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TDC Newsroom

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.

Call for Proposals: 6th International Conference on Conflict Resolution Education (CRE)

Call for Proposals – Due November 9th, 2012

(Download this information as PDF here.)

 6th International Conference on Conflict Resolution Education (CRE)

Bridging Cultures: Education for Global Citizenship and Civic Engagement

Conference Details Available at:

June 12 – 17, 2013

Cleveland, Ohio, USA

 Call for proposals in pdf format available at this link:

Call for proposals available as a word document at this link:


Audience:  Those interested in Civic Engagement, Conflict Resolution Education (CRE)/Social and Emotional Learning(SEL)/peace education (PE), global education, citizenship education, democracy education, and the role and impact of migrating populations/communities, including policy makers, practitioners, researchers, educators, college and university faculty, staff, and students, K-12 educators, public health officials, gender based violence prevention practitioners, local, national, and international policy makers, and individuals who work with youth serving organizations.


June 12th-13th  Pre-Conference Trainings

June 14th-15thMain Conference – Keynotes and Workshops

June 16th-17th — Community Colleges Intensive Working Group Meeting: Curriculum Development and Action Planning

Keynote Speakers (June 14-15, 2013):



  • Organization of American States
  • Education for Democracy
  • Pulitzer Center for Crisis Reporting
  • Promoting Global Awareness through International Journalism and Education
  • Global Partnership for the Prevention of Armed Conflict
  • Inter-cultural Conflict Resolution, Political Processes and Impacts on Minority Groups Including Migrants and Immigrants
  • United States Institute of Peace
  • Integrating Conflict Resolution Themes into the Curriculum, Including Culture and Conflict, Civic Engagement, and Democracy

Pre-Conference Trainings (June 12-13, 2013, 9:00a.m.-5p.m.):

  • Kent State UniversityCenter for Applied Conflict Management
  • Integrating Core Theories of Conflict Resolution Across Disciplines
  • Sustained Dialogue CampusNetwork
  • Developing a Sustained Dialogue Campus Student Network
  • American Red Cross
  • Integrating Humanitarian Law Concepts Into the Humanities
  • Ohio Campus Compact
  • Integrating Service Learning and Opportunities for Civic Engagement Into Courses
  • International Center on Nonviolent Conflict
  • People Power and Pedagogy: Methods for Teaching about Nonviolent Struggle

Global Issues Resource Center and Library at Cuyahoga Community College is partnering with colleges and universities, local, national, and international non-governmental and governmental organizations to host the 6th International Conference on Conflict Resolution Education (CRE), Bridging Cultures: Education for Global Citizenship and Civic Engagement in Cleveland, Ohio, USA.  Earlier conferences and working group meetings brought together government representatives from among the 50 states, around the globe, and their non-governmental organization partners who have legislation or policies in place to deliver CRE/SEL/PE and Civics Education at the K-12 level and in universities.  Conference and meeting publications are available at:               

The 6th International Conference on CRE is an opportunity to engage in interdisciplinary collaboration and research. Presentations will focus on innovations in the fields that are making broad impacts in local, state, national, and international communities.  Participants will exchange best practices, evaluation methodology, creation of policy implementation structures, consideration of obstacles to success, and new and innovative use of training, resources and technology. Conference participants will be drawn from the local, state, national, and international community.  College students and faculty are encouraged to attend and present their findings.  On-site events include a meeting of Colleges and Universities developing peace and conflict studies programs, June 13th, 6:30PM – 9:30PM and a capacity building seminar for U.S. Community Colleges developing peace and conflict studies programs on June 16th – 17th, 2013.

