We sat in his office in the State Capitol. He laughed that he had “survived the session, and can look back at it with some humor.”
“The question, ‘what is the purpose of higher education?’ is profound. Higher education needs to be so much more than getting a credential. As a society we place an amazing emphasis on getting credentials. In many corporate settings the higher education degree is used as a sorting device in employee selection. Obviously we all know the degree is important but it should not be the sole determination of whether or not an individual will be a good employee or a good citizen.
“In the end, I believe the most important role of higher education is to prepare people to be life-long learners, to be immersed in life experiences, and to give back.
“I spoke to 300 young women at Girls’ State the other day. They were all high achievers. I’m sure most will be going to college. They will make A’s and so forth. I asked them, ‘What do you want your life to be remembered for? What do you want your legacy to be?’ These are questions that are not often asked. In many cases young people probably have not had the life experiences to think about the meaning of ‘success’ beyond academic success.
“When I think back on my high school class, the high achievers in academic terms weren’t necessarily those who achieved financial success or who gave back to their communities. A focus on achievement is good. Getting good grades is good, but not at the risk of producing individuals who may think in narrow terms. A cancer researcher maybe brilliant in terms of his or her ability to understand the workings of a living cell but may be less able in terms of human interaction and problem solving.
“We need to have a discussion in the legislature about the purpose of higher education.”
Harry Boyte is a National Coordinator of the American Commonwealth Partnership (ACP)
The article originally appeared on the National Issues Forums Institute’s website.
Momentum is building in the American Commonwealth Partnership, and we have a unique opportunity to leverage support for our work. The Center for Democracy and Citizenship has a challenge grant that will match any new and increased gift made by May 31st!
The ACP strives to democratize higher education by opening access, improving curricular and co-curricular teaching and learning, and creating an ethos of public engagement to make life better for all of us.
So far, generous supporters like you have contributed $13,785 . Help us reach our goal of $20,000 by making a contribution today. Please click here to make a contribution of $50, $100, or $250 today.
The skills needed in both the workplace and our society as a whole require cooperative and productive citizenship to build an equitable, sustainable democracy. To develop such capacities, higher education needs to tap the full participation of all, and integrate science with arts, humanities and design. This requires bold action. ACP develops strategies to help realize these goals.
Higher education must rise to the occasion, and ACP aspires to be the resource and a meeting ground for this great work.
Help us to build a better tomorrow for students and America as a whole. And please spread the word by sharing this link on Facebook,twitter and other social media.
Harry Boyte, National Coordinator, ACP
The whole of a Cornell college is infused with the importance of civic engagement.
As America moved from the Atlantic to the Pacific, the small towns in between needed educated people to serve their communities,” said Jim Brown, special assistant to the president. “They needed teachers, they needed ministers, and they needed doctors and lawyers and bankers.”
“Part of the goal of any successful college or university is graduating thoughtful, purpose-driven leaders who are committed to making a difference and solving some of the world’s problems,” said Cornell President Jonathan Brand. A liberal arts education helps that go even further, he said, because students learn skills, and they also learn the value—both intrinsic and extrinsic—of life. That means not only are they prepared to change the world, they understand why that drive to make things better is important.
“It’s more than just volunteering, or going into the Peace Corps,” he said. “Civic engagement is an approach to the world, and we need to think of it in an expansive way.”
Starting this fall Cornell is offering an academic minor in civic engagement. The minor—and a commitment to service—is part of the college’s long history of turning out graduates who want to have an impact on the wider world. The faculty committee that recommended the civic engagement minor defined it this way: “Civic engagement means involvement as citizens and leaders in all social spheres beyond the family, including local, state, national, and international communities.”
In addition to the doctors, lawyers, and teachers who still come from Cornell, many students and alumni find themselves involved in civic engagement in a variety of ways. They are advocates for the elimination of nuclear weapons, they are philanthropists, they are elected officials.
Even before they graduate, Cornell students are involved in the world. Last year, 700 Cornell students performed some kind of community service through the college’s Civic Engagement Office, according to Kara Trebil, director of civic engagement. Service is encouraged from the beginning—literally—of their time at Cornell. Each year during New Student Orientation, students head out to various places around Eastern Iowa to perform community service. This year they helped out at Mount Vernon and Lisbon parks, Lake Macbride, Tanager Place, the Matthew 25 Urban Garden in Cedar Rapids, and more.
