The Civic Engagement Imperative: Student Learning and the Public Good
Conference Description, Program, and Resources
The Civic Engagement Imperative took place November 10-12, 2005 in Providence, Rhode Island. The conference focused on the pressing question of the role of higher education in promoting civic engagement. Over 500 faculty, student affairs educators, academic administrators, students, and community leaders came together to:
- clarify definitions and outcomes for civic engagement;
- explore new kinds of research and scholarship for the creation of coherent and developmental civic engagement programs; and
- consider and enact innovative collaborations among educational and community leaders.
A Collaborative Approach
The Civic Engagement Imperative was designed in collaboration with the Center for Liberal Education and Civic Engagement (the Center), a partnership founded in 2003 between AAC&U and Campus Compact. The conference featured campus work generated through the Center's project, "Journey Towards Democracy: Power, Voice, and the Public Good."
Academic partners for the conference included: Action Without Borders/Idealist.org, Association of University Leaders for a Sustainable Future, Campus Compact, Higher Education Consortium for Urban Affairs (HECUA), New England Resource Center for Higher Education (NERCHE), The Political Engagement Project of the Carnegie Foundation for the Advancement of Teaching, Project Pericles, Inc., and The Washington Internship Institute (WII)
The full conference schedule appears below with links to many of the presentations and resources from the conference.
- Pathway 1: Clarifying the Meaning of Civic Engagement as an Outcome of College
- Pathway 2: Promoting Coherent, Developmental Approaches to Civic Engagement
- Pathway 3: Advancing Collaborations among Educational and Community Leaders
- Pathway 4: Assessing Student Achievement of Civic Engagement Outcomes
Thursday, November 10, 2005
2:00 – 5:00 p.m.
Workshop 1: Documenting the Scholarship in the Scholarship of Engagement
In this workshop, participants will explore the meaning, purposes, and characteristics of the scholarship of engagement. They will examine how this information and other criteria might be useful in guiding faculty work and university review of the scholarship of engagement. Participants will gain a better understanding about the scholarship of engagement and the ways in which faculty can frame and present their work as community-collaborative scholarship in the context of rigorous peer review and assessment.
Dwight E. Giles, Jr., Professor of Higher Education Administration, University of Massachusetts Boston; Lorilee R. Sandmann, Associate Professor of Lifelong Education, Administration, and Policy, University of Georgia and Co-director, Clearinghouse and National Review Board for the Scholarship of Engagement
Workshop 2: Advancing Collaborations Among Educational and Community Leaders
Campus-community collaborations can take many forms and provide academic, social, civic, and economic benefits to a broad range of individuals and organizations. This workshop will explore these benefits and the variety of partnerships that flourish on campuses and in communities from service-learning courses to community-based research projects and from student-led cocurricular activities to large-scale economic and community development plans. Participants will examine exemplary models and will spend time in small groups mapping their own collaboration ideas. Campus-community partnership experts will be on hand to guide participants through this interactive and informative process.
Karley Ausiello, Associate Director, Massachusetts Campus Compact Campus, Tufts University; Maggie Grove, Executive Director, Rhode Island Campus Compac; Barbara Canyes, Executive Director, and Karen Chisholm Director, Massachusetts Campus Compact; and AmeriCorps*VISTA Program Partnerships representatives
Workshop 3: Reclaiming Reflection: Tapping the Academic and Civic Learning Potential Of Service-learning through Critical Reflection
Quality reflection is perhaps the most difficult component of service-learning. For many skeptics, “reflection” connotes the dumping of emotions or therapeutic writing. For many practitioners, a reflective journal is merely a space for summarizing one’s experiences. Even practitioners who understand reflection as a rigorous teaching and learning strategy often have difficulty implementing it effectively. In the absence of effective reflection, student learning is not only less than maximal but may even be problematic, to the detriment of the students themselves and their roles in the community. A central task facing the service-learning community is to reclaim “reflection.” We must both know it and use it as the teaching and learning strategy it can be, as the strategy it must be if in fact service-learning is to produce the outcomes it promises. Among the most important of those outcomes are enhanced mastery of discipline-based content and purposeful civic learning. The facilitators will share important lessons regarding the understanding and implementation of critical reflection. They will offer conceptual frameworks for critical reflection that are grounded in these principles and share corresponding tools for implementation in the classroom.
Edward Zlotkowski, Senior Faculty Fellow, Campus Compact and Professor, Bentley College; Patti Clayton, Campus Compact Engaged Scholar and Service Learning Coordinator, North Carolina State University; and Manuel Carneiro, Student, Bentley College
Workshop 4: Using National Data to Inform Teaching and Academic Initiatives: Understanding and Strengthening Faculty and Student Engagements
Participants in this workshop will examine findings from two studies underway at the HigherEducation Research Institute: a ten-year national longitudinal study comprised of 8400 participants who entered college in 1994; and a study of 65,000 faculty members surveyed in 2004 about teaching practices, beliefs, engaged scholarship, and other activities. The facilitators will provide a context for the studies and address issues relating to the use of national survey data to enhance understanding of campus climate and institutional programming. Participants will explore how large national studies can inform the work of individual institutions and faculty members, both in assessment and in application of the findings to courses, programs, and institutions. They will analyze connections between the two data sets and other research. Participants will discuss key questions such as, “How do we know that courses and activities have the outcomes we expect and desire?” “What do the studies tell us about faculty culture and beliefs around engagement?” “How do we utilize research findings to strengthen our work?”
Lori Vogelgesang, Director, Center for Service Learning Research and Dissemination, and Jodi Anderson, Research Analyst, Higher Education Research Institute, University of California Los Angeles
7:00 – 8:30 p.m.
Keynote: Civic Engagement in an Interconnected Yet Stratified World: Finding Common Ground
This address will examine what we need to know and teach about the civic habits and social aspirations of the new population groups changing our civic culture. It will emphasize why we need to move away from simply romanticizing the writing of de Tocqueville, Robert Bellah, and Robert Putman to understanding the social capital found in the groups that are re-making the American society. Discussion will address how the globalizing of civic engagement fits in American culture and higher education.
James A. Joseph, Professor of the Practice of Public Policy Studies, Terry Sanford Institute of Public Policy, Duke University
8:30 – 9:30 p.m.
Poster Session: Teaching and Learning for Civic Engagement: Faculty, Staff and Student Voices
Student Partnership in the Alliance for Ethics and Social Responsibility
This poster will highlight information about the student initiated and lead Bentley Civic Leadership Program that emphasizes campus involvement, civic engagement, and ethical and responsible behavior. Students in this program will talk about their development of an interactive co-curricular portfolio of experiences, emphasizing reflective practice and understanding of how their service enhances the communities in which they live and work.
Anthony F. Buono, Professor of Management and Sociology, and Executive Director, Bentley Alliance for Ethics and Social Responsibility, Franklyn P. Salimbene, Senior Lecturer in Law, and Director, Bentley Service-Learning Center, Ross Kukish, Student Co-director, Bentley Civic Leadership Program, and Ethan Manning, Student Co-director, Bentley Civic Leadership Program, Bentley College
Student and Academic Affairs: Developing Unions to Promote Civic Engagement
Student Affairs divisions have long developed traditions of utilizing student leadership to support co-curricular student learning. This poster will feature ways in which colleges/universities can begin to utilize student leadership to support curricular learning that takes place in community contexts. Presenters will share comparative research data gathered from eight colleges and universities that illustrates how campus funding and infrastructure can support student leadership, service-learning, and civic engagement.
Amy M. Spring, Assistant Director for Community University Partnerships, Portland State University
Pedagogies of Place: Engaging Students in Campus Environmental Audits
At Saint Mary’s College, students are treating the campus itself as a subject of inquiry. Students in three service- learning courses analyze the College’s ecological footprint and examine more sustainable alternatives. The session will describe the topics, goals, and outcomes of these projects. A student will describe the learning experience. An instructor will address pedagogical and assessment issues. A dean will describe how to incorporate these projects into a comprehensive sustainability effort.
