About TDC

Our vision is to spearhead the effort in assisting community colleges to develop and prepare their students to become leaders who are engaged and productive members of our global society, who make civic-minded decisions and contribute innovative solutions to address the complex social, health, economic, scientific, and civic issues of our time.

Our goal is the ensure that all community college students graduate with an education in democracy and citizenship,

Founded in 2011 with 50 original signatories, TDC’s membership is comprised of community college campuses dedicated to ensuring that civic and democratic education and engagement are available to all students.  TDC’s membership grows as the necessity for support in civic work becomes increasingly apparent.  TDC member institutions become “stewards of place” aimed at revitalizing democracy in the communities in which they are based and from which their students come.   TDC nationally supports the fact that community colleges are committed to and responsible for their communities, and assist in providing opportunities to achieve their missions rooted in democracy.

By becoming a member of TDC, members institutions receive access to TDC’s services: Awards and Recognition, Civic Network, Programs, and Resources & Publications. Additionally, becoming a member of TDC entitles institutions with:

EXCLUSIVE CAMPUS BENEFITS AND DISCOUNTS | EXCLUSIVE ACCESS TO RELEVANT RESOURCES | CAMPUS VISIBILITY AND RECOGNITION | CAMPUS-WIDE PROFESSIONAL DEVELOPMENT OPPORTUNITIES | NETWORKING OPPORTUNITIES | OPPORTUNITIES FOR NATIONAL PARTNERSHIPS

History of TDC

In 2011, The Democracy Commitment (TDC) confronted challenging gaps in the civic landscape.  With the wars in Afghanistan and Iraq continuing, and divisiveness and partisanship growing, America 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 development 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, Brian Murphy (president De Anza College), Bernie Ronan (associate vice chancellor for Public Affairs for the Maricopa Community Colleges), and George Mehaffy (vice president for Academic Leadership and Change at American Association of State Colleges and Universities (AASCU) created TDC as a project that would mirror for community colleges what AASCU’s American Democracy Project (ADP) had done for state colleges and universities since 2003.  Thus ADP and TDC grew out of a shared context of frustration and despair as well as a shared commitment to education and action.

TDC formally launched at the offices of The New York Times on November 11, 2011. 50 presidents and chancellors from community colleges and districts nationwide were early signatories dedicated to the cause of democracy in higher education, and to make democratic skills available to all individuals who desire a voice and a seat at the table of local, state, and national discourse and action.  TDC has grown to provide a platform for the development and expansion of community college programs, projects, and curricula aimed at engaging students in civic learning and democratic engagement.

TDC sees community colleges as “stewards of place,” a term coined by AASCU in 2002. TDC aims to revitalize democracy in our communities– communities in which our community colleges are based, as well as committed to and responsible for; and communities from which their students come, and to which they return each day.  To such end our programs have conceived of civic work broadly and successfully.  TDC supports volunteerism and service learning, but we are also committed to the full range of civic work—including democratic practice, electoral engagement, community engagement, civic education integration and assessment, diversity, and deliberative democracy.

The Late Bernie Ronan was tireless in his work for democracy, and every element of The Democracy Commitment network bears his imprint. He was an organizer, advocate, leader, and an eloquent spokesman for community college students. He was also a profound theorist of democratic culture and wrote about the significance of democratic engagement in the lives of students.   He was the Associate Vice Chancellor for Public Affairs of the Maricopa Community Colleges. He oversaw the Division of Public Affairs, which includes government relations, marketing, media relations, communications, as well as the Center for Civic Participation.  He had been an administrator in the Maricopa Colleges for the over 20 years, including serving as the Acting President of Mesa Community College in 2007- 2008.   In honor of his tremendous devotion and commitment to TDC and the national civic engagement movement, we renamed our TDC student scholarship award after him last year.  The “Bernie Ronan Award” will stand as a living testimony to this good and loyal friend.

Dr. Brian Murphy is president of De Anza College in Cupertino, California. In 2011, he was instrumental in the development of The Democracy Commitment, a national project aimed at ensuring that every community college student has an education in democratic practice.  Murphy has been president of De Anza College since 2004. A key focus of his presidency is the preparation of students to be active, involved citizens committed to transforming their communities. This vision lead to the creation of De Anza’s Institute for Community and Civic Engagement.  He earned a bachelor’s degree from Williams College and master’s and doctoral degrees from the University of California, Berkeley, all in political science. 

TDC Declaration

TDC formally launched at the offices of The New York Times on November 11, 2011, 50 presidents and chancellors from community colleges and districts nationwide were early signatories dedicated to the cause of democracy in higher education, and to make democratic skills available to all individuals who desire a voice and a seat at the table of local, state, and national discourse and action.

A healthy democracy depends on engaged citizens, proud of their rights, thoughtful about their responsibilities, and informed about their choices. Thomas Jefferson put it simply: “An enlightened citizenry is indispensable for the proper functioning of a republic. Self-government is not possible unless the citizens are educated suf ciently to enable them to exercise oversight.”

The condition of the republic today is marked by a national politics driven by bitter partisanship. Our discourse is marked by an unwillingness to listen to one another. Our elected leaders seldom move past sound bites to engage in collaborative solutions to the nation’s growing list of problems. Widening divisions between Americans because of race, economic circumstance and geography make political solutions seem increasingly difficult.

At the same time, many of our citizens lack basic knowledge of the civic and democratic institutions through which democratic power is exercised. Too few vote, too many are alienated from a process they believe irrelevant, too many are doubtful about their ability to change the circumstances of their lives.

This alienation from politics and from the democratic process is dangerous for the nation. A people who are cynical about democracy are too easily prey to manipulation; a nation that does not engage its citizens in civic work loses the imagination and capacity of those citizens.

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, not only to the few, and to ensure that the bene ts 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 postsecondary education. More critically, we are rooted deeply in local communities that need the civic leadership and practical democratic capacity of our students for their political and social health.

Community college students come from all walks of life and all social stations. Our students represent all ethnicities and religious communities. Our learners 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 to determine the future of our communities.

America’s community colleges are much in the news these days. We enroll nearly half of all students in American higher education. We prepare students for transfer to university, for entry into the job market, and for lives of continual learning. We provide critical services in basic skills, literacy and developmental education. We are an integral part of the economic and social development of our local communities, and serve rural, urban and suburban regions across the nation.

The demands of economic recovery have brought increased attention to America’s community colleges, as our colleges play a critical role in preparing men and women for entry into the job market, and in providing education and skill development for workers laid off during the recession. Community colleges have a well-deserved reputation for programs that lead to immediate employment, and for being responsive to changes in local and regional job markets.

At the same time, community colleges provide low-cost and accessible two-year programs in the liberal arts and sciences, and a signi cant percentage of our students transfer to America’s four-year colleges and universities. Indeed, more than half of all Americans who receive bachelor’s degrees from state colleges and universities have transferred from community colleges.

The American community colleges do more, however, than educate for the job market or for transfer to university. We have a critical role to play in preparing our students for their roles as citizens and engaged members of their communities.

In service to democracy and the future of our communities, we announce a new national initiative: The Democracy Commitment.

The Democracy Commitment will provide a national platform for the development and expansion of programs and projects aiming at engaging community college students in civic learning and democratic practice. Our goal is that every graduate of an American community college shall have had an education in democracy. This includes all our students, whether they aim to transfer to university, earn an associate degree, or obtain a certificate.

America’s community colleges have enormous talent and capacity with faculty and staff committed to the success of our students, and with students bright with ambition and passion. All of us share a commitment to a democratic nation. Now is the time to fulfill that commitment.

-From The Democracy Commitment Declaration of 2011