This document discusses the critical role of higher education in fostering civic engagement and global competencies in students. It emphasizes that universities should make the development of personal and social responsibility in students a major focus and learning outcome. This involves promoting civic knowledge, intercultural skills, ethics and lifelong learning through experiences such as service learning, dialogue programs, and campus-community partnerships. While progress has been made, more needs to be done to ensure civic learning is a core, integrated part of the student experience and curriculum in higher education.
To shine a light on the lack of cultural competency in the education system that continues to perpetuate disparaging statistics for minority students; and to propose solutions that will lead our society toward equal educational outcomes.
To shine a light on the lack of cultural competency in the education system that continues to perpetuate disparaging statistics for minority students; and to propose solutions that will lead our society toward equal educational outcomes.
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
The case for continuing education, community-based research and engaged scholarship as a means to provide education for the public good in Canada and elsewhere
EOA2015: Amplifying the Community VoicePIHCSnohomish
Who defines health? When ALL voices are heard, our community is healthier and more just. A panel of community partners explores how inclusive listening can strengthen the health and fabric of our community.
Competences for democratic culture - Living together as equals in culturally ...Council of Europe (CoE)
Contemporary societies within Europe face many challenges, including declining levels of voter turnout in elections, increased distrust of politicians, high levels of hate crime, intolerance and prejudice towards minority ethnic and religious groups, and increasing levels of support for violent extremism. These challenges threaten the legitimacy of democratic institutions and peaceful co-existence within Europe.
Formal education is a vital tool that can be used to tackle these challenges. Appropriate educational input and practices can boost democratic engagement, reduce intolerance and prejudice, and decrease support for violent extremism. However, to achieve these goals, educationists need a clear understanding of the democratic competences that should be targeted by the curriculum.
The Council of Europe has produced a new conceptual model of the competences which citizens require to participate in democratic culture and live peacefully together with others in culturally diverse societies.
This brochure contains the executive summary of Competences for Democratic Culture for quick and easy reference. The full text is available in Council of Europe publication ISBN 978-92-871-8237-1.
Guardian of human rights, democracy and the rule of law: activity report.
This publication presents the work carried out in 2015
by the different bodies and sectors of the Council of Europe, highlighting its particular strengths and achievements.
More information - http://www.coe.int/en/web/portal/home
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
The case for continuing education, community-based research and engaged scholarship as a means to provide education for the public good in Canada and elsewhere
EOA2015: Amplifying the Community VoicePIHCSnohomish
Who defines health? When ALL voices are heard, our community is healthier and more just. A panel of community partners explores how inclusive listening can strengthen the health and fabric of our community.
Competences for democratic culture - Living together as equals in culturally ...Council of Europe (CoE)
Contemporary societies within Europe face many challenges, including declining levels of voter turnout in elections, increased distrust of politicians, high levels of hate crime, intolerance and prejudice towards minority ethnic and religious groups, and increasing levels of support for violent extremism. These challenges threaten the legitimacy of democratic institutions and peaceful co-existence within Europe.
Formal education is a vital tool that can be used to tackle these challenges. Appropriate educational input and practices can boost democratic engagement, reduce intolerance and prejudice, and decrease support for violent extremism. However, to achieve these goals, educationists need a clear understanding of the democratic competences that should be targeted by the curriculum.
The Council of Europe has produced a new conceptual model of the competences which citizens require to participate in democratic culture and live peacefully together with others in culturally diverse societies.
This brochure contains the executive summary of Competences for Democratic Culture for quick and easy reference. The full text is available in Council of Europe publication ISBN 978-92-871-8237-1.
Guardian of human rights, democracy and the rule of law: activity report.
This publication presents the work carried out in 2015
by the different bodies and sectors of the Council of Europe, highlighting its particular strengths and achievements.
More information - http://www.coe.int/en/web/portal/home
Abolishing the death penalty, upholding freedom of expression, safeguarding children’s rights, promoting gender equality, combating terrorism, guaranteeing compliance with quality standards for medicines and health care… These issues affect each and every one of us, but do you know what role is played by the Council of Europe in these spheres?
