1. Caryn McTighe Musil and Chad Anderson Association of American Colleges and Universities New Frameworks for Diversity and Learning October 20, 2012 SOCIAL RESPONSIBILITY IN A DIVERSE DEMOCRACY: INTEGRATING CIVIC, GLOBAL, AND US DIVERSITY LENSES

2. THREE GOALS FOR THE SESSION 1.Expand understanding of the sources of convergences between civic, global, and US diversity educational movements and enumerate how to break the logjam that diminishes all three. 2.Develop new insights about how the national report, A Crucible Moment, can be a leverage point for maximizing the power of all three. 3.Accumulate a range of concrete actions that could be initiated on a given campus to foster new alliances and integration. ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

3. OUTLINE FOR THE SESSION 9:30Welcome, introduction, organization of the session 9:40Trinitarianism: Moving from Disabling Disconnections to Collaborative Transformational Change 10:00Points of Convergence 10:15A Crucible Moment: Leveraging Collaboration and Alliances 10:40Closing ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

4. INTERACTIVE SESSION ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG What interferes with alliances and collaborations on your campus? Consider such things as different language used, differently located leadership, funding allocations, or structural location for doing the work, institutional priorities

5. TRINITARIANISM: MOVING FROM DISABLING DISCONNECTIONS TO COLLABORATIVE TRANSFORMATIONAL CHANGE ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

8. CONSEQUENCES OF DISCONNECTING CIVIC, DIVERSITY, AND GLOBAL LEARNING Fragmentation Diminished resources Weakened conceptual framings Incomplete and partial knowledge Minimized transformative impact on the academy Curtailed intellectual, pedagogical, and social power ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

9. Civic Diversity Civic Global Diversity CAMPUS ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

10. CAMPUS COMMUNITY GLOBE

11. 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 club med to expecting students to resolve their own issues From talking about democracy to doing democracy From reaching out to the community to being part of the community, both local and global From being sequestered from the globe to bringing global issues into the curriculum, campus life, and scholarship ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

12. FROM MONOCULTURAL DOMINANT NARRATIVES AND NORMS TO MULTICULTURAL AND MULTIPLE NORMS AND PERSPECTIVES FROM ACCESS AND SUCCESS TO WIDE-RANGING AND MORE COMPREHENSIVE INSTITUTIONAL GOALS FROM RACE AS MORE THAN BLACK AND WHITE AND DIVERSITY AS MORE THAN RACE TO MULTIPLE AND INTERSECTING DIFFERENCES FROM UNDERSTANDING DIVERSITY IN THE U.S. TO EXAMINING HOW IT ALTERS BEYOND U.S. BORDERS TRENDS IN DIVERSITY ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

13. GLOBAL STUDIES HAS EVOLVED TOO FROM ONLY EUROPE TO MORE OF THE GLOBE FROM US and THEM to WE --AND FROM OVER THERE TO EVERWHERE FROM ASSUMING DISCRETE, INDEPENDENT NATION STATES TO INTEGRATED GLOBAL SYSTEMS FROM ONE NON-WESTERN COURSE IN GENERAL EDUCATION TO ADDRESSING GLOBAL ISSUES IN MULTIPLE CLASSES FROM VISITING A PLACE TO BEING PART OF A PLACE AND A PERSPECTIVE FROM THE COLONIZERS VERSION TO THE SUBALTERNS NARRATING THEIR OWN HISTORIES ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

14. CIVIC WORK HAS EVOLVED AS WELL FROM VOLUNTEERING ONES TIME TO SUBSTANTIVE ACADEMIC INQUIRY AND CREDIT FROM ONE-WAY OUTREACH TO TWO-WAY EXCHANGES FROM A SINGLE CIVIC MODEL (Service Learning) TO MULTIPLE CIVIC ARENAS (Civic Problem Solving) FROM WE and THEM to US FROM INDIVIDUAL CHARITY TO WORKING COLLECTIVELY WITH COMMUNITIES TO CREATE FAIRER, MORE HUMANE SOCIETIES ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

15. INTERACTIVE SESSION ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG Work within three different groups of civic, US diversity, and global educators to discuss the following: Given some of the shifts across each of these areas, what two or three big ideas offer bridges for collaborating, co-planning, co-teaching, or scholarly collaborations? What one or two things would you have to do differently within YOUR OWN GROUP to open up avenues to more productive collaborations?

