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The Democracy Commitment is the leading national organization focused on the civic education of community college students.   To such an end, TDC  is an excellent source of information on community college curricular change, how community colleges are educating and engaging students in our democracy, and ensuring that community college voices are heard and do matter in our society.  TDC National Office aims to expand public and student civic knowledge and understanding. Welcome to the National Newsroom

What's New with TDC

The quarterly newsletter from TDC’s National Office is published at least once every semester and contains updates on TDC’s latest work, announcements, opportunites, and news from member institutions.  See below for the most recent issues and archives of previous issues.

National Blog

Our national blog contains important news, updates, announcements, and opportunities from TDC National’s Office on a weekly basis.  Sign up for the mailing list to receive notifications when they posted and check it out frequently to stay up to date.  Contact the national director for opportunities to contribute.

The Place: Reason #5 You Should Come to #ADPTDC13

By Stephanie South, Program Associate, AASCU

As a born-and-raised-in resident of Colorado for 23 (and a half) years, I cannot tell you how excited I am to travel back to my home state in June for this year’s ADP/TDC National Meeting. But as anyone who has ever been to Colorado will tell you, no connection is needed to be enthusiastic about paying a visit to the Mile High City, and the location of #ADPTDC13 could stand alone as a reason to come. Allow me to share with you a few very different reasons and hope that one of them strikes your fancy.

#1) Speaking of strikes, Denver is home to a national baseball team (Go Rockies!) as well as a football team that formerly boasted of Tim Tebow but is now making headlines with Peyton Manning. Conference accommodations at Denver Marriott City Center put #ADPTDC13 attendees conveniently near Denver’s Coors Field and Sports Authority Field at Mile High. And if sports don’t do it for you, the hotel is also near the Pepsi Center, the trendy LoDo (lower downtown Denver) District, and just a block away from the 16th Street Mall. Entertainment (in the form of sports or anything else you could imagine), fabulous food, bumpin’ nightlight, and sensational shopping are just a few steps away.

#2) Rumor (or The Washington Post) has it that Denver was the inspiration for Panem—the Capitol from the Hunger Games’ trilogy. However, if you need more than post-apocalyptic fame, other things that make Denver well-known include the following: The capital of Colorado is exactly 5,280 feet (that’s a mile) above sea level, hence the Mile-High City nickname. It is one city of a handful of known places in the U.S. that print currency. There is more beer brewed in Denver than any other American City. And Denver International Airport (DIA) is the largest airport in the United States and known for a unique design that not only allows it to more easily expand its capacity over the years but is made to visually mirror its surrounding landscape, which brings me to reason #3…

#3) The Rocky Mountains.  Enough said. You have to see them.

Denver Skyline Panoramic Daytime Photo by Matt Santomarco
Denver Skyline Panoramic Daytime
Photo by Matt Santomarco

#ADPTDC13: CIRCLE’s Peter Levine to Give Plenary Talk

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Friday, June 7, 2013 | 9 a.m. – 10:30 a.m.

Plenary Session: A Defense of Higher Education and its Civic Mission
Presenter: Peter Levine, Lincoln Filene Professor of Citizenship and Public Affairs and Director of CIRCLE, Tisch College/CIRCLE, Tufts University

The liberal arts and the civic mission of higher education are under attack in this time of economic crisis and political polarization. In several states, policies are pending to raise tuition for majors that do not lead directly to jobs. We should not be offended by this kind of critique. We charge a lot of money for tuition, and citizens are entitled to ask what we produce for it. But we can proudly and forthrightly make the case for the civic mission of the higher education. The purpose of the liberal arts is to prepare people for responsible citizenship, and the best forms of civic engagement are intellectually challenging. They are the liberal arts in action. Research shows that civic education at the college level makes people into better workers. And engaged universities address many serious public problems, including unemployment, that matter to citizens and policymakers.

You’ll find a blog post by Peter on this topic here.

