Updates & Announcements

Student Opportunity Alert: Leadership & the American Presidency

Student Opportunity Alert: Leadership & the American Presidency

The Ronald Reagan Presidential Foundation & Institute is one of TDC’s newest partners, and we’re thrilled that they have decided to offer scholarships dedicated to ADP and TDC students for their Leadership and the American Presidency program in Washington, DC.  This announcement will describe the program as well as the requirements and deadline for applications.  Be sure to take a closer look at their work and to share this opportunity with potentially interested students from across the political spectrum!

-Verdis Robinson, TDC National Director

Through the Ronald Reagan Presidential Foundation and Institute’s partnership with the American Association of State Colleges & Universities (AASCU), students from campuses associated with the American Democracy Project and The Democracy Commitment are eligible for dedicated scholarships for the Leadership and the American Presidency (LTAP) program in Washington, DC for undergraduate students.

Our organizations’ shared missions of cultivating citizen leaders who are engaged members of their communities, prompts us to award selected students from these campuses scholarships no less than $2500 and $4000 for the Summer and Fall terms, respectively.

For more information about this scholarship and partnership, please email ltap@reaganfoundation.org.

Summer Internship in Washington, DC: December 5th early application deadline

About the Program:

Undergraduate students can now experience Washington, DC like never before. Leadership and the American Presidency is a new immersive and experiential opportunity for students to spend the summer or semester in the nation’s capital. Co-sponsored by The Fund for American Studies, Leadership and the American Presidency is looking to cultivate the next generation of citizen leaders.

  • Real History: Examine some of the greatest leadership challenges in history from the perspective of the Presidency.
  • Real Leaders: Connect with some of the most thoughtful, well-regarded, and recognizable leaders of today!
  • Real World: We match you with an internship placement that is aligned with your skill set and interests.

Apply today!!!


About the Ronald Reagan Presidential Foundation & Institute:

The mission of the Ronald Reagan Presidential Foundation and Institute is to complete President Reagan’s unfinished work and to preserve the timeless principles he championed: individual liberty, economic opportunity, global democracy and national pride. Specifically, the mission of the new Reagan Institute operating as an entity of the Foundation from both the Reagan Library in California as well as in Washington, D.C., is to move well beyond the Foundation’s mission to preserve the memory of our 40th President. The Reagan Institute proactively promotes his ideals, vision, and leadership example for the benefit of generations to come through youth education and academic alliances, scholarly work, and substantive, issue-driven forums.

For more information visit www.reaganfoundation.org/

Introducing the Inaugural TDC Civic Intern Team

Introducing the Inaugural TDC Civic Intern Team

The Inaugural TDC Civic Intern Team

This fall, The Democracy Commitment has started a student internship program to regionally engage campuses & students with the national office, and to further TDC’s mission and goals.  The new Civic Intern Team (CIT) welcomes six new interns into the fold as a group of motivated and engaged students studying at or affiliated with our member institutions to help promote regional civic engagement efforts and activities providing the national platform that they deserve. Through their efforts both behind the scenes and at the forefront of TDC, the CIT will help to publicize the civic power of democracy’s colleges more than ever before.  So, without further adieu, let’s meet the inaugural TDC Civic Intern Team.  

National Office Civic Intern

Grant Fishman serves as TDC’s intern for Fall 2017 assisting at the National Office in Washington, D.C., through The Washington Center internship program.  Along with his Internship, Grant pursues a BS in Politics, Philosophy, and Economics (PPE)  with a minor in Sociology at Suffolk University in downtown Boston. After growing up in Weston, Massachusetts, Grant attended a boarding school in Wilton, New Hampshire, before attending Suffolk and now lives in Concord, Massachusetts. At Suffolk, Grant represents the PPE Student Advisory Board as a Chair and assists in promoting the major within the University as well as contributing to projects and initiatives designed to further it. But while the Advisory Board plays a role in the success of the major, its primary focus is to ensure the success of PPE students and provide opportunities for young professionals. Civic engagement is essential in its mission and is a large part of what Grant has been working on at Suffolk these past few years. After graduating, Grant intends on pursuing a law degree in constitutional policy and continue on to pursue a career in public service.

National Graphic Design Intern 

Aaron Pallares, a native Houstonian and first generation American, made his way to Michigan for his love of snow. This scene of tranquility scene helped to provide an atmosphere of serenity and focus for his talents in graphic design, web design, and brand identity. Currently, as a student at Delta College, he aspires to one day become a digital marketer and brand ambassador.  Aaron Pallares has been married to his lovely wife, Jessica, for a decade. They create a wonderful team alongside their half-pint daughter, Zoe.

California-Based Regional Civic Intern

After being raised in Saint Paul, Minnesota, Nathan Bowman graduated high school and moved to California, where he received his Associate’s degree in liberal studies with an emphasis in behavioral sciences from College of Marin. Nathan is currently an undergraduate student at San Francisco State University pursuing a Ph.D. in Sociology. While studying at College of Marin, Nathan was the President of the Student’s for Social Justice club where he developed an interest in ensuring that students become civically engaged in their community. Student’s for Social Justice allowed Nathan to attend the CLDE meeting in Baltimore, Maryland, where he was featured as a speaker for multiple panels. At San Francisco State University, Nathan is representing a national-nonprofit called Net Impact which is a nonpartisan initiative to raise awareness about the national debt. Nathan has been inspired to help students develop an understanding of non-partisan issues within the United States. Civic engagement has become an essential role in Nathan’s academic career and he wishes to pursue a career in educating students about the importance of political issues. Further, it is his belief that the promotion of education is necessary for the developmental growth of young people, and it is his goal to assure that academia works towards enforcing diversity among students, faculty, administration, and staff.

