$pe of education conduci%e to it.E A
Crucible Moment posits that such a collecti%e determination must be enacted with specificit$ 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 ambitious
thin+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 reDuire.
.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 Dualit$? 6< federal& state& and local 'o%ernments? and ,< a broad coalition of
communities with a +e$ 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 1earnin' and Democratic En'a'ement 3ational Tas+ Force that met fi%e times o%er nine
months& participated in the national roundtables& conferred freDuentl$ to'ether& and now offer a
Crucible Moment: College Learning and Democracys Future to the nation. The names of the
3ational Tas+ Force members and national roundtable participants are included in *ppendi: -
and --- respecti%el$& and or'ani(ational descriptions with contact information can be found in
*ppendi: -7.
1ed b$ 1arr$ >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 reDuire 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 Responsibility
I-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 $eimagining Democratic
3ocieties& BFno effecti%e democratic schoolin' s$stem& no democratic societ$. Ai'her
education has the potential to powerfull$ contribute to the democratic transformation of
schools& communities& and societiesE ;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 Duarter 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$stem of 'o%ernance and our ri'hts and responsibilities
as citi(ens is not passed alon' throu'h the 'ene pool. Each 'eneration of *mericans must be
tau'ht these basicsE ;)ould& 0<.
Those who ad%ocate wh$ 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 !urriculumGE The ETS report Duotes Diane 8a%itch about the 'rie%ous conseDuences 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
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!1E reports& B1on'itudinal studies show
that $oun' people who ser%e their communit$ and join ci%ic associations succeed in school
and in life better than their peers who do not en'a'eE ;1e%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 and
ar'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: practices
ha%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 and
facult$ de%elopment opportunities& and bandin' to'ether to push bac+ a'ainst the democrac$-
depletin' conseDuences of narrowin' the curriculum in schools and in hi'her education.
Finall$& schoolLcampus partnerships are perhaps the most robust and common %ehicles
throu'h which colle'e students reco'ni(e the profound ineDualities of our nation@s school
s$stem and communities& be'in to understand the comple: structural causes of such
ineDuities& and start to become co-creators with communit$ partners to in%ent remedies.
The First Steps in the Call to Action
8eorderin' current priorities and re%ersin' the ci%ic deficit will reDuire unprecedented& widel$
coordinated& and collecti%e commitment and action. 3o sin'le entit$ can effect chan'e at the
le%el and scale reDuired. 1eadership 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 $outh. The first step for all concerned
is to reco'ni(e the erosion of the national in%estment in ci%ic learnin' and democratic
en'a'ementHand the dire conseDuences of that disin%estment. The second step is to
mobili(e the will and the commitment to re%erse the downward spiral.
To reframe what matters in colle'e& the econom$& 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 and
offers specific recommendation for four primar$ 'roups2 1< two- and four-$ear colle'es and
uni%ersities? 4< polic$ and educational leaders responsible for educational Dualit$? 6< federal&
state& and local 'o%ernments? and ,< a broad coalition of communities with a +e$ 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 Dualit$ 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 Dualit$ of intellectual inDuir$ 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$& and competin' %ersions of what Bci%icE actuall$ entailsHand means. *s such it
has an obli'ation to build a broader theor$ of +nowled'e about democrac$ and democratic
principles 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 and
the 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 conseDuential public
documents and speeches such as the mission statement& %iew boo+s& alumni
publications& 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& freDuenc$& and
impact.
!apitali(e on students@ ci%ic leadership and e:perience while further empowerin' them
throu'h ri'orous stud$& en'a'ed peda'o'ies& and opportunities to 'rapple with the
pressin' 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 Duestions&
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 'eneral
education 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$ for
de%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 reDuires
attenti%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 Duestions most ur'ent to e:plore& and the best wa$ to infuse
ci%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 'eneral
education& 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$in' democratic processes in the creation of
local and 'lobal 'enerati%e partnerships that are scaled up to address ur'ent issues
and e:pand sites for acti%e citi(en participation in shapin' the world for all partners.
-n%est in partnerships that are 'uided b$ shared democratic %alues and practices such
as reciprocit$& mutual respect& co-creation of aims and actions& and ends that benefit the
public 'ood.
Desi'n new models for creati%el$ poolin' resourcesHsocial& economic& culturalHand
for empowerin' collecti%e democratic action as a means to impro%e the o%erall Dualit$ of
people@s li%es.
Use collaborati%e& 'enerati%e partnerships to determine new lines of research for
facult$& e:pand definitions of who has e:pertise and +nowled'e& and pro%ide further
arenas for inte'ratin' +nowled'e and action for the public 'ood.
There are multiple wa$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. 1earnin' 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 41
st
centur$& but li+e the federal 'o%ernment& colle'es and
uni%ersities cannot& and should not& presume to do it alone. Ai'her education will need to
create strate'ic ci%ic partnerships with a ran'e of other entities2 communit$ 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 inDuir$& peda'o'$& and scholarship.
*s these recommendations and others are put into place for more intentional and
pro'ressi%el$ seDuenced 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 Duestions to
routinel$-administered hi'her education sur%e$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
and learnin' were left to the discretion of indi%idual colle'es& communit$ colle'es& and
uni%ersities& and freDuentl$& to the discretion of those responsible for specific pro'rams of
stud$. /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$& inDuir$& 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 Dualit$
framewor+s and standardsHat all le%els of pro'ram re%iew and Dualit$ assurance.
-t is time to ma+e education for democrac$ a core Dualit$ commitment& clearl$ and e:plicitl$.
The 3ational !all to *ction therefore calls on polic$ and educational leaders responsible for
Dualit$ 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$.
1( Ma"e ciic learning #or democratic engagement an e;pected component o#
program integrity and 7uality standards at all leels(
8e%iew and stren'then the federal standards that 'o%ern accreditation to ensure
that preparation for democratic citi(enship becomes inte'ral rather than optional
in educational institutions.
8e%iew state andLor state s$stem learnin' outcomes and pro'ram standards for
postsecondar$ stud$ to ensure that all students will be prepared for democratic
participation 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 participation
and 'lobal communit$ in wa$s appropriate to institutional mission and particular
subjects of stud$.
/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 in
ci%ic learnin' and 'lobal en'a'ement.
/( Ma"e demonstrated achieement o# ciic learningH+(S( and globalHan
integral 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 'lobal
conte: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 state
s$stem& and campus-specific.
!reate and support an on'oin' inte'rated research pro'ramHin%ol%in' scholars
from different disciplines and %iewsHto build deeper understandin' of practices
and policies that foster ci%ic learnin' and democratic en'a'ement in U.S. and
'lobal conte:ts.
Disa''re'ate the data on participation in ci%ic learnin' pro'rams and peda'o'ies
to ensure that students from all bac+'rounds are participatin'.
/a+e national reportin' on students@ 'ains in ci%ic +nowled'e& s+ills& and
en'a'ement a si'nature for U.S. education and a point of widel$ 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 1abor& 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 $oernments
1( Champion ciic learning e;plicitly and repeatedly in its #ullest democratic8
enhancing dimensions as a #undamental +(S( priority and a component o# all
educational programs' including those that relate to Iob training and
3or"#orce deelopment(
-ncorporate promotin' ci%ic learnin' and democratic en'a'ement in the U.S.
Department of Education mission statement as well as those of state education
departments.
-nter%ene in the current national narrati%e to su''est how ci%ic learnin' and
public problem-sol%in' contribute to sustainin' economic %italit$& 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 to
retention 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 reDuires in
terms of leadership& intercultural +nowled'e& collecti%e public action& and
democratic 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 across
political 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-profile
public e%ents.
/( Strategically re#ocus e;isting #unding streams to spurH#rom school through
college and beyondHciic learning and practice in the curriculum' co8
curriculum' 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$s for
ci%ic-oriented practices& pro'rams& and peda'o'ies at two- and four-$ear
colle'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& to
launch 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$s to hei'hten
ci%ic competencies and democratic commitments.
Direct e:istin' or new federal& state& or local dollars to entwine multi"le purposes&
especiall$ the followin' three2 increasin' 'raduation rates& promotin' ci%ic
learnin' 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 students
and those studying in career and occupational #ields' to #acilitate their access
to college 3hile e;panding their ciic capacities as part o# their education(
E:amine current federal pro'rams ;such as T8-O and )ear Up< and state
fundin' streams desi'ned to increase access and success to and throu'h
colle'e to in%esti'ate how to profitabl$ adapt them to foster e:panded ci%ic
capacities 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$ond the current federal 'o%ernment reDuirement that at
least "J of Federal .or+ Stud$ funds be used to pa$ students for jobs in
communit$-based placements.
E%aluate the feasibilit$ of establishin' a !i%ic *ction !orps at our nation@s
colle'es and uni%ersities that functions li+e 8OT! with scholarships& special
focused courses& and e:pectations for public ser%ice after 'raduation as a
mechanism for combinin' access& citi(enship& and meanin'ful public ser%ice
careers.
-ncrease public awareness of -ncome->ased 8epa$ment and Public Ser%ice
1oan For'i%eness PoliciesHwhich can si'nificantl$ reduce the cost of hi'her
educationHto encoura'e students to enroll in colle'e and pursue careers in the
public ser%ice sector.
<( Tie #unding #or educational re#orm and research initiatiesHat all leelsHto
eidence that the #unded initiaties 3ill build ciic learning and democratic
engagement' 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 national
and state goals #or e;pectations about students achieement in ciic learning
be#ore they graduate' and ma"e such outcomes a measurable e;pectation o#
school and post8secondary education in public' priate' and #or8pro#it degree
granting 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%ic
indicators.
(ther 0e% Sta*eholders in 1romotin" Civic !earnin" for a
iverse emocrac% in a 2lo3al 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 for
ad%ancin' ci%ic +nowled'e& s+ills& %alues& and action at whate%er le%el the$ will teach
and across differin' subject areas.
/( >uild on the wor+ of the !ampai'n for the !i%ic /ission of Schools and other ci%ic
school 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$& and draw
from the !ampai'n@s well-articulated set of ci%ic competencies.
=( E:pand curricular opportunities and adopt pro%en peda'o'ies that research su''ests
enhance ci%ic competencies.
<( !oordinate with hi'her education& parents& polic$ 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' to
support ci%ic learnin' in schools& and ele%ate ci%ic learnin' to the prominence it
deser%es.
?igher !ducation Associations
1( !on%ene representati%es of hi'her education associations on a re'ular basis to
coordinate 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$s for students.
Disciplinary Associations
1( Define and ad%ance new ci%ic and democratic arenas of in%esti'ation within academic
fields and ma+e such learnin' a focus of conferences& publications& and awards.
/( Support public scholarship and sponsor professional de%elopment for facult$ to
enhance their ci%ic literac$ and peda'o'ical e:pertise and ele%ate the implications of
ci%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 Duestions
deepl$ rooted to disciplinar$ and interdisciplinar$ fields of inDuir$.
Ciic -rgani5ations and Community Leaders
1( Stren'then ties between hi'her education and ci%ic or'ani(ations to rein%i'orate
democratic practices& ad%ance collaborati%e 'o%ernance& promote dialo'ue and
deliberation& and encoura'e acti%e and collaborati%e communit$ problem-sol%in'.
/( Define clearl$ for colle'es and uni%ersities what the communit$@s needs& priorities& and
e:pectations are for campusLcommunit$ partnerships and inte'rate those perspecti%es
into the student@s communit$-based ci%ic learnin' e:periences within collaborations.
=( Draw connections durin' public e%ents and throu'h research between wor+force
competencies and ci%ic and democratic competencies.
<( Ta+e initiati%e to all$ with the campus leaders who are stri%in' to enlar'e the ci%ic
hori(ons and capabilities of their students and be bold about assertin' their own special
areas of e:pertise.

!mployers
1( *rticulate for the public the ci%ic dimensions of the wor+place that are essential for
inno%ation& producti%it$& and success.
/( -nclude +e$ ci%ic and ethical competencies as reDuirements for hirin'.
=( Offer on'oin' educational opportunities in wor+ en%ironments to continue to de%elop
and practice ci%ic democratic s+ills.
<( !onduct business-education roundtables focused on the intersection between ci%ic
learnin'& emplo$ment& and economic de%elopment.
Foundations and %hilanthropic !ntities
1( Use the public stature and influence of philanthrop$ to raise the %isibilit$ and importance
of 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 out
coordinated 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
reDuire 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$& and help
all people de%elop the capacities to wor+ to'ether to create stron'er communities& a more
%ibrant econom$& and shared democratic commitments to Bpromote the 'eneral .elfareE 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 Duic+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 $ou ta+e to be sure those
partnerships result in positi%e benefit to the communit$ 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 $our institution.
Then create an action plan that builds on the assets and be'ins to close the 'aps that were
identified.
-n%ol%e students& facult$& 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
Dualitati%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 the
identified 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'
Leadershi
p' ,
Adocacy
$eneral
!ducation
MaIors
Student
Li#e ,
Campus
Culture


Communit
y8based
!;perienc
es

Re3ard
Structures

KThis matri; 3as inspired by the Campus Diersity !aluation %roIect &nstitutionali5ation Rubric #ound in AAC,+s
Ma*in" a Real ifference &ith iversit%: A 2$ide to ,nt$itional Chan"e )/00A*' more #ully deeloped in the %ersonal
and Social Responsibility &nstitutional Matri;
)333(aacu(orgJcoreLcommitmentsJdocumentsJ%SRL&nstitutionalLMatri;(pd#*(
Ciic &nstitutional Matri;:
Assessing Assets and $aps in a Ciic8Minded &nstitution
-erie3
This Civic <nstitutional Matri0 is desi'ned to help $ou map $our institution@s o%erall commitment to ci%ic
learnin' and democratic en'a'ement& on and off campus& whether locall$ or 'loball$ situated. .e in%ite
campus leaders to form a team of +e$ sta+eholders to complete the matri: to'ether on behalf of their
institutions. .e recommend identif$in' sta+eholders who are di%erse both positionall$ within the institution
and 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%ic
learnin' and democratic en'a'ement.
Matri; !lements
The /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 $ou to re%iew the descriptions of the four dimensionsHci%ic
ethos& ci%ic literac$& ci%ic inDuir$& and ci%ic actionHfound in Fi'ure , ;p. 44< and e:pand upon and refine
these descriptions. *s a 'roup& $ou ma$ also want to identif$ other important dimensions that are pertinent
for $our institution.
7ertical A6is: omains of ,nstit$tional -$nctionin" and C$lt$re
The current matri: identifies si: domains. Kou mi'ht find it more strate'ic and rele%ant to focus on another
domain such as campus acti%ities and or'ani(ations& scholarl$ acti%ities& e%aluation and assessment& or
policies and procedures. /appin' ci%ic learnin' and democratic en'a'ement across these domains should
help $ou determine where $our institution has assets and 'aps.
Ratin" 8o6: The e"ree of 1ervasiveness of Camp$s 'fforts
The 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%e
institutionali(ation of pro'rams& policies& and procedures that support ci%ic learnin' and democratic
en'a'ement.
Completing the Matri;
*s a 'roup& map $our institution@s commitment to ci%ic learnin' and democratic en'a'ement usin' this
matri:. -n order not to turn the e:ercise into a labor-intensi%e and o%erwhelmin' tas+& $ou mi'ht be'in
mappin' first throu'h con%ersation& locali(ed +nowled'e& and perception before $ou compare those
impressions with other +inds of a%ailable data. Use the space in the bo:es pro%ided to catalo'ue the
pro'rams& policies& and initiati%es that fall into specific domains of instit$tional f$nctionin" and c$lt$re
and dimensions of civic learnin" and democratic en"a"ement ;e.'.& capstone courses that raise ci%ic
Duestions related to one@s discipline would be listed under the domain of ma4ors and under Dimension =:
Civic <n7uiry<. Use sources of +nowled'e readil$ 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:es
allow $ou to indicate the de'ree of per%asi%eness for each dimension& across each domain.
Asset8$ap Analysis
.hen $our matri: is completed& e:amine both the assets ;patterns of clearl$ established pro'rams and
policies< 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 an
action plan to build on $our assets and close $our 'aps& usin' !-P prompt Duestions if useful.
Ciic &nestment %lan
Or'ani(ations and )roups
This is an in%itation to ta+e part in a lar'er national effort to ele%ate ci%ic learnin' and
democratic en'a'ement as an animatin' priorit$ 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..
1otential 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 worG
.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 $ou reach out toG -n order to accomplish
what desired 'oalsG
&F( Trailbla5ers #or Ciic Learning: From %eriphery to %erasieness
B-@%eFmade it a personal mission to ensure that professors and administrators embrace
the ci%ic mission. *dministrators often tal+ about creatin' better citi(ens& but the
mission ne%er filters down to students.E
8achel Iaress& Student& -ndiana Uni%ersit$
BDemocrac$ can sur%i%e onl$ as stron' democrac$& secured not b$ 'reat leaders but b$
competent& responsible citi(ensF.*nd citi(ens are certainl$ not born& but made as a
conseDuence of ci%ic education and political en'a'ement in a free polit$.E
>enjamin >arber& 3trong Democracy2 19#,
The foundational wor+ of rein%estin' in education for democrac$ and ci%ic responsibilit$
understood in its 41
st
centur$ 'lobal conte:t has alread$ be'un. >ut opportunities still remain
optional on most campuses and peripheral to the percei%ed BrealE academic mission of too
man$ 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
freDuentl$ 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<. 1i+ewise& onl$ a bit abo%e one-third felt
stron'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 1iberal *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 declineE ;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'
and democratic en'a'ement& is lower still2 moderate to hi'h 'rowth is reported in onl$ 61J of
students and small 'rowth in #J with no 'rowth or decline in 51J. The Ai'her Education
8esearch -nstitute ;AE8-< data reported in the Finle$ publication li+ewise indicates that
seniors@ self-ratin' since enterin' colle'e in terms of understandin' the problems facin' their
communit$ was much stron'er for onl$ 4,.9J of students. Inowled'e of people from different
racesLcultures fared onl$ sli'htl$ better with 4".1J reportin' much stron'er ;Finle$
forthcomin'<.