Stephen Woolpert, Dean of Liberal Arts, Margaret Dick, Assistant Professor of Communication, and Ellen Nix, Student, Saint Mary's College of California
Election 2004: Students as Civic Animators
This poster presents a case study concerning a service-learning course, Political Communication, through which students civically animated the community during the 2004 election season. The study demonstrates how faculty and student affairs professionals can jointly create an innovative course to inspire their community to engage fully in the civic life of their community.
Mary Lynne Hill, Associate Professor of English and Communication Studies, Migdalia Garcia, Vista Volunteer/ Civic Engagement Coordinator, and Patricia Mejia, Associate Director of the 21st Century Leadership Center, Saint Mary’s University
Experiencing Democracy through Academic Internships
The ultimate goal of higher education is to create intentional learners who are productive members of society. Academic internships in Washington, DC provide students with a highly structured program based on the best practices of experiential learning. This poster will demonstrate how student engagement with political leaders and policy makers contributes to student understanding of the principles of democracy and social responsibility.
Mary Ryan, President, Washington Internship Institute
Sponsored by the Washington Internship Institute
Civic Choices and Personal Responsibility: Promoting the Public Good through Campus and Community Collaboration
Using the 2004 national election as a moment of common focus, a multi-disciplinary team of faculty and student affairs staff worked with civic groups to coordinate and deliver curricular and co-curricular programming centered on the theme of “Choice, Responsibility, and Civil Society.” This poster will present the process and goals for developing, implementing, and assessing this program. A follow-up roundtable discussion will facilitate discussion of the potential outcomes and implications of such collaborative efforts to promote civic engagement.
Micheal R. Vickery, Professor of Communication, Holly Halifax, Student, Public Affairs, and Dave Blandford, Residence Hall Director, Alma College; and Amanda Schafer, Director, Michigan Campus Compact
Community Research: Engaging Students and Advancing Local Communities
This poster highlights the structure, work, achievements, and challenges of the Community Research Center at Keene State College. Housed in the Sociology Department, the Center’s goal is to develop research skills and promote professional development among students while helping to meet the research needs of local non-profit and public agencies. Since 2001, students have produced nearly thirty research reports for twenty agencies. The Center continues to address issues of civic engagement, assessment, and sustainability.
M. Therese Seibert, Chair, Sociology Department, and Kathleen Johnson, Director of Community Research Center, Keene State College
Effective Citizenship--an Interdisciplinary Perspective
This poster will highlight the "Self as Citizen" 8-credit, first-year interdisciplinary learning community that explores the ideas and values that influence social contracts for living together in communities in the United States. The course includes group projects and activities that help students experience ways to shape and negotiate individual rights and responsibilities within families, communities, and governments. It also provides the base for developing the required competency of "effective citizenship" in New Century College at George Mason University.
Sarah Sweetman, Student Advisor/Instructor, Andrew Wingfield, Assistant Professor of Integrative Studies, Molly McCormick, Student, and Nicholas Walker, Student, New Century College, George Mason University
Service-learning and Professional Degree Programs: Cultivating Civic Understanding
Service-learning is one of the signature pedagogies of civic engagement. Its use in professional programs often challenges students to assess goals and practices of a profession in light of social needs as well as discern how the profession can contribute to the public good. Two comprehensive universities with active service-learning programs will present case studies of the use of service-learning in professional programs to address goals of civic engagement.
Jean E. Fallis, Director of Service-learning, Mercer University; Lee Warren, Associate Professor of Accounting, and Marcia A. McDonald, Associate Provost, Belmont University
Writing and Community Action: A Linked First-year Composition Curriculum
This poster will detail a new curriculum for Writing Programs co-created by two graduate students at Arizona State University. The curriculum explores the connections among the local and global community, the university, the students and their various cultures. It asks them to engage in their greater community as citizens by renegotiating concepts of expertise and need through writing and invention.
Kirsti K. Cole, PhD Student and Teaching Associate, Arizona State University Main
Community-based Environmental Research: A Scalable Approach to Urban Ecology
This poster will present a Community-based Environmental Research program to integrate the study of urban ecosystems by students and faculty with community interests in the local environment. It will highlight the evolving structure of this program, research results to date, and the plans for integrating the program throughout the curriculum. The program offers a standardized approach to the study of urban ecosystems to advance scientific literacy and a sense of civic responsibility.
David C. Morimoto, Program Director, Natural Sciences and Mathematics, Michael Schindlinger, Instructor, and Michael Thibodeau, Instructor, Lesley University
First-year Students Researching Service Mentors
In this poster, three faculty members will present findings from student research on service biographies and histories and the implications for transformative pedagogy, curricular development, and reflective metacognition. It will demonstrate how reflective learning and writing that emerges from service can foster the student journey from prior ideas to the evaluation and understanding of service experiences, to transformation and action.
Janine Utell, Assistant Professor of English, Annalisa Castaldo, Assistant Professor of English, and Patricia Dyer, Professor of English, Widener University
An Exercise in Civic Immersion: The Presidential Citizen Scholar Program
This poster will describe an effort to immerse fifty students in a two-year civic engagement experience that incorporates curriculum, campus culture, and community service. Entitled the “Presidential Citizen Scholar Program,” because of the University President’s endorsement, this initiative incorporates Thomas Ehrlich’s three civic learning dimensions: understanding, motivation, and responsibility in an effort to develop dispositions of good citizenship.
Francis I. Kane, Co-director of the Institute for Public Affairs and Civic Engagement, Professor of Philosophy, Salisbury University
Place-based Learning Communities: Collaborations for Civic Engagement and Social Justice
For over thirty years, the Higher Education Consortium for Urban Affairs (HECUA) has shaped a framework, practice, and history of inter-institutional collaboration for civic engagement and social justice. More than a mechanism for sharing resources and demonstrating the civic mission of higher education, the consortium has made it possible to collectively learn and act over time and in the context of specific places and communities working for social justice. The poster will describe a model of sustainable engagement and encourage discussion on institutional leadership for place-based learning.
Jenny Keyser, Executive Director, Higher Education Consortium for Urban Affairs (HECUA); Paula Consolini, Coordinator of Experiential Learning, Williams College; Karin Trail-Johnson, Director of Community Service, Macalester College; and Eric Popkin, Director of Partnership for Civic Engagement and Professor of Sociology, Colorado College
Sponsored by the Higher Education Consortium for Urban Affairs
Regional Engagement in an Urban Setting: Campus and Government Collaborations
The Los Angeles Higher Education partnership is a cutting-edge example of regional civic engagement that involves several types of higher education institutions collaborating with the Mayor’s office and other elected officials to better serve community residents. This poster will illustrate a new way of conceptualizing higher education’s relationship with elected officials, who can now see higher education (including faculty, students and service learning centers) as resources for Los Angeles residents.
Kathy O’Byrne, Director of Center for Community Learning, University of California-Los Angeles; Maureen Rubin, Director, Center for Community Service-Learning, California State University, Northridge, and Tammy Anderson, Executive Director, Joint Education Project, University of Southern California
Community Building through Hands-on Learning
Lynwood Park is a historic African - American community outside the back gates of Oglethorpe University. As a part of the Rich Foundation’s Urban Leadership Program students engaged in an extensive sixteen week community building and development experience with this community. The poster demonstration will provide in-depth community/university building "how -to's" and offer the Lynwood Park/Oglethorpe relationship as a model of collaboration among educational and community leaders.
Kendra A. King, Assistant Professor and Assistant Director, Rich Foundation Urban Leadership Program, Oglethorpe University
The New Carnegie Classification for Campuses Engaged with Community: Indicators, Categories, and Implications
The poster presentation will provide the most current plans for the new Carnegie Classification with guidance for campuses with interest in and intentions of pursuing the classification. Participants will have an opportunity to explore insights and implications from a pilot study of 14 campuses.
Amy Driscoll, Associate Senior Scholar, The Carnegie Foundation for the Advancement of Teaching
Friday, November 11, 2005
8:00 – 8:45 a.m.
Topical Roundtable Discussions and Continental Breakfast
Domestic Imperative: HIV/AIDS and the Civic Mission of College and Universities
Participants will discuss the necessity and value of incorporating HIV/AIDS education and prevention programs into American higher education’s civic mission. The session is sponsored by AAC&U's Program for Health and Higher Education (PHHE).