Massachusetts-Based Regional Civic Intern

Eden Shaveet serves as a Massachusetts-based regional intern for The Democracy Commitment. Her responsibilities include managing the organization’s social media accounts and initiatives, as well as assisting in the coordination of the Student Voice Project. Along with her service to TDC, Eden serves as a Commonwealth Corps member with United Way Youth Venture as the Venture Retention and Engagement Innovator at Mount Wachusett Community College.  As a recent graduate of Mount Wachusett Community College and the Gateway to College program, Eden received her high school diploma and her Associate’s Degree in Liberal Arts and Sciences in May of 2017. She is currently pursuing her Bachelor’s Degree in Psychology at Elms College and plans to continue her graduate studies upon her graduation in the Spring of 2019. As Valedictorian of her graduating class, Eden gave a speech advocating on behalf of alternative educational programming that was shared across the country by local news and the Gateway to College National Network.  She has since become a blogger and spokesperson for the Gateway to College program. In addition, Eden currently serves as the Vice President and Curriculum Designer of the Her Strength Foundation, whose mission is to promote reproductive health education for women and girls in developing countries. Eden’s curriculum was recently utilized in the Foundation’s first trip to Tanzania during August of 2017.Eden’s passions lie within the realm of educational advocacy and public policy, and is very excited to channel her abilities into furthering the mission of The Democracy Commitment.

Michigan-Based Regional Civic Intern

Angelo Kapp is a student at Delta College in Michigan and also attends Northwood University. Angelo served as a student intern at the CLDE16 in Indianapolis, IN. He is the former Vice President of Citizens In Action, a student-led club that promotes student civic engagement around campus and local communities. Angelo is a member on the advisory committee for Somos Hispanos, a PBS show about Hispanic people: how they live, the issues they face day to day, and the positive work they do to make a difference in the community. The show highlights people, culture, and events that help promote positive images of the Hispanic community.  He is pursuing a degree in Advertising and Marketing and is a member of DECA, Society of Hispanic Leaders, and the American Advertising Federation.

 

New Jersey-Based Regional Civic Intern

 

Cindy Nicole Aldana is currently a second year student at Raritan Valley Community College located in Central New Jersey. Cindy is currently working to receive an Associate’s degree in Communications and Political Science. At RVCC, she also serves as a Senator for the Student Government Association, President of Debate Club and also a member of the Feminist Coalition. After finishing her last year at RV, she plans to transfer and has a grocery of list of schools that she desires to. One of them being Georgetown due to their great academics and integrity, as well as their beautiful location. After finishing her Bachelor’s degree, she aspires to attend Law School in the hopes and aspiration to practice Constitutional Law. To which, practicing law will give her great experience for her ultimate career goal; to become an Elected Official. All these goals and aspirations developed due to her interactions and experiences a RVCC. Communicating with students on their concerns and needs sparked her interest in desiring to serve with a purpose bigger than herself.

 

We look forward to working with these engaged student citizens and stay tuned as they help The Democracy Commitment advance democracy and citizenship in our community colleges.

-Verdis Robinson, TDC National Director

Meet the 2018 Civic Learning and Democratic Engagement Meeting Planning Committee

Meet the 2018 Civic Learning and Democratic Engagement Meeting Planning Committee

 

AASCU’s American Democracy Project, The Democracy Committee and the NASPA Lead Initiative are proud to announce its committee members for the 2018 Civic Learning and Democratic Engagement Meeting in Anaheim, California. Below you’ll find out more about them and their contributions to spirit of civic engagement and learning in higher education.

Committee Leadership

Jennifer Domagal-Goldman directs AASCU’s American Democracy Project (ADP). She earned her doctorate in higher education from the Pennsylvania State University. She received her master’s degree in higher education and student affairs administration from the University of Vermont and a bachelor’s degree from the University of Rochester. Jennifer’s dissertation focused on how faculties learn to incorporate civic learning and engagement in their undergraduate teaching within their academic discipline. Jennifer holds an ex-officio position on the eJournal of Public Affairs’ editorial board and sits on the boards of the ALL IN Campus Democracy Challenge and the Students Learn Students Vote Coalition.

Stephanie King is the Assistant Director for Knowledge Communities and Civic Learning and Democratic Engagement (CLDE) Initiatives at NASPA where she directs the NASPA Lead Initiative.  She has worked in higher education since 2009 in the areas of student activities, orientation, residence life, and civic learning and democratic engagement. Stephanie earned her Master of Arts in Psychology at Chatham University and her B.S. in Biology from Walsh University. She has served as the Coordinator for Commuter, Evening and Weekend Programs at Walsh University, Administrative Assistant to the VP and Dean of Students for the Office of Student Affairs, the Coordinator of Student Affairs, and the Assistant Director of Residence Life and Student Affairs at Chatham University.