PeterLevinePeter Levine is the Lincoln Filene Professor of Citizenship & Public Affairs in Tufts University’s Jonathan Tisch College of Citizenship and Public Service and Director of CIRCLE, The Center for Information and Research on Civic Learning and Engagement. He studied philosophy at Oxford on a Rhodes Scholarship, receiving his doctorate in 1992. He has been a research associate at Common Cause and Deputy Director of the National Commission on Civic Renewal. Levine is the author of the forthcoming book We are the Ones We have been Waiting for: The Promise of Civic Renewal in America (Oxford University Press, fall 2013), five other books on philosophy and politics, and a novel. He has served on the boards or steering committees of AmericaSpeaks, Street Law Inc., the Newspaper Association of America Foundation, the Campaign for the Civic Mission of Schools, the Kettering Foundation, the ABA’s Committee for Public Education, Everyday Democracy, and the Deliberative Democracy Consortium.

For more information about the 2013 ADP/TDC National Meeting, visit here.

Meet the Chosen Student Plenary Panelists for the 2013 National Meeting

Remember that Student Plenary video contest we told you about?

The one where The Democracy Commitment (TDC) wanted to find students to speak at the 2013 ADP/TDC National Meeting?

Well, we found them.

And, yes, to be sure, we had a great set of submissions–thank you to everyone who entered! However, there were not enough entries to conduct an online contest, which is why you didn’t ever receive notification about voting or how you could give us your two cents.

Still, we’ve identified our winners, the student leaders below, who were selected by an internal AASCU panel to be our plenary session panelists.

Allow me to introduce you.

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Meet Ms. Quinta Tangoh:

Quinta from CuyahogaQuinta was born in Cameroon, an ethnically diverse country.   She was brought up in a Christian home full of love, care and peace.  During her four years in the USA, she has been attending Cuyahoga Community College (Tri-C), studying nursing and Conflict Resolution. At Tri-C she received a scholarship to complete the Short-term Certificate in Conflict Resolution and Peace Studies. She decided to pursue the nursing program to make a positive change through health care in the lives of Cameroon women and to utilize sustained dialogue to empower women to make positive change in their communities. In Cameroon she is a member of a charity, and in the U.S., she is an active member in her church and has served as a member and a moderator of the Sustained Dialogue Campus Network at Cuyahoga Community College.

 

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Now let us introduce you to Justin Machelski!

Justin from DeltaJustin is a street musician turned professional student who wants to use his experiences in homelessness to help other people. His biggest focus is trying to get the students of Delta College to become more politically active. Over the course of his time at Delta College Justin has experienced a life transformation that can only be described eudaimonic. He has yet to attend a semester where he has not placed on the Dean’s, Vice President’s, or President’s Lists. He also won the Paul Moore Social Science Award, and has even taken a job in the Humanities Division of Delta College. He says that his time as the President of the Democracy Commitment Student Club may actually be the crowning achievement of his two-year college experience. “Through this club we politically engage students in ways I did not know was possible. Helping fellow students participate in thoughtful engagement of politics is in itself a virtue.”

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We are delighted to have Quinta and Justin as our representatives for The Democracy Commitment. To learn more about the two American Democracy Project  students chosen to join the panel, Rachel Wintz and Bianca Simone Brown, click here. We look forward to hearing their thoughts at our upcoming ADP/TDC National Meeting in Denver.

Politics and the Yellowstone Ecosystem: Announcing the 2013 Stewardship of Public Lands Faculty Seminar

By George Mehaffy, Vice President of Academic Leadership & Change, AASCU

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Throughout the United States, but especially in the West, the question of who will control public lands is a hotly debated topic. The public lands of the West, including national parks, forests, grazing, and prairie lands, are all sites of controversy. The major points of contention are over ownership and use of the land. Timber, mining, oil and gas producers, developers, farmers, ranchers, hunters, business owners, recreational users, and environmentalists are all groups who assert claims to influence and use. Yet whose interests have primacy? And in a democracy, how do the interests of all of these groups get addressed and resolved?