Direct service like this isn’t really the purpose of the Civic Engagement Office. The goal, Trebil said, is to get students to think about the many ways they can serve their communities, and to think about the problems they see and how they can be part of a solution. But exposing new students to service—and to the variety of opportunities that are out there—early in their Cornell careers is important, because service is a habit.
It takes time to acquire the habits of service, and that’s why the college provides opportunities.
And students today are more committed to service than ever before. Nearly all new students enter Cornell having completed some kind of community service requirement in high school, and they continue that dedication in college. Last year, seven students participated in the Iowa Campus Compact AmeriCorps Program (ICAP), where each of them committed to performing 300 hours of community service.
One student committed to service and civic engagement is Chelsea DeLarm, a sophomore from Indiana. DeLarm, who was named volunteer of the year by the Student Activities Office, lived on a Connect Floor (a floor for first-year students dedicated to a particular goal, in her case, service) last year, and spent time with her floormates building a community based around service to others. She was also involved in ICAP.
And, she said, some of her classes, particularly her education classes, focused not just on ways to get involved, but looked at problems and help find solutions.
There are, of course, opportunities for those students who can’t put in 300 or more hours of service, and that’s part of what Trebil’s office handles. There are direct-service opportunities, yes, but the goal is to push beyond that, to find out what a student is interested in and figure out how to get that student involved.
“We want them to think about what role they play in the solution,” Trebil said.
Helping students understand why service matters and how they can get involved with the world at large is part of the rationale for the
civic engagement minor, said Joe Dieker, dean of the college. The larger goal is to bridge the gap between academics and students’ lives: to put what they learn in line with what they do. A civic engagement minor is rare in the United States, though many other liberal arts schools do have an academic component to their service programs. Cornell’s minor requires six courses—ethics, anthropology or sociology, politics, research methods or critical thinking, a course on addressing societal issues, and a course in applied civic engagement—along with at least 25 hours of service over two semesters.
The minor and indeed the idea of academic courses on service and civic engagement are relatively new, but the idea that Cornellians should serve is not new at all, the Rev. Richard Thomas, college historian and emeritus history professor, wrote in a 2000 paper.
“As far as I can determine, at least through the mid-20th century, the college never had an academic course on leadership and service,” Thomas wrote. “I believe this is true for several reasons. First, that was the purpose of the entire college curriculum—something you acquired by being part of the entire enterprise, not a course to be taken and forgotten. Second, the faculty was expected to model not only the values of leadership and service but through interaction with students to help them become better practitioners of democratic leadership.”
And, indeed, it sometimes seems like the entirety of a Cornell education is preparing people not just to work, but to lead and serve in their communities.
That’s been the experience of trustee Bob McLennan ’65.
McLennan, a Chicago-area businessman, has been involved with service for years, and he credits the liberal arts education he got at Cornell as the impetus behind that. He and his wife, Becky Martin McLennan ’64, are founding members of an international organization called L3, which stands for Life, Leadership, and Legacy. The goal of the organization is to bring together people who want to have an impact on the world and help them find ways to make a difference.
McLennan, who decided at age 50 to give half his time away, also spent 19 years on the board of Advocate Healthcare, and served as a village trustee in Glenview, Ill. He was asked to be a trustee because of his background in real estate development, he said, and he wanted to give back to the place where he and Becky raised their family.
It was his liberal arts education that opened his mind to the different possibilities for service, he said. “When you’re aware of the world around you,” he said “there will be things that tug at you. You think, ‘I’ve got something, maybe I could contribute.’”
From a young age, Mary Morse ’69 had the sense that she had a responsibility to give back. Her father was a professor and consumer advocate, and her mother was a county commissioner. While at Cornell, she was part of a group that tutored students in Cedar Rapids, Iowa. It was a turbulent time, she said, with the Vietnam War and the civil rights and women’s rights movements. During her senior year, she and some others decided to teach Cornell women about birth control—a move that did not endear her to some in the administration. Morse spent time working with Planned Parenthood and the YWCA, and she now volunteers as a mediator with the Center for Conflict Resolution, in addition to grassroots organizing and philanthropy.
She said her Cornell education taught her the analytical skills she needed to succeed, but the sense of community taught her something, as well. Because of the small size of Cornell, she dealt with and respected people with views different from her own.
“You had to talk with people with different opinions,” she said. “You couldn’t demonize people who disagreed.”
Ron Corbett ’83 also credits Cornell for a share of his success in the public sphere. Corbett ran for the Iowa House shortly after graduation, where he served for 13 years, the last five as the youngest Speaker of the House in state history. He attributed his election to his willingness to go door-to-door talking to voters. And his ability to do that, he said, came from Cornell. Because of One Course At A Time, students had to interact with each other during the extended class periods, he said, and that got him comfortable talking to many different people.