 

Verdis L. Robinson is the National Director of The Democracy Commitment after serving as a tenured Assistant Professor of History and African-American Studies at Monroe Community College (NY). Professionally, Verdis is a fellow of the Aspen Institute’s Faculty Seminar on Citizenship and the American and Global Polity, and the National Endowment for the Humanities’ Faculty Seminar on Rethinking Black Freedom Studies: The Jim Crow North and West.  Additionally, Verdis is the founder of the Rochester Neighborhood Oral History Project that with his service-learning students created a walking tour of the community most impacted by the 1964 Race Riots, which has engaged over 400 members of Rochester community in dialogue and learning.  He holds a B.M. in Voice Performance from Boston University, a B.S. and an M.A. in History from SUNY College at Brockport, and an M.A. in African-American Studies from SUNY University at Buffalo.

Committee Members

Melissa Baker-Boosamra is the Associate Director of Student Life for Civic Engagement and Assessment at Grand Valley State University (GVSU) (Mich.). In her role she directs the work of the GVSU Community Service Learning Center and is responsible for coordinating assessment efforts throughout the Office of Student Life. Prior to this role, Melissa served as the founding Program Director for Cook Library Scholars program, a college pipeline program for students from first generation immigrant families in Grand Rapids, MI. Melissa also served as a faculty member in the GVSU Brooks College where she developed and implemented a number of innovative courses, including Global Citizenship, an international service learning course, which led students to Guatemala in order to explore the relationship between global problems and local solutions. She was recognized for her achievements by Michigan Campus Compact in 2010, and was named a Presidential Service Scholar. Melissa finds great joy in spending time with her three children, gardening, dancing and she just completed her first (mini!) triathlon!

Gregg Grenier is the Director of Community Engagement at Mount Ida College (Mass.) where he was the co-founder of the Center for Community Engagement in July 2016. Gregg has extensive experience in the community engagement and service-learning field as a student, a professional within the nonprofit sector, and as a professional within the higher education field. Gregg’s expertise is specifically in nonprofit financial management, board development, and volunteer management. As part of his position at Mount Ida, Gregg oversees all community partner relationships for curricular and co-curricular experiences, civic engagement, day-to-day operations of the Center, and service trips. Gregg’s passion for civic engagement stems from his work within community engagement where he became increasingly frustrated with formal and informal systems that lead to certain populations being disadvantaged. Gregg holds a Bachelor’s degree in Marketing from Bentley University and a Master’s degree in Higher Education from Columbia University.

Daisy Henderson is a visiting professor of Sociology at the College of Arts and Sciences at Ferris State University (Mich.). She holds a PhD in Sociology from the University at Buffalo, State University of New York (SUNY Buffalo). Her research interests include the sociology of the family, race/class/ethnicity, qualitative sociology, with an additional expertise in foster care families and social inequality. While at SUNY Buffalo she was the principal researcher on projects related to foster care placements for the Center of Development for Human Services (CDHS) in Erie County, New York, and SUNY Buffalo. As the principal researcher on these projects, she has created resource manuals, teaching curriculums and user guides for case/social workers as well pamphlets for families interested in foster care/adoption services. She has presented her research at several conferences such as the Eastern Sociological Conference, the North Central Sociological Association, and the American Association of Behavioral and Social Sciences. She has participated in training workshops such as Deliberate Dialogue Moderator Training and Intergroup Dialogue and Education Diversity Workshop. She also served as a deliberate dialogue moderator at the Civic Learning and Democratic Engagement Meeting.

 

Chris Hutchison, Ph.D., serves as the assistant dean of students at Chapman University (CA). In this role, he oversees civic engagement initiatives, cross-cultural engagement, Greek life, student organizations, the student union and fitness center. He also advises the Student Government Association, serves on the University’s Diversity Response Committee, and the Community Engagement and Service Learning Working Group. Additionally, Chris serves as an adjunct faculty member in the College of Educational Studies at Chapman, teaching in the undergraduate Leadership Studies Minor program and the Higher Education Emphasis for the Master of Arts in Leadership Development. Chris received his M.A. in leadership studies from the University of San Diego and his M.S. in educational studies-higher education from the University of Oxford. He also received his Ph.D. in education from Chapman University, researching undergraduate civic learning and its impact from employing democratic pedagogy, embedding experiential processes, and centralizing university-community dynamics within the curriculum. Through Chapman’s role as a Lead Advisory Institution, he has been active in NASPA’s Lead Initiative on Civic Learning and Democratic Engagement (CLDE) since its inception in 2012; he also served on the 2014 NASPA Western Regional Conference Planning Committee. Chris is in his 20th year serving as a higher education professional.

Molly Kerby is an Associate Professor in the Department of Diversity & Community Studies at Western Kentucky University. She teaches primarily in the Diversity and Community Studies undergraduate major and the Masters of Arts in Social Responsibility and Sustainable Communities (SRSC) graduate program. She also teaches courses in the Gender & Women’s Studies minor and the Global Pathways to Sustainability and Gender & Women’s Studies graduate certificate programs. Molly completed her undergraduate degree in sociology and environmental science in 1994 and masters degree in public health/environmental health in 1999 at Western Kentucky University. In 2007, Molly completed her Ph.D. program in Higher Education Administration at the University of Louisville. Her current research focuses on issues pertaining to higher education, sense of place, assessment, social policy, community-based research, and sustainability/resilience.

