Civic Learning and Democratic Engagement (CLDE) means promoting the education of students for engaged citizenship through democratic participation in their communities, respect and appreciation of diversity, applied learning and social responsibility. The CLDE focus area supports discussion, educational programming, and professional development to help student affairs professionals provide students with the knowledge, skills, and abilities to make a difference in their communities. To enhance and develop your understanding of CLDE, this focus area shares information from NASPA’s Lead Initiative, knowledge communities, NASPA conferences and events, and research and publications.
The CLDE focus area draw expertise from NASPA's members through the NASPA LEAD Initiative as well as the Civic Learning and Democratic Engagement Knowledge Community, and Student Affairs Partnering with Academic Affairs Knowledge Community's working group: Service-Learning and Community Engagement (SLCE).
Engagement and Employability examines the central role student affairs plays in helping students gain and articulate career skills through cocurricular experiences. It focuses on the…Buy
While the responsibility of this task is shared among faculty, administrators, policymakers, and community leaders, the brief argues that student affairs leadership is crucial to institutionalizing civic learning and…Buy
This Legal Links issue on responding to campus protests offers student affairs professionals a resource for addressing campus protests while honoring First Amendment principles of free speech, promoting inclusion, and maintaining…Buy
What should college and university administrators do when the First Amendment seemingly conflicts with tightly held institutional values? Should administrators block, discourage, or attempt to adjudicate speech because it…Buy
During the late 1960s and early 1970s, a powerful new force, student activism, appeared on the campuses of America's colleges and universities. Student Freedom In American Higher Education brought…Buy
This updated set of Professional Competency Areas is intended to define the broad professional knowledge, skills, and, in some cases, attitudes expected of student affairs professionals regardless of their…Buy
Developed by experienced student affairs leaders who have successfully implemented cultures of evidence on their campuses, this tutorial offers practical advice and concrete examples of how to plan, create,…Buy
NASPA recognizes its campuses for promoting civic learning and democratic engagement with the following awards and initiatives:
The Civic Engagement Collaborative Program award recognizes an institution that has demonstrated collaboration in the area of civic learning and democratic engagement. The successful organization for this award exhibits excellence in the areas of leadership and service and seek to apply these abilit
The purpose of the Rising Star for Commitment to Civic Engagement is to recognize an individual for their commitment to civic learning and democratic engagement.
For graduate students attending the NASPA Annual Conference
Catch up on this week's trending student affairs and higher ed news, including: Another higher ed bill stalled in Congress; The pros and cons of Purdue’s 7-year freeze; A federal experiment flounders; 100 top colleges vow to enroll more low-income students; At what cost wi-fi?
From slicing apples to sending texts, education professionals have drawn from a growing suite of behavioral insights to design interventions that positively influence student behavior. Nudging can take on a variety of forms that range in strength and scale, but with such an adaptable concept comes the need to prevent confusion or unintentional misuse in practice. While behavioral interventions are rightfully discussed for their potential to achieve large-scale change at low costs, it’s also worth underscoring the importance of implementing nudges with fidelity. Ethical nudges should be designed with the intention of benefitting those being nudged, and they should never be misleading, coercive, or restrictive. As illustrated in a satirical cartoon from the Behavioral Scientist magazine, a “gentle tap of good sense” falls neatly in the center of the nudge continuum, whereas “feather of statistical insignificance” and “bat of paternalistic overreach” lie on opposite ends. In this post, NASPA's Research and Policy Associate Alexa Wesley offers a few suggestions for ways student affairs professionals can strike the right balance on the nudging scale.
The vision animating this series of essays on higher education’s role in supporting a thriving democracy is fundamentally about culture. What would a thriving civic culture look like, and be like? How would it feel to live and learn in that culture? How would people interact, support each other’s growth, work through and across differences, make collective decisions, and pursue life, liberty, and happiness together? How can colleges and universities support the development of that culture through both structured and unstructured learning experiences, and through campus practices that embody the thriving democracy to which we aspire?
Despite the increasing development of bias response teams on college and university campuses, little scholarship has examined these teams and, in particular, team leaders’ approaches to understanding the role of free speech in responding to bias.