The Space Between Controversy with Civility and Civic Action
The CLDE Theory of Change highlights Civic Action and Agency, specifically the ability to work across difference to actively respond to social challenges, which frequently includes taking risks, challenging policy, and questioning institutional practice. It speaks to the diversity of religion, race, ethnicity, socioeconomic status, and the significance of recognizing the unique talent, skills, and experience that unique individuals bring to the process of global change. In many ways, the Theory of Change emphasizes the same components of the Social Change Model (collaboration, consciousness of self, commitment, common purpose), however it has the capacity to deepen the application and understanding of these concepts through a more critical lens.
Meet the 2018 NASPA Religious, Secular, and Spiritual Identities Conference Planning Committee
NASPA and the NASPA Spirituality and Religion in Higher Education Knowledge Community are proud to announce its committee members for the 2018 NASPA Religious, Secular, and Spiritual Identities Conference to be held December 9-11, in New Orleans, Louisiana. Below you’ll find out more about the team and their contributions to the field, pedagogy, and practice of religious, secular, and spiritual identity development in higher education.
Supporting Diverse Viewpoints on Campus
With controversial speakers choosing to target our institutions and news media dissecting every political action done on a college campus we’ve already seen the potential for our campuses to be a means of furthering our divide, but the reality is that, with effort put in both inside and outside of the classroom our institutions can play a major part in rebuilding civility in our country.
Service Learning & Public Deliberation: Connecting Two Complementary forms of Civic Engagement
In the language of the CLDE Theory of Change, deliberative work is a valuable vehicle for developing a civic ethos, building civic literacy & skills, and engaging in civic inquiry to address social issues. Through the process of deliberation, it then moves participants toward civic agency (through joint decision making) and civic action (through implementation of proposed actions). Service-Learning, on the other hand, often starts with civic agency and civic action and then moves participants toward civic inquiry (through reflection), civic literacy & skills (through context & dialogue), and civic ethos (through democratic attitudes and habits).
Beyond Voter Registration: Teaching Students to Be Active Citizens
Registering students to vote is an important first step in engaging them in our democracy. But how do we help them gain the knowledge and skills to become active citizens? The Civic Engagement Council at Elon University is comprised of faculty, staff, and students from across campus. The Council plans and coordinates a variety of programs to help students approach their civic responsibilities on a deeper level. Programs touch on civic education; deeper dialogue; and race, ethnicity, and faith understanding.
Expanding Students Civic Participation through the DC Experience
As administrators and campus leaders, we can take these lessons learned from Leadership UMiami and apply them to our programing to better engage the future leaders of our world. However, we also must understand the importance of creating communities and space for our students to engage in dialogue and understanding around issues important to them. Providing these opportunities and spaces can further the civic participation on our campuses and create a greater sense of community.