Duane D. Oakes has served as the Faculty Director for the Center for Community & Civic Engagement and Recreation Instructor at Mesa Community College (AZ) since 2000. At Chandler-Gilbert Community College (AZ) he helped create a comprehensive student life program which included the Service-learning program where he and his colleagues were recognized with the Innovation of the Year award from the District. He also served as a service-learning and civic responsibility trainer for the Community College National Center for Community Engagement and the American Association of Community Colleges for over 15 years. Duane service as the Chair of the Brigham Young University Alumni Association in Arizona and serves on the Mesa Public Schools Service-learning Advisory Board, volunteers with the Boy Scouts of America and supports his son’s high school supporting the music arts. Duane has worked in the higher education arena since 1990 helping students becoming better citizens through service and leadership.

Helen-Margaret Nasser is an Associate Director for Academic Affairs at Kingsborough Community College in Brooklyn, N.Y. Nasser holds a bachelor’s degree from McGill University (Canada) in political science and international development studies and a master’s degree in political science from the Graduate Center of the City University of New York where she concentrated on Middle East identity and civil society politics. She has been the administrator for the NEH funded Bridging Cultures to Form a Nation grant at Kingsborough and has supported faculty in their course redesign, innovations and event planning around themes of democracy, diversity, and community. She is heavily involved in civic engagement efforts, organized the colleges annual Immigration Day events, and offers extensive support to students. Nasser also serves as the Advisor for the Honors Club and the Phi Theta Kappa Chapter on campus.

Patty Robinson has worked at College of the Canyons (Calif.) since 1999 and has served in various roles, including Sociology Professor, Dean of the Social Sciences and Business Division, and Interim Dean, Center for Civic Engagement. She currently spearheads the College’s new campus-wide emphasis on civic and community engagement as Faculty Director, Civic and Community Engagement Initiatives. Receiving her Ph.D. in sociology from the University of California, Davis, she pursued her interests in women’s history and medical sociology and eventually focused on the rise of 19th and 20th Century women’s organizations. Before transitioning into administration, she engaged her sociology students in a multitude of projects examining aspects of social aging, including facilitating a community-based oral history project entitled, Telling Their Stories. As a dean, she organized and facilitated the statewide Annual California Regional Academic Deans’ Retreat, drawing participants from community colleges throughout the state. Returning to her “sociological roots,” Patty remains committed to fostering a civic-mindset throughout the campus and community through her work with Community-Based Learning and civic engagement.

At California State University, Los Angeles, Michael Willard is a Professor of Liberal Studies and Faculty Director of Service Learning in the Center for Engagement, Service, and the Public Good. As Faculty Director of Service Learning, he has worked with faculty to integrate civic/service learning assignments and projects into their GE courses. He holds a Ph.D. in American Studies and his scholarly research focuses on popular culture, race and ethnicity, and Los Angeles History. His work in faculty and curriculum development includes creating an on-line faculty development module with ACUE for civic learning assignment design; leading faculty teams to implement transparent teaching methods that ensure equity-based student learning; and collaborating with student government and Student life to develop political and community engagement projects.

Call for Applications: CLDE18 Meeting Student Intern Opportunity 

Call for Applications: CLDE18 Meeting Student Intern Opportunity 

2018 Civic Learning and Democratic Engagement Meeting- Student Intern Opportunity

June 6-9, 2018 | Anaheim, California

In order to encourage student participation in the 2018 Civic Learning and Democratic Engagement (CLDE18) Meeting, AASCU’s the American Democracy Project, The Democracy Commitment, and NASPA’s Lead Initiative are proud to offer the opportunity for three students to have a voice on the planning committee.  This position will enable these students to do the following:

  • Organize the student symposium on Wednesday, June 6, 2018;
  • Have an active presence on social media and blog postings for ADP, TDC, and the NASPA Lead Initiative;
  • Coordinate student gatherings and programming while in Anaheim;
  • Volunteer on site at the CLDE18 Meeting in Anaheim;
  • Be on the planning committee conference calls leading up to the meeting;
  • Assist in reviewing program submissions late January and early February; and
  • Additional opportunities that may become available.

Each of the student interns will receive a complimentary registration to the CLDE18 meeting as well as transferable work experience.  To apply for this intern position, fill out the application by Friday, September 15, 2017.  The application can be found here.  The duration of this commitment will be remote from October 1, 2017- to June 31, 2018.  Expected workload will be about five hours per week and on-site from June 5-9, 2018, in Anaheim, California.   

All applicants will be notified about their application in late September 2017.  

For questions or concerns please contact:

Stephanie Reynolds
Assistant Director for Knowledge Communities and CLDE Initiatives, NASPA
Sreynolds@naspa.org | (2012) 719-1193

Jen Domagal-Goldman
National Manager, American Democracy Project, AASCU
domagalj@aascu.org | (202) 478-7833

Verdis L. Robinson
National Director, The Democracy Commitment, AASCU
robinsonv@aascu.org | (202) 478-4656

#CLDE17 FRIDAY PLENARY | Dialogue and Deliberation Forum- Safety and Justice: How Should Communities Reduce Violence?