The most re%ealin' news in the .abash 3ational Stud$ is that fewer than ,J of students
en'a'e in any of se%eral +e$ practices that are tied to ci%ic learnin' outcomes& and fewer than
4J of students participate in three or more at a high level ;O@3eill forthcomin'<. The positi%e
news in that otherwise unsettlin' picture is that !or students who do engage in multi"le
"ractices at high levels over time2 there is a greater level o! growth in several civic learning
measures re"orted above.
That findin' su''ests that 'ood practices are in place but not reDuired. -t also underscores
that e%en when the$ are a%ailable& too few students choose or ha%e the opportunit$ to ta+e
ad%anta'e of them. -t also su''ests how important it is for intellectual and ci%ic de%elopment
to identif$ the specific continuum of contemporar$ outcomes for ci%ic learnin' while also
ma+in' transparent where such outcomes are embedded in curricular and co-curricular
e:periences.
.hile there are continuin' reforms to ma+e if colle'es and uni%ersities are to be one of the
sites for citi(enship de%elopment& there is no need to start constructin' ci%ic-minded campuses
as if there is no balance in the ban+ account. To the contrar$& there are emer'ent curricular
models& tested peda'o'ies& inno%ati%e campus life pro'rams& and accumulatin' e%idence
pointin' to the impact of these new forms of education for democrac$ on multiple le%els and on
%arious constituencies. But these are: (; not deliberately orchestrated in a develo"mental arc2
&; not "ervasive across students e0"eriences2 or =; not e0"ected o! every graduate#
Correcting those three omissions would trans!orm higher education into an even more
"ower!ul national resource !or strengthening democracy2 communities2 and li!elong citi>en
engagement#
The accompan$in' chart ;Fi'ure " on the followin' pa'e< points to some wa$s the academ$
can mo%e from partial transformation to per%asi%e ci%ic and democratic learnin' and practices.
Figure A( From %artial to %erasie: Constructing More Adanced Leels o# Ciic Learning and
Democratic !ngagement in ?igher !ducation
1artial 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 Duestions in relation to their
field
Facult$ in all disciplines and certificate pro'rams
raise ci%ic Duestions 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' and
promotion 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 reDuire 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$tions
Trailbla(ers who ha%e laid the partial foundation for wide scale ci%ic learnin' and democratic
en'a'ement are campus-based actors who share a passionate commitment to wed intellectual
inDuir$ 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$.
Student8drien: The cast must first be'in
with students who spurred initial demands
that their education address bi' Duestions
and comple: unsol%ed social problems.
Despite the common attribution of students
as self-focused and disen'a'ed& an
influential minorit$ 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-$ear students responded
BfreDuentl$E or Boccasionall$E to Bperformed %olunteer wor+E as hi'h school seniors ;Pr$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%ic
a'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$
unDuestioned 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$&
academic pro'rams emer'ed.
Monner Foundation Student
Deelopment Serice Model
%re8College Leel: !;pectation
Ethic of care as core %alue for
en'a'ement and ser%ice
First8Near Leel: !;ploration
-n%ol%ement in a %ariet$ of ser%ice projects
Second8Near Leel: !;perience
Focus on a set of issues& nei'hborhood&
andLor a'enc$
Third8Near Leel: !;ample
Emer'e as leader of peers and be'in to
mana'e discrete projects
Fourth8Near Leel: !;cellence
!ontinue as project leader or in specialist
capacit$
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$-minded students were a
determinin' force in the establishment of %olunteer ser%ice centers that now are commonplace
on nearl$ 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'&E ruminated a 'roup of students at a .in'spread ci%ic en'a'ement conference
in 41 ;1on' 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$&E ;4< and while
admittin' their disillusionment with con%entional national politics& the$ affirmed Bwe ha%e more
interest in local politics and 'lobal politicsE which Boften in%ol%e issues that are of special
concern to usE ;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 Nouth 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 'oodE ;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: 1i+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$.
Eli(abeth /innich describes them as establishin' Ba new academ$E located& often literall$ Bon
the peripher$E in Bsli'htl$ shabb$ houses now owned b$ the uni%ersit$FMandN often hard to
distin'uish from the communit$ that relinDuished themE ;*ssociation of *merican !olle'es and
Uni%ersities 1990& 4<. The si'ns in the front lawn indicate2 !enter for !ollaborati%e 1earnin'&
.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
1earnin'& !ontinuin' Education !enter.
Summari(in' /innich@s ar'ument& one scholar in that same %olume sa$s Bthis new academ$F
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 worldFpioneerin' wa$s of thin+in'& learnin'& and teachin' that pro%ide models for
en'a'in' differences constructi%el$& rather than di%isi%el$E ;Schneider 1990& %ii<.
Facult$ members assumed leadership in channelin' the %olunteer ener'$ of students into
opportunities 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
inDuir$& and e:pand ci%ic s+ills throu'h public en'a'ement. Ser%ice learnin' became the term
now used to describe a wide %ariet$ 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 said
the 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 Duestion 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<.
-oster a Civic 'thos
$eward !aculty2 sta!!2 and students !or research2 scholarshi"2 and engagement that e0"and civic
nowledge and "romote committed investment in the common good#
These shiftin' facult$ 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'ramsE 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 practiceE ;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$2
Teach the arts of inDuir$ and inno%ation?
En'a'e the >i' Ouestions?
!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-
'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.
-oster a Civic 'thos
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
conseDuences 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
eDuilibrium 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$ freDuentl$ 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 on
campus. 1eadership 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.
-oster a Civic 'thos
*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 inadeDuate 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@s
Presidents@ 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$Fwhether Mthe studentN
aimMsN to transfer to uni%ersit$& '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. -t
comes 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 conseDuential 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 to
the center and as an e;pected part o# eery students 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
en'a'ed peda'o'ies? philanthropic 'roups can fund projects& research& and collaborations?
hi'her education associations can lift up the leadership& creati%it$& and ci%ic commitments of
the trailbla(ers amon' their members? those responsible for Dualit$ assurance can measure
their achie%ements? ci%ic or'ani(ations can lin+ with them as partners in collaborati%e projects?
communit$ 'roups can testif$ to their contributions to impro%in' the Dualit$ of people@s li%es?
and 'o%ernmental a'encies at the local& state& and federal le%el can fund& reco'ni(e& and
partner with them.
* pri%atel$ funded& independent initiati%e& >rin'in' Theor$ to Practice ;>TtoP<&shows the
catal$tic impact of strate'ic fundin'& a broad ci%ic scope& and buildin' a communit$ of practice
;www.aacu.or'Lbrin'in'Ytheor$<. 1aunched a decade a'o& >TtoP represents the most
consistent fundin' for& focus on& and e:ploration of the ci%ic mission of colle'es and
uni%ersities in hi'her education in this centur$. O%er three hundred colle'es and uni%ersities
ha%e been in%ol%ed in %arious aspects of the project and just fewer than one hundred ha%e
recei%ed 'rant support. *t the center of its concerns are how the three core purposes of liberal
education interrelate2 ad%ancin' +nowled'e and understandin'? promotin' the well-bein' and
actuali(ation of the learner? and actin' responsibl$ toward the communit$ and its di%ersit$. To
answer the Duestion about the interrelationship& >rin'in' Theor$ to Practice has commissioned
a series of research mono'raphs& journal articles& and boo+s. Furthermore& it has funded
campus-based research assessin' students@ de%elopment& hosted conferences& supported
inno%ati%e campus ci%ic pro'rams& supported student-led conferences& and con%ened thin+-
tan+s. Throu'hout it has been a lea%enin' influence conceptuall$ as well as financiall$.
-mportantl$& o%er the $ears it has also seeded a networ+ of practitioners and scholars who
continue to sustain pro'ress.
-t is throu'h the collecti%e power from multiple entities inside and outside of hi'her education
that there is hope of achie%in' a more capacious and transformati%e e:pression and practice
of ci%ic learnin' and democratic en'a'ement. Cohn Dewe$ understood the connection when
he said& BDemocrac$ needs to be born anew e%er$ 'eneration& and education is the midwifeE
;Dewe$ 4#<. *nd former !on'resswoman >arbara Cordan understood that democrac$ is
sustained not simpl$ b$ a set of eloDuent aspirations& but reDuires as well e%idence of the
capabilit$ of 'eneratin' collecti%e action2 B.hat the people want is %er$ simple. The$ want an
*merica as 'ood as its promiseE ;Cordan 19""<. To'ether we can ma+e it so.
F( 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 all
fields of speciali(ation& it shall be the carrier of democratic %alues& ideals& and
processes.E
+igher *ducation !or American Democracy& 19,"
BThe wa$ we run our classrooms and the wa$ we connect those classrooms to our
communities can ha%e a lot to sa$ about whether our teachin' and learnin' practices
are ad%ancin' a more di%erse& sociall$ just& and democratic culture.E
CosV R. !alderUn& 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 inDuir$ 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$s of assessin' these ci%ic enterprises and
doin' further research.
%romote Ciic
Literacy
T$lane Universit% 'uides students@
commitment to public ser%ice b$
includin' a two-part public ser%ice
'eneral education 'raduation
reDuirement. Students2
Complete an introductory serice
learning course b$ the end of their
sophomore $ear.
Complete one additional public
serice8approed program as a
junior or senior with one of the
followin'2
--Ser%ice learnin' course ;at 6-
le%el or abo%e<
--*cademic ser%ice learnin'
internship
--Public ser%ice research project
;facult$ sponsored<
--Public ser%ice honors thesis
project
--Public ser%ice-based
international stud$ abroad pro'ram
--!apstone course with public
ser%ice component
*rticulate the specific elements of ci%ic learnin' in 'eneral education and the
major courses so students can desi'n a coherent plan of stud$ to de%elop the
full ran'e of ci%ic
capabilities.
C$rric$lar Civic 1ath&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$ critiDue
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
wholeE ;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' a
two-part public ser%ice 'eneral education
'raduation reDuirement. Students2
Complete an introductory serice learning
course b$ the end of their sophomore $ear.
Complete one additional public serice8
approed program as a junior or senior with one of
the followin'2
Ser%ice learnin' course ;at 6- le%el or
abo%e<
*cademic ser%ice learnin' internship
Public ser%ice research project ;facult$
sponsored<
Public ser%ice honors 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 reDuired
courses about 'lobal issues and social
responsibilit$. Their 'eneral education curriculum
then culminates in a senior le%el course in which
students become ci%ic problem-sol%ers b$
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 is
educatin' 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 ;1on' 44& 1<.
1ortland State Universit% has de%eloped a
curricular pathwa$ to enhance
communication s+ills& in%o+e critical
thin+in'& culti%ate social and ethical
responsibilit$& and foster understandin's of
the di%erse nature of human e:perience.
Freshman &n7uiry O !;ploration: *
$ear-lon' seDuence e:poses students to
interdisciplinar$ 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$& and critical
thin+in' are a central focus.
+pper Diision Cluster O
&ndiiduali5ation: Students ta+e a
'roupin' of interdisciplinar$ courses to
further build upon s+ills 'ained in pre%ious
se'ments& and to e:plore topics of special interest to
them.
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$ issue
important to them as en'a'ed and informed
learners.
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.
1ittle 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 Duestions&
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
conseDuences 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$s different disciplines
can illuminate ci%ic Duestions and
help students de%elop a stron'er
ci%ic lens. *s /ar$ 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$
coursesF.>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:pandE ;i:<.
)orcester 1ol%technic ,nstit$te
1ro:ect58ased !earnin" Connected to Social ,ss$es
.P- students en'a'e in project-based learnin'
throu'hout their course of stud$. First8year students enroll
in the $reat %roblems Seminar ;)PS<. This two-course
introduction focuses on themes of current 'lobal importance
and is tied to current e%ents& societal problems& and human
needs. Fi%e seminars center around Educatin' the .orld&
Feedin' the .orld& Aealin' the .orld& Powerin' the .orld&
and )rand !hallen'es& which focuses on en'ineerin' and
sustainable de%elopment. Students are introduced to a
broad sweep of scholarship and then wor+ in small 'roups
to define a specific problem& research its dimensions& and
offer a public strate'$ 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 ;-OP<& which challen'es
them to address a problem that lies at the intersection o#
science or technology 3ith social issues and human
needs( The -OP is done under the 'uidance of one or more
facult$& usuall$ in teams of 4-, students. The objecti%e is to
enable .P- 'raduates to understand& as citi(ens and as
professionals& how their careers will affect the lar'er societ$.
*bout 5J of all -OPs are at one of .P-@s project centers in
*frica& the *mericas& *sia& *ustralia& or Europe.
-n senior year& students complete a MaIor
:uali#ying %roIect ;/OP<& which as+s them to s$nthesi(e
pre%ious stud$ to sole problems or per#orm tas"s in the
maIor #ield with confidence& and communicate the results
effecti%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$E in a communication course& or the practical ci%ic conseDuences of numerac$ 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& BFour
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 othersE ;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 professionalismE 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$& )lobal !ities&
and )lobal !ommunication. *ll inte'rate
ser%ice learnin' reDuirements& stud$ 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"ham
Capstone Co$rses in the Ma:or ,ncl$de
iscipline5Specific Competenc% in 'thics and
Civic Responsi3ilit%
U*>@s Oualit$ Enhancement Plan ;OEP<
outlines a shared %ision for e%er$ U*> 'raduate&
re'ardless of his or her field of stud$. This OEP
includes ethics and ci%ic responsibilit$& described
as Bthe abilit$ to ma+e informed& ethical decisions
and be prepared for responsible citi(enship in the
communit$& nation& and world.E
E%er$ pro'ram at U*> has de%eloped or is in
the process of de%elopin' a senior capstone
course or e:perience. The capstone pro%ides a
summati%e opportunit$ for students to appl$ what
the$ ha%e learned to an ori'inal project andLor
real life application. This mi'ht in%ol%e such
components as collaborati%e projects&
internships& ser%ice learnin'& fieldwor+&
independent research& communit$ outreach&
andLor thesis writin'. -n e%er$ case& capstone
courses include a set of well-defined learnin'
outcomes& si'nificant writin'& and inte'ration of
discipline-specific competencies in Duantitati%e
literac$ and in ethics and ci%ic responsibilit$.
!apstone de%elopment is supported throu'h
a series of B!on%ersation on !apstones
.or+shops&E which pro%ide opportunities for
administrators& facult$& and staff to e:chan'e
best practices and discuss challen'es in
de%elopin' andLor re%isin' capstone courses and
e:periences.
Civic !earnin" and the e"ree 4$alifications 1rofile ;41<
Facult$ 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$& stren'then. -n 411&
the 1umina Foundation for Education commissioned and released for Bbeta testin'E a proposed
De'ree Oualifications Profile ;DOP<. The DOP outlines fi%e +inds of learnin' that should be
included and inte'rated in an$ 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 DOP 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.E The BbetaE or 411 %ersion of the DOP sa$s that& at all de'ree le%els& students
need to acDuire +nowled'e reDuired for responsible citi(enship both from their formal studies
;the +nowled'e and s+ills described abo%e< and !rom community9based learning& and
demonstrate their abilit$ to inte'rate both +inds of learnin' in anal$(in' and addressin'
si'nificant public problems and Duestions. The DOP offers numerous e:amples of wa$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+sE that ma+e %isible
the +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 uniDue 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 1umina& se%eral accreditors& hi'her education associations&
disciplinar$ societies& and indi%idual campuses will be Btr$in' outE 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 DOP represents a
step forward for ci%ic learnin' b$ liftin' it up to new prominence and connectin' it to all parts of
students@ learnin' and to communit$-based learnin' as well. -f the DOP ta+es hold& ci%ic
learnin' in the twent$-first centur$ will ta+e on far more %ibrant forms than twentieth centur$
educational leaders e%er achie%ed. For more information on the DOP& %isit
http2LLwww.luminafoundation.or'LpublicationsLTheYDe'reeYOualificationsYProfile.pdf.
1o&erf$l 1eda"o"ies that 1romote Civic !earnin"
(# <ntergrou" and Deliberative Dialogue
* lon'-standin' and reco'ni(ed peda'o'$ that educates for democrac$ is inter'roup and
deliberati%e dialo'ue. The pair is found both within the curriculum and the co-curriculum& and
enacted 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.
* %ibrant& functionin' democrac$& especiall$ a richl$ di%erse one li+e the United States& now
intertwined 'loball$ with e%en more disparate societies& reDuires 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 inDuir$ 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 ineDualities& 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 Duite 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 nationE ;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' democratic
commitments throu'h public participation in shapin' their world to
be more just ;01<.
%romote Ciic Literacy
Deplo$ richl$ across the
curriculum and co-
curriculum in major
courses the full ran'e of
powerful ci%ic
peda'o'ies li+e
inter'roup and
deliberati%e dialo'ue&
ser%ice learnin'& and
collecti%e ci%ic problem
ser%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
reDuired 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$& and a stron'er sense of
their own %oice in campus 'o%ernanceE ;14<. These Bmore robust democratic dispositionsE
are characteri(ed b$ 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 practicesE ;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
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$ond their immediate 'eo'raphic
boundaries as sites for citi(enship and democratic
en'a'ement& deliberati%e dialo'ue be'ins to be practiced in
e%en more public and di%erse spaces. There are important
national ci%ic or'ani(ations that alread$ 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<. The
ci%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& and
non-reli'ious U!- students in
4"& the Oli%e Tree -nitiati%e
promotes dialo'ue across
multiple perspecti%es about the
conflict in the /iddle East. To
deepen their +nowled'e&
students tra%el each $ear to the
re'ion to en'a'e directl$ in
con%ersation with communit$
leaders& reli'ious authorities&
acti%ists& academics& and
politicians to e:plore differin'
perspecti%es.