Registration is open for our 9th annual summer “Politics and the Yellowstone Ecosystem” faculty seminar in Yellowstone National Park. Download the program announcement and registration form here. This Stewardship of Public Lands initiative program, one of ADP’s Civic Engagement in Action series imitative with The Yellowstone Association, is open to faculty from any discipline who are teaching at an AASCU college or university. Our community college colleagues from The Democracy Commitment are also welcome to participate!

Program Highlights:

  • We spend six (6) days in Yellowstone National Park in a combination of classroom and field activities, examining four key political controversies:  bison, wolves, snowmobiles, and grizzly bears.  We begin the week examining the science and history of the controversies, listening to scientists and Park rangers.  Then at the end of the week, we interview local citizens on both sides of the issues, including political activists, business people, ranchers, and other citizens.
  • The goal of this project is to develop new strategies and new approaches that colleges and universities can use to help undergraduates become thoughtful, informed, and engaged citizens.  In a world too often filled with bitter partisan politics, this non-partisan project seeks to move beyond verbal attacks and confrontation, providing students with new models that promote understanding and resolution.  In a political environment where special interest groups tend to push people to polarized positions, we seek common ground.  The key question of this initiative is: How are competing but equally legitimate interests about public lands resolved in a democracy?
  • Family members or guests are welcome to come to Yellowstone with the faculty participant.  However, space does not allow for guest participation in the program except for some classroom lectures, a few field trips, and evening films and presentations.
  • The cost of the program is $1,295, which includes five (5) nights individual room lodging at Mammoth Hot Springs Hotel (in Yellowstone National Park; single occupancy hotel room or cabin); all instruction and instructional materials, AV rental, classroom rental; in-park transportation; and a number of meals, including reception and dinner the first night, lunch Tuesday, and breakfast Wednesday.

For details and registration, see the Program Announcement and Registration Form.

I hope some of you will join us for this program.  Please also pass this along to anyone who you think might be interested.

To read more about ADP’s Stewardship of Public Lands Initiative, click here.

You can also read about the 2012 Yellowstone Seminar on the ADP national blog, here.

Copies of ADP’s Stewardship of Public Lands: A Handbook for Educators monograph are available for purchase.

Publication: “Minding the Gap: Partnering Across Sectors for Democracy,” by TDC co-founder, Bernie Ronan, and ADP founder, George Mehaffy

Minding the Gap: Partnering Across Sectors for Democracy

By Bernie Ronan and George L. Mehaffy

Volume 16, Number 1
Winter 2013

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With the 2012 London Olympics on full display this summer, we were reminded of a characteristically British phrase. While traveling by tube or rail in the United Kingdom, one often sees signs reminding riders to “mind the gap,” or note the space between the rail car and the platform. As we reflect on the beginnings of our two civic engagement projects—the American Democracy Project (ADP) in 2003 and The Democracy Commitment (TDC) in 2011—and our resulting partnership connecting the four- and two-year sectors of higher education, we are struck by this phrase’s relevance to our work. Both ADP and TDC were born out of “gaps” that higher education practitioners need to mind: between our aspirations and our practices, between the democracy we have and the democracy we seek. Since the United States’ founding as a democratic republic, the mission of American higher education has included educating students for citizenship, for active engagement in their communities. The gap between the ideals expressed in this mission and the lived realities of our institutions and communities has both alarmed us and challenged us in designing our projects to close these gaps.

Origins and Aims

The American Democracy Project (ADP) began in 2003 during a difficult period for the United States. Following the terrorist attacks of 2001, a tremendous sense of common resolve unified the American people. But after wars began in Iraq and Afghanistan, that sense of unity gave way to increasingly bitter partisan divides. With deep gaps evident between the rhetoric and realities of our democracy and an enormous sense that the country was moving in the wrong direction, the American Association of State Colleges and Universities (AASCU) partnered with The New York Times to launch ADP, an initiative focused specifically on the 415 public colleges and universities that are AASCU members. While provosts have always been key participants, we decided to require campuses who wished to join to make a presidential request, thus securing institutional commitment to the project. To operationalize that commitment across the institution, we asked each provost to appoint a campus coordinator who would play a key role in linking various activities, initiatives, and assessments focused on civic learning outcomes for students.