Announcing the CLDE17 FRIDAY PLENARY | Dialogue and Deliberation Forum- Safety and Justice: How Should Communities Reduce Violence?

The 2017 Civic Learning and Democratic Engagement Meeting, organized by the American Democracy Project (ADP), The Democracy Commitment (TDC) and NASPA – Student Affairs Administrators in Higher Education, will bring together faculty, student affairs professionals, senior campus administrators, students, and community partners to work to ensure that students graduate from our institutions prepared to be the informed, engaged citizens that our democracy needs.

Democratic dialogue and deliberation build civic capacities and consciences to tackle the highly salient and most complex wicked problems facing communities today.  It rejects the expert model of technical expertise and specialization towards a truly democratic framework of accessibility and empowerment. The practice of dialogue and deliberation cultivates student abilities necessary to explore enduring and multidisciplinary questions and solve persistent public problems. Thus, the capacities necessary for productive and meaningful dialogue and deliberation—critical thinking, emphatic listening, creative problem solving, ethical leadership, collaboration, issue framing—are not only essential for sustaining a vibrant democracy, they are the best preparation for our students/citizens/graduates to be successful in the 21st century.

Join us for the Friday plenary session and participate in a dialogue and deliberation forum with a conversation on applications and best practices.  

This plenary session will take place at 9:15 a.m. to 11:15 a.m. on Friday, June 9, 2017.

Dialogue and Deliberation Forum: Safety and Justice: How Should Communities Reduce Violence?

After falling steadily for decades, the rate of violent crime in the US rose in 2015 and 2016. Interactions between citizens and police too often end in violence. People are increasingly worried about safety in their communities. Many Americans are concerned something is going on with violence in communities, law enforcement, and race that is undermining the national ideals of safety and justice for all. Citizens and police need goodwill and cooperation in order to ensure safety and justice. Any possible option will require that we give up something we hold dear.  Each year the nonpartisan National Issues Forums Institute promotes public deliberations over some of the toughest issues that our communities and the nation face. Using briefing materials prepared by the  Kettering Foundation, this plenary will provide opportunities for people to consider the options and difficult choices that our communities and the nation must make if we are going to make progress together, and how to carry out this form of democratic practice in classrooms, campuses, and communities. This plenary session will provide attendees with hands-on, interactive experience in deliberative democracy that can be applied across higher education.  

Organizers: Kara Lindaman, Professor of Political Science, Winona State University (Minn.); John Dedrick, Vice-President, Kettering Foundation; William Muse, President Emeritus, National Issues Forum Institute; and John J. Theis, Executive Director, Center for Civic Engagement, Lone Star College (Texas).

Trained moderators are needed to assist in small group discussions; email: adp@aascu.org if you are able to serve as a table moderator.  There are also opportunities to be trained as a deliberative dialogue moderator:

  • April 29, 2017– 10:00 am to 2:00 pm at the AASCU offices in Washington, DC.  Click HERE for more information.  Deadline for registration has been extended to April 19, 2017.  
  • June 7, 2017– 9:00 am to 12:00 pm at the CLDE pre-conference workshop.  Click HERE for more information.

Also, there will be plenty of additional engagement opportunities during this year’s meeting such as:

  • CLDE Orientation on Thursday, June 8th prior to the start of the Opening Plenary.  
    • CivEd Talks on Thursday, June 8th during the Opening Plenary.
    • Campus & Friends Showcase at CLDE17 on Thursday, June 8th! Learn more here. Sign up here.
    • Exploratory Session by Bus | Right to the City – Curtis Bay: Community Engagement through a Mobile App Sponsored by Towson University.
    • Walking Tour 1 | Baltimore West Side Sponsored by University of Maryland Baltimore County.
    • Walking Tour 2 | Baltimore “Untour” Sponsored by University of Maryland Baltimore County.

To learn more about the 2017 Civic Learning and Democratic Engagement Meeting and to register by the May 1, 2017 early-bird deadline, visit the conference website.

There is also a discounted hotel rate for meeting participants available at the Baltimore Marriott Waterfront (700 Aliceanna St., Baltimore, Md., 21202). To obtain this rate, participants must book their room by Tuesday May 16, 2017. RESERVE ONLINE HERE

#CLDE17: Pre-Conference Workshops Announced and Registration Now Open! Register Today!

We’re pleased to announce the introduction of pre-conference workshops to be held on Wednesday, June 7, 2017 as part of our annual Civic Learning and Democratic Engagement (#CLDE17) Meeting. Institute topics were identified by the CLDE Planning Committee and based on feedback received after the 2016 CLDE Meeting.

Workshops are listed below and you can register now for the #CLDE17 meeting and the workshop(s) of your choice!

Full-day Pre-conference Workshops

Charting a Course on the Pathway to Civic Engagement: An Inventory and Action Plan for Engaged Campuses
Organizer: Marshall Welch, Independent Scholar and author of Engaging Higher Education: Purpose, Platforms, and Programs for Community Engagement (2016)

This full day pre-conference institute is designed for teams from colleges and universities interested in strategic planning of their civic learning and democratic engagement efforts. This institute will provide not only the results of a comprehensive inventory of current practice and infrastructure to advance community engagement, but the “gift of time” for administrators to meet and work with their directors of campus centers for engagement to begin strategic planning for continued development of community engagement. This institute is designed for TWO individuals from each institution: the director of the campus center for community engagement and their immediate supervising administrator.

