Civic Professionalism: A New Paradigm for Undergraduate Liberal Arts Education
This project, made possible through the generosity of the Teagle Foundation, focuses on “Civic Professionalism” as a roadmap for transforming educational practice through a dual focus on faculty work and student learning. It seeks to interweave the traditional strengths of the liberal arts, the values of civic inquiry and reflection, and the practical work of sustaining and supporting our communities and ourselves. We employ the term civic professionalism to mark the intersection of formal knowledge, vocational exploration/development, and a commitment to the common good.
To facilitate the integration of civic professionalism into arts and humanities undergraduate teaching and learning, the group seeks to develop the following products:
- A shared knowledge base and vocabulary that enables effective collaboration and evidence-based decision-making;
- An array of course, program, and project models, including models focused on faculty work as the driver of student learning, that are compelling to the variety of institutions participating in the research and by extension, to a larger constituency of undergraduate educators;
- A shared set of criteria for selecting proposed models for implementation that includes impact on faculty work and student learning; and
- A shared basis for evaluating success and ensuring effective collaboration in the implementation stages of the project.
Faculty Roles in Developing Civic-Minded Graduates and Professionals: Promising Practices and Structural Challenges
The current context of higher education presents significant challenges for developing ‘civic professionals’, including curricular fragmentation, an increasing focus on workforce development, and the lack of knowledge about how to fully integrate effective civic practices into the curricula and rewards system. This panel will engage the larger issue of how to build capacity to educate civic-minded graduates by engaging the follow questions: What constitutes civic learning outcomes and how can these outcomes be assessed? What practices can faculty use to reach these outcomes? What are the challenges to deploying these practices and what strategies should be used to overcome them?
Paul Schadewald, Associate Director, Civic Engagement Center, Macalester College; Julie Hatcher, Executive Director, Center for Service and Learning, Associate Professor Philanthropic Studies, Indiana University-Purdue University Indianapolis; Dan Richard, Director Office of Faculty Enhancement, Associate Professor, Psychology, University of North Florida; Kristin Norris, Assessment Director, Indiana University-Purdue University Indianapolis; Amy Koritz, Director Center for Civic Engagement and Professor of English, Drew University
- September 2013 Status Report
- Engaged Undergraduate Education Collaboratory’s Working Paper, “Civic Professionalism: A New Paradigm for Undergraduate Liberal Arts Education”
Robin Bachin, History, American Studies, University of Miami
Brigitta R. Brunner, Communication and Journalism, Auburn University
Giovanna Summerfield, Arts and Faculty Initiatives, Auburn University
Catherine Gerard, Program for the Advancement of Research on Conflict and Collaboration, Syracuse University
Kenneth Townsend, Office of the President, Millsaps College
Amanda Suniti Niskode-Dossett