Credits offered: Graduate, Social Work (pending), Counselor (pending), and CEUs

Planning Committee:

  • The American Red Cross
  • The Association for Conflict Resolution, Education Section
  • Austin Community College
  • Case Western Reserve University, Mandel School of Applied Social Science
  • Cleveland Metropolitan School District, Winning Against Violent Environment Program (WAVE)
  • Cleveland State University, College of Education and Human Services
  • Cuyahoga Community College, Peace Club
  • Eastern Mennonite University, Center for Justice and Peacebuilding
  • The Global Partnership for the Prevention of Armed Conflict (GPPAC)
  • The Democracy Commitment
  • International Institute for Sustained Dialogue
  • International School Psychology Association
  • Kennesaw State University, Master of Science in Conflict Management Program
  • University of Maryland, Center for Dispute Resolution
  • National Peace Academy
  • Organization of American States, Department of Education and Culture
  • Ohio Campus Compact
  • Ohio Domestic Violence Network
  • Ohio State University, Center for Slavic and East European Studies
  • Sustained Dialogue Campus Network
  • The University of Akron, College of Education

Questions?  Contact Global Issues Resource Center at + 1 – 216-987-2224 (USA) or e-mail at:

Co-founder of The Democracy Commitment, Bernie Ronan, writes about TDC, and “Community Colleges and the Work Of Democracy.”

Community Colleges and the Work Of Democracy

Article by
(For original article source, please visit:

A Time of Crisis: This phrase served as the title of a crucial section in the historic 1947 Truman Commission Report, Higher Education for Democracy, which framed how higher education should respond to the education crisis facing post-World War II America. The most lasting contribution of the Truman Report is that it argued for the creation of a national system of community colleges.

In a similar spirit, A Crucible Moment is the title of a 2012 report by the National Task Force on Civic Learning and Democratic Engagement, which describes a crisis of democracy still facing our country. This sense of ongoing urgency over citizens’ confidence in the political system reflects the perennial, if not permanent, nature of this issue. Moreover, the crisis of democracy, or the problem of how to make democracy work as it should, is a constant challenge facing our nation’s colleges and universities. In the fall of 2011, a group of community colleges came together to form The Democracy Commitment, a new initiative committed to reclaiming their colleges’ democratic mission and responding to this time of crisis. Along with Brian Murphy of DeAnza College, I have been privileged to assist in the launch of this initiative, and part of this commitment includes a research partnership with the Kettering Foundation to advance experiments in civic learning and democratic engagement that can be used as exemplars for the nation’s community colleges.

“Democracy’s colleges” is the moniker applied to the nation’s land-grant colleges, which were created in the 19th century to democratize higher education. More recently, the same label has been adopted by the nation’s community colleges. Community colleges started using this term to describe themselves when they embarked on a national “call to action” —to redouble their efforts in assisting students to complete their degrees, echoing the country’s critical need for a well-trained 21st-century workforce. This is one dimension of the challenge facing community colleges—how to provide citizens with equal access to higher education and to the opportunities that completing a college education creates. This was a guiding premise when the land-grant system was established in the mid 19th century, as well as when a national network of community colleges was created in the mid 20th century. However, as Scott Peters points out in the Cornell Chronicle Online, there is a second, and equally compelling, meaning implied by the term democracy’s colleges, what he refers to as “public work . . . work that taps and engages and develops the civic agency, talents and capacities of everyone . . . where ‘the world’s problems’ play out in ways that women and men can do something about.” This is the work of democracy.

This same duality in the challenges of American colleges—equalizing opportunity and doing the work of democracy—was also embraced in the Truman Commission Report in 1947: “The social role of education in a democratic society is at once to insure equal liberty and equal opportunity to differing individuals and groups, and to enable the citizens to understand, appraise, and redirect forces, men, and events as these tend to strengthen or to weaken their liberties.” Today, community colleges are once more confronting this dual challenge. In their inaugural declaration, the founders of The Democracy Commitment state:

American higher education has a long history of service to democracy. Our nation’s colleges and universities have always had a mission to make education available to the many and not only the few, to insure that the benefits and obligations of education were a democratic opportunity. This is a proud history, but it is not enough. Beyond access to education itself, colleges and universities have an obligation to educate about democracy, to engage students in both an understanding of civic institutions and the practical experience of acting in the public arena. The American community colleges share this mission of educating about democracy, not least because we are the gateway to higher education for millions who might not otherwise get a post-secondary education. More critically, we are rooted deeply in local communities who badly need the civic leadership and practical democratic capacity of our students for their own political and social health.

Our organization is a national initiative providing a platform for the development and expansion of community college programs, projects, and curricula that aim to engage students in civic learning and democratic practice across the country. The goal is that every graduate of an American community college will have had an education in democracy. This includes all students, whether they intend to transfer to a four-year university, earn an associate degree, or obtain a certificate.