Floris Cash, Chair of Africana Studies, Stony Brook University and Bianca I. Laureano, PHHE Board Member and Doctoral Student, University of Maryland College Park
National Higher Education Campaign against Global Warming
This conversation will address how to develop students’ sense of social responsibility and civic activism through engagement with contemporary issues of sustainability. To combat human-caused global-warming, a coalition of higher education institutions has formed HECAP- Higher Education Climate Action Partnership with the United Nations’ Decade of Education for Sustainable Development. HECAP collaborates with Energy Action, 21 student organizations working on global warming, to advance student activism and campus civic responsibility. Join in this conversation to learn more about the various programs and positive results.
Debra Rowe, Professor of Renewable Energies and Energy Management, Oakland Community College; Ramsay Huntley, Tufts Climate Initiative, Tufts University; and Billy Parish, Executive Director, Energy Action, San Francisco
Sponsored by the Association of University Leaders for a Sustainable Future
Integrating Civic Engagement and Service-learning Across the Curriculum
This discussion will explore ways to integrate civic engagement activities and social justice service-learning into a single disciplinary program, as well as across disciplinary programs. The model for the discussion will be the Legal Studies program at Indiana State University that has integrated service-learning and social justice experiences into each of its core courses. Examples include the Women's Studies Program's Student Activism in Theory and Practice course that organizes the annual Take Back the Night March and the American Humanics and Women's Studies programs' Hull House Social Justice Service Learning Trip.
Handout: Service Learning Manual
Linda S. Maule, Director Legal Studies Program and Interim Director Women's Studies, Nancy Brattain Rogers, Director Center of Public Service and Community Engagement, and Jessica Bush, Graduate Assistant, Center of Public Service and Community Engagement, Indiana State University
Strategies for Engaging Future Natural Resource Leaders
Participants will discuss strategies for providing practical experience for natural science undergraduates in environments outside the classroom. Using strategies employed by the Rural Leadership and Community Development Program as a frame of reference, they will discuss experiences that have prepared students for civic action. Included in the discussion will be methods for involving students and faculty beyond the natural resource disciplines in the development of a campus-wide sustainability agenda. Finally, strategies for advancing state level policies will conclude the conversation.
Stan Gruszynski, Director of the Rural Leadership and Community Development Program, University of Wisconsin-Stevens Point
Putting Muscle to Idealism: Linking Academic Advising to Civic Engagement
How do we introduce students to the idea that the power of civic engagement is not in the proffering of services, but in the exchange between individuals, that creates personal and social transformation? In this discussion, participants will consider ways to challenge students to think deeply about the meaning of service by linking service in the community to academic advising.
Rabbi Alan Flam, Senior Fellow, Swearer Center for Public Service, Brown University
Young People and Civic Engagement: Learning, Thinking, and Doing
The National Campaign for Political and Civic Engagement is a network of twenty diverse colleges and universities across the country. With a specific goal to create more politically and civically engaged students, the National Campaign turns research into action on college campuses. This discussion will explore how this consortium works, various findings and evaluations of different programs at Campaign schools, and the future goals and challenges for civic engagement and education.
Jennifer Phillips, Director of National Programs, Institute of Politics, Harvard University; George Taylor, Director of the Institute of Politics and Public Affairs, Elon University; and Mica Stark, Managing Director, New Hampshire Institute of Politics, St. Anselm College
Effective Strategies for True Reciprocity among Faculty and Community Partners
Successful service-learning experiences support course learning objectives while also meeting community needs. This discussion will explore strategies and techniques for designing creative and unique activities and partnerships where all participants can achieve their goals. Participants will consider both the faculty and community partner perspectives in order to gain an understanding of true reciprocity and learn about real examples of successful faculty and community partner collaborations.
Cathleen H. Doyle, Program Coordinator, Center for Learning through Service, and Deborah Collins, Associate Professor, Business Administration/Management, Anne Arundel Community College
Data Driven Civic Decision Making
This discussion will address how data from student research shapes their decisions about what to teach and how to deliver the message. The facilitators will share some of their learning from participation in AAC&U’s science initiatives which brought pre-service teachers, science and computer science majors into dialogue around issues of living at the confluence of three rivers. They will also draw on their experiences involving students in all majors in creating educational resources on HIV/AIDS.
Anne L. Pierce, Assistant Professor of Education, Marilyn J. Wells, Assistant Professor of Health, and Judith M. Davis, Assistant Professor of English, Hampton University
Assessing Student Achievement of Civic Engagement Outcomes
This discussion will focus on experiences in assessing student achievement of civic engagement outcomes in an administrative structure that has reorganized itself as a learner centered college. Moving Student Life to the Learning Division promoted collaboration among faculty, students, and staff to better design learning activities that promote social responsibility and ethical judgment. In the development of this structure, highly effective assessment instruments were developed. Discussion will explore assessment in the areas of communication, critical thinking, and contextual knowledge.
Marguerite C. Weber, Associate Vice President of Learning and Dean of Arts and Sciences, and Jeanni Winston-Muir, Director of Student Life, Frederick Community College
Perspectives on Community-based Learning at a Liberal Arts College
This session will describe a successful model for civic engagement of students through community-based learning courses taught at the College of the Holy Cross in Worcester, MA. These two courses, one an introductory liberal studies course and one for upper-level math majors, examine the quantitative aspects of contemporary environmental issues. Each student participates in one of several research projects linked to Worcester area non-profit organizations that are engaged in environmental initiatives. Come meet the professor, some students, as well as the director of the College's Office of Community Based Learning for a lively discussion about how to bring these methodologies to your campus.
Catherine A. Roberts, Associate Professor of Mathematics, William C. Meinhofer, Director, Donelan Office of Community-Based Learning, Michael McLaughlin, Student and Teaching Assistant, and Dan Ricciardi, Student, College of the Holy Cross
Liberal Education and America’s Promise
Liberal Education and America’s Promise (LEAP) is AAC&U’s new campus-action and advocacy initiative to engage the public with what really matters in college. This session will introduce participants to the initiative’s goals and activities. It will provide participants with an overview and introduction to the resources the initiative is developing, and the principles and practices guiding the campus action component of the campaign. Participants will discuss how their own institutions can get involved and use the campaign and the emerging national consensus around important liberal education outcomes to guide educational planning and practice on their own campuses.
Debra Humphreys, Vice President, Office of Communication and Public Affairs, AAC&U
9:00 – 10:00 a.m.
Plenary: Scholarship and Engagement: The Changing Meanings
This address will explore the changing meanings of scholarship and engagement and the emerging blend of the two in “the scholarship of engagement.” Dr. Rice will address the implications for faculty work, student learning, and higher education’s responsibility for the public good within the context of these new meanings.
R. Eugene Rice, Senior Scholar, AAC&U and Senior Scholar, Ph.D. Program in Leadership and Change, Antioch University
R. Eugene Rice recently became Senior Scholar at AAC&U and accepted an appointment in a new PhD program at Antioch University. For ten years he served as Director of the Forum on Faculty Roles and Rewards and the New Pathways projects at the American Association for Higher Education. Before moving to AAHE, he was Vice President and Dean of the Faculty at Antioch College, and also served as Senior Fellow at the Carnegie Foundation.
10:30 a.m. – Noon Concurrent Sessions
Civic Engagement: Exploring Definitions and Disciplinary Contexts
Facilitators of this session will guide participants through a series of exercises and discussions aimed at developing a definition of civic engagement that is consistent with participant’s disciplinary, departmental, and institutional perspectives and that considers student perspectives. Participants will develop specific learning outcomes consistent with their own definitions of civic engagement. To complete their work they will identify pedagogies and learning activities consistent with these civic outcomes.
Steven Jones, Coordinator, Office of Service-learning, Indiana University-Purdue University Indianapolis; and Patti Clayton, Coordinator, Service-learning Program, North Carolina State University
A New Vision for Residential Education: A Campus Commitment to Civic Engagement
Colgate University’s Vision for Residential Education is a campus-wide commitment to civic education. The Vision combines a First-year Life Skills rogram, a Sophomore-year Experience on the Arts of Democracy, and a series of community building programs for juniors and seniors. The Vision includes structures for service-learning and community-based research. This session will discuss the opportunities for civic learning inherent in the residential liberal arts institution, and offer insights into creating community driven programs that instill the values and practice of good citizenship.