Durin' a 'i%en $ear& the
students or'ani(e up to "
forums both on and off campus.
Their *pril 49 three-da$ U!
Student 1eadership Summit
resulted in the Oli%e Tree
-nitiati%e bein' adopted b$ other
U! 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 in
public sDuares& communit$ centers& and nei'hborhood associations& not behind campus wallsE
with a focus on Bidentif$in' collecti%e problems& de%elopin' a sense of common purpose& and
wor+in' to'ether to sol%e themE ;1ondon 41& 6-5<. The public deliberation so central to
these centers reDuires man$ 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 openE ;1,<.
-n one e:ample from the Ietterin' stud$& The 3ew En'land !enter for !i%ic 1ife at Fran+lin
Pierce Uni%ersit$ 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%ice
learnin'.E 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$. The !iti(en 1eadership -nstitute
at )ulf !oast !ommunit$ !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 Duestion& ser%ice learnin'& in its man$ manifestations& has been the dominant
curricular %ehicle for la$in' a foundation to promote different dimensions of ci%ic learnin' and
en'a'ement with lar'er communities. Students& steeped in a new culture of ser%ice fostered
b$ 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 1ea'ue
;!OO1< 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$& and stren'then communitiesE ;En'ber' and Fo:
411& ##<. -t has been led primaril$ 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 reDuired reflection as a necessar$
element. *s )re'or$ Ca$ e:plains& B.hat 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$llabus and ad%ance the student@s +nowled'e of the
course contentE ;Ca$ 4#& 400<. Cohn Saltmarsh particulari(es the 'oal for hi'h le%el ser%ice
learnin' 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'E ;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 communitiesE ;www.aascu.or'Lpro'ramsL*DP<. Trainin'
students to become BStewards of Place&E *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'&E 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&E and Bto increase involvement of /aricopa students&
facult$& staff& and the communit$ in ci%ic life at all le%elsE
;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'$. -n a
positi%e turn of e%ents& some of these ser%ice learnin' courses are now a reDuired part of the
curriculum for e%er$ 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 seDuencin'.
*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$n /cTi'he /usil sou'ht to capture the phases of the
emer'in' ser%ice learnin' landscape as it be'an to differentiate amon' %arious pro'ram
desi'ns& identif$ the +nowled'e needed& and clarif$ the Dualit$ 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$sis& critical thin+in'& and co'niti%e
de%elopmentE ;E$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%elopmentE ;!onwa$ et al. 49<. Further studies show additional positi%e outcomes
associated with Bcultural awareness& tolerance for di%ersit$& altruistic attitudes& moral
de%elopment& sensiti%it$ and reasonin'& and self-esteemE ;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$ler et al. 41? 1echu'a et al. 49<? the abilit$ 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+Duemore 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. 1i+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 of
in%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 $et ha%e the full ran'e
of scholarship assessin' its impact on students and communities that ser%ice learnin' has
accumulated o%er decades. !i%ic problem-sol%in'& howe%er& builds on the foundations that
dialo'ue and ser%ice learnin' ha%e alread$ 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$stem of +nowled'e
production& reDuirin' interaction with other +nowled'e producers outside the uni%ersit$
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'etherF.!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$& Eli(abeth >eaumont& Thomas
Ehrlich& and Cosh !orn'old. 1i+e man$ 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. B-t is important for a pluralist democrac$Fthat
as man$ 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 outcomesE;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& for
instance& uses democratic peda'o'ies that promote Blearnin' democrac$ b$ doin' democrac$E
in his *ncients and /oderns2 Democratic Theor$ 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&E 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 1eadership 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 1eadership 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 abroadE ;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' 1eadership in a /ulticultural Societ$& and
complete a capstone course which in%ol%es an internship or a Bdisco%er$ELresearch 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$ondE ;!oles and Scarnati 411& 60<. !reatin' problem-oriented pro'rams
li+e 3*U@s would help counteract a findin' in which just o%er one-third of facult$ 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 reDuirement 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
actorFandFb$ 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 timeE ;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' Duestions&
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-worldE 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$. Some practitioners use lan'ua'e li+e social
entrepreneurship& democratic ci%ic en'a'ement& public en'a'ement& or public wor+ to describe
this new ed'e of practice.
One of the most admired champions of social
entrepreneurship is the non-profit *sho+a& which defines
itself as a networ+ of Binno%ators for the publicE +nown for
Bin%estin' in solutions for our world@s tou'hest problemsE
;http2LLasho+a.or'& see also *ppendi: -7<. -t traditionall$ 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$stemic le%el usin' inno%ati%e& sustainable& scalable& and
measurable approachesE
;http2LLasho+au.or'<.
Advance Civic Action
Model institutional citi>enshi" by
scaling u" local and global
generative "artnershi"s to
address urgent issues and
e0"and sites !or active citi>en
"artici"ation in sha"ing the
world !or all "artners#
.hate%er the lan'ua'e adopted& where the 'enerati%e partnerships e:ist& the impact on
communities can be transformati%e& on public scholarship far-reachin'& and on student
learnin' empowerin'. -nterdependenc$& 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
reDuired to lea%e the boundaries that mar+ the campus as e:clusi%el$ apart from the
communit$ and the communit$ is reDuired to be in a new alliance with the academ$ as part of
this lar'er entit$ called Bcommunit$.E -t becomes& in effect& a public sDuare for democratic co-
creation. >ut the co-creation is enacted in participator$& 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$stemic& public problems that& as the U.S. !onstitution puts it&
affect Bthe 'eneral .elfare.E *nd the$ 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
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$stems& student ser%ice or'ani(ations& and foundations and 'o%ernment ;see
http2LLccph.info<. !!PA see+s to Ble%era'e the +nowled'e& wisdom and e:perience in
communities and in academic institutions to sol%e pressin' health& social& en%ironmental and
economic challen'esE and Bbuild the capacit$ of communities and academic institutions to
en'a'e each other in partnerships that balance power& share resources& and wor+ towards
s$stems chan'es.E !!PA accomplishes this in part b$ Bmobili(in' +nowled'e& pro%idin'
trainin' and technical assistance& conductin' research& buildin' coalitions and ad%ocatin' for
supporti%e policies.E
*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 -nstitutions
Tas+ 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& eDuit$ 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. 1ocated
principall$ in urban metropolitan areas in the United States& the$ in%est their economic&
political& cultural& and intellectual capital to build stron'er communities. 1a$ered partners of
man$ +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$. !olle'es and uni%ersities
find themsel%es at the table with hospitals& lar'e businesses& and 'o%ernments who are
pla$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$.
Embracin' their role as anchor institutions& these campuses ha%e created formidable
partnerships to address shared public problems. /iami Dade !olle'e& for e:ample& emplo$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 'roupsE
;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 timeE ;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$racuse
Uni%ersit$ 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 +niersitys
$eneratie %artnerships
The Partners established a 01;c< ;6< with a
networ+ of communit$ members and
or'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 to
reno%ate old warehouses into multi-purpose
facilities 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 with
predominantl$ *frican *merican residents to
de%elop a di'ital librar$ of public memor$ in order
to conser%e the familial and cultural histor$ of the
communit$& which dates bac+ to the 19
th
centur$.
* cit$-wide in%estment was launched to impro%e
the I-14 schools& e:pand art education throu'h a
mobile classroom& and pro%ide health care and
'reater literac$ to families of I-14 students.
This chapter has sou'ht to describe how the ci%ic entrepreneurial reforms in hi'her education
o%er the past two decades ha%e laid the foundation for the ne:t 'eneration of commitments to
educate for democrac$. The foundation is there. The tools are laid out. The students are
ea'er to lend a hand in addressin' ur'ent social& economic& and political Duestions of the da$
that ha%e public conseDuences. -f we want a %i'orous& participator$& and pluralist functionin'
democrac$& the power to create the enablin' educational en%ironment Bconduci%e to those
endsE is a%ailable. -t is time to act upon those transformati%e possibilities.
F&( Conclusion
B.ritin' abilit$ is not optional for colle'e 'raduates? science literac$ is not optional for
colle'e 'raduates. .h$ is ci%ic learnin' optionalGE
3ational 8oundtable Participant& Canuar$ 16& 411
Democrac$ is the definin' characteristic of our countr$ and should be the most profound
commitment 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. leaders
and citi(ens with difficult choices about priorities& resources& commitments& responsibilit$& war&
peace& and the Duest for just societies. *nd& whether 'lobal partners espouse democrac$ or
not& 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$& whate%er
one@s political framewor+.
To be an *merican means to ta+e responsibilit$ 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 of
others& both within the campus and be$ond its borders. Democratic insi'ht and competence
are alwa$s in the ma+in'& alwa$s incomplete. Therefore& ci%ic learnin' needs to be an inte'ral
component of e%er$ le%el of education& from 'rammar school throu'h 'raduate school& across
all 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 Democracys Future insists we dare not be passi%e
about increasin' our nation@s ci%ic capacit$ an$ more than we are about wor+in' to re%itali(e
the nation@s econom$. !olle'es and uni%ersities ha%e laid a foundation for democratic
education and need to ad%ance that intellectual and ci%ic wor+ so it reaches all students in
e%er more challen'in' wa$s. >$ embracin' its core ci%ic mission as an or'ani(in' principle
and 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'& and
learnin' a'enda for hi'her education& while stren'thenin' communities. !i%ic resources for
the nation can also be created throu'h creati%e alliances with public-minded non-profit
a'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$s to
it as Bthe carrier of democratic %alues& ideals& and processes.E *s !harles Oui'le$@s epi'raph
for this report sa$s& BEach 'eneration must wor+ to preser%e the fundamental %alues and
principles of its herita'eFto narrow the 'ap between the ideals of this nation and the realit$ of
the dail$ li%es of its people? and to more full$ reali(e the potential of our constitutional&
democratic republic.E This is the crucible moment as the United States faces major challen'es
at home and abroad. 1et us pled'e to ma+e it a transformati%e one that ad%ances democratic
%alues of libert$& justice& domestic tranDuilit$& and the 'eneral welfare of the people and the
planet.
Re#erences
*htisaari& /artti. 411. Praise for the )lobal !i%ics Pro'ram. -n -lobal Civics: $es"onsibilities
and $ights in an <nterde"endent )orld& ed. Aa+an *ltina$. .ashin'ton& D!2 >roo+in's
-nstitution Press.
*ntonio& *nthon$ 1.& Aelen S. *stin& !hristine /. !ress. 411( !ommunit$ Ser%ice in Ai'her
Education2 * 1oo+ at the 3ationWs Facult$# %he $eview o! +igher *ducation& 46 ;,<2 6"6-
69"
*ssociation of *merican !olle'es and Uni%ersities. 411. %he L*A, Vision !or Learning:
@utcomes2 ,ractices2 <m"act2 and *m"loyers Views# .ashin'ton& D!2 *uthor.
*ssociation of *merican !olle'es and Uni%ersities. 4". College Learning !or the New -lobal
Century# .ashin'ton& D!2 *uthor.
*ssociation of *merican !olle'es and Uni%ersities. 1990. Liberal Learning and Arts o!
Connection !or the New Academy# .ashin'ton& D!2 *uthor.
*stin& *le:ander. 1996. )hat Matters in College/ Four Critical ?ears $evisited# San
Francisco2 Cosse$->ass.
*stin& *le:ander& and 1inda C. Sa:. 199#. Aow Under'raduates are *ffected b$ Ser%ice
Participation. .ournal o! College 3tudent Develo"ment2 69;6<2 401P456.
*stin& *le:ander ..& 1ori C. 7o'el'esan'& Elaine I. -+eda& and Cennifer *. Kee. 4. BAow
Ser%ice 1earnin' *ffects Students.E Ai'her Education 8esearch -nstitute. Uni%ersit$ of
!alifornia. 8etrie%ed October 10& 41 from
http2LL'seis.ucla.eduLheriLPDFsLAS1*SLAS1*S.PDF.
*s Kou Sow. n.d. B!orporate Social 8esponsibilit$.E *ccessed September 49& 411 at
www.as$ousow.or'Lcsr.
*:elroth& 8ita and Ste%e Drubb. 41. %he $oad +al! %raveled: 1niversity *ngagement at a
Crossroads. The Democrac$ !ollaborati%e& Uni%ersit$ of /ar$land. *ccessed October
6& 411 at http2LLwww.communit$-wealth.or'LYpdfsLnewsLrecent-articlesL1-1Lreport-
a:elroth-dubb.pdf.
>arber& >enjamin& and 8ichard >attistoni& eds. 411. *ducation !or Democracy. DubuDue& -*2
Iendall Aunt Publishin' !ompan$.
>arber& >enjamin. 19#,. 3trong Democracy. >er+ele$& !*2 Uni%ersit$ of !alifornia Press.
>arton& Paul E. and 8ichard C. !ole$. 411. %he Mission o! the +igh 3chool: A New
Consensus o! the ,ur"oses o! ,ublic *ducation/ Princeton& 3C2 The Educational
Testin' Ser%ice.
>attistoni& 8ichard /.& and 3icholas 7. 1on'o. 40. Connecting )or!orce Develo"ment and
Civic *ngagement: +igher *ducation as ,ublic -ood and ,rivate -ain# Dan%ers& /*2
3orth Shore !ommunit$ !olle'e Public Polic$ -nstitute.
>erson& Cudith S.& and .illiam F. Koun+in. 199#. BDoin' .ell b$ Doin' )ood2 * Stud$ of the
Effects of a Ser%ice-1earnin' E:perience on Student Success.E Paper presented at the
*merican Societ$ of Ai'her Education& /iami& F1.
>rownell& Ca$ne and 1$nn E. Swaner. 41. Five +igh <m"act ,ractices: $esearch on
Learning @utcomes2 Com"letion2 and Auality. .ashin'ton& D!2 *ssociation of
*merican !olle'es and Uni%ersities.
!alderUn& CosV R. 4". $ace2 ,overty2 and 3ocial .ustice: Multidisci"linary ,ers"ectives
through 3ervice Learning. Sterlin' 7*2 St$lus Publishin'& 11!.
!ampus !ompact. 4#. BAow !an En'a'ed !ampuses -mpro%e Student Success in
!olle'eGE 8esearch >rief Z1 in the Building *ngaged Cam"uses series. >oston& /*2
!ampus !ompact. *ccessed September 6& 411 at http2LLwww.compact.or'Lwp-
contentLuploadsLresourcesLdownloadsL8etentionY8esearchY>rief.pdf.
!arne%ale& *nthon$& 3icole Smith& and Ceff Strohl. 41. ,ro4ections o! .obs and *ducation
$e7uirements through &'(8# .ashin'ton& D!2 )eor'etown Uni%ersit$& !enter on
Education and the .or+force. *ccessed September 6& 411 at
http2LLwww9.'eor'etown.eduL'radL'ppiLhpiLcewLpdfsLFull8eport.pdf.
!enter for -nformation and 8esearch on !i%ic 1earnin' and En'a'ement ;!-8!1E<. 41.
Education 1on'itudinal Stud$& 44& 1
th
'rade data. Civic 3ills and Federal ,olicy.
/edford& /*
!olb$& *nne& Eli(abeth >eaumont& Thomas Ehrlich& and Cosh !orn'old. 4". *ducating !or
Democracy: ,re"aring 1ndergraduates !or $es"onsible ,olitical *ngagement. San
Francisco2 Cosse$ >ass.
!olb$& *nne& Thomas Ehrlich& Eli(abeth >eaumont& and Cason Stephens. 46. *ducating
Citi>ens: ,re"aring Americas 1ndergraduates !or Lives o! Moral and Civic
$es"onsibility. San Francisco2 Cosse$ >ass.
!oles& 8omand and >lase Scarnati. 411. Supportin' Students throu'h !ommunit$
!onnections. Diversity B Democracy2 1,;6<2 10.
!orporation for 3ational and !ommunit$ Ser%ice and the 3ational !onference on !iti(enship.
41& 3o%ember. Civic Li!e in the 1#3# *ccessed September 6& 411 at
http2LLci%ic.ser%e.'o%Lnational.
De*n'elo& 1inda& S$l%ia Aurtado& Cohn A. Pr$or& Iimberl$ 8. Iell$& and CosV 1uis Santos.
49.
%he American College %eacher: National Norms !or the &''C9&''8 +*$< Faculty
3urvey# 1os *n'eles2 Ai'her Education 8esearch -nstitute& U!1*.
De$& Eric 1.& !assie 1. >arnhardt& /ar$ *ntonaros& /oll$ !. Ott& /atthew *. Aopsapple. 49.
Civic $es"onsibility: )hat <s the Cam"us Climate !or Learning/ .ashin'ton& D!2
*ssociation of *merican !olle'es and Uni%ersities.
Dewe$& Cohn. 4#. The 3eed of an -ndustrial Education in an -ndustrial Democrac$. -n .ohn
Dewey: %he Middle )ors2 Volume ('2 (D(E9(D(C& ed. Co *nn >o$dston. !arbondale&
-12 Southern -llinois Press.
Diamond& 1arr$. 4. * 8eport !ard on Democrac$. +oover Digest& 6. Stanford Uni%ersit$2
Aoo%er -nstitution Press.