In collaboration with the Kettering Foundation, we are exploring this second dimension of the historic duality facing higher education and democracy: how these colleges understand their civic mission and their civic relationship to their communities. We are also investigating to what extent these colleges view themselves as civic agents in their communities, actively collaborating with their communities in addressing the challenges and issues the communities face. Further, we are asking, to what extent are they dedicated to instilling this sense of civic agency in their students, in inculcating in students the skills and capacities to be active and engaged citizens in their communities? How are community colleges developing and implementing programs to foster civic learning and democratic engagement? How does this appear in curricula? In extracurricular programs? In student life? In clubs and associations on campus, including student government?

Kettering research has focused primarily on problems of democracy, rather than problems that occur in democracy; that is, with how democracy works rather than with the specific policy issues that our democracy grapples with. The Democracy Commitment embraces both aspects of the democratic challenge by starting with specific issues that our communities face and asking how they are implicated in larger problems of democracy. How are community colleges engaging their students in the work of democracy—by focusing on the issues in democracy? After all, these are community colleges, institutions in, of, and for their communities, enriched and challenged by all of the issues their communities are addressing every day.

The problems our communities face—homelessness and poverty, race and class, public health and neighborhood development—are grist for the democratic mill. Civic learning and democratic engagement in community colleges have as both their rationale and their focus the problems these communities face. Our students come into our classrooms with these problems and deal with them every day outside of class. Community college students are more ethnically diverse, more economically distressed, more part-time and full-time employed, and more challenged in terms of transportation, housing, and language than any other population in American higher education. In this, they reflect their own communities. As The Democracy Commitment declaration states: “Community college students come from all walks of life and all social stations; they represent all ethnicities and religious communities; they are all ages. Their ability to exercise their democratic rights and work together in public life, to be generous and tolerant and yet able to advocate for themselves, will help determine the future of these communities.”

The research partners in this work are the community colleges that are participating in The Democracy Commitment. As I explain in the 2011 issue of the Higher Education Exchange, these colleges are now engaged in a rich variety of civic practices, including student-led dialogue at Skyline in California and Cuyahoga in Ohio, public achievement in Lonestar-Kingwood in Texas, community organizing at Minneapolis Community & Technical in Minnesota, student organizing at DeAnza in California, deliberative forums at Maricopa in Arizona, and developing civic-learning modules at Miami Dade in Florida. Representatives from these and other institutions are coming together in a series of workshops at the Kettering Foundation to reflect critically on a broad array of civic practices and to capture the rich narrative of students democratically engaged in the problems of democracy they actually embody.

In the first year of their work as a national consortium, colleges joining The Democracy Commitment will conduct a “civic inventory” to describe what is happening on their campuses and in their communities with regard to civic learning and democratic engagement. They will come together at an annual meeting to share best practices and learn from colleagues, joining together with a companion initiative composed of state colleges—the American Democracy Project of the American Association of State Colleges and Universities.

The ultimate goal of the initiative is for community colleges to fulfill their dual destiny as democracy’s colleges: to develop civic skills and a sense of civic agency in their students, through engaging in the challenging, pervasive problems arising every day in their own communities. Bringing together community colleges’ experiences in working with people in their neighborhoods with the Kettering Foundation’s research on deepening and advancing civic innovation, we hope that this partnership will catalyze more robust civic agency in America’s community colleges and in the communities they serve.

Bernie Ronan is cofounder of The Democracy Commitment and directs the Maricopa Community Colleges’ Division of Public Affairs, which includes the Center for Civic Participation, part of a national network that collaborates with the Kettering Foundation on experiments in the work of democracy. He can be reached at

Faculty Development Seminar for West and Midwest Regions!

You are invited to attend a Faculty Development Seminar for professors and staff!

(Funding for participation may be available. Please see end of invitation.)