In 2009, after a decade out of elected office, Corbett was elected mayor of Cedar Rapids. He ran, he said, because he thought the June 2008 flood paralyzed some city leaders, and things weren’t getting accomplished. “As someone who cared about the community, I felt like I had to get involved again,” he said.
For Tina Effner DuBois ’99, a Cornell education helped start her on the path to where she is now: executive director of the North Liberty Community Pantry. While at Cornell, the elementary education and psychology major had a practicum at Tanager Place in Cedar Rapids. She got a job there after graduation, and then pursued a master’s degree in social work. For her master’s practicum, she worked at the community pantry. Then she got the job there, and helped turn it into a model pantry for the region and the nation. But beyond the connections she made at Cornell, the things she learned—adaptability and flexibility from One Course At A Time, a sense of the importance of service and education from her course work—have helped her tremendously, she said. As the pantry’s only employee (everyone else is a volunteer), she does everything from advocate for public policy changes to helping get food to families.
Derek Johnson ’04 said Cornell helped him realize his ambition to change the world. Classes and co-curricular activities taught him how to interact with people, solve problems, and make lasting, positive change. Now the chief of staff at Global Zero, a Washington, D.C.-based organization dedicated to the elimination of all nuclear weapons worldwide, he works with young people and heads of state to try and further his organization’s mission.
“Global Zero is civic engagement at its finest,” said Johnson, an attorney who serves on Cornell’s Alumni Board. “We’re facing humanity’s single greatest challenge and asking world leaders to set aside the most powerful, devastating weapons known to mankind. We have a truly historic opportunity to rid the world of nuclear weapons and change the course of human events, and we’re mobilizing hundreds of thousands of people, from heads-of-state to high school students, to seize that moment before it passes by. Having even a small part to play in the pursuit of that vision is incredibly exciting. And looking back, I’m convinced that my decision to attend Cornell College is what led me here.”
After graduation Brittany Atchison ’10 went to Nigeria through the Iowa-Nigeria Partnership, sponsored by the United Methodist Church. She helped to start EmpowHER, a micro-finance initiative designed to give women the chance to start their own business. Within six months of starting, the project had 40 groups and 400 entrepreneurs. When she left Nigeria this spring the repayment rate for the loans was 100 percent, and she estimated EmpowHER had an impact on more than 20,000 people.
And it was her time at Cornell that sparked her interest and gave her the chance to learn about the causes of and solutions to poverty. She had internships and courses in Africa and South America, and she founded Students Together Eradicating Poverty on campus.
“It’s more than a slogan,” Atchison said. “Civic engagement is a lifestyle. It’s a commitment to something greater than yourself.”
The article originally appeared on http://www.collegenews.org
By Harry C. Boyte, American Commonwealth Partnership National Coordinator
At the forefront of change will be a monthly online newsletter about activities and developments in the American Commonwealth Partnership (ACP). ACP is an alliance of colleges and universities, schools and others dedicated to the democracy college ideal for all higher education. Democracy colleges have a signature identity of strong connection to their communities, where students learn skills of working across differences on public problems and discover the democratic possibilities of America.
I’ve just come back from San Antonio. Blase Scarnati, director of the First Year Seminar at Northern Arizona University, and I did a featured session on the American Commonwealth Partnership at the Academic Affairs meeting of the American Association of State Colleges and Universities (AASCU). This biannual meeting once simply involved provosts, but in the last several years larger teams have come to help facilitate change in their institutions.
We had intense conversations about ACP, within our session as well as before and after. Overall, the weekend underlined both challenges and opportunities for the sustained work of “building democracy colleges.”
We reported on results from field testing and focus groups organized by the National Issues Forums Institute (NIFI), ACP’s partner in launching a national discussion on higher education’s role in America’s future. The discussions in communities and on campuses will begin in April and continue through the year. The Department of Education has suggested several ways in which they might help.
Research last year on public views toward higher education and the first tests of the framework to be used in the discussions have generated important findings.
The draft framework presents several alternative roles for people to consider and discuss: higher education as an engine of economic growth; as a path to the middle class for those from disadvantaged backgrounds, and as a contributor to communities and the democracy. People want to integrate all three, not choose among them.