In 2011, The Democracy Commitment (TDC) confronted equally challenging gaps in the civic landscape. With the wars in Iraq and Afghanistan continuing and divisiveness and partisanship growing, the United States seemed unable to address some of its most pressing public problems. Community college students, like many Americans, were increasingly marginalized and alienated from the political institutions on which their communities depended. Across higher education and at community colleges in particular, the national focus on workforce preparation was opening another gap between a contemporary view of education as job training and a historic vision of education as preparation for civic life. Seeing these gaps widening, the two of us collaborated with Brian Murphy (president of De Anza College and a former faculty member at AASCU member San Francisco State University, where he helped form ADP), to create a project that would mirror for community colleges what ADP had done for state colleges. As in ADP, we decided that colleges would join TDC through their president or chancellor, who would commit to providing every student with an education in democracy by appointing a campus coordinator, offering staff development, implementing civic programs, and collaborating with national partners and other colleges in the national network. Each college would also agree to complete a “civic inventory” and to participate in an annual meeting held in partnership with ADP.

Thus ADP and TDC grew out of a shared context of frustration and despair as well as a shared commitment to education and action. We forged a partnership from this shared context and commitment so that we could learn from one another and build richer, more creative, and—most importantly—more intentional programs together. Too often, marvelous civic engagement projects are disconnected from the core purposes of the institution and operate in isolation, limiting their impact and their capacity to reach significant scale. By focusing on institutional intentionality, we aim over time to move beyond the model of multiple but unrelated individual programs. We thereby hope to ensure that every student at an ADP or TDC institution has an education for democracy and is equipped with the knowledge, skills, and attitudes necessary for informed, engaged citizenship.

ADP and TDC see our institutions as “stewards of place,” a term coined by AASCU in 2002. The phrase captures the fact that our state colleges and community colleges are committed to and responsible for the communities in which they are based, from which their students come and to which they return each day. We aim to revitalize democracy in our communities. To this end, our projects have conceived of civic work broadly. ADP and TDC support volunteerism and service learning, to be sure, but we are also committed to the full range of civic work—including democratic practice, with all its political (and therefore controversial) elements. Democracy, after all, is about conflict and compromise, and our students need opportunities to hone these skills. We are likewise concerned about diversity, both the diversity of institutional types and programs and, more importantly, the racial, ethnic, class, and gender diversity that characterizes our students. We seek to engage the issues of social justice and equity that are embodied in our students’ lives. Finally, we are mutually committed to grounded work, not just theoretical discussions. While our work is constantly informed by academic research, our focus is on praxis: “boots on the ground” civic work on our campuses and in our communities. Our commitment to student learning outcomes, which has led to a collaborative focus on civic assessment tools, is one illustration of this focus on students.

A Robust Partnership

We began our partnership over four years ago at ADP’s 2008 Annual Meeting in Baltimore, where we discussed how to launch a project patterned after ADP’s work with state colleges and universities but reflecting the distinctive mission and realities of community colleges. The following year, at the 2009 ADP Annual Meeting in Providence, a dozen representatives from community colleges and partner organizations met to discuss initial formation. The “rich soil” of the ADP Annual Meeting nurtured our planning, and we held our first joint meeting in June 2011 in Orlando, with around thirty-five participants from numerous community colleges presenting their projects and sharing insights and experiences with each other and with ADP colleagues. By the time we formally launched TDC in November 2011, the partnership with ADP had been seamlessly woven into the new community college initiative.

Our second joint annual meeting, held in 2012 in San Antonio, provided programmatic opportunities for collaboration and campus action (see sidebar). ADP’s initiatives gave community college initiators a rich menu of civic practices to replicate and implement, as well as an array of national programs to join. To this programmatic palette, community colleges added their own examples of robust local organizing endeavors and engaged student participation, represented at the conference through student-led presentations. The variety and depth of offerings at the Annual Meeting has increased dramatically as a result of our collaboration. We will hold our next annual meeting on June 6–8, 2013, in Denver; more information can be found on our websites.