Jennifer R. Adams, Assistant Dean of the College, and Rajesh Bellani, Dean of the Sophomore-year Experience, Colgate University
Graduate Student Research Session
In this seminar, three doctoral students will present their research on service-learning and/or civic engagement and receive feedback from a senior researcher. Questions that the research investigated include “What knowledge, values, and skills does a civically educated person need?” and “What examples of experiential learning tied to academic integration and personal reflection help students' figure out their role in advancing the public good?
Join in this session to examine the latest research findings about the types of programs that encourage and help students to cultivate thoughtful and reflective forms of citizenship in a diverse and global society.
John Saltmarsh, Director, New England Resource Center for Higher Education; and Dwight E. Giles, Jr., Professor of Higher Education Administration, University of Massachusetts Boston
Sponsored by the New England Resource Center for Higher Education and Campus Compact
Thinking Developmentally: Pathways for Civic Engagement
This seminar will provide an opportunity to think developmentally and from a campus-wide perspective about civic engagement programs that engage students over four years of college, in community settings, and in the classroom. Drawing on fifteen years' experience of the Bonner Scholars Program that engages 1,500 students at 25 colleges in a four-year program, participants will share strategies for creating developmental programs on campus through academic coursework, service programs, and leadership development initiatives.
Robert Hackett, Vice President, and Erin McGrath, Program Officer, The Corella & Bertram F. Bonner Foundation
Our Social Responsibility? Questioning Power and Privilege through Liberal Education Programs
The Venture Consortium, a group of nine private, liberal arts colleges and universities encourages members to highlight the public purpose of a liberal education in innovative ways. Key objectives include fostering social awareness and a sense of social responsibility among students through experiential learning, and building mutually useful connections between institutions of higher learning and the community. Participants will examine central questions about power and privilege, a public reflection process, and strategies for achieving desired outcomes. The facilitators will demonstrate the effectiveness of some of their innovative programming for students and professional development opportunities for faculty and staff.
Peggy Chang, Executive Director, The Venture Consortium, Brown University; and Kent C. Trachte, Dean of the College, Franklin and Marshall College
Project Pericles: Institutionalizing Civic Engagement Imperatives
Under Project Pericles, twenty diverse institutions have formally committed to education for responsible citizenship. Sharing basic policies (a centrally administered program across campus, classroom and community; a dedicated board committee; evaluation criteria; and deliberate collaboration) “Periclean” Programs have been developed in ways befitting each institution’s own culture, characteristics, and resources. This session will examine the philosophy and reality of Project Pericles, along with the ways in which two institutions have designed and implemented their unique programs.
Karen E. Holt, Executive Director, Project Pericles, Inc.; Mary Ann Murphy, Associate Professor of Communication Studies and Director of Project Pericles, Pace University; and Marcine Pickron-Davis, Special Assistant to the President for Community Engagement, Widener University
Sponsored by Project Pericles, Inc.
Infusing Civic Engagement into the Undergraduate, Graduate, and Professional Schools
If we’re truly serious about the importance of civic engagement, is it enough to reach only that subset of passionate undergraduates? Or even to reach all undergraduates in an introductory way? In this session, staff from the University College of Citizenship & Public Service at Tufts University will share the strategy, programs, key success factors and primary challenges to infusing civic engagement into the graduate and professional schools – and indeed throughout the undergraduate curriculum. Civic engagement at Tufts is not separate from every student’s main academic work – but rather is a central part, no matter the field of study. The primary emphasis will be on various strategies to engage faculty throughout the academic community at Tufts.
Handout: Faculty Fellows Program
Nancy Wilson, Director and Associate Dean, University College and Molly Mead, Lincoln Filene Professor and Faculty Program Director, University College and Urban and Environmental Policy and Planning, Tufts University
Civic Engagement and Liberal Learning: An Evolving Imperative
Citizenship and civic responsibility have been key components of liberal education at The College of New Jersey since 1995. A 2004 curriculum transformation moved from a ten hour service-learning requirement to a residentially-based, co-curricular civic engagement component for all first year students and a required advanced community engaged learning experience for all upper-class students. This session will highlight the transformed program and facilitate a discussion of civic and community engagement outcomes through the examination of developmental models, changes in college structures and resources, and implications for students, faculty, and community partners in diverse settings.
Antonino Scarpati, Director of Civic Leadership Development, Robert Anderson, Director of Liberal Learning, and David Prensky, Director, Bonner Center for Civic and Community Engagement, The College of New Jersey
History, Civics, and Nationalism: The Case for Critique and Reflection
This session will address the role that higher education plays in the development of civil society by considering how scholars, teachers, and community partners might reflect upon and then use historical materials to enrich and challenge students’ work and community partners’ expectations. Participants will examine the tools and methods used to provide history-based civic engagement and to evaluate the nationalist claims that are often embedded in the concept of civic engagement. In so doing, the session facilitator will directly address the crucial role of teaching critique and reflection as a civic responsibility of higher education.
Campus Compact Resources on History, Civics, and Service
Lorrayne Carroll, Associate Professor of English, and National Civic Scholar in History, Civics, and Service (an initiative of the National Campus Compact)
Dialogue across Difference: Sustaining Life-long Commitment to Service
Participants in this session will engage in guided activities and discussion based on findings from one of the only longitudinal studies on college cocurricular service-learning. Participants will explore the data-supported hypothesis that work and dialogue across boundaries of perceived difference are central to sustaining lifelong commitment to service. Participants will leave with resources to utilize this research, as well as with ideas for developing research questions informed by the design of their campuses’ service-learning programs.
Cheryl Keen, Senior Researcher, Bonner Foundation and Faculty, Ph.D. Programs in Education, Walden University
Understanding the Kaleidoscope of Community and Civic Engagement through Service-learning
This session presents the experience of one Urban Minority Serving Institution (USMI) in aligning communities through a unique service-learning activity in a course about non-Western civilization. Through an exchange with soldiers stationed in Iraq, students learned to understand community through the eyes of these soldiers. The participants in this session will discuss how to 1) develop course-embedded service-learning activities that encompass a broader concept of community, 2) involve various community agendas to meet specific needs in a changing environment, and 3) promote reasoning/problem-solving skills through service-learning activities.
Amelia N. Ross-Hammond, Director of Service-learning, Norfolk State University
Community Partners for Civic Participation and Social Change
This seminar will illustrate how courses can be connected to social service and politically oriented organizations in contexts ranging from a few hours over the semester to a 120 hour internship paired with a seminar course. Participants will work together in strategizing how to create their own community partnerships as well as troubleshoot the challenges that one encounters when developing such courses.
David Wells, Assistant Director, Bachelor of Interdisciplinary Studies Program, Arizona State University
The Center for Liberal Education and Civic Engagement: Putting Civic Learning at the Core
Founded in 2002 as a partnership between Campus Compact and AAC&U, the Center seeks to strengthen how higher education studies and practices civic engagement in a diverse democracy and an interdependent world. It seeks to make civic engagement more central to faculty work and student learning. Join us for this informational session that will also share insights from the Center’s first funded project, “Journey Towards Democracy: Voice, Power, and the Public Good,” in which a cluster of colleges and universities in dialogue with key constituents mapped new locations for embedding civic learning.
Natalie Johnson, Wagner University; David Scobey, Director, The Harward Center at Bates College; and Caryn McTighe Musil, Co-Director of the Center for Civic Engagement and Liberal Education, Senior Vice President, AAC&U
Institutional Assessment of Civic Engagement
Campuses need to be accountable for civic engagement activities not only at the course level (e.g., student learning outcomes) but also at the institutional level. This seminar will review models for institutional assessment (e.g., North Central Accreditation, Carnegie Classification Project on Community Engagement) and provide case studies for presenting evidence.
