This chapter explores the challenges, issues, and recommendations that student affairs practitioners should consider in order to implement constructive civic learning and democratic engagement on college and university campuses in the United States. The work of student affairs directly impacts the development of students. Yet, student affairs professionals and programs face challenges in collaborating with academic affairs, understanding and practicing political neutrality, and responding to the current issues of the day. With consideration of quality and successful programs, student affairs can continue to move the needle of impact forward through new learning opportunities throughout the college experience, including restorative justice efforts, housing and residence life programs, and collaborative university themes.
TopIntroduction
In Civic Responsibility and Higher Education, Ehrlich (2000) provides a broad definition of civic engagement is supplied which serves as an initial foundation for this chapter:
Civic engagement means working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community through both political and non-political processes. (p. vi)
In addition to the very active nature of this definition, learning must also be explored when considering student development. As such, the National Association of Student Personnel Administrators (NASPA, 2021) developed an expanded definition:
Civic learning and democratic engagement (CLDC) work centers around developing students into engaged and active community members. Through education around democratic participation, centering the value of dialogue across difference, and nurturing social responsibility, SA pros focused on CLDE work are dedicated to providing students with the knowledge, skills, and abilities to make a difference in their communities. (para. 1)
So, how exactly does student affairs promote learning of civic engagement, and civic engagement itself?
To explore the role of student affairs in civic learning and democratic engagement fully, we ought start at the beginning; understanding the original intent of higher education so that we can confirm that such responsibilities are appropriately placed. According to Bok (2009), the mission of higher education was originally twofold: training the intellect and developing character. Undergraduates need to develop the capacity for communication, critical thinking, moral reasoning, citizenship, living with diversity, living in a more global society, and preparing for work. Both the aspects of mental discipline and moral development were to be emphasized and embraced (Reuben, 1996).
It is the development of that citizenship, of engaging within our colleges and broader communities, that is often an underdeveloped responsibility of higher education and student affairs. Bok (2009) recognizes that the basic tenets of a college education; critical thinking, racial inclusion and education, general knowledge; contribute to the development of mind and spirit, therefore an enlightened citizenship. However, while a goal of liberal education is to prepare students to be active participants in democratic self-governance, this is often underachieved. Bok argues that the breadth of information necessary to fulfill such civic duties, to understand a wide array of policy issues, to make informed choices about current issues has grown too large. However, Putman (2000) attributed a decline in civic and political activities due to generational shifts from communal activities which all for practice and development of political skills. Morgan and Orphan (2018) further recognize that building the skills necessary to be engaged with common politics and civic activity requires psychological and emotional characteristics, as well as tangible actions developed over one’s life. As such, traditional liberal education will not suffice.
In the article “Democracy, leadership, and the role of liberal education” from the Association of American Colleges and Universities, Marcy (2020) reaffirmed that the tenets of a liberal education are the basis for an educated citizenry because higher education boldly asks the difficult questions, sits and wrestles with different perspectives and contradictory truths and ideas. Marcy (2020) states
Questioning, exploring, stating the unpopular, challenging poorly reasoned theories, wrestling with convoluted and contradictory positions--this is what liberal education asks us to do. And it is exactly what is needed in the present environment, as we struggle with competing and complex ideas. Colleges and universities are holding forums for their students but also for their larger communities (para. 9).