Archive for March, 2012

Reflections on the Public Purposes of Our Work

By George Mehaffy, Vice President for Academic Leadership and Change, AASCU

In the midst of all that we are involved in, I wanted to take a moment to reflect on the purpose of our work.  It is widely acknowledged that our public institutions are increasingly viewed as a “private good.” Students and their parents, understandably, are focused on college as career preparation.  Yet the last 9 years of the American Democracy Project have convinced me that we, as higher education leaders, need to be forceful advocates for a college education that does more than simply prepare one for a career (important as that is).  We need to advocates for developing students who can be informed, engaged citizens in our democracy.

Here are three simple arguments about why our public institutions must continue to focus on the “public good” of preparing citizens for our democracy.

  • First, you only have to think about the dysfunction in Washington to worry about the future of our democracy.  Increasing polarization, growing inequality, and a failure to confront and address our most pressing problems threaten our way of life.  A recent campaign to get all companies to contribute 1% of their profits to environmental protection ended with an ominous note.  When asked why companies should contribute, the response was: “Because there’s no business done on a dead planet.”  In a similar vein, do we really want to live, work, and have our children and grandchildren grow up in a country where democracy has been profoundly weakened?
  • Second, involving students in civic work is highly engaging. Civic work, well done, leads to higher levels of student engagement, resulting in greater student success, greater retention, and higher graduation rates.  In other words, civic work can contribute to both student and institutional success.
  • Third, the argument that we can’t do civic preparation because it takes away from career preparation is a false dichotomy.   As I read the Business Roundtable or National Association of Manufacturers reports about the problems of recent college graduates, they never say: “she doesn’t know enough Biology,” or “he doesn’t know enough about Accounting.”  Instead they complain about the lack of 21st century career skills: working with people who are different, listening to others, organizing to achieve a goal, communicating effectively.  In fact, these 21st century career skills are also civic skills; indeed, some of these skills are best taught in civic engagement activities. So preparing students for careers and citizenship can be done simultaneously.

In our American Democracy Project, we have continuously stressed the importance of “institutional intentionality.”  Every campus has some imaginative and creative civic project underway.  However, most of the time, these projects are isolated, idiosyncratic, and episodic.  What we need, it seems to me, to realize the goal of producing informed, engaged citizens are institutions committed to having a civic impact on ALL students.

As we approach ADP’s 10th anniversary, I encourage you to reinvigorate your campus’ civic education and engagement efforts. I continue to be passionate about the need for American Association of State Colleges and Universities (AASCU) members to carve out a distinctive mission at a time when our institutions are challenged as never before about their mission and purpose.  I believe that the civic mission is not only a distinctive mission for AASCU institutions but one that is critical for our students, for our own success, and for the success of our country.

Georgia College hosts NIF Forum on Public Purposes of Higher Education

By Gregg Kaufman, ADP Campus Coordinator, Georgia College

Higher Education Forum at Georgia College

The Georgia College American Democracy Project’s Public Voice Partnership recently facilitated a “test forum” for a draft of a new National Issues Forum issue book, How Should Higher Education Help Us Create The Society We Want?

The forum was incorporated into a faculty workshop that explored how public deliberation methods can be used to enhance classroom discussion across the disciplines. Students, citizens, and faculty deliberated multiple options that offered distinctive actions aimed at imagining what we expect of colleges and universities with regard to creating the American society we want.

The issue book is related to the American Commonwealth Partnership mission of exploring higher education’s purposes and practices relative to civic life. The NIF authors observed the deliberation and participated in the workshop. The Georgia College forum is one of several forums being held on campuses and in communities prior to publishing the final version.

The Public Voice Partnership is the result of Georgia College’s participation with the Kettering Foundation research initiative, Organizing Centers for Public Life. Georgia College is the University System of Georgia’s designated Public Liberal Arts University.

For more information about ADP at Georgia College, go here.