Robert G. Bringle, Director, Center for Service and Learning, and Julie Hatcher, Associate Director, Center for Service and Learning, Indiana University Purdue University Indianapolis
3:00 – 4:15 p.m. Concurrent Sessions
The Civic Responsibilities of Students at Land Grant Institutions
When students enroll at land grant institutions, do they assume a responsibility to work for the common good? According to campus surveys, fewer than 10% of current students at Virginia Tech are aware of the school's institutional mission or feel obligated to any responsibilities construed from it. This presentation is a call to action, to awaken in students the civic responsibilities particular to an education at a land grant institution.
Michele C. James-Deramo, Director of the Service-learning Center, and Gregory Eaton, Assistant Professor of Horticulture, Virginia Polytechnic Institute and State University
Civic Engagement and Dialogue: Integrating Diversity into Service-learning Courses
Students engaged in service-learning programs are often challenged to address issues of diversity in the community without sufficient training. Presenters will introduce a dialogue model for engaging students in diversity and social justice pedagogy for service-learning courses, in this case in a residential learning community context. Goals and pedagogy of the course will be discussed. Participants will be encouraged to reflect on their own experiences with civic engagement, diversity and dialogue.
Handouts: Syllabus 1, Syllabus 2
Kelly E. Maxwell, Associate Director, The Program on Intergroup Relations, and David Schoem, Faculty Director, Michigan Community Scholars Program, University of Michigan
Civic Engagement: Coming Full Circle
This session will explore the evolution of service-learning programs engaging students in youth operas, leadership with downtown redevelopment, and encouraging student advocacy on statewide constitutional reform. These programs link music composition courses to local elementary school classes and have developed into a comprehensive program of civic engagement under the Hess Center for Leadership and Service. Participants will discuss how these programs and the Hess Center might serve as a model for other campuses.
Jeanne L. Jackson, Director of Leadership and Environmental Studies, Kristin A. Harper, Director of Service Learning, and Webb Lyons, Student, Senior Political Science Major and Truman Scholar, Birmingham-Southern College
Multiple Entry Points for Coherent, Developmental Approaches to Civic Engagement
This session will discuss how the Center for Service and Learning (CSL) at Oberlin College and Conservatory of Music has been laying the groundwork for a coherent, developmental approach to civic engagement. Participants will examine multiple entry points, building skills, links to academics, career exploration, and promoting opportunities for responsibility through civic engagement.
Beth Blissman, Director, Center for Service and Learning, and Linda Arbogast, Program Director, Community Service Work-Study Program, Center for Service and Learning, Oberlin College
Partners in Teaching Community Health: Difficult Dialogues about HIV/AIDS, Race, and Religion
This session will discuss promising practices from that have cultivated collaboration among college, high school, and community-based organizations to establish HIV/AIDS prevention programs tailored to specific needs of their shared community. Stony Brook University is part of AAC&U's Program for Health and Higher Education (PHHE).
Sabine Mondesir, Student; Lynn Rubin, Graduate Student, Stony Brook University; and Amy N. Addams, Program Assistant and Editor of On Campus with Women, AAC&U
Assessing Civic Engagement Learning in Context: An Integral Framework Approach
This seminar will provide a model of an integrative framework for increasing differential understanding of distinct learning contexts and their relationships in a cocurricular program. In a facilitated conversation, participants will work through an assessment planning process including how to use the model framework to make key choices and to refine their assessment plan based on the results. Participants will examine the potential of an integrating framework to facilitate assessment of civic engagement learning across cocurricular learning experiences, to use evidence of learning outcomes, and to strengthen programs in relation to each other, not just as a smorgasboard of unconnected civic engagement activities.
Dianne Gardner, Assistant Professor, Educational Administration and Foundations, Illinois State University
4:30 – 5:30 p.m. Concurrent Sessions
Civic Learning across the Disciplines: Strategies and Tools for Fulfilling the Democratic Promise of Higher Education
This session will address questions related to the public purposes of higher education and the public relevance of the disciplines. Are students engaged in a range of effective educational practices and still not acquiring the knowledge, skills, and values related to effective citizenship? How can civic learning outcomes become part of the course goals and objectives across the disciplines? What learning outcomes should we consider from various disciplinary perspectives to fulfill the democratic promise of American colleges and universities?
Handout: Civic Learning Outcomes
John A Saltmarsh, Director, New England Resource Center for Higher Education, University of Massachusetts, Boston; Nancy Wilson, Director and Associate Dean, University College of Public Service and Citizenship, Tufts University; and Patti Clayton, Coordinator, North Carolina State University State Service-learning Program
Educating Multicultural Community Builders: An Outcomes-based Approach to Integrating Service Learning, Civic Engagement, and Diversity
California State University Monterey Bay (CSUMB) is one of only three public universities to have developed a service-learning graduation requirement. The program is grounded in the campus’ outcomes-based learning framework and its commitment to issues of diversity and multiculturalism. The presentation will introduce participants to CSUMB’s framework for integrating learning outcomes related to service and diversity in courses across the curriculum, including the required general education course “Introduction to Service in Multicultural Communities.”
Seth S. Pollack, Associate Professor and Director of Service Learning, and Pamela T. Motoike, Assistant Professor, Coordinator of Introduction to Service Learning Instruction, California State University Monterey Bay
Language Barriers: Translating Civic Engagement into Institutional Partnerships
Presentation Slides, Talking Points, Handout
Bridging the gap between academic life, student life, and community-based organizations can be a daunting task in the creation of a civic engagement initiative. Many of the terms used to reference various aspects of civic engagement are inconsistent in meaning and use, often confusing the process and results. Seminar facilitators will provide an overview of specific terminology and the strengths and challenges of their use, contexts, and implications. Participants will share the results of similar conversations on their own campuses and discuss the direction of a national language surrounding these issues.
William D. Simpkins, Associate Director of Civic Engagement, and Maxine Weisgrau, Director, New York City Civic Engagement Program and Associate Term Professor of Anthropology and Women's Studies, Barnard College
Integrating the Value of Civic Engagement into the Lives of Students
This seminar will discuss how Loyola University Chicago, through its pioneering academic Values across the Curriculum, the Magis Civic Engagement Initiative, and cocurriculum programming with Student Affairs and University Ministry, has created an innovative model for incorporating civic engagement into the University Strategic Plan. Participants will examine this cohesive and coordinated approach in integrating the value of civic engagement into the lives of students both inside and outside the classroom, through community engagement, and through internship and service-learning experiences.
Alan R. Gitelson, Assistant Provost, Office of University Advising and Academic Services, and Kimberly E. Fox, Assistant Director, Magis Initiative, Loyola University Chicago
Critical Questions from Multi-Semester Programs
Participants will explore critical questions generated from UMass Amherst's multi-semester programs for first-year and upper-division students. Questions will address: How do developmental issues affect students' civic engagement? How do class, race, and gender affect students' civic engagement? How can service and political activism intersect? How should we sequence service, community research, public policy advocacy, and community organizing? What are the challenges of building a multi-semester learning community?
John D. Reiff, Director, Office of Community Service-learning, University of Massachusetts
Integrating Civic Responsibility into the Curriculum
How can college faculty integrate civic responsibility more intentionally into their curricula? How is service- learning related to civic engagement? How can colleges fulfill their mission and be meaningfully involved with their communities? This hands-on seminar uses activities and tools from the American Association of Community Colleges’ best-selling publication, “A Practical Guide for Integrating Civic Responsibility into the Curriculum.” All session participants will receive complimentary copies of the Guide to use on their own campuses.
Emily Morrison, Coordinator, Neighbors Project, George Washington University; and Gail Robinson, Manager of Service-learning, American Association of Community Colleges
Saturday, November 12, 2005
8:00 – 8:45 a.m. Topical Roundtable Discussions
Gateways into International Civic Identities
In order to prepare our students for the increasingly global work environment they will encounter after graduation, we need to help them expand their identities beyond local and national borders. Given the importance of cultural histories, cognitive, emotional, and perceptual habits, what practices would aid this process of change and lead to global civic engagement? A short comparative study of cultural values held by Chinese and American students will initiate the discussion.