But most people also seem unaware of ways in which colleges and universities can play this third role. Since the last two decades have seen significant civic engagement work in higher education, this finding suggests a communications challenge, also highlighted by sympathetic participants from outside of higher education at the White House gathering, who commented that phrases commonly used to describe engagement – civic mission, civic engagement, and others – would not be easily understood by broader publics.
When the third option is illustrated with examples of higher education’s helping students and faculty learn skills and habits of collaborative work across differences on public problems, it generates surprise and animated discussions. Few people are aware that colleges or universities can play any role in teaching such skills. But across many differences, Americans are worried that “we are less and less able to work across differences to get anything done,” and fear for the future of the nation. Citizens are alarmed by Congress, but see polarization, inflammatory rhetoric and gridlock extending to every level of society and to all sorts of issues, from local zoning changes to reconstruction of the nation’s electrical grid.
Powerful forces feed the polarizing dynamic, including the formula, with roots in 1970s activism, which dominates most civic and political campaigns: identify an enemy; define issues as good versus bad; and use inflammatory language to shut down critical thought. Talk radio, cable news and the internet are potent operationalizing tools.
At San Antonio, there were strong examples of developing capacities for collaborative work that push back against such polarization. Blase Scarnati described the curricular innovations at NAU which involve hundreds of students in interdisciplinary Action Research Teams as part of the First Year Seminar. Students undertake public work projects on issues – immigration, weatherization, school bullying and others – in ways designed to teach such skills and build public relationships with diverse groups, connected to interdisciplinary learning. Over supper one evening I heard a rich account from Dayna Seelig, Associate Vice President for Academic Affairs at Morehead State University in Kentucky, about her own work over many years in teaching such skills and habits to students, faculty and staff of the university.
But such stories are rarely told in describing engagement efforts, and I believe that most examples of teaching and learning collaborative public work remain invisible. There is a need to shine a spotlight on education for such efforts. There are also strong institutional incentives for doing so in a time of public alarm about the fraying of American society and ebbing public support for higher education. The initiatives of ACP (deliberative dialogues, student organizing, Citizen Alum, civic science, pedagogies of engagement, community civic health, public scholarship, and policy) all help to foster education for collaborative public problem solving. But it will take sustained effort to make such teaching and learning central to institutional identity.
What might a “Democracy College Morrill Class” look like dedicated to this task? We suggested the possibility of a cohort of colleges and universities that make an explicit commitment for sustained collaborative learning to deepen curricular and co-curricular engagement in civic work. It is now only the seed of an idea, but even without detail there was considerable interest. Several administrators said that their institutions would definitely like to be involved.
Find more information about ACP here
At Syracuse University, there is a focused effort to embody democratic education through teaching, research, and engaged praxis. The rhetoric of publicly engaged scholarship is communicated through our vision, Scholarship in Action, and we purposefully enact the civic mission of higher education through hiringand admission practices, funded initiatives and within the scope of graduate education and research. Graduate education is an important site for the articulation and development of higher education’s role in participatory democracy because graduate students are the next generation of university professorate, administrators, and community partners.
Last October, The Chronicle of Higher Education published an article titled, Syracuse’ Slide where, among other things, Syracuse University’s commitment to publicly engaged scholarship was criticized as playing a role in lowering standards and reducing the national prestige of our university. This article mobilized graduate students from across campus, galvanizing us to speak back, across disciplinary boundaries, to the unfair depiction of our commitment to the university as a public good. The article deepened our level of solidarity as graduate students, stimulating an urgency about declaring the value of publicly engaged scholarship. Far from a slide, partnering with community stakeholders for the robust and dynamic production of knowledge is indicative of Syracuse’s Rise.
In my role as director for Imagining America: Artist and Scholars in Public Life’s Central New York, Publicly Active Graduate Education (PAGE), I e-mailed a copy of the article to PAGE members and suggested we write a collective letter to the editor. The response was overwhelming. Eighty-seven people identifying as “Syracuse’s Engaged Grads” answered the call offering to either help draft or sign the letter. The most remarkable feature of this response was the refusal of members of the Syracuse University graduate community to allow our University’s leadership in the new epistemology of reciprocal knowledge making to be mislabeled as anything but the most rigorous of scholarship. Using our own democratic practices as the foundation of our letter, we argued that:
• The building of knowledge is inseparable from practice;
• The inclusion of traditionally underrepresented students generates increased scholarly rigor by expanding perspectives;
• The dichotomous thinking that separates university and community knowledge is anachronistic;
• Community members are our partners and lived space is our laboratory and
• Engaged practice informs collective understandings and helps to create coalitions for civic action.