Domhoff& ). .illiam. 411& Cul$. B.ealth& -ncome& and Power.E *ccessed September 6& 411
at http2LLsociolo'$.ucsc.eduLwhorulesamericaLpowerLwealth.html.
Ec+& Diana. 44. A New $eligious America: +ow a FChristian Country6 +as Become the
)orlds Most $eligiously Diverse Nation. San Francisco2 Aarper.
E'eland& Can. 411& Cune 4. BThe !han'in' Face of Displacement in the 41
st
!entur$E#
1ecture presented on .orld 8efu'ee Da$ 411& 3ew Kor+& 3K.
Ehrlich& Thomas. 4. Civic $es"onsibility and +igher *ducation. .estport& !T2 *merican
!ouncil on Education and Or$: Press.
Einfeld& *aron and Denise !ollins. 4#. The 8elationships >etween Ser%ice-1earnin'& Social
Custice& /ulticultural !ompetence& and !i%ic En'a'ement. .ournal o! College 3tudent
Develo"ment2 ,9;4<2 90-19.
Einhorn& >ruce. 49& Oct. 15. !ountries with the >i''est )aps between 8ich and Poor.
Business )ee# *ccessed *u'ust 6& 411 at http2LLfinance.$ahoo.comLban+in'-
bud'etin'LarticleL1"9#Lcountries-with-the-bi''est-'aps-between-rich-and-poor.
En'ber'& /ar+ E. and Iatherine Fo:. 411. E:plorin' the 8elationship between
Under'raduate Ser%ice-1earnin' E:periences and )lobal Perspecti%e-Ta+in'. .ournal
o! 3tudent A!!airs $esearch and ,ractice& ,#;1<2 #0-10. *ccessed September 6& 411
at http2LLjournals.naspa.or'LjsarpL%ol,#Liss1Lart5L.
E$ler& Canet S.& Susan 8oot& and Dwi'ht E. )iles& Cr. 199#. Ser%ice-1earnin' and the
De%elopment of the E:pert !iti(ens2 Ser%ice-1earnin' and !o'niti%e Science. -n )ith
3ervice in Mind: Conce"ts and Models !or 3ervice9Learning in ,sychology& ed. 8obert
). >rin'le and Donna I. Duff$# .ashin'ton& D!2 *merican *ssociation for Ai'her
Education.
E$ler& Canet S.& Dwi'ht E. )iles& !hristine /. Stenson& and !harlene C. )ra$. 41. At a
-lance: )hat )e Gnow about %he *!!ects o! 3ervice9Learning on College 3tudents2
Faculty2 <nstitutions and Communities2 (DD=9&''' ;Third Edition<. *ccessed September
6& 411at www.compact.or'Lwp-contentLuploadsLresourcesLdownloadsLaa'.pdf.
Finle$& *shle$. 41. Civic Learning and Democratic *ngagement: A $eview o! the Literature
on Civic *ngagement in ,ost93econdary *ducation. *ccessed September 6& 411 at
www.ci%iclearnin'.or'.
Finle$& *shle$. Forthcomin'. %he Learning o! a Liberal *ducation: )hat 3tudent ,rogress
%ells us Now about @ur Future. .ashin'ton& D!2 *ssociation of *merican !olle'es and
Uni%ersities.
Fran+e& 8a$& S$l%ia 8ui(& Cessica Shar+ness& 1inda De*n'elo& and Cohn Pr$or. 41&
Februar$. Findings !rom the &''D Administration o! the College 3enior 3urvey :C33;:
National Aggregates# 1os *n'eles2 Ai'her Education 8esearch -nstitute& U!1*.
*ccessed October 6& 411 at
http2LLwww.heri.ucla.eduLPDFsLpubsL8eportsL49Y!SSY8eport.pdf.
Freedom Aouse. n.d. BFreedom in the .orldPElectoral Democracies.E *ccessed September
6& 411 at
http2LLwww.freedomhouse.or'Lima'esLFileLfiwLhistoricalLElectoralDemocrac$3umbersF-
.19#9-411.pdf.
)allini& Sarah and >arbara /oel$. 46. Ser%ice-learnin' and En'a'ement& *cademic
!hallen'e& and 8etention. Michigan .ournal o! Community 3ervice Learning2 1;1<2 0-
1,.
)allup. 411. B!i%ic En'a'ement Ai'hest in De%eloped !ountries.E *ccessed September 6&
411 at http2LLwww.'allup.comLpollL1,00#9Lci%ic-en'a'ement-hi'hest-de%eloped-
countries.asp:.
)ie'erich& Ste%e. 45& Februar$. >arrier >usters2 Two-Kear -nstitutions Aelp Students
*chie%e Their Dreams. Lumina Foundation Focus# -ndianapolis2 1umina Foundation for
Education. *ccessed September 6& 411 at
http2LLwww.luminafoundation.or'LpublicationsLfocusYarchi%eLwinterY45Ltwo$earinstituti
ons.html.
)oldstone& Cac+ *. 41& Sept. 1#. 8epresentational /odels and Democratic Transitions in
Fra'ile and Post-!onflict States. .orld De%elopment 8eport 411 >ac+'round Paper.
.ashin'ton& D!2 The .orld >an+. *ccessed *u'ust 6& 411 at
http2LLwdr411.worldban+.or'LsitesLdefaultLfilesLpdfsL8epresentationalJ4/odels
J41#J4SeptJ4;)oldstone<.pdf.
)ould& Conathan& Ed. 411. -uardians o! Democracy: %he Civic Mission o! 3chools. 1enore
*nnenber' -nstitute for !i%ics of the *nnenber' Public Polic$ !enter and the !ampai'n
for the !i%ic /ission of Schools2 Philadelphia. *ccessed September 6& 411 at
http2LLci%icmissionofschools.or'LsiteLdocumentsL7iew)uardianofDemocrac$L%iew.
)ra$& /ar$ann C.& Eli(abeth A. Ondaatje& 8onald Fri+er& 3anc$ !ampbell& Iath$ 8osenblatt&
Sandra )eschwind& !harles *. )oldman& Tessa Ia'anoff& *bb$ 8ob$n& /elora Sundt&
1ori 7o'el'esan'& and Stephen P. Ilein. 199#. Cou"ling 3ervice and Learning in
+igher *ducation: %he Final $e"ort o! the *valuation o! the Learn and 3erve America2
+igher *ducation ,rogram# Santa /onica& !*2 The 8*3D !orporation.
)8-. 411. )8- Sustainabilit$ 8eportin' )uidelines 7ersion 6.1. *ccessed September 49&
411 at
www.'lobalreportin'.or'L38Lrdonl$resLD#>06*9-"!-,6D>-*DF-
0!,*!>1E>F69LL)618efSheet.pdf.
)r$n& Thomas *. and 1u+e C. 1arsen. 41. 3ati%it$ Status and !iti(enship in the United
States2 49. .ashin'ton& D!2 U.S. !ensus >ureau. *ccessed September 49& 411 at
http2LLwww.census.'o%LprodL41pubsLacsbr9-15.pdf.
)urin& Patricia& >iren ;8atneh< *. 3a'da& and 3icholas Sorensen. 411. -nter'roup Dialo'ue2
Education for a >road !onception of !i%ic En'a'ement. Liberal *ducation& 9";4<2 ,5-
01.
)utiVrre(& 8amUn *. ;forthcomin'<. Preface to The Drama of Di%ersit$ and Democrac$ b$ the
*ssociation of *merican !olle'es and Uni%ersities. .ashin'ton& D!2 *ssociation of
*merican !olle'es and Uni%ersities.
Aar+a%$& -ra. B-ntroductor$ *ddress.E -nternational conference on 8eima'inin' Democratic
Societies in Oslo& 3orwa$& Cune 45& 411.
Aarri'er& Iat$ and Cill C. /c/illan. 4". 3"eaing o! ,olitics: ,re"aring College 3tudents !or
Democratic Citi>enshi" through Deliberative Dialogue. Ietterin' Foundation Press
Aar%ard Uni%ersit$ !ommittee on the Objecti%es of )eneral Education in a Free Societ$. 19,0.
-eneral *ducation in a Free 3ociety. !ambrid'e& /*2 Aar%ard Uni%ersit$ Press.
Aess& Diana. 49. Controversy in the Classroom# 3ew Kor+2 8outled'e.
Ao$& *riane and .a$ne /eisel. 4#. Civic *ngagement at the Center: Building Democracy
%hrough <ntegrated Cocurricular and Curricular *0"eriences# .ashin'ton& D!2
*ssociation of *merican !olle'es and Uni%ersities.
Autcheson& Philo. 4". BAi'her Education and Custice in the Democrac$2 The -mpact of the
19," President@s !ommission on Ai'her Education.E Presented at the *nnual /eetin'
of the Aistor$ of Education Societ$& !le%eland& OA.
-saacson& .alter. 46. Ben4amin Franlin: An American Li!e# 3ew Kor+2 Simon and Schuster.
Ca$& )re'or$. 4#. Ser%ice 1earnin'& /ulticulturalism& and the Peda'o'ies of Difference.
,edagogy: Critical A""roaches to %eaching Literature2 Language2 Com"osition and
Culture2 #;4<2 400P#1#
Cacob$& >arbara& and *ssociates. 49. Civic *ngagement in +igher *ducation: Conce"ts and
,ractices# San Francisco2 Cosse$->ass.
Cordan& >arbara. 19"". Aar%ard Uni%ersit$ !ommencement *ddress& Cune 15. *ccessed
October 1&
411 at http2LLwww.ute:as.eduLbarbarajordanforumLDuotes.php.
Ie(ar& *drianna. 44. *ssessin' !ommunit$ Ser%ice-1earnin'2 *re .e -dentif$in' the 8i'ht
OutcomesG About Cam"us& ";4<2 1,-4.
Iiesa& *bb$& *le:ander P. Orlows+i& Peter 1e%ine& Deborah >oth& Emil$ Aoban Iirb$&
/ar+ Au'o 1ope(& Iarlo >arrios /arcelo. 4". Millennials %al ,olitics: A 3tudy o!
College 3tudent ,olitical *ngagement# !olle'e Par+& /D2 !enter for -nformation and
8esearch on !i%ic 1earnin' and En'a'ement ;!-8!1E<.
Iolb& !harles. 411. 8eformin' *merican Ai'her Education2 -mplications for a 7ibrant .or+
Force and a Aealth Democrac$. Change& ,6;0<2 1,-15.
Iuh& )eor'e. 4#. +igh9<m"act *ducational ,ractices: )hat %hey Are2 )ho +as Access to
%hem2 and )hy %hey Matter# .ashin'ton& D!2 *ssociation of *merican !olle'es and
Uni%ersities.
1echu'a& 7incente /.& 1aura 3orman !lerc& *bi'ail I. Aowell. 49. Power& Pri%ile'e& and
1earnin'2 Facilitatin' Encountered Situations to Promote Social Custice. .ournal o!
College 3tudent Develo"ment2 0;4<2 449-4,,.
1ee& *m$. 411. The Kear in 8e%iew. Connections2 6#-,4. The Ietterin' Foundation.
*ccessed October ,& 411 at
http2LLwww.+etterin'.or'LmediaYroomLperiodicalsLconnectionsL411L14.
1e%ine& Peter. 411. .hat Do .e Inow about !i%ic En'a'ementG Liberal *ducation2 9";4<2
14-19.
1ondon& Scott. 41. Doing Democracy# Da$ton& OA2 The Ietterin' Foundation.
1on'& Sarah E. 44. %he New 3tudent ,olitics: %he )ings"read 3tatement on 3tudent Civic
*ngagement. Pro%idence& 8-2 !ampus !ompact. *ccessed September 49& 411 at
http2LLwww.cpn.or'LtopicsL$outhLhi'heredLpdfsL3ewYStudentYPolitics.pdf.
/a$hew& /atthew and /ar+ En'ber'. 41. Di%ersit$ and /oral 8easonin'2 Aow 3e'ati%e
Di%erse Peer -nteractions *ffect the De%elopment of /oral 8easonin' in Under'raduate
Students. %he .ournal o! +igher *ducation& #1 ;,<2 ,09-,##.
/c!ormac+ Tribune Foundation. 4". Civic Disengagement in @ur Democracy. /c!ormac+
Tribune Foundation. *ccessed September 49& 411 at
www.mccormic+foundation.or'LpublicationsLci%icdisen'a'ement.pdf.
/oel$& >arbara E.& *ndrew Furco& and Culia 8eed. 4#. !harit$ and Social !han'e2 The
-mpact of -ndi%idual Preferences on Ser%ice-1earnin'. Michigan .ournal o! Community
3ervice9Learning2 10 ;1<2 6"-,#.
/usil& !ar$n /cTi'he. 46& Sprin'. Educatin' for !iti(enship. ,eer $eview& ,-#. *ccessed
*u'ust ,& 411 at www.aacu.or'Lpeerre%iewLpr-sp6Lpr-sp6feature1.pdf.
3ational !enter for Education Statistics. 411a. %he Nations $e"ort Card: 1#3# +istory &'('
;3!ES 411P,5#<. .ashin'ton& D!2 -nstitute of Education Sciences& U.S. Department
of Education. *ccessed September 6& 411 at
http2LLnces.ed.'o%LnationsreportcardLpdfLmain41L411,5#.pdf.
3ational !enter for Education Statistics. 411b. %he Nations $e"ort Card: Civics &'(' ;3!ES
411P,55<. .ashin'ton& D!2 -nstitute of Education Sciences& U.S. Department of
Education. *ccessed September 6& 411 at
http2LLnces.ed.'o%LnationsreportcardLpdfLmain41L411,55.pdf.
3ational !enter for Education Statistics ;3!ES<. 41& Cul$. Di'est of Education Statistics&
Table 6,1& B)raduation rates of first-time postsecondar$ students who started as full-
time de'ree-see+in' students& b$ se:& raceLethnicit$& time between startin' and
'raduatin'& and le%el and control of institution where student started2 Selected cohort
entr$ $ears& 1995 throu'h 40.E *ccessed September 6& 411 at
http2LLnces.ed.'o%Lpro'ramsLdi'estLd1LtablesLdt1Y6,1.asp.
3ational !ommission on !i%ic 8enewal. 199#. A Nation o! 3"ectators: +ow Civic
Disengagement )eaens America and )hat )e Can Do About <t. *ccessed
September 6& 411 at http2LLwww.huduser.or'L. !olle'e Par+ /ar$land.
3ational !onference of State 1e'islatures. 411. State Fundin' for Ai'her Education in FK
49
and FK 41. *ccessed September 6& 411 at
http2LLwww.ncsl.or'LdocumentsLfiscalLAi'herEdFundin'F-3*1.pdf.
3i'ro& )eor'ia and 3athan Farnsworth. 49. %he *!!ects o! 3ervice9Learning on $etention: A
$e"ort to the Northern New *ngland Cam"us Com"act# !ampus !ompact.
http2LLwww.compact.or'Lwp-contentLuploadsL49L#L9-necc-sl-and-retention-report-
for-webdoc.pdf.
3orm& *u'ustine. 411& September 41. The Education of Our Econom$ 3eeds. )all 3treet
.ournal. *ccessed September 6& 411 at
http2LLonline.wsj.comLarticleLS>11,4,061119,4500,0"505#60164,91,"6.
html.
O@!onnor& Sandra Da$. 41. Transcript from inter%iew on %he News +our& October 16.
*ccessed September 6& 411 at http2LLwww.pbs.or'LnewshourLbbLlawLjul$-
dec1LoconnorY1-16.html.
OE!D. 411. *ducation at a -lance &'((: @*CD <ndicators# Or'anisation for Economic !o-
operation and De%elopment& !entre for Educational 8esearch and -nno%ation.
*ccessed September 6& 411 at http2LLd:.doi.or'L1.1"#"Lea'-411-en.
O@3eill& 3anc$ ;Forthcomin'. ,ractices %hat Matter: *ducating 3tudents !or ,ersonal and
3ocial $es"onsibility;. .ashin'ton& D!2 *ssociation of *merican !olle'es and
Uni%ersities.
Osborne& 8andall E.& Sharon Aammerich& and !hanin Aensle$. 199#. Student Effects of
Ser%ice-1earnin'2 Trac+in' !han'e *cross a Semester. Michigan .ournal o!
Community 3ervice9Learning2 02 0-16.
Pascarella& Ernest& and Patric+ Teren(ini. 40. +ow College A!!ects 3tudents: A %hird
Decade o! $esearch ;7olume 4<. San Francisco2 Cosse$ >ass.
Peter D. Aart 8esearch *ssociates& -nc. 41# $aising the Bar: *m"loyers Views on College
Learning in the )ae o! the *conomic Downturn# *ccessed September 6& 411 at
http2LLwww.aacu.or'LleapLdocumentsL49YEmplo$erSur%e$.pdf.
Peter D. Aart 8esearch *ssociates& -nc. 4#. +ow 3hould Colleges Assess and <m"rove
3tudent Learning/ *m"loyers Views on the Accountability Challenge# *ccessed
September 6& 411 at
http2LLwww.aacu.or'LleapLdocumentsL4#Y>usinessY1eaderYPoll.pdf.
Peter D. Aart 8esearch *ssociates& -nc. 4". +ow 3hould Colleges ,re"are 3tudents to
3ucceed in %odays -lobal *conomy/ *ccessed September 6& 411 at
http2LLwww.aacu.or'LleapLdocumentsL8e#9"abcombined.pdf#
Pollac+& Seth. 411. !i%ic 1iterac$ across the !urriculum. Diversity B Democracy2 1, ;6<2 #-9.
Porter& 3ina. 411. !onnectin' with !ommunit$ Power. Diversity B Democracy2 1, ;6<2 15.