Carolyn E. Hill, Professor of English and Cultural Studies, Towson University
Civic Engagement and Students of Color: The Role of the University
This roundtable discussion will focus on the role of the university in improving civic engagement among African American students. It will focus on a case study of the work of the Civic Engagement Taskforce (CETF) at North Carolina Central University. CETF spearheaded student education and mobilization that resulted in 80% turnout of students in the 2004 general election and worked with other community organizations involved in civic engagement.
Jarvis A. Hall, Advisor, Civic Engagement Task Force, North Carolina Campus Compact; and Rosa S. Anderson, Director, Academic Community Service Learning Program, North Carolina Central University
Civic Engagement in the Mathematical Sciences
What are the specific mathematical knowledge areas necessary for an educated citizenry? How can these essential topics be taught to engage the students and meet the standards of the faculty? Participants will discuss how the ideals of civic engagement connect and conflict with the goals of teaching mathematics. The facilitators will help find ways to overcome the obstacles of revitalizing our mathematics courses to increase student understanding of mathematics while furthering the public good.
Handout 1, Handout 2
Brian Birgen, Assistant Professor of Mathematics, and Mariah Birgen, Scholars Program Director and Associate Professor of Mathematics, Wartburg College
The Role and Influence of the Resident Assistant in Civic Engagement
Resistant Assistants (RAs) have traditionally served as problem solvers and service providers in a customer satisfaction approach to residential life. Increasingly, institutions are shifting emphasis for governance and problem solving onto residents, leaving many RAs unsure where they fit in the community. What is the role of RAs in civic engagement? What are the challenges that administrators face as they change the role of the RA to meet changing campus needs?
Jennifer R. Adams, Assistant Dean of the College, and Timothy Mansfield, Director of Residential Life, Colgate University
The Power of Engagement: An International Model in Online Service-learning
The facilitators will initiate conversation by presenting the process and the results of a service-learning module taught internationally via the internet from two different academic institutions, University of the Free State (UFS) in South Africa and the University Without Walls (UWW), Skidmore College, United States. Acknowledging the changing face of higher education, as well as the increasing demands of global connectivity, the facilitators developed a combination of pedagogical techniques (service and web-based learning, as well as multidisciplinary team teaching) to engage students in collaboration for international service-learning. The discussion will explore the lessons learned for international service-learning collaboration.
Luzelle Naudé, Coordinator of Service-learning Courses, Faculty Member of the Department of Psychology and School of Management, University of the Free State, South Africa; and Cornel C. Reinhart, Director of University Without Walls, Skidmore College
The Role of Service-learning Offices in Promoting Civic Engagement: Possibilities and Pitfalls
As campuses explore ways to address the civic engagement imperative, they often turn to service-learning as a key strategy and to service-learning offices as central to its implementation. How can service-learning offices best support efforts to foster civic engagement? In the California State University system, service-learning directors have grappled with this critical question through a year long working group. This discussion will explore the outcomes of their discussions and the pros and cons of diverse campus approaches.
Season Eckardt, Administrative Director of Community Service-learning, California State University, Office of the Chancellor; and Debra David, Director of the Center for Service-learning, San José State University
Cross-Divisional Collaboration for Enhancing Service-learning
This discussion will address models of formal cross-divisional collaboration between academic and student affairs that have facilitated effective student engagement in the community, initiated from both within and outside the classroom. Participants will explore definitions of service-learning, the challenges and benefits of collaboration, and activities that have promoted students’ synthesis of community experiences with course work. Participants will be encouraged to think about how they can take advantage of their current institutional structure and resources to benefit service-learning.
Gretchen Carlson Natter, Acting Director, Center for Public Service, Gettysburg College; Meta Mendel-Reyes, Director, Center for Excellence in Learning through Service and Associate Professor of General Studies, Berea College; and Julia L. Reed, Director, Office of Service-learning and Community Action, University of San Francisco
Service-learning to Civic Engagement: A Developmental, Faith-based Model
This discussion will provide a rationale for a model of service-learning within a faith-based context. Presenters will discuss the importance of using a developmental approach in relationship to the literature and to practice. Justification for considering secular and faith-based service-learning as differently motivated will be presented for discussion. Examples will be provided.
Rhonda A. Waskiewicz, Associate Dean, and William G. Wallick, Associate Professor, Human Resources Studies, University of Scranton
Bridging the Gaps: Focusing Campus Efforts on Civic Engagement
How might constituents from across the campus come together to educate for civic engagement? This discussion will provide a student development model through curricular and co-curricular programs (at the college and abroad). Participants will consider ways to guide students from the realm of social awareness and concern to community service and action and then into the realm of social justice and civic engagement. While sharing the successes and challenges of our own work, participants might create and share holistic, cross-divisional plans for student development around civic engagement initiatives relative to their own campuses.
Susan M. Mooney, Dean of General Education, Nuala S. Boyle, Director of Community Service and Volunteerism, Rebecca Williamson, Director of Student Activities, and Brian Jenkins, class of 2006, Stonehill College
Academic Affairs and Student Affairs: Strategies for Inter-divisional Cooperation
The Department of Political Science and the Leadership Center (part of Student Affairs) at Texas Christian University recently collaborated to create the Center for Civic Literacy to further experiential civics education. The Center has developed a series of classes that offer students academic credit for participation in active learning opportunities. Participants will hear the strategies used to further inter-divisional cooperation and discuss how these strategies might generate ideas for their own campus initiatives.
Eric W. Cox, Lecturer in Political Science, Donald W. Jackson, Herman Brown Professor of Political Science, and Barbara Brown Herman, Associate Vice Chancellor for Student Affairs and Dean of Student Development, Texas Christian University
Community-based Programs for Youth Development
Join in this conversation to learn how one institution has developed a unique and effective model of university engagement with communities to address high rates of public school dropouts. The University of Puerto Rico professors and students, together with educational practitioners initiated a collaborative inquiry and research project to attend to dropout students, shifting its emphasis from deterrence to development. These efforts have produced an effective community-based program in which students’ competencies, self-esteem, family and peer relationships, and character are developed and enhanced.
Rafael L. Irizarry, Professor of Planning, University of Puerto Rico-Central Administration; and Ana H. Quintero, Professor of Mathematics, University of Puerto Rico
Progressive University - Public School Partnerships: Promoting Civic Learning
This discussion will focus on university - high school partnerships to promote civic education and engagement by both high school students and undergraduates. The facilitators will share their experiences with developing a cluster of civic engagement activities in the areas of student government, policy debate, and model legislature to initiate conversation.
Mackay Miller, Assistant Director - Youth Programs, Swearer Center for Public Service, Brown University; Jonny Skye-Njie, Youth Development Facilitator, Providence School Department; and Tony Cosentino, History and Sociology Teacher and Debate Coach, Woonsocket High School
On Being Politically Effective in a Democracy: Assessing Students’ Conceptions and Complexity of Thought
What do college students believe it takes to be politically effective in a democracy? How conceptually complex is their thinking about political effectiveness? Do courses and programs specifically designed to promote civic and political engagement actually affect students’ conceptions of and complexity of thought related to political effectiveness? This discussion will address these questions and describe the thematic and developmental coding schemes used to assess undergraduates’ thinking about the meaning of political effectiveness.
Jason M. Stephens, Assistant Professor of Educational Psychology, University of Connecticut
Creating Connections for Student Success: Excellence through Engagement
This session will review a case study of how an urban land grant university has begun the implementation of civic engagement, based on research and best practices, as a key component of an overall university plan for student retention. The study will review the processes used to institutionalize civic engagement through community-based learning and to foster the commitment of the President, Provost, faculty, students, staff and administrators.
Bertha Minus, Associate Provost and Vice President for Student Retention and Professional Development, Sylvia R. Benatti, Director of the Certificate in Nonprofit Leadership, and Sandra Jowers, Visiting Assistant Professor of History, University of the District of Columbia
Pathways to College Network Discussion
The Pathways to College Network is a collaborative of organizations and foundations whose mission is to focus research and resources on improving college preparation, access, and success for underserved populations. AAC&U staff will discuss AAC&U’s role as the lead partner in gathering research and promising practices tocreate tools that help campuses improve these students’ learning outcomes.