By drawing up, implementing and monitoring over 200 conventions, the Council of Europe has been striving – since its creation in 1949 – to uphold the fundamental values of our continent: human rights, democracy and the rule of law.
The best known of its treaties is the European Convention on Human Rights, and the judgments of the European Court of Human Rights are regularly reported on in the media.
This brochure provides a quick overview of what the Council of Europe does and how it works.
State of democracy, human rights and the rule of law - A security imperative ...Council of Europe (CoE)
Secretary General’s Report 2016 : State of democracy, human rights and the rule of law - A security imperative for Europe.
The past 12 months have seen a gear shift in Europe’s security concerns. Recent terrorist attacks have sent a shockwave through our societies. Unco-ordinated responses to the migrant crisis have sustained chaos at our borders. Combined with economic uncertainty, this is creating fertile ground for nationalists and xenophobes who seek to exploit public anxiety. Such developments are posing serious problems for our shared security.
This is the third annual report of the Secretary General on the state of democracy, human rights and the rule of law. The report assesses the extent to which the Council of Europe’s member states are able to make the building blocks of democratic security a reality and exposes Europe’s democratic shortcomings, which require immediate attention. The report also highlights pan-European trends and areas for joint action, where key recommendations have been made.
More information - www.coe.int, http://www.coe.int/en/web/secretary-general/home
More publications - https://book.coe.int/eur/en/
Higher Education and the Public Good: An Analysis of the Economic and Social ...Roy Y. Chan
Chan, R. Y. (November 2016). Higher Education and the Public Good: An Analysis of the Economic and Social Benefits for Completing a College Degree. Scholarly paper presented at the Association for the Study of Higher Education (ASHE) 2016 Annual Conference, Columbus, OH.
The Council of Europe, founded in 1949, is the oldest organisation working for European integration with a particular emphasis on legal standards and protection of human rights, democratic development and the rule of law in Europe.
It is an international organisation with legal personality recognised under public international law that serves 800 million Europeans in 47 member states.
The Council of Europe's work has resulted in standards, charters and conventions to facilitate cooperation between European countries, and further integration.
Name: Council of Europe
Headquarters: Strasbourg, France
Website: http://www.coe.int
This is a presentation offered by Caryn McTighe Musil, Senior Vice President, of the AAC&U given at the Bonner 2012 High-Impact Institute. This is from June 27, 2012.
Beyond Friending: @cunycommons and the Emergence of the Social UniversityMatthew Gold
A MITH Digital Dialogue
Tuesday, November 2, 12:30-1:45
MITH Conference Room, McKeldin Library B0135
“Beyond Friending: @cunycommons and the Emergence of the Social University” by Matthew K. Gold
Supporting Students’ Civic Agency, Leadership, Well-Being, and Academic Succe...Bonner Foundation
This presentation captures evidence-based practices for campus programs that connect support for diverse, low-income students access and attainment with intentional co-curricular and curricular experiences in community engaged learning. This session was presented by the Bonner Foundation at the 2021 AAC&U Conference on Diversity, Equity, and Student Success by Ariane Hoy, Vice President; Arthur Tartee Jr., Alumni Network Manager; and Rachayita Shah, Community-Engaged Scholarship Director.
WEAVING DEEP CONNECTIONS BETWEEN CAMPUSES AND COMMUNITIES: REFLECTIONS AND PR...Iowa Campus Compact
featuring Thomas Schnaubelt, Executive Director, Haas Center for Public Service,
Stanford University
Dr. Schnaubelt will draw from his professional experience in three different parts of
the United States (the Deep South, the Upper Midwest, and California) over the past
two decades to share some reflections and observations. He will share thoughts
about why context matters: how our work has evolved in general, how local/regional
cultures shape the relationship between campuses and communities, and how our
work with students changes over time and place. He will also consider what these deep
connections might look like in the future.