Prentice& /ar$& )ail 8obinson& and Sara /cPhee. 46. 3ervice Learning in Community
Colleges: &''= National 3urvey $esults# .ashin'ton& D!2 *merican *ssociation of
!ommunit$ !olle'es.
President@s !ommission on Ai'her Education. 19,". +igher *ducation !or American
Democracy 7olume 1. 3ew Kor+2 Aarper and >rothers.
President@s !ommission on Ai'her Education. 19,". +igher *ducation !or American
Democracy 7olume 4. 3ew Kor+2 Aarper and >rothers.
Putnam& 8obert D. 4. Bowling Alone: %he Colla"se and $evival o! American Community#
3ew Kor+2 Simon = Schuster.
Putnam& 8obert D. 4". * ,luribus 1num: Di%ersit$ and !ommunit$ in the Twent$-first
!entur$. 3candinavian ,olitical 3tudies2 6;4<2 16"-1",. *ccessed September 6& 411
at http2LLonlinelibrar$.wile$.comLdoiL1.1111Lj.1,5"-9,"".4".1"5.:Lfull.
8oberts& Sam. 4#& *u'ust 16. -n a )eneration& /inorities /a$ >e the U.S. /ajorit$. %he
New ?or %imes. *ccessed September 6& 411 at
http2LLwww.n$times.comL4#L#L1,Lwashin'tonL1,census.html.
8oc+Duemore& Ierr$ *nn& and 8e'an Aarwell Shaffer. 4. Toward a Theor$ of
En'a'ement2 *
!o'niti%e /appin' of Ser%ice 1earnin'. Michigan .ournal o! Community 3ervice
Learning2 "2 1,-46.
8omano& *ndrew. 41& /arch 4. BAow Dumb *re .eGE Newswee. *ccessed September
6& 411 at http2LLwww.newswee+.comL411L6L4Lhow-dumb-are-we.html.
Saltmarsh& Cohn. 40& Sprin'. The !i%ic Promise of Ser%ice 1earnin'. Liberal *ducation&
91;4<.
Saltmarsh& Cohn and /atthew Aartle$. 411. %o 3erve a Larger ,ur"ose: *ngagement !or
Democracy and the %rans!ormation o! +igher *ducation. Temple Uni%ersit$ Press.
Schneider& !arol )ear$. 1990. Foreword to Liberal Learning and the Arts o! Connection !or the
New Academy b$ the *ssociation of *merican !olle'es and Uni%ersities. .ashin'ton&
D!2 *ssociation of *merican !olle'es and Uni%ersities.
Scobe$& Da%id. 41. The Aetero'eneit$ of !i%ic Education. -n Citi>enshi" Across the
Curriculum& ed. /ichael >. Smith& 8ebecca S. 3owace+& and Ceffre$ 1. >ernstein#
>loomin'ton& -32 -ndiana Uni%ersit$ Press.
Scobe$& Da%id. 40. The Second .a%e of En'a'ement2 1earnin' from .est !oconut )ro%e.
-n $e9<magining )est Coconut -rove& ed. Samina Ouraeshi. .ashin'ton& D!2
Spacema+er Press.
Shea& Da%id. 41. Nastiness2 Name9calling2 and Negativity: %he Alleghany College 3urvey o!
Civility and Com"romise in American ,olitics. *lle'han$ !olle'e& Penns$l%ania.
Siemens *). n.d. The Siemens !arin' Aands Pro'ram. *ccessed September 49& 411 at
www.usa.siemens.comLenLaboutYusLcorporateYresponsibilit$Lcarin'Yhands.htm.
Smith& /ichael >.& 8ebecca S. 3owace+& and Ceffre$ 1. >ernstein. 41. Citi>enshi" Across
the Curriculum# >loomin'ton& -32 -ndiana Uni%ersit$ Press.
Spar+s& Erin& and /ar$ Co .aits. 411. Degrees For )hat .obs/ $aising *0"ectations !or
1niversities and Colleges in a -lobal *conomy. .ashin'ton& D!2 3ational )o%ernors
*ssociation. *ccessed September 6& 411 at
http2LLwww.n'a.or'LfilesLli%eLsitesL3)*LfilesLpdfL116DE)8EESCO>S.PDF.
Swart(& Ceff. 411. BTimberland 8esponsibilit$ E:ecuti%e !ommitment.E *ccessed September
49& 411 at http2LLresponsibilit$.timberland.comLe:ecuti%e-commitmentL.
Torne$-Purta& Cudith and >ritt S. .il+enfeld. 49# ,aths to &(
st
Century Com"etencies
%hrough Civic *ducation Classrooms: An Analysis o! 3urvey $esults !rom Ninth9
-raders !hica'o& -12 *merican >ar *ssociation Di%ision for Public Education
United 3ations De%elopment Pro'ramme. 4"L4#. +uman Develo"ment $e"ort
&''CH&''8# 3ew Kor+2 *uthor. *ccessed *u'ust 6& 411 at
http2LLhdr.undp.or'LenLmediaLAD8Y4"4#YE3Y!omplete.pdf.
United States !ensus >ureau. 46. *ducational Attainment: &'''# .ashin'ton& D!2 *uthor.
*ccessed *u'ust 6& 411 at http2LLwww.census.'o%LprodL46pubsLc4+br-4,.pdf.
U.S. Department of Education. 411. College Com"letion %oolit# .ashin'ton& D!2 *uthor.
U.S. Department of Education& Office of Plannin'& E%aluation and Polic$ De%elopment. 41.
ESE* Blue"rint !or $e!orm# .ashin'ton& D!2 *uthor. *ccessed September 4#& 411 at
http2LLwww4.ed.'o%Lpolic$LelsecLle'LblueprintLblueprint.pdf.
7o'el'esan'& 1ori C. and *le:ander *stin. 40. !omparin' the Effects of Ser%ice-1earnin'
and !ommunit$ Ser%ice. Michigan .ournal o! Community 3ervice Learning2 "2 40-6,.
7o'el'esan'& 1ori C.& Elaine I. -+eda& Shannon I. )ilmartin& and Cennifer 8. Ieup. 44.
Ser%ice-1earnin' and the First-Kear E:perience2 1earnin' from the 8esearch. -n
3ervice9Learning and the First9?ear *0"erience: ,re"aring 3tudents !or ,ersonal
3uccess and Civic $es"onsibility& edited b$ Edward Rlot+ows+i& 10-45. !olumbia S!2
Uni%ersit$ of South !arolina.
.hitman& .alt. 1996. BDemocratic 7istas.E -n >arber& >enjamin 8. and 8ichard /. >attistoni&
eds.& *ducation !or Democracy2 56. DubuDue& -O2 Iendall Aunt Publishin' !ompan$.
.olff& Edward 3. 41& /arch. 8ecent Trends in Aousehold .ealth in the United States2
8isin' Debt and the /iddle-!lass SDuee(eH*n Update to 4". .or+in' Paper 3o.
0#9& 1e%$ Economics -nstitute of >ard !olle'e. *ccessed *u'ust 6& 411 at
www.le%$institute.or'LpubsLwpY0#9.pdf.
Kouniss& Cames. 411. Ser%ice& Public .or+& and 8espectful Public !iti(ens. Liberal
*ducation2 9" ;4<2 4#-66.
Appendi; & Tas" Force Members
Dere" Mar"er' Pro'ram Officer& Ietterin' Foundation and author of %ragedy and Citi>enshi":
Con!lict2 $econciliation2 and Democratic ,olitics !rom +aemon to +egel
Richard $uarasci' President of .a'ner !olle'e& and political science scholar whose
leadership has led to .a'ner@s award-winnin' ci%ic pro'rams
Donald ?ar3ard' President Emeritus of >ates !olle'e& where he championed the colle'e@s
en'a'ement in the communit$
Sylia ?urtado& Professor and Director of the Ai'her Education 8esearch -nstitute at U!1*&
where she researches student educational outcomes& campus climates& and di%ersit$ in hi'her
education
!ric Liu& author& educator& and ci%ic entrepreneur and co-author ;with 3ic+ Aanauer< of %he
%rue ,atriot
$ale Muller& 7ice !hairman of .orldwide 8esearch and De%elopment for )allup& where he
has o%erseen research on the %oices of citi(ens in more than 16 countries
Mrian Murphy& president of De *n(a !olle'e since 4,& where he spearheaded the creation
of De *n(aWs -nstitute for !ommunit$ and !i%ic En'a'ement
!boo %atel' founder and E:ecuti%e Director of -nterfaith Kouth !ore ;-FK!< and author of the
award-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$n Farrell& >7/& Professor of .omen and 1eadership& and
*ssistant to the Pro%ost for Social Custice -nitiati%es at 1o$ola Uni%ersit$ !hica'o
Appendi; && %roIect Sta## and Dates o# National Roundtables
Larry Mras"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
Fan 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 students
Carol%ne A3d$llah& Director of !ommunit$ *ssistance& E%er$da$ Democrac$
Alissa 8ro&er& Ser%ice Fellow& -nno%ations in !i%ic Participation
Shel3% 8ro&n& >oard /ember& The Democrac$ -mperati%e
0ir* Cla%& Director of !i%ic En'a'ement& 3**!P
=an Cohen5Cr$/& Director& -ma'inin' *merica
Ma$reen C$rle%& President& !ampus !ompact
)ill -riedman& President& Public *'enda
S$san 2riffin& E:ecuti%e Director& 3ational !ouncil for the Social Studies
=im 2rossman& 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$s& E:ecuti%e Director& Sustained Dialo'ue !ampus 3etwor+
1eter !evine& Director& !enter for -nformation and 8esearch on !i%ic 1earnin' and En'a'ement
;!-8!1E<
Ted McConnell& E:ecuti%e Director& !ampai'n for the !i%ic /ission of Schools
0im3erl% Meal%. Director& Educational& Professional and /inorit$ -nitiati%es& *merican Political Science
*ssociation
)a%ne Meisel& President& >onner Foundation
Cher%l Miller& /ana'er& Pro'ram on *merican !iti(enship& *merican Enterprise -nstitute
ec*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%ersities
2ail Ro3inson& Director of Ser%ice 1earnin'& *merican *ssociation of !ommunit$ !olle'es
=ohn Saltmarsh& Director& 3ew En'land 8esource !enter for Ai'her Education
Matt Schrimper& -ntern& *merican Enterprise -nstitute
8o3 Stains& Senior 7ice President& Public !on%ersations Project
S$san Stro$d& E:ecuti%e Director& -nno%ations in !i%ic Participation
Terr% Tollefson& !hief Strate'$ Officer& Facin' Aistor$ and Oursel%es
Ciic Learning and Democratic !ngagement Tas" Force Members present:
'3oo 1atel& Founder and E:ecuti%e Director& -nterfaith Kouth !ore
Carol 2ear% 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 1earnin'& Occidental !olle'e
=osh 8aile%. !ampus !ampai'n !oordinator& Teach for *merica& )eor'e .ashin'ton Uni%ersit$
=$stin 8i33. Director& !i%ic Aealth -nde:& 3ational !onference on !iti(enship
8eth 8lissman. Director& >onner !enter for Ser%ice and 1earnin'& Oberlin !olle'e
=enna 8ra"er. *mericorps[7-ST*& /ar$land !ampus !ompact& Uni%ersit$ of /ar$land
Sean 8r$mfield. E:ecuti%e Director& *tlanta !enter for !i%ic En'a'ement& )eor'ia Perimeter !olle'e
Martin Carcasson. Director& !enter for Public Deliberation& !olorado State Uni%ersit$
0ar%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 1earnin'& DuDuesne Uni%ersit$
And% -$rco. *ssociate 7ice President& Office for Public En'a'ement& Uni%ersit$ of /innesota
=ane 2enster. -nterim E:ecuti%e Director& !enter for Social Custice& )eor'etown Uni%ersit$
1aola M +ernande/ 8.& *mericorps[7-ST*& /ar$land !ampus !ompact& Uni%ersit$ of /ar$land
Me" +e$3ec*. Director of -nstruction& !enter for Politics& Uni%ersit$ of 7ir'inia
8ar3ara =aco3%. Senior Scholar& *dele A. Stamp Student Union P !enter for !ampus 1ife& Uni%ersit$
of /ar$land
2ail =essen. Director& Tha$ne !enter for Ser%ice and 1earnin'& Salt 1a+e !ommunit$ !olle'e
=an !iss. E:ecuti%e Director& Project Pericles
Carol%n !$*ensme%er. President& *mericaSpea+s
avid Ma$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'es
Mar"aret 1ost. Director& Donelan Office of !ommunit$->ased 1earnin'& !olle'e of the Aol$ !ross
Clement 1rice. Director& -nstitute on Ethnicit$& !ulture& and the /odern E:perience& 8ut'ers Uni%ersit$
3ewar+
avid 1rocter. Director& !enter for En'a'ement and !ommunit$ De%elopment& Iansas State
Uni%ersit$
=ohn Reiff. Director& !ommunit$ En'a'ement Pro'ram& Uni%ersit$ of /assachusetts& *mherst
Ma$reen Roche. Director& !ampus Iitchens Project& D! !entral Iitchen
Andre& Seli"sohn. Director of !i%ic En'a'ement& Office of the !hancellor& 8ut'ers Uni%ersit$-
!amden
0aren Sho&alter. E:ecuti%e Director& *mericans for -nformed Democrac$
)end% )a"ner. Director& !enter for 1eadership 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 1earnin' !enter& >entle$ !olle'e
Ciic Learning and Democratic !ngagement Tas" Force Members present:
ere* 8ar*er. Pro'ram Officer& Ietterin' Foundation
Carol 2ear% Schneider& President& *ssociation of *merican !olle'es and Uni%ersities
avid Sco3e%. E:ecuti%e Dean& The 3ew School2 * Uni%ersit$
Roundtable =: Faculty' ciic scholars' higher education researchers
8en:amin 8ar3er. Distin'uished Senior Fellow& Director of !i%.orld Demos
Ric* 8attistoni. Professor of Political Science and Public = !ommunit$ Ser%ice Studies& Pro%idence
!olle'e
Ro3ert 2. 8rin"le. !hancellorWs Professor of Ps$cholo'$ and Philanthropic Studies& E:ecuti%e
Director& !enter for Ser%ice = 1earnin'& -ndiana Uni%ersit$-Purdue Uni%ersit$& -ndianapolis
an ). 8$tin. Dean& School of Education& /errimac+ !olle'e
=ose >apata Calderon. Professor of Sociolo'$ and !hicano Studies& Pit(er !olle'e
Ton% Cham3ers. *ssociate Professor of Ai'her Education& Director& !entre for the Stud$ of Students
in Postsecondar$ Education& Uni%ersit$ of Toronto
Mar* '. 'n"3er". *ssistant Professor of Ai'her Education& 1o$ola Uni%ersit$ !hica'o
Ro3ert ). -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
2re"or% =a%. Professor of En'lish& Senior Director& !ultures and !ommunities Pro'ram& Uni%ersit$ of
.isconsin-/ilwau+ee
Mathe& =ohnson. *ssociate Professor of Sociolo'$ and En%ironmental Studies& Director& 7-ST*&
Siena !olle'e
7ictor 0a/an:ian. Dean of -ntercultural Education and 8eli'ious and Spiritual 1ife& !o-Director of the
Peace and Custice Studies Pro'ram& .ellesle$ !olle'e
0evin 0ecs*es. *ssociate 7ice Pro%ost for En'a'ement& Portland State Uni%ersit$
Allison 0immich. E:ecuti%e Director& 3ational .omenWs Studies *ssociation
=$d% 0r$t*%. Professor& -nternational Studies& Director& -ntercultural Education& >aldwin-.allace
!olle'e
1a$l !oe3. *uthor& 3oul o! a Citi>en
+arold A. Mco$"all. Professor& School of 1aw& Aoward Uni%ersit$
Catherine Middlecamp. Director& !hemistr$ 1earnin' !enter& Director and !hair& -nte'rated 1iberal
Studies Pro'ram& Uni%ersit$ of .isconsin-/adison
Tania . Mitchell. *ssociate Director for Under'raduate Studies Director of Ser%ice 1earnin'& Stanford
Uni%ersit$
0err% Ann (Meara. *ssociate Professor of Ai'her Education& Uni%ersit$ of /ar$land& !olle'e Par+
!a$rie !. 1atton. Professor of 8eli'ion& Director of Facult$ De%elopment and E:cellence& Emor$
Uni%ersit$
1a$l 1etre#$in. 8esidential Facult$& !handler-)ilbert !ommunit$ !olle'e
Seth 1ollac*. Professor of Ser%ice 1earnin'& Director& Ser%ice 1earnin' -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. '$"ene ;2ene< Rice. Senior Scholar& *ssociation of *merican !olle'es and Uni%ersities
Marshall )elch. Director& !atholic -nstitute for 1asallian Social *ction& Saint /ar$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. $ncan. President& 8ollins !olle'e
8o33% -on". President& >utler Uni%ersit$
avid 2. -$ller. President& /inot State Uni%ersit$
1hilip A. 2lot/3ach. President& S+idmore !olle'e
Mar% 0. 2rant. President& /assachusetts !olle'e of 1iberal *rts
Corneli$s 0er&in. President& *merican Uni%ersit$
Marvin 0rislov. President& Oberlin !olle'e
Theodore '. !on". President& Eli(abethtown !olle'e
'laine 1. Maimon. President& )o%ernors State Uni%ersit$
Mar* 1$tnam. President& !entral !olle'e
8rian Rosen3er". President& /acalester !olle'e
0enneth 1. R$scio. President& .ashin'ton and 1ee Uni%ersit$
Allen !. Sessoms. President& Uni%ersit$ of the District of !olumbia
Anthon% S. Tricoli. President& )eor'ia Perimeter !olle'e
Sanford =. Un"ar. President& )oucher !olle'e
Richard +. )ells. !hancellor& Uni%ersit$ of .isconsin-Osh+osh
Ciic Learning and Democratic !ngagement Tas" Force Members present:
Richard 2$arasci. President& .a'ner !olle'e
S%lvia +$rtado. Director& Ai'her Education 8esearch -nstitute' Uni%ersit$ of !alifornia at 1os *n'eles
0athleen Maas )ei"ert. Professor of Social Custice& 1o$ola Uni%ersit$ !hica'o
8rian M$rph%. President& De *n(a !olle'e
Roundtable .: %ublic policy leaders' higher education associations' disciplinary
societies' accreditors' and #oundation leaders
=ames Apple"ate. 7ice President& Pro'ram De%elopment& 1umina Foundation
Sarita 8ro&n. President& E:celencia in Education
0aren 8r$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$
1a$l Corts. President& !ouncil for !hristian !olle'es and Uni%ersities
8eth C$nnin"ham. E:ecuti%e Officer& *merican *ssociation of Ph$sics Teachers
S$san a$3er. Pro'ram Director& Spencer Foundation
=ohn edric*. 7ice President and Pro'ram Director& Ietterin' Foundation
2&en $n"%. E:ecuti%e Director& 3*SP*-Student *ffairs *dministrators in Ai'her Education
1a$la 'llis. 7ice President& Ini'ht Foundation
S$san 'lrod. E:ecuti%e Director& Project Ialeidoscope
Rosemar% -eal. E:ecuti%e Director& /odern 1an'ua'e *ssociation of *merican
Christopher 2ates. E:ecuti%e Director& Philanthrop$ for *cti%e !i%ic En'a'ement
Ro3ert +ac*ett. President& The >onner Foundation
Ro3in +ailstor*s. *ssociate E:ecuti%e Director = Director of Precolle'e and Under'raduate
Pro'rams& *merican Ps$cholo'ical *ssociation
=oAnn +enderson. E:ecuti%e Director& 3ational !enter for 1earnin' and !iti(enship
Mar% 0irchhoff. Director& Education Di%ision& *merican !hemical Societ$
=ames !each. !hairman& 3ational Endowment for the Aumanities
Mich?le !eaman. !han'e /ana'er ;*ssociate Director<& *sho+a2 -nno%ators for the Public
Tom !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& 1earn and Ser%e *merica& !orporation for 3ational and !ommunit$
Ser%ice
)illiam Ne&ell. E:ecuti%e Director& *ssociation for -nte'rati%e Studies
avid 1aris. E:ecuti%e Director& 3ew 1eadership *lliance for Student 1earnin' and *ssessment
Michael 1earson. Director of Pro'rams and Ser%ices& /athematical *ssociation of *merica
Michael Ro33ins. Senior *d%isor for 3onprofit Partnerships& !enter for Faith-based and 3ei'hborhood
Partnerships& U.S. Department of Education
8ernie Ronan. *ssociate 7ice !hancellor for Public *ffairs& /aricopa !ommunit$ !olle'es District
Marc Ro%& 7ice !hair& *merican !onference of *cademic Deans and Pro%ost& )oucher !olle'e
1h%llis Sn%der. 7ice President for Aealthcare Ser%ices and /ature .or+er -nitiati%es& !ouncil for *dult
and E:periential 1earnin'
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 2ear% Schneider. President& *ssociation of *merican !olle'es and Uni%ersities
2ale M$ller. 7ice !hairman of .orldwide 8esearch and De%elopment& )allup& -nc.