I am only one of the people who contributed to Syracuse’s Rise; it was a truly organic collaborative response to a gross mischaracterization facilitated by a far-reaching vehicle. I am proud to be a graduate student at an institution where our leadership, our professorate, and our student body are working to expand the paradigm of knowledge making to center the public good. When we consider our democracy in the United States today, there is no space for arguing if the University should engaged with the public; the time has passed for this question. Rather, it is for us, graduate students, to explore and develop new ways that our learning can cross disciplines and, quite literally, cross the street to respond to the problems and questions of the communities we rise up in. We believe that the strongest, richest, and most impactful knowledge making requires an honored place along the
continuum of scholarship for the acknowledgement of diverse scholarly forms and deep engagement.
A. Wendy Nastasi is a third year doctoral student in the Cultural Foundations of EducationDepartment in the School of Education at Syracuse University. Wendy is director of ImagingAmerica’s CNY PAGE program, and a member of IA’s Publicly Engaged Scholars study researchteam. As an instructor for SU’s Intergroup Dialogue Program, Wendy co-facilitates SOC/WGS 230:Intergroup Dialogue on Race and Ethnicity. Wendy’s research engages youth participatory actionresearch (YPAR) as a praxis for mobilizing urban high school students’ civic agency while centering youth’s voices and epistemic contributions. You can contact Wendy at either firstname.lastname@example.org or at cnypage.syr.edu.
Post-Event Discussion:”For Democracy’s Future: Education Reclaims Our Civic Mission.” We invite all to join us on facebook and twitter @DemocracyU and convene a local debate on the importance of higher education’s civic mission.Posted: January 10, 2012
Reinventing Citizenship and the Role of EducationCitizenship has different meanings. For some citizenship means voting. Some see it as a legal status, or obeying the law, or being a good person and a role model. To others it means respecting those of different views and backgrounds. “Productive citizenship” means making a public contribution through work, paid or unpaid – one can be a citizen teacher, a citizen business owner, or a citizen homemaker.There is no single “right answer” to the question, “what is a citizen?”People also have different views on where education for citizenship takes place. Some see families as the main “school for citizenship.” Other stress schools, colleges, universities or religious congregations. Many see all these playing important though differing roles. This discussion is intended to begin an ongoing national conversation on the topic of what is citizenship, what role does civic education and engagement play in being a citizen and how do we educate for it?
Some questions to get you started:
- If you were explaining the responsibilities that come with being an American citizen to a visitor from another country, what would you say?
- As citizens, what do you think we owe to future generations?
- What are the roles and responsibilities of different groups (e.g. families, schools, colleges or universities) in educating citizens?
- What are your ideas for how we can learn to listen to each other and work together across partisan and other divides?
- What are the skills and values of 21st century citizenship? Do we have new or additional responsibilities that we didn’t have in the past?
- Do you think it’s important for students to get involved in civic work on campus and in their communities at large?
- How can civic engagement benefit our democracy as a whole?
A Crucible Moment: Civic Learning and America’s Future DemocracyU- American Commonwealth Partnership’s website. Center for Democracy and Citizenship The Center for Democracy and Citizenship collaborates with a variety of partners to promote active citizenship and public work by people of all ages. The center’s work is grounded in the belief that a healthy democracy requires everyone’s participation, and that each of us has something to contribute. National Issues Forums InstituteNational Issues Forums (NIF) is a network of civic, educational, and other organizations, and individuals, whose common interest is to promote public deliberation in America. It has grown to include thousands of civic clubs, religious organizations, libraries, schools, and many other groups that meet to discuss critical public issues. Forum participants range from teenagers to retirees, prison inmates to community leaders, and literacy students to university students.NIF does not advocate specific solutions or points of view but provides citizens the opportunity to consider a broad range of choices, weigh the pros and cons of those choices, and meet with each other in a public dialogue to identify the concerns they hold in common.
A Crucible Moment: College Learning and Democracy’s Future
A report from the National Task Force on Civic Learning and Democratic Engagement
In response to widespread concern about the nation’s anemic civic health, A Crucible Moment: College Learning and Democracy’s Future calls for investing in higher education’s capacity to make civic learning and democratic engagement widely shared national priorities. The report calls on higher education and many partners in education, government, and public life to advance a 21st century conception of civic learning and democratic engagement as an expected part of every student’s college education.