 
Civic Engagement Assessment Pre-Conference Workshops with Networking Lunch – sponsored by ETS
Organizers: H. Anne Weiss, Director of Assessment, Indiana Campus Compact and Assessment Specialist in Community Engagement, Indiana University-Purdue University Indianapolis; and Ross Markle, Senior Research & Assessment Director, Global Higher Education Division, ETS

Attend both half-day assessment pre-conference workshops for a reduced price and participate in our assessment networking lunch from Noon – 1 p.m.

  • Planning for Institution-Wide Data Collection on Civic and Community Engagement (see below)
  • Measuring Civic Outcomes During College (see below)
Half-day Morning Pre-conference Workshops

Planning for Institution-Wide Data Collection on Civic and Community Engagement
Organizers: H. Anne Weiss, Director of Assessment, Indiana Campus Compact and Assessment Specialist in Community Engagement, Indiana University-Purdue University Indianapolis; and Ross Markle, Senior Research & Assessment Director, Global Higher Education Division, ETS

Most campuses are eager to answer the question “How are the students, faculty, and staff on campus working to address civic issues and public problems?” We will explore this question in this workshop by reviewing a range of strategies to assess community-engaged activities (i.e., curricular, co-curricular, or project-based activities that are done in partnership with the community). In addition to these many strategies, institutions also often approach assessment with a variety of lenses including assessment and evaluation of community outcomes, student outcomes, partnership assessment and faculty/staff engagement among others. In practice, campuses confront an array of challenges to align these approaches into a comprehensive data collection framework and infrastructure. This session will give participants tools, strategies, and information to design, initiate and/or enhance systematic mechanisms for monitoring and auditing community-engaged activities across your institution.

 
Integrating Civic Responsibility into the Curriculum
Organizers: Gail Robinson, Education Consultant; Duane Oakes, Faculty Director, Center for Community & Civic Engagement, Mesa Community College (Ariz.); Emily Morrison, Assistant Professor, Sociology, and Director, Human Services and Social Justice Program, George Washington University (DC.); and Cathy Doyle, Director, Sarbanes Center for Public and Community Service, Anne Arundel Community College (Md.)

Community engagement and academic learning are central to higher education’s mission. Explore ways to help faculty, staff, and administrators prepare students for effective involvement in a diverse democratic society, and examine the role and obligation of higher education to produce good citizens. This interactive workshop features hands-on activities that include looking at service learning from charity and social justice perspectives; identifying appropriate reflection activities; analyzing course syllabi for elements of civic responsibility and civic engagement; reviewing syllabi from the perspectives of students, faculty, staff, administrators, and community partners; and integrating purposeful civic learning strategies into college courses.

 
Dialogue and Democratic Deliberation: Moderator Training
Organizers: Kara Lindaman, Professor of Political Science, Winona State University (Minn.); John Dedrick, Vice-President, Kettering Foundation; William Muse, President Emeritus, National Issues Forum Institute; and John J. Theis, Executive Director, Center for Civic Engagement, Lone Star College (Texas)

In preparation for the Friday plenary session, Democratic Deliberation on Safety and Justice, we invite conference participants to this pre-conference institute for an introduction to democratic deliberation and moderator skills. During this session, participants examine democratic dialogue and deliberation while learning the skills and roles of active and engaged moderation.

Half-day Afternoon Pre-conference Workshops

Measuring Civic Outcomes During College
Organizers: H. Anne Weiss, Director of Assessment, Indiana Campus Compact and Assessment Specialist in Community Engagement, Indiana University-Purdue University Indianapolis; and Ross Markle, Senior Research & Assessment Director, Global Higher Education Division, ETS

As institutions implement high impact practices across their campuses, learning outcomes, curricular and co-curricular activities, and assessment tools can often become disjointed. This workshop will guide attendees through a concentrated, cooperative process of unpacking and measuring civic outcomes such as civic identity, working with others to solve wicked problems, civic mindedness, and being an agent for social change. Ultimately, participants will articulate the alignment (and in some cases, mismatch) between outcomes, interventions, and assessment methods. Attendees should come with a specific program or course in mind and consider bringing a colleague with whom you can brainstorm transdisciplinary assessment practices. Attendees will be introduced to the plethora of measurement tools that purport to assess students’ civic learning and development, such as: AAC&U VALUE Rubrics, Civic Minded Graduate Rubric 2.0, campus-wide survey instruments (ETS Civic Competency and Engagement, NSSE, CIRP Surveys, PRSI, etc.), and a host of other pre to post and retrospective pre to post scales such as social dominance orientation, belief in a just world, or the Interpersonal Reactivity Index. After this facilitated discussion, participants will have a chance to apply certain tools to student artifacts such as essays, digital stories, and eportfolios. Applying the tools to artifacts will allow for participants to evaluate and synthesize their plans for assessing student civic learning and development as it relates to participating in high impact practices during college.

 
Educating for the Democracy We Want, Not the One We Have
Organizers: Nancy Thomas, Director, and Ishara Casellas Connors, Associate Director, Institute for Democracy & Higher Education (IDHE), Jonathan M. Tisch College for Civic Life at Tufts University (Mass.)