Appendi; &F National Roundtables %articipating -rgani5ations
American Association o# Community Colleges
http2LLwww.aacc.nche.edu
Founded in 194& the *merican *ssociation of !ommunit$ !olle'es ;**!!< is the primar$ ad%ocac$
or'ani(ation for the nation@s 1&4 two-$ear& associate de'ree-'rantin' institutions and their 11 million
students. **!! promotes communit$ colle'es throu'h fi%e strate'ic action areas2 reco'nition and
ad%ocac$ for communit$ colle'es? student access& learnin'& and success? communit$ colle'e
leadership de%elopment? economic and wor+force de%elopment? and 'lobal and intercultural education.
**!! has specificall$ promoted the %alue of ser%ice learnin' and ci%ic en'a'ement to its member
colle'es since 199,. Si:t$ percent of all communit$ colle'es offer ser%ice learnin' in their curricular
pro'rams& with another 6 percent interested in startin' ser%ice learnin' initiati%es.
American Association o# %hysics Teachers
http2LLwww.aapt.or'
Established in 196& the *merican *ssociation of Ph$sics Teachers is a professional membership
association of scientists dedicated to enhancin' the understandin' and appreciation of ph$sics throu'h
teachin'. The *ssociation is committed to pro%idin' the most current resources and up-to-date
research needed to enhance a ph$sics educatorWs professional de%elopment. -t aims to increase
outreach efforts to ph$sics teachers& increase the di%ersit$ and number of ph$sics teachers and
students& impro%e the peda'o'ical s+ills and +nowled'e of teachers at all le%els& and increase the
understandin' of ph$sics learnin' and of wa$s to impro%e teachin' effecti%eness.
American Chemical Society
http2LLwww.acs.edu
The *merican !hemical Societ$ is the world@s lar'est scientific societ$ and one of the world@s leadin'
sources of authoritati%e scientific information. * nonprofit or'ani(ation& chartered b$ !on'ress& the
Societ$ is at the forefront of the e%ol%in' worldwide chemical enterprise and the premier professional
home for chemists& chemical en'ineers and related professions around the 'lobe. The Societ$
publishes numerous scientific journals and databases& con%enes major research conferences and
pro%ides educational& science polic$ and career pro'rams in chemistr$. The Societ$ also pla$s a
leadership role in educatin' and communicatin' with public polic$ ma+ers and the 'eneral public about
the importance of chemistr$ in our li%es. This includes identif$in' new solutions& impro%in' public
health& protectin' the en%ironment and contributin' to the econom$.
American Con#erence o# Academic Deans
http2LLwww.acad-edu.or'
The mission of the *merican !onference of *cademic Deans ;*!*D< is to pro%ide academic leaders
who share a commitment to student learnin' and to the ideals of liberal education with networ+in' and
professional de%elopment opportunities and to support them in their wor+ as educational leaders.
*!*D was established in 19,0 as an independent nonprofit or'ani(ation for academic deans from
institutions belon'in' to the *ssociation of *merican !olle'es and Uni%ersities ;**!=U<. That
restriction was remo%ed in 195#& and membership was opened to all academic officers& re'ardless of
membership with **!=U. *!*D has chosen to remain a BconferenceE of deansHsmall with intimate
'atherin'sHreflectin' a continuin' dedication to its foundin' purpose2 to create both formal and
informal opportunities for deans to meet& networ+& and offer professional support to their collea'ues in
their 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'ional
conferences 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$. *DP is a multi-campus initiati%e in%ol%in'
46 campuses and 4.6 million students. *s an initiati%e of the *merican *ssociation of State !olle'es
and Uni%ersities ;**S!U<& the 'oal of *DP is to produce 'raduates who are committed to bein' acti%e&
in%ol%ed citi(ens in their communities. Since its inception& *DP has hosted ei'ht national and fifteen
re'ional meetin's& a national assessment project& and hundreds of campus initiati%es includin' %oter
education and re'istration& curriculum re%ision and projects& campus audits& specific da$s of action and
reflection& 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 the
fundamental principles and challen'es of *merican self-'o%ernment. The Pro'ram brin's to'ether a
di%erse 'roup of thin+ers and doers to e:plore matters both practical and theoretical& includin' public
schools and the culti%ation of ci%ic %irtue? %otin' and the political process? immi'ration policies and
inte'ration? and the role of local communities in inculcatin' a stron' sense of dut$ and citi(enship. The
ultimate 'oal of this effort is to deepen *mericans@ appreciation for and attachment to those principles
that are necessar$ to +eep the United States free& stron'& and democratic.
American ?istorical Association
http2LLwww.historians.or'
Founded in 1##,& the *merican Aistorical *ssociation ;*A*< promotes historical studies and historical
thin+in' in a wide %ariet$ of settin's& supports the collection and preser%ation of historical documents
and 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 which
pro%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 Association
http2LLwww.apsanet.or'
The *merican Political Science *ssociation ;*PS*< is the lar'est scholarl$ societ$ for political science
in the world and brin's to'ether political scientists from all fields of inDuir$& re'ions& and occupational
endea%ors within and outside academe to support scholarship and teachin' and learnin' in the field.
*PS* focuses on promotin' scholarl$ research and communication? di%ersif$in' the profession and
representin' its di%ersit$? 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%es
include major research journals and meetin's& the annual !onference on Teachin' and 1earnin' in
Political Science& and wor+ b$ the !ommittee on !i%ic Education and En'a'ement.
American %sychological Association
http2LLwww.apa.or'
The *merican Ps$cholo'ical *ssociation is a scientific and professional or'ani(ation that represents
ps$cholo'$ in the United States. .ith 10& members& *P* is the lar'est association of
ps$cholo'ists worldwide. The mission of the *ssociation is to ad%ance the creation& communication and
application of ps$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$st for the stimulation& 'rowth and
dissemination of ps$cholo'ical science and practice? a principal leader and 'lobal partner promotin'
ps$cholo'ical +nowled'e and methods to facilitate the resolution of personal& societal and 'lobal
challen'es in di%erse& multicultural and international conte:ts? and an effecti%e champion of the
application of ps$cholo'$ to promote human ri'hts& health& well bein' and di'nit$.
American Society o# Ciil !ngineers
http2LLwww.asce.or'
Founded in 1#04& the *merican Societ$ 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%elop
ci%il en'ineer leaders& ad%ocate for en%ironmental stewardship& and ser%e the public 'ood.
American Sociological Association
http2LLwww.asanet.or'
The *merican Sociolo'ical *ssociation ;*S*<& founded in 190& is a non-profit membership association
dedicated to ad%ancin' sociolo'$ as a scientific discipline and profession ser%in' the public 'ood. .ith
o%er 1,& members& *S* encompasses sociolo'ists who are facult$ members at colle'es and
uni%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 uniDue
set 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 implement
pro'rams li+el$ to ha%e the broadest possible impact for sociolo'$ now and in the future.
Americans #or &n#ormed Democracy
http2LLwww.aidemocrac$.or'
*mericans for -nformed Democrac$ educates& culti%ates and mobili(es a networ+ of $oun' people in
the United Stated to ta+e informed action around our indi%idual and collecti%e roles as 'lobal citi(ens.
AmericaSpea*s
http2LLamericaspea+s.or'L
The mission of *mericaSpea+s is to rein%i'orate *merican democrac$ 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-scale
initiati%es to en'a'e citi(ens and leaders on some of the most difficult and important polic$ issues.
AmeriCorpsKF&STA' Maryland Campus Compact' +niersity o# Maryland
http2LLmdcompact.or'Lamericorps.html
*meri!orps[7-ST* is a federal ser%ice pro'ram that helps indi%iduals and communities implement
'rassroots solutions desi'ned to alle%iate po%ert$. Founded as 7olunteers to Ser%ice in *merica in
1950& the pro'ram places indi%iduals at nonprofit or'ani(ations and public a'encies that are fi'htin'
literac$& 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 7-ST* 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" Force
http2LLwww.mar'ainc.comLinitiati%esLaitfL
The *nchor -nstitutions Tas+ Force de%elops and disseminates +nowled'e to help create and ad%ance
democratic& 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$ based
nonprofit 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' in
addressin' critical societal concerns.
Asho"a: &nnoators #or the %ublic
http2LLwww.asho+a.or'
*sho+a is a 'lobal association of the world@s leadin' social entrepreneursHmen and women with
s$stem chan'in' solutions for the world@s most ur'ent social problems. *sho+a de%elops models for
collaboration and desi'n infrastructure needed to ad%ance the field of social entrepreneurship and the
citi(en sector. *sho+a wor+s on three le%els. First& it supports indi%idual social entrepreneursH
financiall$ and professionall$Hthrou'hout their life c$cle. Second& it brin's communities of social
entrepreneurs to'ether to help le%era'e their impact& scale their ideas& and capture and disseminate
their 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$.
Association #or &ntegratie Studies
http2LLwww.units.muohio.eduLaisor'
The *ssociation for -nte'rati%e Studies is the professional association de%oted to interdisciplinarit$.
-nterdisciplinarit$ combines the insi'hts of +nowled'e domains to produce a more comprehensi%e
understandin' of comple: problems& issues& or Duestions ran'in' from comparison to full$ reali(ed
inte'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-practice
techniDues for interdisciplinar$ research teachin'? and sponsors the de%elopment of standards for
interdisciplinar$ pro'ram accreditation.
Atlanta Center #or Ciic !ngagement , Serice Learning' $eorgia %erimeter College
http2LLwww.'pc.eduLen'a'eL
The *tlanta !enter for !i%ic En'a'ement = Ser%ice 1earnin' at )eor'ia Perimeter !olle'e ser%es
facult$& 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 a
repositor$ of +nowled'e and resources in ci%ic en'a'ement and ser%ice learnin'. Focusin' on acti%e
and responsible en'a'ement in local& national& and 'lobal communities& the !enter offers superior
Dualit$ pro'rams& ser%ices& and resources that impro%e the li%es of )P!@s students& facult$& staff& and
communities.
Monner Center #or Serice and Learning' -berlin College
http2LLnew.oberlin.eduLofficeLbonner-centerL
The Oberlin !olle'e >onner !enter for Ser%ice and 1earnin' ;>!S1< wor+s in partnership with the
surroundin' communit$ 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 $ear more
than 00 percent of Oberlin under'raduate students do some form of curricular or co-curricular
communit$ ser%ice. The >onner !enter for Ser%ice and 1earnin' encoura'es all students to become
in%ol%ed in communit$ efforts and de%elops pro'rams that combine communit$ in%ol%ement with
intellectual and artistic pursuits? lin+s students with communit$ or'ani(ations in need of %olunteers? and
sponsors e%ents and conferences desi'ned to enhance colle'e and communit$ relationships.
Monner Foundation
http2LLwww.bonner.or'
The !orella and >ertram F. >onner Foundation supports anti-po%ert$ pro'rams in the area of hun'er
and education. The !risis /inistr$ Pro'ram concentrates its efforts in central 3ew Cerse$ with support
for 40 communit$-based and educational institutions combatin' po%ert$& especiall$ in the area of
hun'er. >e'innin' at >erea !olle'e in fall 199& the Foundation be'an supportin' a four-$ear& ser%ice-
based colle'e scholarship pro'ram. The >onner Scholar and >onner 1eader Pro'rams ha%e e:panded
to more than "0 schools across the countr$& pro%idin' Baccess to education& and an opportunit$ to
ser%eE to more than 6&4 students annuall$. Since its foundin' in 19#9& the >onner Foundation has
awarded more than \#5 million in annual 'rants and another \#0 million in >onner Pro'ram
Endowment awards to 4 participatin' colle'es and uni%ersities. The Foundation has also led a
number of federall$-funded hi'her education consortium 'rants.
Campaign #or the Ciic Mission o# Schools
http2LLwww.ci%icmissionofschools.or'
The !ampai'n for the !i%ic /ission of Schools is a coalition of 5X or'ani(ations committed to
impro%in' the Dualit$ and Duantit$ of ci%ic learnin' in *merican schools. The !ampai'n@s 'oal is to
increase and impro%e ci%ic learnin' in 'rades I-14 b$ wor+in' for policies that implement the
recommendations of the !i%ic /ission of Schools report. This includes efforts to brin' about chan'es in
national& state& and local education polic$. The !ampai'n is co-chaired b$ Custice Sandra Da$
O@!onnor and former !on'ressman 1ee Aamilton.
Campus Compact
http2LLwww.campuscompact.or'
!ampus !ompact is a national coalition of more than 1&1 colle'e and uni%ersit$ presidents who are
committed to fulfillin' the ci%ic purposes of hi'her education. The !ompact en%isions colle'es and
uni%ersities as %ital a'ents and architects of a di%erse democrac$ and challen'es all of hi'her
education to ma+e ci%ic and communit$ en'a'ement an institutional priorit$. The !ompact promotes
communit$ ser%ice and communit$-based learnin' that de%elops students@ citi(enship s+ills& helps
campuses for'e effecti%e communit$ partnerships& and pro%ides resources and trainin' for facult$
see+in' to inte'rate ci%ic and communit$-based learnin' and research into the curriculum and to
ad%ance their scholarship.
Campus Eitchens %roIect
http2LLwww.campus+itchens.or'LnationalL
* pro'ram of the nonprofit D! !entral Iitchen& the !ampus Iitchens Project is an emer'in' leader in
communit$ ser%ice for students and resourceful anti-hun'er pro'rams for communities around the
countr$. The Project wor+s with colle'e campuses and student %olunteers to rec$cle food from their
cafeterias& 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 nutrition
education& 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 economic
de%elopment opportunities.
Center #or Ciic !ngagement and %ublic Serice' $eorge 6ashington +niersity
http2LLwww.'wu.eduLe:ploreLcampuslifeLstudentin%ol%ementLser%iceen'a'ement
)eor'e .ashin'ton Uni%ersit$@s new uni%ersit$-wide !enter for !i%ic En'a'ement and Public
Ser%ice de%elops& e:tends& coordinates and showcases ).@s leadership in ser%ice& ser%ice-learnin'
and ci%ic en'a'ement.
Center #or Ciic %articipation' Maricopa Community Colleges
http2LLwww.maricopa.eduLci%icL
The /aricopa !ommunit$ !olle'es@ !enter for !i%ic Participation ;!!P< see+s to enrich public life and
public 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%ic
responsibilit$. The 'oals of the !enter are to increase awareness about polic$ issues& ci%ic
in%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 all
le%els.