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
A presentation by Noel Harmon, senior research analyst at the Institute for Higher Education Policy and Becky Rosenburg, director of the Center for Teaching, Learning and Assessment and director of the Academic Skills Achievement Program at California State Monterey Bay to the Association of American Colleges and Universities (AAC&U) on Minority Serving Institutions.
1. SOCIAL ENGAGEMENT, EDUCATION FOR
DEMOCRACY, AND GLOBAL
COMPETENCES:
HIGHER EDUCATION’S CRITICAL
MISSION IN THE 21 ST CENTURY
Caryn McTighe Musil and Kevin Hovland
Association of American Colleges and Universities
International Association of Universities
November 29, 2012
2. A GLOBAL CIVICS?
[I]n order to navigate our global interdependence,
we need processes where we all think through our
own responsibilities toward other fellow humans
and discuss our answers with our peers. A
conversation about a global civics is indeed needed,
and university campuses are ideal venues for these
conversations to start. . . we should not wait any
longer to start it.
Nobel Laureate Martti Ahtisaari
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
3. “WE BELIEVE THAT ECONOMIC
PRODUCTIVITY IS IMPORTANT BUT
MUST NOT BE CONFUSED WITH CIVIC
HEALTH.”
A Nation of Spectators, 1998
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
4. THREE GOALS FOR THIS SESSION
• Describe the US context for efforts to redefine questions
of educational quality by linking to the civic purposes of
college.
• Engage participants in conversation about similar efforts
around the world and/or the barriers to such efforts.
• Share examples of how colleges and universities are
designing curricular and co-curricular learning
opportunities to match their commitments to democratic
engagement.
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
5. THREADED DISCUSSIONS ON ENGAGEMENT,
DEMOCRACY, AND GLOBAL LEARNING
• Association of American Colleges and Universities
• Tri-National Seminar in 90s with India, South Africa, and
the US funded by the Ford Foundation
• International Consortium on Higher Education, Civic
Responsibility, and Democracy with the Council of Europe
• International Association of Universities
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
6. A PROPITIOUS MOMENT TO SEIZE
Democracy can survive only as strong democracy,
secured not by great leaders but by competent,
responsible citizens . . . . And citizens are certainly
not born, but made as a consequence of civic
education and political engagement in a free polity.
--Benjamin Barber
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
7. U.S. TRENDS THAT HAVE TURNED CAMPUS
LIFE INTO A PUBLIC COMMONS
• From monocultural space to multicultural space
• From access for the very few to access for the majority
• From talking about democracy to doing democracy
• From reaching out to the community to being part of the
community, both local and global
• From thinking of global as external and distinct to
recognizing the interwoven global elements of the
curriculum, campus life, and scholarship
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
8. Civic
Diversity
CAMPUS Diversity
Global
Civic
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
9. GLOBE
LOCAL COMMUNITY
AND NATION
CAMPUS
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
10. AAC&U’S LEAP--COLLEGE LEARNING FOR
THE NEW GLOBAL CENTURY
• The Essential Learning Outcomes
• The LEAP Principles of Excellence
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
11. URGENT GLOBAL CHALLENGES
REQUIRING INFORMED ACTION
• Poverty and structural violence
• Civil wars and global terror
• Environmental sustainability
• Illiteracy and inadequate education
• Gender inequities, human trafficking, violence
against women
• Refugees, immigration, dislocation
• Disease, health care, immunizations
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
12. GROUP DISCUSSION
• What issues or comments in this first part of our
discussion resonated or differed dramatically from
your institution or country?
• How are you defining the essential learning for a
high-quality college degree?
• What strategies have you employed to make higher
education a more valuable resource for critical
discernment, perspective-taking, and collective
problem solving through and across difference?
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
13. A CONSENSUS IN U.S. ABOUT AN
ESSENTIAL LEARNING OUTCOME
• Personal and Social Responsibility (PSR)
-- Civic knowledge and engagement—local and global
-- Diversity knowledge and intercultural competence
-- Ethical reasoning and action
-- Foundations and skills for lifelong learning
Anchored through active involvement with diverse
communities and real-world challenges
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
15. DO STUDENTS SAY COLLEGE CONTRIBUTES
TO THEIR CIVIC GROWTH?