Join Street Law, Inc. and its recently designed and piloted* civic engagement/democratic practice program that prepares and encourages community college students to become more active, informed participants in our dynamic democratic society. The program is a credit-bearing, transferable community college course that has a substantive focus on practical law and public policy. It includes interactive classroom instruction that is complemented and reinforced by community-based learning. You can learn more about this program at

Street Law and its national partner, the Law School Admission Council’s, are conducting faculty development seminars in Chicago and San Francisco for professors and staff interested in implementing this program. This seminar is scheduled for October 24—25, 2012 and November 14–15, 2012, respectively. More information about the seminars can be found at:  and

The seminar will be an opportunity to join like-minded faculty and learn more about the Street Law program, the law-based civic learning textbook, best practices in civic learning, and how Street Law can impact your community college. The seminar will also provide you with an opportunity both to connect with law school admissions personnel who are interested in encouraging community college students to consider legal careers and to learn how LSAC’s can be used by you and your students who may be interested in learning more about legal careers.

Limited Funding?  No Problem!

Funding from LSAC’s program, as well as from the Robert R. McCormick Foundation and S.D. Bechtel, Jr. Foundations has created a limited pool of funding available to reimburse travel and lodging. More information is available

*Preliminary results from end of course student surveys from the pilot classes showed increased commitment to completion, greater confidence regarding advocacy skills, and increased interest in law-related careers.

If you are interested in participating, please contact Xinia Bermúdez, Program Coordinator, Street Law, Inc.

Please cc Amee Bearne, National Coordinator, The Democracy Commitment, on your correspondence with Xinia. Also, feel free to send this to faculty on your campus that you believe would be interested in this fantastic opportunity!

Timothy Eatman and Scott Peters named Imagining America co-directors

August 13, 2012
Jamie Haft
(315) 443-8765 

Syracuse University and Imagining America: Artists and Scholars in
Public Life
(IA) announce the appointments of Timothy K. Eatman and

Scott J. Peters as IA co-directors, effective Aug. 1.

“With Eatman and Peters as directors, IA will continue to advance the
movement for engaged scholarship in higher education,” says Bruce
Burgett, chair of IA’s National Advisory Board. “In many ways, this is
a better outcome of our national search than anyone on the IA board
could have imagined. Building on the inspired work of outgoing IA
director, Jan Cohen-Cruz, Tim and Scott will be able to use their
shared commitment to institutional transformation to create significant
impact, both locally and nationally.”

Eatman has provided national leadership as IA’s director of research
for the last eight years, and since 2007 has been assistant professor
of higher education in SU’s School of Education. He continues as a
faculty member in the Higher Education Department.

A distinguished scholar of the history of American higher education’s
public purposes and work, Peters comes to IA and SU from Cornell
University, where he is an associate professor of education. He will
have an appointment in SU’s School of Education as a professor in
the Cultural Foundations of Education Department, and will also be a
faculty affiliate with the Program for the Advancement of Research
on Conflict and Collaboration in the Maxwell School of Citizenship and
Public Affairs.

A consortium of 90 colleges and universities from across the country,
IA is the only national coalition working explicitly at the nexus of publicly engaged scholarship and the humanities, arts, and design. IA works
with academic and community partners to develop knowledge about
and resources for individual and institutional change through community organizing and movement-building, a large-scale annual conference,
and ongoing research and action initiatives. Current initiatives include
projects aimed at transforming higher education tenure and promotion
policies, assessment practices, and graduate and undergraduate education
to cultivate publicly engaged scholarship; linking diversity and engagement efforts on campuses; and partnering with community-based arts, cultural
and humanities organizations. SU is host to IA through 2017, an extension
that was announced in fall 2011. 

Innovative Leadership Model 

The appointment of co-directors, chosen by IA’s National Advisory
Board and SU, puts Eatman and Peters in a unique position to demonstrate
to IA’s national network the value of collaborative leadership. It reflects
IA’s vision of not only building an organization, but also a movement for institutional transformation in which publicly engaged scholars, artists,
designers and community members enrich civic life for all. 

“We believe that the establishment of a shared leadership model for IA
that places in view joint roles, as well as distinct but interdependent responsibilities, will nurture the health of the consortium,” says Eatman.
Peters adds, “Collaborative leadership aligns with the democratic spirit
and values of IA and the national public engagement movement.” 