A New Vision for Civic Learning in Higher Education
An earlier definition of civic education stressed familiarity with the various branches of government and acquaintance with basic information about U.S. history. This is still essential but no longer nearly enough. Americans still need to understand how their political system works and how to influence it. But they also need to understand the cultural and global contexts in which democracy is both deeply valued and deeply contested. Moreover, the competencies basic to democracy cannot be learned only by studying books; democratic knowledge and capabilities are honed through hands-on, face-to-face, active engagement in the midst of differing perspectives about how to address common problems that affect the well-being of the nation and the world.
Civic learning that includes knowledge, skills, values, and the capacity to work with others on civic and societal challenges can help increase the number of informed, thoughtful, and public-minded citizens well prepared to contribute in the context of the diverse, dynamic, globally connected United States. Civic learning should prepare students with knowledge and for action in our communities.
Components of 21st century civic learning should include:
- Knowledge of U.S. history, political structures, and core democratic principles and founding documents; and debates—US and global—about their meaning and application;
- Knowledge of the political systems that frame constitutional democracies and of political levers for affecting change;
- Knowledge of diverse cultures and religions in the US and around the world;
- Critical inquiry and reasoning capacities;
- Deliberation and bridge-building across differences;
- Collaborative decision-making skills;
- Open-mindedness and capacity to engage different points of view and cultures;
- Civic problem-solving skills and experience
- Civility, ethical integrity, and mutual respect.
- Reclaim and reinvest in the fundamental civic and democratic mission of schools and of all sectors within higher education
- Enlarge the current national narrative that erases civic aims and civic literacy as educational priorities contributing to social, intellectual, and economic capital
- Advance a contemporary, comprehensive framework for civic learning—embracing US and global interdependence—that includes historic and modern understandings of democratic values, capacities to engage diverse perspectives and people, and commitment to collective civic problem-solving
- Capitalize upon the interdependent responsibilities of K-12 and higher education to foster progressively higher levels of civic knowledge, skills, examined values, and action as expectations for every student
- Expand the number of robust, generative civic partnerships and alliances locally, nationally, and globally to address common problems, empower people to act, strengthen communities and nations, and generate new frontiers of knowledge
A Crucible Moment provides specific campus examples illustrating how to move from “partial transformation to pervasive civic and democratic learning and practices.”
See www.aacu.org/civic_learning/crucible for full report; see Chapter 3 for full set of recommendations.
 Adapted from the National Issues Forums Institute
Watch “For Democracy’s Future: Education Reclaims Our Civic Mission” Live from the White House and Join the ConversationPosted: January 9, 2012
On January 10th 2012, at the White House, a group of higher education and civic leaders with government officials will launch a year of activities to revitalize the democratic purposes and civic mission of American education.
The event is called: “For Democracy’s Future: Education Reclaims Our Civic Mission.” The Department of Education and the American Commonwealth Partnership (ACP) have joined with the Association of American Colleges and Universities, whose major report to the nation, “A Crucible Moment: Civic Learning and Democracy’s Future”, will also be released on that date.
“For Democracy’s Future seeks to change the long term dynamic that has led to an ‘ivory tower’ culture in many colleges and universities,” said Harry Boyte, chair of the ACP and Director of the Center for Democracy and citizenship at Augsburg College. “In a time of mounting challenges, the nation, and our local communities, cannot afford to have higher education on the sidelines. It needs to be back in the middle of problem solving and helping to lead a rebirth of citizenship,” he said.
The January 10th event will be streamed live at the White House ( http://www.whitehouse.gov/live. ) Viewers are invited to host their own discussions during the afternoon breakout session. Below, please find the event’s program and the discussion guide, for those groups and individuals wishing to watch the event and engage in dialogue similar to those discussions taking place in the untelevised breakout sessions.
WHAT: For Democracy’s Future: Education Reclaims Our Civic Mission
WHEN: Tuesday, January 10, 2012
TIME: 2:00 PM – 6:00 PM EST (Streaming will be interrupted from approximately 4:00pm EST to 5:30pm EST to accommodate live breakout discussions at the event. Those watching the live stream are encouraged to concurrently participate in discussions using the attached “Discussion Guide” during the break.)
RSVP: Email CivicLearning@ed.gov with “Live Stream” in the subject to let us know you’ll view the event online, or with “Satellite Event” in the subject if you will host a viewing session for others.
DemocracyU is proud to lead ACP’s social media campaign. We will be posting event’s updates throughout the day on our Facebook and Twitter pages and invite everyone to participate in the on-going discussion to promote higher education’s civic mission.
For more information, please contact Karina Cherfas at email@example.com.