Center #or Community Mased Learning' -ccidental College
http2LLdepartments.o:$.eduLccblL
The mission of the !enter for !ommunit$ >ased 1earnin' ;!!>1< is to institutionali(e curriculum-based
ci%ic en'a'ement. The !!>1@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$& and off campus leaders as co-thin+ers and collaborators& in order to ma+e tan'ible
contributions toward sol%in' social justice related issues.
Center #or Community &nolement' Miami Dade College
http2LLwww.mdc.eduLcciL
The !enter for !ommunit$ -n%ol%ement aims to enhance student learnin'& meet communit$ needs& and
foster 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 %olunteer
clearin'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 +niersity
http2LLwww.+-state.eduLcecdL
The !enter for En'a'ement and !ommunit$ De%elopment is a place where uni%ersit$ facult$ and
communit$ leaders can come to'ether to address communit$ challen'es& meet communit$ needs& and
reali(e communit$ dreams throu'h effecti%e scholarship-based en'a'ement. The mission of the !enter
is to promote en'a'ement across the breadth of the uni%ersit$ campus- in teachin'& research& and
outreach - and to connect the %ast resources of the Uni%ersit$ to the si'nificant issues of public need
facin' Iansas and communities worldwide.
Center #or Faith8Mased and Neighborhood %artnerships
http2LLwww.ed.'o%Ledpartners
The mission of the !enter for Faith-based and 3ei'hborhood Partnerships at the Department of
Education is to promote student achie%ement b$ connectin' schools and communit$ based
or'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$-based or'ani(ations in ser%ice to support school
impro%ement& and a Presidential pro'ram to promote interfaith and communit$ ser%ice on colle'e
campuses 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!1E
conducts research on the ci%ic and political en'a'ement of $oun' *mericans. !-8!1E pro%ides timel$
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 $oun' adults without
colle'e e:perience. !-8!1E@s special publications& such as %he Civic Mission o! 3chools report ;jointl$
published with !arne'ie !orporation of 3ew Kor+& 46<& +igher *ducation: Civic Mission B Civic
*!!ects ;jointl$ published with The !arne'ie Foundation for the *d%ancement of Teachin' in 45<& and
Peter 1e%ine@s boo+ %he Future o! Democracy ;4"< pro%ide literature re%iews and summaries.
Center #or Leadership and Community !ngagement' $eorge Mason +niersity
http2LLclce.'mu.eduL
The !enter for 1eadership and !ommunit$ En'a'ement promotes ci%ic en'a'ement b$ facilitatin' the
inte'ration of communit$-based learnin'& leadership e:periences and academic stud$.
Center #or %olitics' +niersity o# Firginia
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 are
informed 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%ic
education 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 1eadership -nitiati%e that
pro%ides free pro'rammin' and resources for fift$-thousand I-14 educators %ia its website&
http2LLwww.$outhleadership.net.
Center #or %ublic Deliberation' Colorado State +niersity
http2LLwww.cpd.colostate.eduL
Aoused within the !ommunication Studies Department at !olorado State Uni%ersit$& the !enter for
Public Deliberation ;!PD< ser%es as an impartial resource for the 3orthern !olorado communit$&
dedicated to enhancin' local democrac$ throu'h impro%ed public communication and communit$
problem sol%in'. Deliberation reDuires safe places for citi(ens to come to'ether& 'ood and fair
information to help structure the con%ersation& and s+illed facilitators to 'uide the process& and the !PD
see+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 Dustice' $eorgeto3n +niersity
http2LLsocialjustice.'eor'etown.eduL
To ad%ance justice and the common 'ood& the !enter for Social Custice ;!SC< at )eor'etown
Uni%ersit$ 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& !SC
stri%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'$& and research. !SC builds upon and
continues decades of %ibrant student direct ser%ice and ci%ic en'a'ement in both student- and staff-led
pro'rams that respond to communit$ 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$-based learnin'. -t also see+s to pro%ide research
opportunities for facult$ 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%e
differences 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$ of
ci%ic indicators& *merica@s !i%ic Aealth -nde: is an effort to educate *mericans about our ci%ic life and
to moti%ate citi(ens& leaders and polic$ma+ers to stren'then it. The 3ational !onference on !iti(enship
measures& trac+s and promotes ci%ic participation across the U.S. The creation of *merica@s !i%ic
Aealth -nde: and report is a cooperati%e effort of the 3ational !onference on !iti(enship& the !enter for
-nformation and 8esearch on !i%ic 1earnin' and En'a'ement ;!-8!1E< at the Tisch !olle'e of
!iti(enship and Public Ser%ice at Tufts Uni%ersit$& and Aar%ard Uni%ersit$@s Sa'uaro Seminar2 !i%ic
En'a'ement in *merica.
Community !ngagement %rogram' +niersity o# Massachusetts' Amherst
http2LLwww.honors.umass.eduLacademicsLcslLaboutusLinde:.html
*s part of the !ommonwealth Aonors !olle'e at the Uni%ersit$ 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'rams
and courses place students in communit$ ser%ice and use 'uided reflection on that ser%ice e:perience
as a source of learnin'. The ser%ice becomes an important Bte:tE for the course in dialo'ue with the
other 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. !EP
sponsors a fi%e-course ci%ic en'a'ement and leadership de%elopment pro'ram& the !iti(en Scholars
Pro'ram& and an indi%iduali(ed major in ci%ic en'a'ement ;!i%ic En'a'ement X ]& the B] factorE bein'
each student@s special area of interestHen%ironmental sustainabilit$& $outh de%elopment& non-profit
mana'ement& etc.<.
Community o# ?ope
http2LLwww.communit$ofhopedc.or'L
For 6 $ears& !ommunit$ of Aope has helped impro%e the health and Dualit$ 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 Learning
http2LLwww.cael.or'
The !ouncil for *dult and E:periential 1earnin' ;!*E1< is a national& non-profit or'ani(ation whose
mission is to e:pand learnin' opportunities for adults. !*E1 wor+s to remo%e polic$ and or'ani(ational
barriers to learnin' opportunities& identifies and disseminates effecti%e practices& and deli%ers %alue-
added ser%ices. Since its foundin' in 19",& !*E1 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. !*E1 is uniDue in its +nowled'e of
adultLemplo$ee learnin' practices and in its abilit$ to wor+ as an acti%e intermediar$ between colle'es
and uni%ersities? corporations? labor unions? and 'o%ernment& communit$& and philanthropic entities.
Council #or Christian Colleges and +niersities
http2LLwww.cccu.or'
The !ouncil for !hristian !olle'es and Uni%ersities is an international association of intentionall$
!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 and
international tra%el stud$ pro'rams that promote ci%ic learnin' and democratic en'a'ement for our
students in their host communities. The !ouncil encoura'es its institutions to be in%ol%ed in the public
sDuare 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 from
personal !hristian faith.
The Democracy &mperatie
http2LLwww.unh.eduLdemocrac$
Sponsored b$ the Uni%ersit$ of 3ew Aampshire& the Democrac$ -mperati%e is a national networ+ of
scholars& campus leaders& and ci%ic leaders committed to stren'thenin' democrac$ in and throu'h
hi'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 disseminate
practices? and encoura'e inno%ation. /embers contribute resources and facilitate smaller communities
of practice and help with Democrac$ -mperati%e projects. The Democrac$ -mperati%e acts as a
resource 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 and
uni%ersities.
Donelan -##ice o# Community8Mased Learning' College o# the ?oly Cross
http2LLacademics.hol$cross.eduLcbl
The Donelan Office of !ommunit$ >ased 1earnin' at Aol$ !ross de%elops academic courses and
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 enrolled
in a !ommunit$ >ased 1earnin' 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 the
curriculum in most academic departments& concentrations and pro'rams of the !enter for
-nterdisciplinar$ and Special Studies. The Donelan Office also supports facult$ and curriculum
de%elopment initiati%es as well as the !>1 Scholars Pro'ram& a peer learnin' initiati%e that promotes
students@ reflecti%e practice.
!eryday Democracy
http2LLwww.e%er$da$-democrac$.or'
E%er$da$ Democrac$ helps people of different bac+'rounds and %iews tal+& plan& and act to'ether to
address a %ariet$ of public issues to create communities that wor+ for e%er$one. -t places particular
emphasis on the connection between comple: public issues and structural racism. -n the communities
where E%er$da$ Democrac$ pro%ides customi(ed assistance& the$ coach local coalitions& or'ani(ations
and communit$ leaders ser%in' as a resource to help communities build their own abilities to create
chan'e.
!;celencia in !ducation
http2LLwww.ede:celencia.or'
E:celencia in Education aims to accelerate hi'her education success for 1atino students b$ pro%idin'
data-dri%en anal$sis of the educational status of 1atino students and b$ promotin' education policies
and institutional practices that support their academic achie%ement. E:celencia in Education belie%es
that usin' data and anal$sis to identif$ factors that influence the success of specific student populations
helps establish the base line information from which to de%elop more effecti%e policies& en'a'e di%erse
sta+eholders& and enhance the acti%e and tactical responses needed to better ser%e 1atino and all
students.
Facing ?istory and -urseles
http2LLwww.facin'histor$.or'
Facin' Aistor$ and Oursel%es partners with school s$stems& uni%ersities and education ministries to
deli%er classroom strate'ies& resources and lessons that inspire $oun' people to ta+e responsibilit$ for
their world. Facin' Aistor$@s wor+ is based on the premise that we need toHand canHteach ci%ic
responsibilit$& tolerance& and social action to $oun' people& as a wa$ of fosterin' moral adulthood.
Each $ear& the or'ani(ation reaches more than 1.9 million students throu'h its 'lobal networ+ of more
than 4#& trained educators& staff& adjunct facult$ and international fellows to facilitate hundreds of
seminars and wor+shops annuall$. *t the heart of the or'ani(ationWs wor+ is the resource boo+ Facing
+istory and @urselves: +olocaust and +uman Behavior& which e:plores the choices that led to critical
episodes in histor$& and how issues of identit$ and membership& ethics and jud'ment ha%e meanin'
toda$ and in the future.
?uman Serices %rogram' $eorge 6ashington +niersity
http2LLdepartments.columbian.'wu.eduLsociolo'$LacademicsLunder'raduateLbahumanser%ices
.ith a solid 'roundin' in social theor$& and e:perience with issues of social justice& students in the
Auman Ser%ices Pro'ram at )eor'e .ashin'ton Uni%ersit$ are prepared to conduct research& attain
ad%ocac$ positions& and assume leadership roles in not-for-profit and 'o%ernmental a'encies. The
Pro'ram wea%es to'ether research& ser%ice-learnin' ;in e%er$ course<& literature& and theor$ to foster
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+ with
di%erse communities in addressin' communit$-identified needs.
&magining America
http2LLwww.ima'inin'america.or'L
-ma'inin' *merica@s mission is to animate and stren'then the public and ci%ic purposes of humanities&
arts and desi'n throu'h mutuall$ beneficial campus-communit$ partnerships that ad%ance democratic
scholarship and practice. -ma'inin' *merica@s pro'rams focus on buildin' a national communit$ of
publicl$ en'a'ed scholars and artists& researchin' the scope and practices of public scholarship and
art& 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 %articipation
http2LLicicp.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 ideas
and 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 an
international 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+ metropolitan
re'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 $outh culture& and education. Throu'h pro'rammatic
partnerships& the -nstitute pro%ides essential conte:t for the 'ood wor+ of public institutions& amon'
them the 3ewar+ Public Schools& The 3ewar+ Public 1ibrar$& 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 Thompson
.ri'ht 1ecture Series& which is amon' the nationWs oldest and most distin'uished scholarl$ series
de%oted to enhancin' the historical literac$ of a local communit$.
&nternational Consortium #or ?igher !ducation' Ciic Responsibility' and Democracy
http2LLwww.internationalconsortium.or'L
The -nternational !onsortium for Ai'her Education& !i%ic 8esponsibilit$ and Democrac$ ;-!<& housed
at the Uni%ersit$ of Penns$l%ania& was established to brin' to'ether national institutions of hi'her
education to promote education for democrac$ 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'e
and uni%ersit$ campuses& their local communities& and the wider societ$. The !onsortium wor+s in
collaboration with the !ouncil of Europe throu'h its !ommittee on Ai'her Education and 8esearch with
," member countries.
Eettering Foundation
http2LLwww.+etterin'.or'L
The Ietterin' Foundation is an independent& nonpartisan research or'ani(ation rooted in the *merican
tradition of cooperati%e research. The Foundation e:plores wa$s that +e$ political practices can be
stren'thened throu'h inno%ations that emphasi(e acti%e roles for citi(ens. The Foundation see+s to
identif$ 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+ of
associates collaborate with communit$ or'ani(ations& 'o%ernment a'encies& researchers& scholars& and
citi(ens& all of whom share their e:periences with the Foundation.
Enight Foundation
http2LLwww.+ni'htfoundation.or'L
The Ini'ht Foundation see+s to ad%ance journalism in and in%est in the %italit$ of communities where
the 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 to
transformational chan'e.
Leadership and Community Serice Learning %rogram' Adele ?( Stamp Student +nion'
+niersity o# Maryland
http2LLwww.thestamp.umd.eduLlcslL
The mission of the 1eadership and !ommunit$ Ser%ice 1earnin' Pro'ram is to promote positi%e social
chan'e throu'h transformati%e learnin' and communit$ en'a'ement.
Learn and Sere America
http2LLwww.learnandser%e.'o%L
1earn and Ser%e *merica is a pro'ram of the !orporation for 3ational and !ommunit$ Ser%ice& an
independent federal a'enc$ created to connect *mericans of all a'es and bac+'rounds with
opportunities to 'i%e bac+ to their communities and their nation. 1earn and Ser%e *merica supports and
encoura'es ser%ice-learnin' throu'hout the United States& and enables o%er one million students to
ma+e meanin'ful contributions to their communit$ while buildin' their academic and ci%ic s+ills. The
pro'ram pro%ides direct and indirect support to I-14 schools& communit$ 'roups and hi'her education
institutions 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 to
teachers& administrators& parents& schools and communit$ 'roups? and collectin' and disseminatin'
research& effecti%e practices& curricula& and pro'ram models.
Lumina Foundation #or !ducation
http2LLwww.luminafoundation.or'L
The 1umina Foundation for Education is a pri%ate& independent foundation established in -ndianapolis
in *u'ust 4. -t emplo$s ,5 staff members and has in%ested assets in e:cess of \1 billion& ma+in' it
one of the nation@s top , pri%ate foundations. 1umina is the nation@s lar'est foundation dedicated
e:clusi%el$ to increasin' students@ access to and success in postsecondar$ education. -ts 'oal is to
increase the percenta'e of *mericans who hold hi'h-Dualit$ de'rees and credentials to 5 percent b$
440. 1umina 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 build
public will for chan'e. 1umina has wor+ed with and made 'rants to man$ colle'es& uni%ersities& peer
foundations& associations and other or'ani(ations that wor+ to impro%e student access and outcomes
across the nation. -n 41& 1umina appro%ed nearl$ 1 'rantsHran'in' from \6&140 to \4.# millionH
for a total commitment of nearl$ \,6., million.
Maricopa Community Colleges District
http2LLwww.maricopa.eduL
The Public *ffairs Di%ision of the /aricopa !ommunit$ !olle'es District ;/!!D< includes the !enter
for !i%ic Participation& as well as the )o%ernment 8elations and the /ar+etin' and Public 8elations
offices. Throu'h the !enter for !i%ic Participation& the Public *ffairs Di%ision ser%es to support ci%ic
education and ci%ic en'a'ement pro'rams within the colle'es& and also o%ersees public en'a'ement
and communit$ ci%il discourse projects on behalf of the colle'e district& in partnership with public and
nonprofit communit$ or'ani(ations. The /!!D )o%ernin' >oard just adopted outcomes for ci%ic and
communit$ responsibilit$ which all of the colle'es will be accountable for achie%in'. /!!D is
comprised 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& occupational
pro'rams& 6" academic associate de'rees& and are the lar'est pro%ider of health care wor+ers and job
trainin' in *ri(ona.
Mathematical Association o# America
http2LLwww.maa.or'L
The /athematical *ssociation of *merica is the lar'est professional societ$ that focuses on
mathematics at the under'raduate le%el. *ssociation members include uni%ersit$& colle'e& and hi'h
school teachers? 'raduate and under'raduate students? pure and applied mathematicians? computer
scientists? statisticians? and man$ 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 all
appropriate le%els and %enues& includin' research b$ under'raduates. The *ssociation also wor+s to
influence institutional and public polic$ throu'h ad%ocac$ for the importance& uses& and needs of the
mathematical sciences.
Mobili5e(org
http2LLmobili(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 offline
communit$ projects& /obili(e.or' en'a'es /illennials ;those born between the $ears 19"5 and 1995< in
identif$in' our societ$@s most pressin' issues and in creatin' lon'-term& sustainable solutions to
address them.
Modern Language Association o# America
http2LL www.mla.or'L
Founded in 1##6& the /odern 1an'ua'e *ssociation of *merica has o%er thirt$-thousand members in
one hundred countries and is toda$ one of the lar'est humanities or'ani(ations in the world. The /1*
pro%ides opportunities for its members to share their scholarl$ findin's and teachin' e:periences with
collea'ues and to discuss trends in the academ$. /1* members host an annual con%ention with
meetin's on a wide %ariet$ of subjects and smaller seminars across the countr$& wor+ with related
or'ani(ations& and sustain one of the finest publishin' pro'rams in the humanities. The online MLA
<nternational Bibliogra"hy is a comprehensi%e biblio'raph$ in lan'ua'e and literature that ser%es
scholars and students. The /1* 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
*valuating 3cholarshi" !or %enure and ,romotion& Foreign Languages and +igher *ducation: New
3tructures !or a Changed )orld& and *ducation in the Balance: A $e"ort on the Academic )or!orce
in *nglish& e:emplifies the /1*@s role as a leader in the hi'her education communit$.