TDC cemented the partnership by housing its national coordinator at the AASCU offices in Washington, DC. AASCU’s generosity and vision in hosting the TDC coordinator have broken down traditional fences dividing higher education sectors and provided access to resources and infrastructure that were essential as TDC launched its national project. The co-location of project leadership has proved immensely beneficial to both projects, facilitating strategizing and operational implementation. Moreover, the partnership between state colleges and community colleges working together to support students’ civic learning and democratic engagement provides a novel, and arguably transformational, symbol of inter-sector collaboration to the rest of American higher education.

Bridging Multiple Gaps

The future of our partnership lies in targeting another gap that we must mind, the one that exists between our two sectors of higher education. The compelling reality is that roughly 50 percent of graduates from AASCU institutions have transferred from local community colleges to complete their bachelor’s degrees. Although our institutions share these students, our respective sectors have operated far too often as discrete silos without coherently linked programs. In TDC and ADP’s common vision of the future, our institutions will forge partnerships on behalf of our shared students and shared communities through civic engagement initiatives and democratic practice. We envision community-based partnerships between state colleges and community colleges in which faculty work across institutional boundaries to build seamless curricular, cocurricular, and extracurricular opportunities for students.

Imagine faculty working collaboratively to articulate courses between lower and upper divisions that enable students to develop their civic skills continuously as they move through their associate’s degree courses and into their bachelor’s degree requirements. Imagine civic engagement experiences where students pursue lasting relationships with nonprofits and educational partners in their communities as they move through their academic careers, from community college to state college. Imagine communities where students are actively engaged in civic life, addressing local policy issues in a sustained and purposeful way throughout their degree programs and then pursuing long-term employment or civic engagement in their cities and towns. Some of our member colleges, such as Heartland Community College (HCC) and Illinois State University (ISU), are already building such partnerships. In an intentional effort to create seamless opportunities for students to develop their political and civic engagement skills when transitioning from HCC to ISU, the two institutions began collaborating on voter education drives and convening forums on compelling political issues. They have now connected their curricula, with a new curriculum sequence in civic engagement at HCC that articulates directly into ISU’s new minor in civic engagement and responsibility. ADP and TDC aim to foster similar collaborations between their schools across the country.

As public institutions of higher education, TDC and ADP schools share a historic mission rooted in the work of democracy. Whether community colleges or state colleges and universities, our institutions are resolutely committed to preparing students for lives of democratic citizenship. This resolve entails minding the gaps between our common mission and the challenging realities we face in our democracy and in our communities, as well as the gaps between our respective sectors of higher education. Our new partnership is already proving invaluable in our pursuit of this shared mission, for the lasting benefit of our students and our communities.

More information about ADP and TDC is available on their websites: www.aascu.org/programs/ADP and http://websitesdemos.tk/democracy.

ADP/TDC Civic InitiativesThe American Democracy Project, The Democracy Commitment, and their member institutions offer an array of programs along a continuum from service learning to political advocacy and civic action. Selected examples include

  • Stewardship of Public Lands: This annual week-long faculty seminar at Yellowstone National Park focuses on controversies about public land use.
  • eCitizenship: This partnership with the Center for the Study of Citizenship at Wayne State University examines how emerging technologies, particularly social networks, support and facilitate civic and political engagement.
  • Civic Health: The Campus and Community Civic Health Initiative, a partnership with the National Conference on Citizenship (NCoC), seeks to assess and improve indicators related to political engagement, volunteering, social trust, and social connectedness, among others.
  • Global Engagement: Focused on educating globally competent citizens, this initiative has produced a national blended-learning course, a faculty toolkit, and series of faculty development institutes.
  • Engage the Election 2012: Partnering with national organizations and programs, colleges pursued a variety of events related to the national election, including voter registration and voter information drives, candidate forums, and election night events.
  • Community Learning Partnerships: This national network of programs prepares students for careers in community organizing, community and economic development, and advocacy to improve quality of life for residents in low-income communities.
  • Civic Assessment Efforts: In addition to conducting campus audits, ADP and TDC campuses are participating in a joint AASCU–AAC&U project compiling assessment measures to define civic learning, one of the five pillars of the Degree Qualifications Profile.