8th Annual Missouri State University Public Affairs Conference: Culture of Connectivity

The 8th Annual Missouri State University Public Affairs Conference will be held April 17-20, 2012 on the campus of Missouri State University.  This year’s conference theme is “Culture of Connectivity”.  The conference will recognize the abundant rise in the creation, sharing and consumption of information via the Internet, mass media and a multitude of other technological forms.  Visit the conference website ( for a complete list of speakers, sessions and activities that will explore this theme. All events are free and open to the public. No registration is necessary for conference events.

About Missouri State University’s Public Affairs mission: On June 15, 1995, Missouri Governor Mel Carnahan signed into law Senate Bill 340 which gave Missouri State University a statewide mission in public affairs. This mission defines a primary way in which a Missouri State education is different from that of other universities and one way by which we educate our students to imagine the future.  The three broad themes of the public affairs mission are explored through cultural competence, community engagement, and ethical leadership.  Visit the MSU Public Affairs website to learn more about our mission and activities associate with the mission.

ADP’s 7 Revolutions becomes Global Engagement Initiative

By Dennis Falk, Chair of ADP’s Global Engagement Scholars and Distinguished Teaching Professor of Social Work, University of Minnesota Duluth


Over five years ago The New York Times and the Center for Strategic and International Studies (CSIS) joined AASCU’s American Democracy Project to create what became known as “The Seven Revolutions Project.” The name of the project emanated from a framework developed by Erik Peterson, who consulted with other leading policy analysts within CSIS and identified the seven global forces (“revolutions”) expected to most impact the world in the next 20-25 years. These revolutions include 1) population, 2) resource management, 3) technology, 4) information, 5) economics, 6) conflict, and 7) governance.

Faculty from 10 AASCU institutions (“Seven Revolutions Scholars”) decided to use the seven revolutions framework to develop curriculum with the goal of educating globally competent citizens at AASCU institutions. These faculty members initially shared teaching materials and resources to develop courses on their home campuses that could meet the identified goal. CSIS provided resources specifically oriented to college and university students, and The Times organized its rich and relevant resources into templates within the Epsilen Learning Environment, a comprehensive course management system that also allows social networking and the development of portfolios.

To expand the impact of the project, the AASCU Seven Revolution Scholars decided to create an extensive monograph titled “Educating Globally Competent Citizens: A Toolkit for Teaching Seven Revolutions” in 2010. This Toolkit provided background information on the project, summarized key content related to seven revolutions content, and compiled three years of campus case studies, teaching and learning materials, and teaching resources. A hard copy of the Toolkit was published, and a pdf version could be downloaded free of charge. The Toolkit is currently being revised and updated.

At the same time, 7 Revs Scholars offered workshops and institutes to interested faculty. Multiple sessions have been offered annually at the ADP National Meeting, and member campuses provided workshops for their colleagues. Two day training institutes were offered in Washington, D.C. in spring 2010 and at CSU Fresno in Fresno, Calif. in fall 2011.

Recent activities focused on developing a national blended learning course on seven revolutions topics that provides print, graphic, audio, and video content; teaching and learning activities; online tests; and additional assessment activities in an integrated format within Epsilen. This course was used in some of the 10 participating schools in fall 2011 and is additionally being piloted in four additional schools across the country. The course is currently being polished for national release in Fall 2012.

In December 2012 AASCU received word that CSIS was withdrawing from the project, but authorized AASCU to continue using the seven revolutions framework and content resources. Losing CSIS as a partner necessitated a number of changes. Consistent with AASCU terminology, the Seven Revolutions Initiative became the Global Engagement Initiative, and the Seven Revolutions Scholars are now Global Engagement Scholars. The blended learning course based on the seven revolutions framework, which was initially to have seven revolutions as part of its name, is now titled “Global Challenges: Promise and Peril in the 21st Century.”

Despite these changes, the Global Engagement Initiative maintains the original goal. We will continue to update and disseminate a toolkit for faculty reference, to offer workshops that assist faculty in developing essential knowledge and skills, and to provide a state-of-the-art national blended learning course—all with the same goal of educating globally competent citizens at AASCU institutions.

For more information about ADP’s Global Engagement Initiative, go here.

For more information about the Global Challenges course, go here.

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