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 Lead Initiative as well as the Student Affairs Partnering with Academic Affairs Knowledge Community's working group: Service-Learning and Community Engagement (SLCE).
Coming March 2017 – Available for Pre-Order
Engagement and Employability examines the central role student affairs plays in helping students gain and articulate career skills through cocurricular experiences. It…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:
Often when we are in the moment of facilitating our programs we ask and answer a gamut of questions. What can be done to improve the program or event right now? What are outside forces affecting the program that was not anticipated? Are our efforts making a difference? Why or why not? How can we make a bigger difference for our community in the future? The answers to these questions, however, often are only found useful in the execution of future programs and that is only if recalled from memory often enough.
If you have ever been in a committed partnership, you probably have come to realized that mutual respect, trust, and communication tend to be major “keys” to a successful relationship. And like many aspects of our lives, these “keys” transcend both our personal and professional lives. For me, in my professional role as the Director of Sorority and Fraternity Life at the University of South Dakota, these lessons have been utilized in a variety of ways to build essential partnerships with the constituents I serve. But too often, when we (I) hear the word constituents, we tend to forget about our off-campus partners with the community; until of course, they come knocking at our door at 2am-sometimes literally. Particularly if we are not native to the town, city or community we have been placed; and those community partners are not in our network of professional “friends” yet.
The 2017 Civic Learning & Democratic Engagement (CLDE) meeting organized by the American Democracy Project (ADP), the Democracy Project (TDC) and NASPA - Student Affairs Administrators in Higher Education, is continuing the conversation set forth during the #CLDE16 meeting by introducing our emergent theory of change adapted from elements of the 2012 A Crucible Moment report. We encourage attendees to reflect on how to build campus cultures that enhance the following threads of our work: civic ethos, civic literacy and skill building, civic inquiry, civic action and civic agency.
The question remains, though, how active is the Le Moyne College community? Are we building capacity, utilizing new methods to raise funds and awareness for these community organizations or are we stuck in a rut of doing the same thing? Are we expanding to other organizations?