NAAC%' Ciic !ngagement %rogram
http2LLwww.naacp.or'Lpro'ramsLentr$Lci%ic-en'a'ementL
The 3**!P@s !i%ic En'a'ement Pro'ram helps raise awareness for political& educational& social and
economic eDualit$ of minorit$ 'roup citi(ens in the electoral process. .ith appro:imatel$ 4&4 adult
branches& $outh councils& and colle'e chapters in ,9 states& 0 countries and the District of !olumbia&
the 3**!P is acti%el$ en'a'ed in increasin' the *frican *merican responsi%eness of citi(ens to be
full$ 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 !ducation
http2LLwww.naspa.or'L
3*SP*-Student *ffairs *dministrators in Ai'her Education is the leadin' %oice for student affairs
administration& polic$& and practice& and affirms the commitment of the student affairs profession to
educatin' the whole student and inte'ratin' student life and learnin'. 3*SP* members are committed
to ser%in' colle'e students b$ embracin' the core %alues of di%ersit$& learnin'& inte'rit$& collaboration&
access& ser%ice& fellowship& and the spirit of inDuir$. /embers ser%e a %ariet$ 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 the
profession? and a comprehensi%e& content-rich website that is the most widel$ accessed website in the
student 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 04
colle'es and uni%ersit$ s$stems of public hi'her education in the United States and Puerto 8ico.
Formed in 19"9 for the purpose of see+in' impro%ement in the or'ani(ation and 'o%ernance of public
hi'her education s$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$stems as a uniDue cate'or$ 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 a
sin'le 'o%ernin' board which is ser%ed b$ a s$stem chief e:ecuti%e officer who is not also the chief
e:ecuti%e officer of an$ of the s$stem@s institutions. Such a s$stem is to be distin'uished from a
Bfla'shipE campus with branch campuses& and also from a 'roup of campuses or s$stems& each with its
own 'o%ernin' board& that is coordinated b$ some state bod$.
National Center #or Learning and Citi5enship
http2LLwww.ecs.or'LhtmlLprojectsPartnersLclcLclcYmain.htm
The 3ational !enter for 1earnin' and !iti(enship ;3!1!< assists state and local leaders in de%elopin'
policies to help districts and schools pro%ide students with the s+ills& +nowled'e and attitudes needed to
be effecti%e& contributin' citi(ens. 3!1! identifies and anal$(es policies and practices that support
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%enes
national& state and local meetin's and networ+s to share information about ser%ice-learnin' and
citi(enship education. 3!1! also wor+s closel$ with other national& state and local ad%ocac$ 'roups to
contribute to a collecti%e public %oice in support of the ci%ic mission of schools. 3!1!@s mission is to
help state and district leaders promote& support and reward ser%ice-learnin' and citi(enship education
as essential components of *merica@s education s$stem. Aoused at the Education !ommission of the
States& 3!1! complements the E!S mission with a uniDue le%el of e:pertise and collaboration within
the fields of citi(enship education and ser%ice-learnin'.
National Coalition #or Dialogue and Deliberation
http2LLncdd.or'L
The 3ational !oalition for Dialo'ue and Deliberation acti%el$ promotes learnin' and collaboration
amon' practitioners& public leaders& scholars and or'ani(ations in%ol%ed in dialo'ue& deliberation& and
other inno%ati%e 'roup processes that help people tac+le comple: issues. -t holds national and re'ional
conferences& online pro'rams and resources& and numerous collaborati%e projects that pro%ide
opportunities 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$ and
commitment to learnin'& action& and ser%ice to others.
National Council #or the Social Studies
http2LLwww.socialstudies.or'
Founded in 1941& 3ational !ouncil for the Social Studies ;3!SS< is the lar'est association in the
countr$ de%oted solel$ to social studies education. 3!SS en'a'es and supports educators in
stren'thenin' and ad%ocatin' for social studies education and defines social studies as the inte'rated
stud$ of the social sciences and humanities to promote ci%ic competence. Or'ani(ed into a networ+ of
more than 11 affiliated state& local& and re'ional councils and associated 'roups& the 3!SS
membership 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 that
constitute the social studies.
National &ssues Forum
http2LLwww.nifi.or'
3ational -ssues Forums is a nonpartisan& nationwide networ+ of locall$ sponsored public forums for the
consideration of public polic$ issues. -t is rooted in the simple notion that people need to come to'ether
to reason and tal+Hto deliberate about common problems. These forums& or'ani(ed b$ a %ariet$ of
or'ani(ations& 'roups& and indi%iduals& offer citi(ens the opportunit$ to join to'ether to deliberate& to
ma+e choices with others about wa$s to approach difficult issues and to wor+ toward creatin' reasoned
public jud'ment. Forums focus on an issue such as health care& immi'ration& Social Securit$& or ethnic
and racial tensions. The$ pro%ide a wa$ for people of di%erse %iews and e:periences to see+ a shared
understandin' of the problem and to search for common 'round for action.
National !ndo3ment #or the ?umanities
http2LL 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 in
the United States. The Endowment pro%ides 'rants for hi'h-Dualit$ humanities projects in four fundin'
areas2 preser%in' and pro%idin' access to cultural resources& education& research& and public
pro'rams. The 'rants stren'then teachin' and learnin' in the humanities in schools and colle'es
across 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 institutional
base of the humanities. 3EA recentl$ launched a new initiati%e& called Bridging Cultures. The initiati%e
encoura'es projects that e:plore the wa$s in which cultures from around the 'lobe& as well as the
m$riad subcultures within *merica@s borders& ha%e influenced *merican societ$. One of the themes of
Bridging Cultures is B!i%ilit$ and Democrac$E& which draws on di%erse humanities disciplinesHfor
e:ample& political and cultural histor$& ethics or jurisprudenceHto e:amine the relationship of ci%ilit$ to
the common 'ood? the sociolo'ical and cultural seedbeds of ci%ilit$? and the wa$s that ci%ilit$ has
ser%ed& historicall$& to brid'e cultural di%ides& both domestic and international.
Ne3 !ngland Resource Center #or ?igher !ducation
http2LLwww.nerche.or'
The 3ew En'land 8esource !enter for Ai'her Education ;3E8!AE< is committed to collaborati%e
chan'e processes in hi'her education to address social justice in a di%erse democrac$. *s a center for
inDuir$& research& and polic$& 3E8!AE supports administrators& facult$& and staff across the re'ion in
becomin' more effecti%e practitioners and leaders as the$ 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 the
practitioner perspecti%e to impro%e practice and to inform and influence polic$& mo%in' from the local to
re'ional and national le%els. The !enter@s wor+ is informed b$ 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 Assessment
http2LLwww.newleadershipalliance.or'
The 3ew 1eadership *lliance for Student 1earnin' and *ccountabilit$& an ad%ocac$-focused
or'ani(ation& leads and supports %oluntar$ and cooperati%e efforts to mo%e the hi'her education
communit$ 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'her
education communit$ that produces an increasin' number of colle'e 'raduates with hi'h Dualit$
de'rees in preparation for wor+& life& and responsible citi(enship. Throu'h the promotion of shared
principles& 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 student
learnin'? 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 Dualit$ of under'raduate education
pro%ided b$ *merican colle'es and uni%ersities.
-##ice o# Ciic !ngagement' Rutgers +niersity8Camden
http2LLwww.camden.rut'ers.eduLabout-usLcommunit$-outreach
The 'oal of the Office of !i%ic En'a'ement is to de%elop strate'ies for inte'ratin' ci%ic en'a'ement
into the teachin' and research endea%ors of the !amden campus of 8ut'ers& and to de%elop and
implement meanin'ful collaborations between 8ut'ers and the cit$ of !amden b$ wor+in' closel$ with
communit$ 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 and
resources with those of the public and pri%ate sectors to enrich scholarship& research& and creati%e
acti%it$? enhance curriculum& teachin' and learnin'? prepare educated& en'a'ed citi(ens? stren'then
democratic %alues and ci%ic responsibilit$? address critical societal issues? and contribute to the public
'ood. The Uni%ersit$Ws en'a'ement wor+ is facilitated across more than 4 public en'a'ement units
and centers across the s$stemWs fi%e campuses. *lon' with addressin' important and challen'in'
societal issues ;domesticall$ and internationall$<& public en'a'ement enhances the Uni%ersit$Ws
capacit$ to conduct ri'orous& si'nificant research that benefits societ$ and offer its students a broad
arra$ of meanin'ful and transformational communit$-based learnin' e:periences.
-##ice o# Serice8Learning' Du7uesne +niersity
http2LLwww.duD.eduLser%ice-learnin'L
DuDuesne Uni%ersit$Ws Office of Ser%ice-1earnin' administrates the uni%ersit$-wide ser%ice-learnin'
pro'ram and the academic facets of communit$-uni%ersit$ partnerships in the Aill District and
Aa(elwood areas of Pittsbur'h.
-hio State +niersity !;tension
http2LLe:tension.osu.edu
The E:tension s$stem is the worldWs lar'est non-formal educational and uni%ersit$ outreach and
en'a'ement s$stem. -t is an outreach and en'a'ement arm of land-'rant uni%ersities desi'ned to
embed the uni%ersit$ with the communit$ while translatin' research to application and then shapin'
future research. E:tension professionals de%elop and implement educational pro'rams inte'ratin' the
needs of the local communit$ with the research de%eloped b$ facult$ at land-'rant uni%ersities across
the countr$. Throu'h these collaborations& the E:tension s$stem is addressin' state& national& and
'lobal issues. This national educational outreach and en'a'ement pro'ram is a partnership of a
stateWs land-'rant uni%ersit$ ;such as The Ohio State Uni%ersit$<& the 3ational -nstitute of Food and
*'riculture and state and local 'o%ernment. Educational pro'rammin' focuses primaril$ on issues
related to famil$ and consumer sciences& a'ricultural and natural resources& communit$ de%elopment
and ,-A $outh de%elopment. -nno%ation and collaboration across the uni%ersit$ is supportin'
multifaceted approaches to en'a'in' with communities on critical issues.
%hi Meta Eappa Society
http2LLwww.pb+.or'
Founded in 1""5& the Phi >eta Iappa Societ$ has embraced the principles of freedom of inDuir$ and
libert$ of thou'ht and e:pression. -t celebrates and ad%ocates e:cellence in the liberal arts and
sciences b$ sponsorin' acti%ities to ad%ance these studiesHthe humanities& the social sciences& and
the natural sciencesHin hi'her education and in societ$ at lar'e.
%hilanthropy #or Actie Ciic !ngagement
http2LLwww.pacefunders.or'
The mission of the Philanthrop$ for *cti%e !i%ic En'a'ement ;P*!E< is to inspire interest&
understandin'& and in%estment in ci%ic en'a'ement. P*!E is buildin' a learnin' communit$ comprised
of 'rant-ma+ers who will in%est time and resources in buildin' their own +nowled'e and sharin'
+nowled'e with others about wa$s to stren'then democratic practice in communities across the nation.
P*!E members share the belief that broad and informed public participation is the bedroc+ of a free&
democratic& and ci%il societ$. P*!E is pioneerin' an inno%ati%e model of reciprocal membership& a
model that e:pects a hi'h le%el of en'a'ement amon' its membership and in return pro%ides a rich and
meanin'ful en%ironment within which to build +nowled'e and better 'rant-ma+in' practices.
%roIect Ealeidoscope
http2LLwww.aacu.or'Lp+alL
Since its foundin' in 19#9& Project Ialeidoscope ;PI*1< 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*1 has de%eloped far-
reachin' influence in shapin' under'raduate STE/ learnin' en%ironments that attract and retain
under'raduate students. PI*1 accomplishes its wor+ b$ en'a'in' campus facult$ and leaders in
funded projects& national and re'ional meetin's& communit$-buildin' acti%ities& leadership de%elopment
pro'rams& and publications that are focused on ad%ancin' what wor+s in STE/ education.
%roIect %ericles
http2LLwww.projectpericles.or'
Project Pericles is a not-for-profit or'ani(ation that encoura'es and facilitates commitments b$ colle'es
and uni%ersities to include social responsibilit$ and participator$ citi(enship as essential elements of
their educational pro'rams. Founded in 41 b$ educational philanthropist Eu'ene /. 1an'& Project
Pericles wor+s directl$ with its member institutions& called Pericleans& as the$ indi%iduall$ and
collaborati%el$ de%elop model ci%ic en'a'ement pro'rams in their classrooms& on their campuses& and
in their communities. !urrentl$& Perclean colle'es and uni%ersities across the countr$ are each
implementin' a uniDue pro'ram of curricular and co-curricular initiati%es that prepare and encoura'e
students 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 that
promote 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 %roIect
http2LLwww.publiccon%ersations.or'L
The Public !on%ersations Project ;P!P< wor+s in the U.S. and internationall$ to help people with
profound 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 techniDues from famil$ therap$
and other disciplines into a dialo'ic approach that re-humani(es opponents and raises mutual
understandin' and re'ard throu'h reflection& preparation and intentional spea+in'. For o%er 4 $ears
P!P has offered teachin'& consultation& conference desi'n and dialo'ue facilitation to leaders&
practitioners& uni%ersit$ facult$& students& and partisans in such major conflicts as abortion& se:ual
orientation& post-war li%in' in *frica and the -sraeli-Palestinian conflict& amon' others.
Rape' Abuse , &ncest National Net3or"
http2LLwww.rainn.or'L
The 8ape& *buse = -ncest 3ational 3etwor+ ;8*-33< is the nationWs lar'est anti-se:ual assault
or'ani(ation. 8*-33 operates the 3ational Se:ual *ssault Aotline at 1.#.505.AOPE and the 3ational
Se:ual *ssault Online Aotline at rainn.or'& and publici(es the hotlineWs free& confidential ser%ices?
educates the public about se:ual assault? and leads national efforts to pre%ent se:ual assault& impro%e
ser%ices to %ictims and ensure that rapists are brou'ht to justice.
Serice Learning Center' Mentley +niersity
http2LLwww.bentle$.eduLser%ice-learnin'L
The >entle$ Ser%ice-1earnin' !enter promotes academic learnin' throu'h communit$ ser%ice within
the conte:t of a business uni%ersit$. >S1! ser%ice sites pro%ide students with the opportunit$ to interact
with indi%iduals from di%erse bac+'rounds P includin' race& 'ender& nationalit$& a'e& socio-economic&
reli'ion& ;dis<abilit$ and se:ual orientation. Students ha%e the opportunit$ to de%elop interpersonal
competencies such as communication& leadership and mana'ement s+ills in real-world situations.
Society #or Deelopmental Miology
http2LLwww.sdbonline.or'
The Societ$ for De%elopmental >iolo'$ ;SD>< was founded in 1969 to promote the field of
de%elopmental biolo'$ and to ad%ance our understandin' of de%elopmental biolo'$ at all le%els. The
SD> fosters e:cellence in research and education in de%elopmental biolo'$ and related areas and
pro%ides ad%ice and resources on careers and information for the public on rele%ant topics in
de%elopmental biolo'$. SD> pro%ides a communication hub for all de%elopmental biolo'ists. The SD>
is associated with the journal Develo"mental Biology and or'ani(es scientific meetin's that focus on
de%elopmental biolo'$ and related fields? the SD> has established pro'rams to interface with the
international communit$ of de%elopmental biolo'ists? and the SD> maintains its website that co%ers all
aspects of de%elopmental biolo'$.
Spencer Foundation
http2LLwww.spencer.or'
Established in 1954& the Spencer Foundation in%esti'ates wa$s in which education& broadl$ concei%ed&
can be impro%ed around the world. Founded on the belief that research is necessar$ to the
impro%ement in education& the Foundation is committed to supportin' hi'h-Dualit$ in%esti'ation of
education throu'h its research pro'rams and to stren'thenin' and renewin' the educational research
communit$ 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 as
stren'ths to impro%e campuses& wor+places& and communities. -t is an initiati%e of the -nternational
-nstitute for Sustained Dialo'ue& an or'ani(ation founded in 44 to promote the process of Sustained
Dialo'ue for transformin' racial& ethnic& and other deep-rooted conflicts in the United States and
abroad.
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 career
interests who commit two $ears to teach in urban and rural public schools and become leaders in the
effort to e:pand educational opportunit$. Teach for *merica@s 'oal is to eliminate educational ineDuit$
b$ enlistin' the nation@s most promisin' future leaders in the effort. !orps members wor+ to ensure that
more students 'rowin' up toda$ in our countr$Ws lowest-income communities are 'i%en the educational
opportunities the$ deser%e. TF* has been the lar'est emplo$er of )eor'e .ashin'ton Uni%ersit$
'raduates for the past fi%e $ears. *bout 6-0 ). students join the !orps on an annual basis&
chan'in' the li%es of students from D! to Aawaii and man$ places in between.
Thayne Center #or Serice and Learning' Salt La"e Community College
http2LLwww.slcc.eduLtha$necenterL
The Tha$ne !enter for Ser%ice and 1earnin' at Salt 1a+e !ommunit$ !olle'e belie%es institutions of
hi'her education ha%e a responsibilit$ to culti%ate an en'a'ed citi(enr$. The center is dedicated to
empowerin' students and facult$ to reali(e the$ ha%e the +nowled'e and s+ills to affect positi%e chan'e
in 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%ice
leadership pro'rams for students who are out to chan'e the world.