 


Bernie Ronan is associate vice chancellor for Public Affairs for the Maricopa Community Colleges and George L. Mehaffy is vice president for Academic Leadership and Change at the American Association of State Colleges and Universities (AASCU) .

Welcome to The Democracy Commitment, North Arkansas College!

North-Arkansas-College-A3010B4CNorth Arkansas College, or Northark to those who know it well is, “a comprehensive, public two-year college, North Arkansas College provides a variety of educational opportunities to the citizens of Boone, Carroll, Marion, Searcy, Newton, and Madison counties in northern Arkansas.

Northark offers transfer and technical degree programs, one-year technical certificates, certificates of proficiency, customized business and industry training, adult basic education (GED) classes and non-credit community education courses. In addition, partnerships with area universities provide the opportunity to achieve a bachelor’s degree in Harrison.

Northark is open and inclusive of everyone.

Two-thirds of degree-seeking students at North Arkansas College during the fall semester of 2011 received fee-based financial aid. Sixty percent (60%) of Northark students are female. Although most of the college’s students are 18-20 years old, the average age of a Northark student is 27.”

Northark has an active Phi Theta Kappa Honors Society, many Northark students receive scholarships throughout the year for exemplary service to the community, and even the college’s president, Dr. Jackie Elliott serves on numerous boards and committees who work to strengthen community ties.

“Although North Arkansas College celebrates its storied past, its future is bright as it continually strives for fresh, innovative ways to serve and nurture its current students as well as provide a new, inviting, and exciting environment to attract future ones.”

We are honored to have North Arkansas College as our newest member of The Democracy Commitment. Their dedication to educating our nation’s future leaders and participatory citizens demonstrates their alignment with our great work. They will fit in well with the TDC national network. Welcome, Northark!

(The above excerpts were taken from this webpage at www.NorthArk.edu.)

Deadline extended for TDC campuses to join CIRCLE’s National Study on Learning, Voting and Engagement (NSLVE)

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Back in January we shared information on this blog about CIRCLE’s new National Study on Learning, Voting and Engagement (NSLVE) in this blog post. A number of TDC campuses have since signed up to participate in this free study (no survey completion required). The deadline to participate is June 1st, but TDC campuses are being given an extension until June 20th!

CIRCLE has revised their FAQ – it’s still long, but it’s clear.  And they’ve streamlined the process, recommending that campuses sign up for the basic study before the June 20th deadline, and then worry about whether they want to participate in a special study or tailor the data fields considered.

CIRCLE also contacted campuses to learn what barriers might prevent their participation.  Based on those responses, they are doing some “myth-busting.”  Here are a few things that CIRCLE heard, and their response to these concerns:

We don’t have time/don’t want to run another survey or assessment.

You don’t have to!  This is NOT a survey.

We don’t want to send CIRCLE our student list.

You don’t.  You send the authorization form to the National Clearinghouse, which already has your list, and they add voting records, de-identify it, and send it to us.

The system seems to protect student privacy.  Does it really?

It’s hard not to say to everyone, “trust us!”  But we worked hard with FERPA lawyers up and down the east coast, and it took us nearly four months to get it right. We don’t want to know who your students are or how an individual voted.  We want to study aggregate rates and patterns and give campuses interesting data..

We need IRB approval.

We can’t speak for individual campuses, but only one campus so far has felt the need to seek an exemption from their IRB.  Why?  Because CIRCLE will be working from de-identified lists. Reports contain aggregate data, not student lists (de-identified or not).

It’s hard to figure out who should sign the form.

Here’s who can sign: presidents, provosts, vice presidents, institutional researchers, and enrollment officers.  We’re keeping track of who signs most, and right now, it’s a dead heat between student affairs officers and institutional researchers.

We don’t want to deal with it now.  We’ll wait for the next round.