As co-directors, Eatman and Peters will share the responsibilities of
strategic planning, advocacy and research, strengthening and expanding
IA’s consortium, implementing robust program activity that includes an
annual national conference, managing staff and fundraising. Both members
of the steering committee of the American Commonwealth Partnership
(ACP), Eatman and Peters began collaborating on a national level last
spring. ACP is a broad alliance of organizations—including the White
House Office of Public Engagement and U.S. Department of Education—
that promotes higher education as an agent of democracy. Through
ACP, Eatman and Peters will be engaging the IA consortium in a new
major action-research initiative aimed at rebuilding and reconstructing “democracy’s colleges” in American higher education. 

Eatman and Peters will also have an active presence at SU and in the
Syracuse community, maintaining a vigorous research and writing
agenda that advances and exemplifies the public dimensions of scholarly
and creative work and contributes to Scholarship in Action. They will be
working across the institution with SU’s leadership and faculty of every
school and college to establish an institutional presence for IA’s work that
will endure beyond the years when IA’s national headquarters is located
at SU. 

“The appointment of Tim Eatman and Scott Peters as co-directors of
Imagining America is a huge win-win for IA and SU,” says SU chancellor
and president Nancy Cantor. “Not only does it model for IA’s membership
the kind of collaboration that is central to the organization’s identity, but
it assures that SU and our many ‘communities of experts’ will benefit from
the collective impact of these two nationally prominent, innovative scholars.” 

About Eatman and Peters

As IA’s research director, Eatman has provided leadership on key research
and action initiatives that have shaped regional, national and global conversations about publicly engaged scholarship. As co-principal
investigator of the Tenure Team Initiative on Public Scholarship, he co-
wrote its seminal report, “Scholarship in Public: Knowledge Creation and
Tenure Policy in the Engaged University
” (2008) with IA’s founding director,
Julie Ellison, and organized a series of regional meetings with Campus
Compact that involved more than 60 higher education institutions. This
work on faculty rewards developed into a second national study by Eatman
on the career aspirations and decisions of graduate students and early-
career academic professionals who identify as publicly engaged scholars. Eatman

Eatman, who transitioned with the IA headquarters
from the University of Michigan to SU in 2007, has championed the expansion of the consortium’s
research enterprise. He has represented IA and
SU nationally and internationally through keynote addresses, workshops and consultancies that have increased conceptual understanding about and
visibility for publicly engaged scholarship, forging
critical relationships with several leading higher education associations. This summer for a second consecutive year he was a faculty member of the American Association of Colleges and Universities’ Institute on High-Impact Practices and Student
Success. He serves on the leadership team of IA’s collaborative action-research project with Columbia University Law School’s Center for Institutional and Social Change on diversity and engagement,
and will soon begin a two-year appointment as an Honorary Professor
at the University of South Africa. 

An educational sociologist, Eatman received his Ph.D. in educational
policy studies at University of Illinois at Urbana-Champaign, a master’s
degree in college student development at Howard University and a
bachelor’s degree in early childhood development at Pace University.
He is the recipient of the 2010 Early Career Research Award from the International Research Association for Service Learning and Community Engagement. 

Peters has devoted his professional career to studying and strengthening
higher education’s public mission, purposes and work. His research
agenda focuses on the connections between higher education and
democracy, especially in the land-grant system. His most recent book, “Democracy and Higher Education: Traditions and Stories of Civic
Engagement” (Michigan State University Press, 2010), contributes to a
new line of research on the critically important task of strengthening and defending higher education’s positive roles in and for a democratic society.
He is the author of Imagining America’s Foreseeable Futures position paper, “Changing the Story About Higher Education’s Public Purposes and Work: Land-Grants, Liberty, and the Little Country Theater.” 


A nationally recognized scholar, Peters has designed and pursued independent research projects with significant support from the U.S. Department of Agriculture (USDA) and the Kettering Foundation. He is on the leadership team of a national five-year initiative, funded with a $5 million grant from USDA, called “Food Dignity: Action Research on Engaging Food Insecure Communities and Universities in Building Sustainable Community Food Systems.” 

