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This project has been funded at least in part with Federal funds from the US Department of Education under contract number ED-OPE-10-C-0078. The content of this publication does not necessarily reflect the views or policies of the US Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the US Government. This publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means—electronic, mechanical, photocopying, or otherwise—without constraint. 1818 R Street, NW, Washington, DC 20009 Suggested Citation: The National Task Force on Civic Learning and Democratic Engagement. 2012. A Crucible Moment: College Learning and Democracy’s Future. Washington, DC: Association of American Colleges and Universities. ISBN 978-0-9827850-5-8 To download a copy of this report, see www.aacu.org/civiclearning/crucible. To order additional copies of this publication, visit www.aacu.org, email pub_desk@aacu.org, or call 202.387.3760.
table of Contents W Foreword Martha Kanter and Eduardo Ochoa, US Department of Education . . . . . . . . . .v For Democracy’s Future: Five Essential Actions from the National Task Force on Civic Learning and Democratic Engagement................ vi The Catalysts for Producing A Crucible Moment and Its National Call to Action. ......................................... vii National Task Force on Civic Learning and Democratic Engagement Members ......................................ix Acknowledgments ......................................................xi I. Why Education for Democratic Citizenship Matters ...................1 II. Crucible Moments of Civic Learning: Then and Now .................17 III. Education for Democracy in the Twenty-First Century: A National Call to Action ...........................................25 IV. Trailblazers for Civic Learning: From Periphery to Pervasiveness ...... 41 V. A Foundation Partially Laid: Pathways to Democratic Engagement..... 51 VI. Conclusion . .......................................................69 References ............................................................ 71 Appendix A: Civic Investment Plan Templates ..........................81 Appendix B: Civic Learning and Democratic Engagement Project Staff ... 87 Appendix C: Civic Learning and Democratic Engagement National Roundtables: Participant List. .......................................... 89 Appendix D: Civic Learning and Democratic Engagement National Roundtables: Participating Organizations ............................... 97 A CRUCIBLE MOMENT: College Learning & Democracy’s Future iii
Page 1: a national call to action A CruCibl
Page 7 and 8: Foreword W “A socially cohesive a
Page 9 and 10: the Catalysts for Producing A Cruci
Page 11: National Task Force on Civic Learni
Page 14 and 15: Finally, we want to express our dee
Page 17 and 18: i. Why education for Democratic Cit
Page 19 and 20: Toward a More Comprehensive Definit
Page 21 and 22: when compared with older generation
Page 23 and 24: Notably, despite all the energy dev
Page 25 and 26: Higher Education: More than Workfor
Page 27 and 28: practices, product responsibility,
Page 29 and 30: the report elaborates by distinguis
Page 31: Figure 4: What Would a Civic-Minded
Page 34 and 35: Rather than couching its arguments
Page 36 and 37: 20 both old and new, as modern demo
Page 38 and 39: A high-quality education, workforce
Page 41 and 42: iii. education for Democracy in the
Page 43 and 44: and to higher education—that were
Page 45 and 46: Six practices have been proven effe
Page 47 and 48: The Role of Higher Education as Int
Page 49 and 50: 4. Advance civic action through tra
Page 51 and 52: • Review educational goals and le
Page 53 and 54: state and local governments—to la
Page 55 and 56:
data systems; secure necessary fund
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iV. trailblazers for Civic learning
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Figure 6. From Partial to Pervasive
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With the demographic shift, the cur
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course, or an upper-level nursing c
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As the Democracy Commitment and AAS
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V. A Foundation Partially laid: Pat
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Some institutions, like Franklin Pi
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DQP says that, at all degree levels
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students’ self-effcacy and politi
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learning, aimed at active participa
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Engberg and Fox (2011) links involv
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focused pedagogy for its Community
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perspectives becomes the norm; defi
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excellence to ideas, problems, and
Page 87 and 88:
eferences W AACC (American Associat
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Colby, Anne, Thomas Ehrlich, Elizab
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University of Oslo; and the Europea
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NCES (National Center for Education
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Snyder, Thomas D., and Sally A. Dil
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Phase II: In-depth assessment and l
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COMPLETING THE MATRIx As a group, m
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Civic Investment Plan Template for
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APPEnDIx C: Civic learning and Demo
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Gail Jessen, Director, Thayne Cente
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Paul Petrequin, Residential Faculty
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Mary Kirchhoff, Director, Education
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active, involved citizens in their
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Association for Integrative Studies
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issues, civic involvement, and how
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facilitators to guide the process;
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The Democracy Imperative http://www
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to strengthen an international comm
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Modern Language Association of Amer
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National Women’s Studies Associat
Page 130 and 131:
citizens. Public Agenda pursues thi
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About AAC&U The Association of Amer
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