Alma R. Clayton-Pedersen, Vice President, Office of Education and Institutional Renewal, AAC&U
Project Pericles Informal BreakfastJoin Karen Holt, Executive Director of Project Pericles, and representatives from "Pericleans" to discuss institutional commitment to education for responsible citizenship.
9:00 – 10:15 a.m.
Plenary: An Integrated View of Civic Engagement: Interweaving Diversity, Global, and Civic Initiatives
Too often campus structures, programs, curriculum, and scholarship segregate diversity, civic, and global initiatives, diminishing the full power and necessary lenses of each. This panel will suggest ways to craft a more integrated intellectual and institutional design for civic engagement that draws on the transforming power of all three.
Nadinne Cruz, Consultant and former Director for HAAS center for Public Service, Stanford University; Tony Chambers, Associate Vice Provost, Students and Professor, Higher Education Theory and Policy, University of Toronto; and Jenny Keyser, Executive Director, Higher Education Consortium for Urban Affairs
Nadine Cruz is a consultant who has served as the director of the Haas Center for Public Service at Stanford University. Before Stanford, Dr. Cruz was the Eugene M. Lang Visiting Professor of Social Change at Swarthmore College and for ten years serves as executive director f the Higher Education Consortium for Urban Affairs. She was also a visiting scholar at Brown’s Swearer Center for Public Service and a founding member of the newly created Ella Baker Fellowship program.
Tony Chambers is Associate Vice Provost and Assistant Professor in the Ontario Institute for Studies in Education at the University of Toronto. Dr. Chambers was formerly Senior Fellow and Associate Director of the National Forum on Higher Education for the Public Good. He served as the Program Officer Founding Director of the Fetzer Fellows Program at the John Fetzer Institute, which explores the relationship between mind, body, and spirit.
Jenny Keyser is Executive Director of the Higher Education Consortium for Urban Affairs. Dr. Keyser began her career teaching literature at colleges in Louisiana and Minnesota, and subsequently left teaching to direct programs and provide leadership to educational and community-based nonprofit organizations. Her community involvement includes the Minnesota Literacy Council, Minnesota Humanities Commission, and the Children, Youth, and Family Consortium.
Introduction and Moderator: Caryn McTighe Musil, Senior Vice President, Office of Diversity, Equity, and Quality Initiatives, AAC&U
10:45 a.m. – Noon Concurrent Sessions
Education for What? Learning Social Responsibility
The documentary Education for What? (seen on many PBS stations) documents the role college students play in helping solve community problems as part of their regular curriculum. Shot on location on six urban campuses across the country, it looks at how a broad range of discipline and interdisciplinary programs help engage students in service-learning. It also examines whether service-learning leads to greater engagement in civic processes and the extent to which it addresses political apathy among young voters.
Bob Gliner, Award winning documentary producer, Associate Director Center for Service Learning and Professor of Sociology, San Jose State University; and John Saltmarsh, Director, New England Resource Center for Higher Education, University of Massachusetts, Boston
Towards the Public Good: Maps, Lenses, and Models of Civic Engagement
This seminar will actively involve participants in critically examining how differing conceptions of democracy implicitly advanced in higher education predispose students to very different approaches to public work. Participants will actively examine a number of “mental maps” of democracy and their associated types of concrete civic or political engagement work ranging from charitable volunteerism to direct action politics. Participants will gain increased insight into contested conceptions of democracy underlying their curricula, what is at stake, and consider alternatives.
Handouts: Models, Bibilography
Phillip H. Sandro, Senior Program Director and Program Director of the Metro Urban Studies Term, Higher Education Consortium for Urban Affairs; Garry Hesser, Professor of Sociology and Metro Urban Studies, Augsburg College; and Carl Brandt, Director and Adjunct Professor, Career and Community Learning Center, University of Minnesota
Sponsored by the Higher Education Consortium for Urban Affairs
Educating for Political Understanding and Engagement
This interactive session will be framed by findings from the Carnegie Foundation's Political Engagement Project (PEP), a study of the strategies and impact of 21 courses and extra-curricular programs educating for political understanding and engagement, and by concrete examples and advice from leaders of three PEP programs. Discussion will focus on articulating key goals (such as political efficacy), describing effective pedagogies (such as political action projects), and exploring variations across different kinds of institution and students.
Anne Colby, Senior Scholar, The Carnegie Foundation for the Advancement of Teaching; Richard Battistoni, Professor of Political Science, Providence College; and Ross Cheit, Associate Professor of Political Science, Brown University
Sponsored by the Carnegie Foundation Political Engagement Project
The Many Facets of Democracy Lab
Democracy Lab is a multi-faceted, web-based deliberative learning system that develops intentional learners and engaged citizens. Democracy Lab forums on public issues bring together students from different schools and from courses in different disciplines. For some students these course-based forums become the first step in a series of civic leadership development activities. Participants will learn about these possibilities and consider possible implementations on their own campus, including funded partnerships.
Stanley P. Berard, Associate Professor of Political Science and Director, Pennsylvania Center for Civic Life (Democracy Lab), and L. Sullivan Ross, Democracy Lab Project Manager, Lock Haven University of Pennsylvania
Building Institutional Support for Campus-Community Partnerships Locally and Globally
A framework for building and sustaining campus-community partnerships will be explored from a cross-cultural perspective based on a theoretical framework of partnerships as relationships. Participants will identify implications for their own context by analyzing the phases and dynamics of campus-community partnerships.
Robert G. Bringle, Director Center for Service and Learning, and Julie A. Hatcher, Associate Director, IUPUI Center for Service and Learning, Indiana University Purdue University Indianapolis
The Civic Engagement Imperative in a Research University: Is It Really Possible?
How do we address the civic engagement imperative in research universities? Join with representatives of a variety of research universities to explore successful strategies for promoting civic engagement and the scholarship of engagement in “Ivory Tower” research settings.
Jan Shoemaker, Director of Center for Community Engagement, Learning, and Leadership, Louisiana State University and Agricultural and Mechanical College; Marsha Turner, Director of Service-learning, Center for Civic Education and Service, Florida State University; Judith Jetson, Director of Collaborative for Children, Families, and Communities, University of Southern Florida; and Patti Clayton, Coordinator of Service-learning, North Carolina State University
Findings from Campus Compact's Indicators of Engagement Project
This interactive discussion will describe assessment strategies for measuring Campus Compact's Indicators of Engagement, case examples from institutions, and ideas for applying findings to one's own academic setting. We will also discuss lessons learned from the Indicators of Engagement Project, including possible revisions to the indicators and emerging new rubrics for understanding and assessing campus engagement.
Jennifer Meeropol, Project Associate, Integrating Service with Academic Study, Campus Compact; Edward Zlotkowski, Campus Compact Senior Faculty Fellow; and Robert Franco, Campus Compact Senior Faculty Fellow for Community Colleges, Campus Compact
Sponsored by Campus Compact
1:30 – 2:30 p.m. Concurrent Sessions
Civic Engagement for a Sustainable Future
The United Nations has declared 2005 through 2014 a Decade of Education for Sustainable Development (ESD). ESD produces graduates with the knowledge, skills and attitudes to engage in longterm solutions to societal problems. This session will discuss examples of how colleges and universities are using curricula, student life, physical operations, and service to make civic engagement more relevant to our most pressing environmental, social, and economic challenges.
Debra Rowe, Professor of Renewable Energies and Energy Management, Oakland Community College; Janet Wiseman, Middlebury College Association of University Leaders for a Sustainable Future
Sponsored by the Association of University Leaders for a Sustainable Future
Carnegie’s New Community Engagement Classification: A Pilot Perspective
In an effort to revise its classification scheme, the Carnegie Foundation has charged fourteen institutions in the United States to develop an elective classification for community engagement. At Santa Clara University, campus-wide efforts are currently underway to document and classify its community engagement activities using a common framework. In this session, engineering, law, and modern languages faculty will discuss with participants the benefits and challenges of classifying and documenting community engagement.
Josef Hellebrandt, Associate Professor of Spanish, Cynthia Mertens, Professor of Law, and Ruth E. Davis, Professor of Engineering, Santa Clara University
Are We Asking Too Little of Civic Engagement?