At Cornell since 1999, Peters established an innovative teaching and research program that interweaves democratic theory and political and educational philosophy with historical and narrative methods.
Before Cornell, he
spent two years as an assistant professor of public work with the
University of Minnesota Extension System. He received two graduate
degrees at the University of Minnesota: a master’s degree in public affairs
from the Humphrey School of Public Affairs, and a Ph.D. in educational
policy and administration. Before his graduate work, he served for 10
years as program director of one of the nation’s oldest community-university partnerships, the University YMCA at the University of Illinois at Urbana-Champaign, where he received his bachelor’s degree in education. 

This fall, IA will host an event for the SU community to engage with new
directors Eatman and Peters. They will preside over IA’s upcoming annual national conference, Oct. 5-7, in New York City.

Pennsylvania & Voter ID Changes: A message from the Fair Elections Legal Network

This November will be an exciting time on Pennsylvania college campuses. Students will vote–many for the first time–in a pivotal election. Unfortunately, Pennsylvania’s new voter ID law will make it more difficult for many of your students to exercise their democratic rights. We are writing to ask you to protect your students’ right to vote by making sure that a student ID can be used as voter ID by adding an expiration date if it  does not already have one.

Governor Tom Corbett signed the new voter ID law on March 14.  A student ID from an accredited Pennsylvania public or private institution of higher learning is on the list of acceptable photo IDs, but it must contain an expiration date.  According to a study by PennPIRG, about 85% of students in Pennsylvania attend a college or university with a student ID that lacks an expiration date.  A more recent survey done by the ACLU, Rock the Vote, and the Fair Elections Legal Network indicates that most schools have no plans to change their IDs or to implement an education campaign to inform students about the new law. Without a conforming student ID, many students may be unable to vote in 2012.


Your school can help students participate in this election in the following ways.

  • Distribute a sticker with an expiration date that students can affix to their IDs.
  • Change the design of the student ID so that it has a printed expiration date.
  • Implement a proactive plan to give students new IDs or stickers and alert the student body of the changes.
  • Print stickers that explicitly state that the printed date is an expiration date. The Secretary of State has stated that volunteers at polling places will decide on Election Day whether a sticker with just “Fall 2012,” for example, is sufficient or not.
  • Inform students of the new requirements and that, if they wish to vote in Pennsylvania, they need to have an acceptable voter ID with them on Election Day.

Thank you for taking the time to consider this important issue. If you have questions about Pennsylvania’s new ID law or other ways in which your school can actively promote voter registration and voting, contact Dan Vicuña, Staff Attorney and Campus Vote Project Coordinator, Fair Elections Legal Network (

TDC Partner Campus Vote Project Announces Video Contest on Student Voting

Today, the Campus Vote Project (CVP), a campaign of the Fair Elections Legal Network, is launching a contest to encourage students and student organizations to send in videos to Campus Vote Project that highlight barriers to voting that students face on their campus, strategies for overcoming them, or why students care about the upcoming election. The winning video will receive a $500 grant for their organization or school to help promote student voting on campus this fall.

Unlike any other age group, young adults, particularly college students, face obstacles to get to the polls. They are in new communities and don’t know the requirements to register to vote, where to vote, or how to vote absentee back home. It is critical this year that we help students get the information they need to register and vote.

These videos will be a great way for students to highlight how important voting is to them. The video could be about why it’s important for students to vote this election, efforts on campus to help students get to the polls, plans student groups have taken this year to help students vote, or challenges students on campus face to get to the polls.

For more information about the contest, visit

Here’s how to enter: Shoot a 1-2 minute video on student voting. The video should feature parts of campus or the school’s mascot. Be creative and original. Upload the video to the Campus Vote Project page. First, “Like” Campus Vote Project. Then click on “Photo/Video” below the Campus Vote Project banner. Upload the video and in the description box put in “Entry for Campus Vote Project Video Contest”. Include the school’s name and student group in the description as well. Share with friends and others on campus and ask them to come to the Campus Vote Project page and “Like” the video.

The contest closes on July 20, 2012 at 11:59 pm EST. The sooner students enter the more opportunities they have to get people to “Like” their video.