Campuses won’t get 2012 numbers for comparison if they wait.  It’s the comparisons with 2014 and 2016 that will make this information really valuable.

June 1st is too soon.  We can’t pull it off.

You have plenty of time  to download the form, find the right person to sign it, and follow the instructions for submission on the bottom.  The average turnaround, based on downloads-to-submission data, is three days. And TDC campuses are being given an extension until June 20th!

We can’t just sign this.  We have to read everything and understand it.  And it’s complicated, and no one has the time.

Join an upcoming info session.  There’s one a week, and they run around 30 minutes, give or take a few.  Or email Nancy Thomas (nancy dot thomas at tufts dot edu) with questions. She’s happy to chat with campuses one-on-one.

Japan Studies Institute now open to TDC faculty!

japan-flagThrough our partnership with the American Association of State Colleges and Universities’ (AASCU) American Democracy Project, TDC member institutions’ faculty have a unique opportunity to participate in the Japan Studies Institute and receive the AASCU rate.

The Japan Studies Institute (JSI), a two week residential program held on the San Diego State University campus, offers an opportunity for faculty from any discipline to learn from scholars, business leaders, artists and journalists about Japanese civilization, history, language, business, and education. The Institute encourages participants to develop strategies for incorporating Japanese studies into courses on their campuses.

The Institute involves two weeks of intensive seminars, lectures, readings, films, and cultural activities.  JSI Fellowships cover most of the costs of the Institute for each participant, including up to $700 in transportation, two weeks of housing on the SDSU campus, all Institute program and personnel costs, and a $500 stipend for food, a combined value of almost $4,000.  Participants from AASCU campuses (and TDC campuses) only pay a registration fee of $695.

This is a great opportunity to internationalize the curriculum and the campus.  The Japan Studies Institute provides faculty members from many different disciplines a living-learning program about a critically important country in Asia.

For more information and application materials, please see the AASCU website:  http://www.aascu.org/programs/JSI/.  The deadline for applications is April 1, 2013.

Congratulations to Georgia Perimeter College, recipient of President’s Higher Education Community Service Honor Roll!

(Click here for original blog source)

National Honor Roll

The President’s Higher Education Community Service Honor Roll, launched in 2006, annually highlights the role colleges and universities play in solving community problems and placing more students on a lifelong path of civic engagement by recognizing institutions that achieve meaningful, measureable outcomes in the communities they serve.

The 2013 Honor Roll recipients were announced at the American Council on Education’s 95th Annual Meeting Leading Change on March 4, 2013, in Washington, DC. The 2013 Honor Roll includes:

2013 Honor Roll Video

Other TDC member institutions who made the Honor Roll:

  • Chandler-Gilbert Community College, Chandler, AZ
  • Mesa Community College, Mesa, AZ
  • Middlesex Community College, Lowell, MA
  • Mount Wachusett Community College, Gardner, MA
  • Monroe Community College, State University of New York, Rochester, NY

Missed the webinar? Carnegie Elective Community Engagement Classification archive now available!

carnegie-logoLast Wednesday, February 20th, 2013, The Democracy Commitment hosted a webinar surrounding the Carnegie Foundation’s Elective Community Engagement Classification.

We were honored to have John Saltmarsh, Co-Director, New England Resource Center for Higher Education, and Gail Robinson, Senior Advisor, Community College National Center for Community Engagement lead the webinar. We were also delighted to have Fagan Forhan, Director of Experiential Learning Opportunities and Civic Engagement, Mount Wachusett Community College, Josh Young, Director, Institute for Civic Engagement and Democracy, Miami Dade College, and Emily Janke, Special Assistant for Community Engagement, Institute for Community and Economic Engagement (ICEE), University of North Carolina Greensboro share their institutions’ experiences with the classification application process and give advice.

If you were unable to join us as a participant for the incredibly helpful webinar, we’ve made it possible for archive review. It is available here.

The powerpoint presentation used for the webinar is also available for review (PDF) by clicking here.

* As a side note, we apologize for the slight background noise in the webinar archive. It seems some of participants did not realize they were not muted. *