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
16. KEY FINDINGS FROM AAC&U PERSONAL AND
SOCIAL RESPONSIBILITY INVENTORY (PSRI)
• Across all categories, students and campus
professionals strongly agree that personal
and social responsibility should be a major
focus of a college education.
• Across all groups surveyed, they also strongly
agree, however, that there is a clear gap
between what should be and what actually
is.
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
17. TROUBLING SIGNS IN U.S. DEMOCRACY
• Resurgent nativism and anti-immigrant attitudes and
policies
• Dynamically shifting racial categories even in the
midst of intensified racial segregation
• Inflammatory, vitriolic public discourse with little
regard for accuracy or facts
• Dysfunctional Congress and many state legislatures
• Assault on public, collective responsibilities and
campaign to affirm the individual as the carrier of
democracy and business as its guardian
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
18. BACHELOR’S DEGREE ATTAINMENT BY RACE
25-29 YEAR OLDS
40%
20%
0%
Hispanic, 11% Black, 18% White, 34%
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
19. BACHELOR’S DEGREE ATTAINMENT
BY FAMILY INCOME BY AGE 24
Top Income
Quartile, 75.0%
80.0%
70.0%
60.0%
Third Quartile,
50.0%
27.7%
40.0%
Second
30.0%
Bottom Quartile, 13.2%
20.0% Quartile,
8.6%
10.0%
0.0%
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
20. KEY RECOMMENDATIONS FOR HIGHER
EDUCATION
1. Foster a CIVIC ETHOS across all parts of the
campus and educational culture.
2. Make CIVIC LITERACY a core expectation for all
students.
3. Practice CIVIC INQUIRY across all fields of
study.
4. Advance CIVIC ACTION through transformative
partnerships, at home and abroad.
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
21. THE GOOD NEWS:
• The foundation has already been partially laid
• In the curriculum
• In new civic pedagogies
• In campus life
• In campus/community partnership and
engagement in collective problem solving with
others
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
22. THE BAD NEWS:
• It is
• Random
• Largely uncharted
• Lacking signage
• Without sufficient progression over time
• Optional
• Available to only some students
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
23. THE EMERGING DESIGNS OF 21 ST CENTURY
LIBERAL EDUCATION
• Curricular civic pathways
• Making civic and global literacy a core
expectation for all students in general
education programs
• Integrating civic and global inquiry into a
central field of study
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
24. OTHER DESIGNS TO BUILD UPON
• Powerful civic/global pedagogies
• Intergroup and deliberative dialogue
• Service Learning
• Collective problem solving
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
25. STUDENT LIFE AS ARENA FOR “DOING
DEMOCRACY”
• Student organizations
• Residential life activities
• Student-led civic projects
• Student activism on and off campus
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
26. INNOVATIONS ON THE EDGES:
NEW DEMOCRATIC SPACES
• Advancing Collaborative, Generative Civic
Partnerships and Alliances Integrated as
Dimension of Learning, Scholarship, and
Sustainable Development
• From charity to reciprocity to generative
partnership
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
27. Otis is training us to use the skills they have taught
us to solve the world’s problems. We work
together and learn from each other, because we
can’t save the world on our own.
--Student
Otis College of Art and
Design Student
ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES, WWW.AACU.ORG
28. FOR FURTHER INFORMATION, CONTACT
Caryn McTighe Musil, Senior Scholar and Director of
Civic Learning and Democracy Initiatives
musil@aacu.org
Kevin Hovland, Senior Director of Global Learning
and Curricular Change
hovland@aacu.org
Association of American Colleges and Universities
www.aacu.org
To download or order A Crucible Moment, see:
http://www.aacu.org/civic_learning/crucible/index.cfm
Also see AAC&U quarterly Diversity & Democracy:
http://www.diversityweb.org/DiversityDemocracy/index.cfm