More information on Campus Vote Project can be found online at

Click here for a PDF download of this release

Registration Open for TDC/ADP National Meeting: June 6-8, 2013 | Denver, CO

By Amee Bearne, National Coordinator, The Democracy Commitment

Registration is now open for The Democracy Commitment’s 3rd and the American Democracy Project’s 11th Annual National Meeting June 6-8, 2013, in Denver, Colorado. You’ll find important information below about dates and registration fees, how to reserve a room at the Marriott City Center, and how to submit a proposal.

Each year, the American Democracy Project (ADP)/The Democracy Commitment (TDC) Joint National Meeting brings together a community of individuals committed to civic renewal, while also envisioning together new signature pedagogies and practices to strengthen our democracy. In a time of bitter partisanship and deep concerns about the future of our country, our work today is more important now than ever!

Registration Open for Annual Meeting

June 6-8, 2013 | Marriott City Center | Denver, Colorado

“21st Century Citizens: Building Bridges, Solving Problems”

The annual meeting begins on Thursday, June 6 with day-long pre-conference workshops and an opening plenary at 3:30 p.m. The meeting culminates with a closing speaker followed by a closing reception with dinner from 6 p.m. to 8 p.m. on Saturday, June 8.

Registration Fees:
The registration fee includes all program sessions and materials; wine and cheese reception on Thursday; breakfast on Friday; and lunch and closing reception on Saturday.

  • Individual Fee: $545
    Register as an individual if only one person from your ADP/TDC campus is attending.
  • Team Member Registration Fee: $485
    If more than one person from your ADP/TDC campus is attending the meeting, you may use the Team Member Registration Fee.
  • Student Registration Fee: $395
    Registration rate for full-time undergraduate and graduate students at AASCU/ADP/TDC colleges and universities.
  • Non-Member Registration Fee: $625
    Register as a non-member if you or your organization are not AASCU/ADP/TDC campus members.

How to Register:
Please select among the three options below:

Call for Proposals (CFP)

Read the CFP (download pdf)

Submit a proposal online
(Please Note: You will not be able to save your proposal, please copy and paste your responses into a Word document for your own records.)


Denver Marriott City Center
1701 California Street
Denver, Colorado 80202

Phone: 303-297-1300
Toll-free: 800-228-9290
Fax: 303-293-3736

Hotel accommodations for the 2013 ADP/TDC National Meeting can be booked directly with the hotel by calling 506-474-2009 or toll-free 877-303-0104 and referring to the group rate for the ADP/TDC Annual Meeting (please use the acronyms for the group name).

You may also reserve your room online here

Room Rate

The special conference rate is $169 (single/double/triple/quad) plus 14.85% tax (current tax rate may change). To obtain this rate, you must call the hotel by May 14, 2013.

  • Check-in at the hotel is at 4 p.m., and check-out is at Noon.
  • High-speed internet is available in your guest room at $12.95 a day. There is free wireless internet in hotel’s public areas.
  • Valet parking fee: $29/day.

Cancellation & Refund Policy

Cancellation Fee: $150
If you must cancel your registration, you will receive a full refund if the cancellation is before 5 p.m. EST on Friday, May 31. There will be a $150 cancellation fee after that date. Special circumstances will be handled on an individual basis. Guest meals should be cancelled by 5 p.m. EST on Friday, May 31 for a full refund; no refund is available after that date.

Congratulations to Dr. Theis at Lone Star College, Kingwood!

The LSC-Kingwood Teaching and Learning
Center is pleased to announce Dr. John J.
as the recipient of the 2012
Innovator of the Year Award for the
Public Achievement
.  This award is to recognize an
individual or team who has designed and
implemented a significant innovation that
has had a positive impact on the education
of students.

Public Achievement is a youth civic
engagement initiative focused on the most
basic concepts of citizenship, democracy
and public work.  This year, the second year
of the program, 22 LSC-K students have worked with 74 students from Splendora ECHS and Quest ECHS. High School students have been empowered to explore administrative avenues to garner support for their projects, including presentations to the Splendora ISD School Board and the Quest HS faculty.  LSC-K student coaches have learned to facilitate and develop leadership skills, creating a foundation for future successes. They have all learned that this is the kind of politics that everyone can do, not just politicians.  These partnerships are invaluable in building the civic presence of LSC-Kingwood and re-invigorating the democratic mission of community colleges as “Democracy’s Colleges.”