The presidential election of 2016 has been described as vitriolic, divisive, and alienating. And at the same time, colleges and universities have long been tasked with the responsibility for cultivating a citizenry that is informed, vigilant, and capable of managing the most pressing matters of public affairs. Does the 2016 election reflect some any kind of “failure” in political learning, systems, and citizen participation? If so, what is higher education’s responsibility to address those failures? The best time to take stock of deficits in democratic learning and engagement is not in the heat of an election, but in between elections. Over the past two years, the Institute for Democracy & Higher Education at Tufts University has been studying the campus climates – the norms, structures, programs, and attributes – of colleges and universities that are highly political and electorally engaged. From that research, clarity on the kinds of things campuses can do to educate for democracy is emerging. In this workshop, participants will have an opportunity to study and envision institutional norms, programs, structures, and processes that foster the conditions for democratic learning. It will include a candid look at the state of free speech and inclusive learning conditions on campuses with the benefit of 20/20 hindsight from the 2016 election. Participants will come away with new skills, as well as concrete action strategies to take back to their campuses in implement immediately. The workshop will provide a long view to change campus climate – not just envision more one-time programs or events.

 
Measures That Matter: Regarding Engaged Scholarship In Tenure and Promotion
Organizer: KerryAnn O’Meara, Professor of Higher Education, Director of UMD ADVANCE, University of Maryland, College Park

Many higher education institutions have faculty involved in community engaged scholarship but lack strategies for assessing the quality of this work for promotion and tenure or contract renewal. Engaged scholars do not know how to make the case that their work is scholarship and personnel committees do not know how to evaluate non-traditional, engaged scholarship. A knowledge gap exists related to criteria that might be held up against engaged scholarship projects to assess quality and impact. The purpose of this pre-conference workshop is to share specific reforms that can be put in place to define, assess, document, and reward community engaged scholarship. The presenter will share promotion and tenure language that has already been put in place at other institutions and then suggest four criteria that could be used to assess engaged scholarship portfolios.

 
Student Pre-Conference Workshop

For undergraduate students only
Organized by the 2017 CLDE Student Interns: Amber Austin, student, Tarrant County College (Texas); Tyler Ferrari, student, Chapman University (Calif.); and Christina Melecio, student, Winona State University (Minn.)

This workshop will introduce students to #CLDEStuds17 that will provide a space to discuss issues that focus on being an active participant in the local and national communities, and will give students the tools to be effective activists in their communities. These open discussions will be held in large and small groups to effectively dissect the topics being discussed. To thoroughly accomplish our goals at the conference we hope that our peers come with open minds, and thoughtful ideas to contribute to discussions not only at this conference, but at home with their peers. There will be additional information closer to the conference for those who register. We hope to engage our attendees with new, and exciting, information that can further reach students across the nation, and actively enhance the Civic Learning and Democratic Engagement initiatives.

Click Here to Register!

Proposals Due January 30th for CLDE17 Conference in Baltimore in June

Submit your proposal here by January 30, 2017.

The American Democracy Project (ADP), The Democracy Commitment (TDC), and NASPA Lead Initiative are committed to advancing the civic engagement movement in higher education. During this year’s Civic Learning and Democratic Engagement (#CLDE17) Meeting in Baltimore, Md. from June 7-10, 2017, our goal is to bring together our collective networks of faculty, student affairs professionals, senior campus administrators, students, and community partners to advance our work to ensure that students graduate from our colleges and universities–both public and private–prepared to be the informed, engaged citizens that our communities and our democracy need.

This year’s conference is seeking to enhance our emergent theory of change adapted from threads of the 2012 Crucible Moment report. Thus, we are seeking conference proposals that consider how best to cultivate the following elements within their civic engagement work:

  • Civic Ethos governing campus life: The infusion of democratic values into the customs and habits of everyday practices, structures, and interactions; the defining character of the institution and those in it that emphasizes open-mindedness, civility, the worth of each person, ethical behaviors, and concern for the well-being of others; a spirit of public-mindedness that influences the goals of the institution and its engagement with local and global communities.
  • Civic Literacy & Skill Building as a goal for every student: The cultivation of foundational knowledge about fundamental principles and debates about democracy expressed over time, both within the United States and in other countries; familiarity with several key historical struggles, campaigns, and social movements undertaken to achieve the full promise of democracy; the ability to think critically about complex issues and to seek and evaluate information about issues that have public consequences.
  • Civic Inquiry integrated within the majors and general education: The practice of inquiring about the civic dimensions and public consequences of a subject of study; the exploration of the impact of choices on different constituencies and entities, including the planet; the deliberate consideration of differing points of views; the ability to describe and analyze civic intellectual debates within one’s major or areas of study.
  • Civic Action as lifelong practice: The capacity and commitment both to participate constructively with diverse others and to work collectively to address common problems; the practice of working in a pluralistic society and world to improve the quality of people’s lives and the sustainability of the planet; the ability to analyze systems in order to plan and engage in public action; the moral and political courage to take risks to achieve a greater public good.
  • Civic Agency involves the capacities of citizens to work collaboratively across differences like partisan ideology, faith traditions, income, geography, race, and ethnicity to address common challenges, solve problems and create common ground; requires a set of individual skills, knowledge, and predispositions; also involves questions of institutional design, particularly how to constitute groups and institutions for sustainable collective action.