16. KEY RECOMMENDATIONS FOR BREAKING THE LOGJAM: TO CIVIC EDUCATORS 1.Describing democracy 2.Deepening knowledge about diversity and global work 3.Abandoning exclusionary habits 4.Inventing integrative structures and patterns of collaboration ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

17. KEY RECOMMENDATIONS FOR BREAKING THE LOGJAM: TO GLOBAL EDUCATORS 1.Embracing democratic social justice movements 2.Deepening knowledge about diversity and civic work 3.Abandoning dismissal of the local 4.Inventing integrative structures and patterns of collaboration ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

18. KEY RECOMMENDATIONS FOR BREAKING THE LOGJAM: TO DIVERSITY EDUCATORS 1.Claiming democratic place and power 2.Deepening knowledge about civic and global work 3.Abandoning proprietary postures 4.Inventing integrative structures and patterns of collaboration ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

19. IT IS A PROPITIOUS MOMENT TO COALESCE AROUND THE CALL FOR SOCIAL RESPONSIBILITY ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

20. A NEW ERA OF RESPONSIBILITY What is required of us now is a new era of responsibilitya recognition, on the part of every American, that we have duties to ourselves, our nation, and the world... This is the price and the promise of citizenship. President Barack Obama January 20, 2009 ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

21. LEAPS ESSENTIAL LEARNING OUTCOME THREE Personal and Social Responsibility (PSR) -- Civic knowledge and engagementlocal 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

22. 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

23. URGENT GLOBAL CHALLENGES REQUIRING INFORMED ACTION Poverty and structural violence Civil wars and global terror Environmental sustainability Illiteracy and inadequate education Gender inequities, traffic in women, violence against women Refugees, immigration, dislocation Disease, health care, immunizations ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

24. TROUBLING SIGNS IN US 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 its guardian ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

25. Leveraging Collaboration and Solidarity A CRUCIBLE MOMENT: COLLEGE LEARNING AND DEMOCRACYS FUTURE

26. ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

27. DO STUDENTS SAY COLLEGE CONTRIBUTES TO THEIR CIVIC GROWTH? ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

30. ENLARGE THE NATIONAL NARRATIVE: COMPLETION AND CITIZENSHIP It is not either/or: Correlation found between service learning (as well as diversity experiences) and college completion academic engagement deepening connections with faculty higher grade point higher retention more likely to complete degrees career clarification ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

31. BACHELORS DEGREE ATTAINMENT BY RACE 25-29 YEAR OLDS ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

32. BACHELORS DEGREE ATTAINMENT BY FAMILY INCOME BY AGE 24 ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

33. CONTEMPORARY, COMPREHENSIVE DEFINITION OF CIVIC LEARNING Contestation and debates about principles Diversity past, present, and future Navigating multiple perspectives Our world, not just my rights Interdependence globally and locally New modes of collective action ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

34. 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

35. 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

36. 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

37. THE EMERGING DESIGNS OF 21 ST CENTURY CIVIC LEARNING Curricular civic pathways Making civic literacy a core expectation for all students in general education programs Tulane University, Portland State University, St. Edwards University Integrating civic inquiry into a central field of study Worcester Polytechnic Institute, Wagner College, University of Wisconsin-Milwaukee ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

38. OTHER DESIGNS TO BUILD UPON Powerful civic pedagogies Intergroup and deliberative dialogue University of Michigan, California State University at Chico, Sustained Dialogue Programs Service Learning Campus Compact, American Democracy Project, California State University Monterey Bay Collective civic problem solving University of Maryland, Duke University, Northern Arizona University ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

39. INNOVATIONS ON THE EDGES: NEW DEMOCRATIC SPACES Advancing Collaborative, Generative Civic Partnerships and Alliances From charity to reciprocity to generative partnership Syracuse University, Widener College, Anchor Institutions, Community-Campus Partnerships for Health ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

40. THE CHALLENGE OF THE NEXT DECADES OF CIVIC LEARNING From elective to expected From one time to progressive learning over time From individually oriented civic action to collaboratively oriented action From parallel practices and programs to integrated ones across civic, diversity, and global knowledge and action ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

41. INTERACTIVE EXCHANGES: STEPS YOU CAN TAKE ON YOUR CAMPUS Think about an existing strong program on your campus that is--or could be--part of a more comprehensive commitment to education for civic learning and democratic engagements. What concrete steps might you initiate to maximize its impact further by adding at least one more--if not both--other reform perspectives into the mix? Where and with whom would you need to begin to effect this more positive, transformational influence? ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

42. Diversity is about everyone. Global is about everywhere. Kevin Hovland, AAC&U Otis is training us to use the skills they have taught us to solve the worlds problems. We work together and learn from each other, because we cant save the world on our own. Otis College of Art and Design Student ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

43. Caryn McTighe Musil, Senior Vice President, musil@aacu.org Chad Anderson, Program Associate, anderson@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 FOR FURTHER INFORMATION, CONTACT