Designed as an interactive forum, this session will begin with two short commentaries that seek to be provocative as they sift and sort the multiple terms used to describe civic education, suggest the limitations conceptually and structurally of building coherent educational pathways in the face of blurred definitions, and offer a tantalizing clarification of how civic engagement can and should be at the heart of contemporary understandings of liberal education. Using examples from campus practices, the opening statements will also suggest a definition of civic learning that is informed by global and U.S. perspectives on power, identity, interdependency, and social justice.
Donald W. Harward, former President of Bates College and Senior Fellow, AAC&U and Caryn McTighe Musil, Senior Vice President, AAC&U and Co-Director of the Center for Civic Engagement and Liberal Education
Grounding Students in Community-based Understanding of Social Issues and Public Policy
The mission of the University College of Citizenship and Public Service (University College) is to ensure that students who graduate from Tufts University are prepared to be committed public citizens and leaders who take an active role in building stronger communities and societies. In this session, participants will examine stated learning outcomes, program design, pedagogy, course requirements, the role of advisors, and assessment methods for a Scholars Program in civic engagement.
Mindy Nierenberg, Student Programs Manager, Mauricio Artinano, University College Scholar, and Ify Mora, Scholar Program Coordinator, University College of Citizenship and Public Service, Tufts University
Vertical and Horizontal Integration of Civic Engagement
This seminar will discuss ways to make civic engagement integral to the mission and work of an institution. The discussion will focus on the importance of structuring commitment to engagement throughout all levels of an institution – from curricular and cocurricular activities for entering students to the priorities of the board of trustees – as well as the need to reach outward broadly to involve community organizations and leaders in institutional initiatives.
Catharine O'Connell, Vice President for Academic Affairs, Rita Kissner, Trustee, and Barb Silvis, Trustee, Defiance College
Institutional Engagement in Public Problem-Solving
Oregon Civic Solutions: Statewide Partnerships for Public Service is an innovative program that aims to galvanize the state’s private and public colleges and universities to focus their faculty, students, staff, and other institutional resources on three of Oregon’s most pressing social issues. Focusing the civic learning on these outcomes — decreasing hunger, enhancing K-12 education, and reducing the state’s urban-rural divide — brings students into the reality of daily life to foster the critical thinking and problem solving skills they will need to negotiate work and enhance the lives of their fellow citizens. Join in this seminar to consider how the work of this partnership might provide insights for similar innovations in other states or communities.
Ginny Peckinpaugh, Executive Director, Oregon Campus Compact, and Amy Spring, Associate Director for Community-University Partnerships, Portland State University
Multi-method Approaches to Assessing Civic Engagement Outcomes
As universities define what it means to be more civically engaged, the development of assessment tools that measure student-learning outcomes are greatly needed given the complexities and variances of programs. As a result of a multi-year civic engagement project at four California State University (CSU) campuses, the CSU has developed two new tools to assess student outcomes. Participants will learn about the tools and the findings, and share their own approaches for effectively capturing the impact of civic engagement programs.
Handouts: Questionnaire, Interview Guide
Judy Botelho, Program and Fiscal Coordinator, California State University, Office of the Chancellor; and Don Coan, Independent Evaluator, Survey Research Consulting
2:45 – 3:45 p.m. Concurrent Sessions
Is Service-learning the Only Answer?
While community service and service-learning remain critical in the development of active citizens, today’s students are taking advantage of a diverse array of opportunities to make an impact. Participants will learn more about this national trend, share their work with one another, and dialogue about the benefits of implementing a broader framework of student civic engagement on campus.
Handouts: Resources, Curriculum
Trish Tchume, Campus Organizer, Action Without Borders - Idealist.org
Sponsored by Action Without Borders – Idealist.org
The High Impact Campus
What does it mean to be a high impact, civic engaged campus? This seminar will introduce participants to a range of diverse and multiple models of high quality engaged campuses. Several New England Campus Compact member institutions will hold a dialogue about their journey from an introductory campus to a high impact civic engaged campus. Presenters will ask questions of the audience to stimulate thoughtful dialogue and promote strategic thinking around elements of an engaged campus.
Barbara S. Canyes, Executive Director of Massachusetts Campus Compact, Karley Ausiello, Associate Director Massachusetts Campus Compact; and Maggie Grove, Executive Director of Rhode Island Campus Compact
Sponsored by Campus Compact
Social Inequalities and Civic Engagement: Untangling the Roles of Families, School Reform, and Financial Aid
The Bill & Melinda Gates Foundation’s Washington State Achievers (WSA) program supports school reform and scholarships for students attending selected low-income high schools. Aims of the WSA program include the promotion of civic engagement. This seminar will focus on understandings reached from two ongoing studies of WSA and comparison students, one focusing on engagement during high school, the other on college experiences. The discussion will extend to the relationships between social capital formation and civic engagement.
Edward St. John, Professor, Center for the Study of Higher and Postsecondary Education, University of Michigan
Connecting Civic Engagement and Curriculum through Community-based Research
Community-based research involves students in service-oriented projects that have a strong curricular connection. Undergraduate research links civic engagement with the intellectual development of the student through significant questions of the discipline. This session will discuss the following community-based research issues: identifying appropriate partners; ethical issues; preparation of students and community; maintaining positive community/university relationships particularly when the research involves sensitive issues; finding time for research and sustaining the program; and reporting research results.
Mark Weaver, Professor of Political Science and Lori Bettison-Varga, Associate Professor of Geology, College of Wooster; and Julio Rivera, Associate Professor of Geography, Carthage College
Reversing the Telescope
The findings of a project that focused on exploring the “communities within” campus cultures and the links of these campus communities to service-learning and civic engagement will be discussed. The project began by investigating research questions that asked how to talk about the idea of “communities within” including the appropriate language and purposes; and what existing programs might qualify as serving the needs of the “community within.” Ways in which links to the external community can be made through campus communities, how this can enhance opportunities for service-learning and participatory action research projects, and implementation strategies will also be discussed.
Cathy Burack, Senior Research Associate, Higher Education, Brandeis University
Bridging the Campus–Community Divide: Shared Endeavors in Women’s Education
This presentation will highlight the Leadership Scholars Certificate Program at Rutgers University, a two-year certificate program in women’s leadership sponsored by the Institute for Women’s Leadership and the Department of Women’s and Gender Studies. One of the goals of the program is to build bridges between the university and the community by connecting students with community activists and women leaders through mentored internships and leadership projects. This presentation will focus on the ways the program has worked to achieve this goal, and the successful partnerships and collaborative programs created with a local health center, a high school, a domestic violence organization, and a community arts institute, through internship and social action components.
Mary K. Trigg, Director of Leadership Programs and Research, Cynthia Gorman, MA student in Women's and Gender Studies, and Rosanna Eang, Rutgers College, Class of 2006 and IWL Leadership Scholar alumna, Rutgers University
4:00 – 5:00 p.m.
National leaders with expertise in civic engagement will facilitate conversations for participants to discuss how to make civic engagement experiences an integral and meaningful part of every student’s undergraduate experience. These sessions provide a unique opportunity for participants to examine what they have learned throughout the conference in the context of their own institution and prepare for ways to use these insights when they return to campus. Participants may choose to join in any of the topical discussions below.
Developing a Network for Community-based Research
Bobby Hackett, Vice President,The Corella and Bertram Bonner Foundation
Building Campus and Community Connections
Armand Carriere, Director of Univercity Project for Worchester Massachusetts Economic Development Committee and former Director of the Office of University Partnerships, HUD
Recognizing and Rewarding Civic Engagement
Amy Driscoll, Associate Senior Scholar, The Carnegie Foundation for the Advancement of Teaching
New Directions in Service-learning
Edward Zlotkowski, Senior Faculty Fellow, Campus Compact and Professor, Bentley College
Educating for Political Understanding and Engagement
Anne Colby, Senior Scholar, The Carnegie Foundation for the Advancement of Teaching
Dialogue for Engaging Students in Diversity
Peter Nien-chu Kiang, Professor of Education and Director of the Asian American Studies Program, University of Massachusetts Boston
Assessing for Outcomes in Civic Engagement
Karen Holt, Executive Director, Project Pericles, Inc.