Members of the CLDE community are invited to join in dialogue prior to the conference on social media using #FacesofCLDE and #CLDE17. Our hope is that colleagues will come together to share why they are a proponent of Civic Learning and Democratic Engagement work in higher education and, in turn, spread the great work that happens at each of your campuses and organizations.

Submit your Program Proposal by Jan. 30, 2017 here: 2017 Civic Learning & Democratic Engagement (CLDE) Meeting and learn more about the #CLDE17 Meeting at the official meeting website.

Interested in being a program proposal reviewer? Complete this form and then follow the instructions on the confirmation page to complete the reviewer sign-up process.

Professional Development Opportunity: Deliberative Dialogues “Train the Trainer” Workshop

ADP/TDC’s Economic Inequality Initiative is proud to announce a special professional development opportunity for members interested in training in Deliberative Dialogues and becoming moderator trainers.  We will be hosting a Deliberative Dialogue “Train the Trainer” Workshop at Keene State College in New Hampshire on October 28, 2016. Dr. Kara Lindaman of Winona State University, Minnesota, and Dr. John Theis of Lone Star College, Texas, will conduct the training from 9:00 am to 4:00 pm on the Keene State Campus.  The workshop will provide moderator training for deliberative dialogues and attendees will learn how to train moderators as well.

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Interested parties should contact Kimberly Schmidl-Gagne, kgagne@keene.edu, at Keene State College for more information and opportunities for assistance.

“Citizenship Under Siege” Fall 2016 Webinar Series

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Citizenship Under Siege:
Promoting Listening, Learning, and Engagement

Fall 2016 Webinar SeriesThe US Constitution’s preamble speaks of “We the People”—but who is considered part of that sacred circle, and how has this group varied over time? When national identity is hotly contested, what does it mean to experience citizenship as partial, denied, or fully acknowledged? How can the humanities illuminate differing narratives and open up space for understanding, connections, and shared visions of the future?

The Association of American Colleges and Universities and The Democracy Commitment invite faculty, staff, students, and campus community partners to join in one or all of three FREE webinars. These events are designed to expand campus expertise on how to hold constructive conversations about contentious issues and how to institute practices in and out of the classroom that foster engagement across differences.

More information is available here.

A Three-Part Series
3:00–4:00 p.m. Eastern Time

From Fractious Differences to Engaged Dialogues (October 13, 2016)
How can texts and techniques from the humanities disrupt unexamined positions, put human faces to abstract ideas, and help open up spaces where dialogue and consensus might emerge on historic and contemporary questions about citizenship and who deserves it? What models exist for training dialogue facilitators who can help encourage listening and perspective taking across seemingly intractable positions? (Register online)

Income Inequality and the Cost of Citizenship (October 27, 2016)
When economic disparities—often intertwined with ethnic, racial, and religious differences—impose real limitations on public participation, how can the humanities provide insights into the historic and persistent reality of differential access to full citizenship rights? Learn how several campuses have engaged their students and communities in examining this issue. (Register online)

I Want My Country Back: Immigration, Race, and Citizenship (November 3, 2016)
In the midst of sometimes-dramatic demographic and cultural shifts, how have the humanities served to illuminate felt experiences, historical contexts, and ethical issues as the rich mosaic of people in the United States fluctuates? What approaches, courses, and public events lead to shared ends rather than perpetual conflict or feelings of displacement? (Register online)

Funded by the National Endowment for the Humanities and hosted by the Association of American Colleges and Universities and The Democracy Commitment.

Any views, findings, conclusions, or recommendations expressed in these webinars do not necessarily represent those of the National Endowment for the Humanities.

RSVP Today for the Engage the Election Webinars #8 and 9

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Webinar #8
Text, Talk, Vote!
Wednesday, September 14, 2016 | 2 p.m. EST
Register here.

Text Talk Vote logo.pngText, Talk, Vote
 uses a text-based platform to facilitate in-person conversations about voting with a small group of young people (3-4 per group). The group receives and discusses prompts delivered by text, interacting with each other and moving through the program at their own pace. The free program creates meaningful conversations about politics and policy, elevates the voices of younger voters, and increases civic participation and turnout. After using the platform, participants identifying as “definitely going to vote” rises by 21%. Participants not only enjoy the program and have a great time, but also feel more informed and report learning something new from their peers. Try Text, Talk, Vote right now by texting in “Vote” to 42016. You can use this free, open platform whenever you want.


Webinar #9
Is your campus ALL IN? Join the Challenge to Increase Democratic Engagement
Wednesday, September 21, 2016 | 2 p.m. – 3 p.m. EST
RSVP here.

all inIs your campus ALL IN? More than 130 college campuses across 33 states (including 45 ADP campuses & 12 TDC campuses) have committed to improving democratic engagement by joining the ALL IN Campus Democracy Challenge. The challenge is a national, nonpartisan initiative recognizing campuses for increasing democratic engagement and student voting. Your campus is invited to a special ADP webinar to learn more about this exciting new initiative. During the webinar, participants will: learn about the background of the ALL IN Challenge and why it is important for campuses to join; understand who can join, and how to join; and be introduced to the steps involved after committing as well as the opportunity for recognition and awards.