Caryn McTighe Musil and Chad Anderson Association of American Colleges and Universities New...

Caryn McTighe Musil and Chad AndersonAssociation of American Colleges and Universities

New Frameworks for Diversity and Learning

October 20, 2012

SOCIAL RESPONSIBILITY IN A DIVERSE

DEMOCRACY: INTEGRATING CIVIC, GLOBAL, AND US

DIVERSITY LENSES

THREE GOALS FOR THE SESSION

1. Expand understanding of the sources of convergences between civic, global, and US diversity educational movements and enumerate how to break the logjam that diminishes all three.

2. Develop new insights about how the national report, A Crucible Moment, can be a leverage point for maximizing the power of all three.

3. Accumulate a range of concrete actions that could be initiated on a given campus to foster new alliances and integration.

ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

OUTLINE FOR THE SESSION

9:30 Welcome, introduction, organization of the session

9:40 Trinitarianism: Moving from Disabling Disconnections to Collaborative Transformational Change

10:00 Points of Convergence

10:15 A Crucible Moment: Leveraging Collaboration and Alliances

10:40 Closing


INTERACTIVE SESSION


• What interferes with alliances and collaborations on your campus?

• Consider such things as different language used, differently located leadership, funding allocations, or structural location for doing the work, institutional priorities

TRINITARIANISM:

MOVING FROM DISABLING DISCONNECTIONS TO COLLABORATIVE TRANSFORMATIONAL

CHANGE




CONSEQUENCES OF DISCONNECTING CIVIC, DIVERSITY, AND GLOBAL LEARNING

• Fragmentation

• Diminished resources

• Weakened conceptual framings

• Incomplete and partial knowledge

• Minimized transformative impact on the academy

• Curtailed intellectual, pedagogical, and social power


Civic

Diversity

Civic

Global

DiversityCAMPUS



CAMPUS

COMMUNITY

GLOBE

TRENDS THAT HAVE TURNED CAMPUS LIFE INTO A PUBLIC COMMONS

• From monocultural space to multicultural space• From access for the very few to access for the majority• From club med to expecting students to resolve their own

issues• From talking about democracy to doing democracy• From reaching out to the community to being part of the

community, both local and global• From being sequestered from the globe to bringing global

issues into the curriculum, campus life, and scholarship


• FROM MONOCULTURAL DOMINANT NARRATIVES AND NORMS TO MULTICULTURAL AND MULTIPLE NORMS AND PERSPECTIVES

• FROM ACCESS AND SUCCESS TO WIDE-RANGING AND MORE COMPREHENSIVE INSTITUTIONAL GOALS

• FROM RACE AS MORE THAN BLACK AND WHITE AND DIVERSITY AS MORE THAN RACE TO MULTIPLE AND INTERSECTING DIFFERENCES

• FROM UNDERSTANDING DIVERSITY IN THE U.S. TO EXAMINING HOW IT ALTERS BEYOND U.S. BORDERS

TRENDS IN DIVERSITY


GLOBAL STUDIES HAS EVOLVED TOO

FROM ONLY EUROPE TO MORE OF THE GLOBEFROM “US” and “THEM” to “WE” --AND FROM “OVER

THERE” TO EVERWHERE FROM ASSUMING DISCRETE, INDEPENDENT NATION STATES

TO INTEGRATED GLOBAL SYSTEMS• FROM ONE NON-WESTERN COURSE IN GENERAL EDUCATION

TO ADDRESSING GLOBAL ISSUES IN MULTIPLE CLASSES • FROM VISITING A PLACE TO BEING PART OF A PLACE AND A

PERSPECTIVE• FROM THE COLONIZERS’ VERSION TO THE SUBALTERNS

NARRATING THEIR OWN HISTORIES


CIVIC WORK HAS EVOLVED AS WELL

• FROM VOLUNTEERING ONE’S TIME TO SUBSTANTIVE ACADEMIC INQUIRY AND CREDIT

• FROM ONE-WAY OUTREACH TO TWO-WAY EXCHANGES

• FROM A SINGLE CIVIC MODEL (Service Learning) TO MULTIPLE CIVIC ARENAS (Civic Problem Solving)

• FROM “WE” and “THEM” to “US”• FROM INDIVIDUAL CHARITY TO WORKING

COLLECTIVELY WITH COMMUNITIES TO CREATE FAIRER, MORE HUMANE SOCIETIES


INTERACTIVE SESSION


• Work within three different groups of civic, US diversity, and global educators to discuss the following:

• Given some of the shifts across each of these areas, what two or three big ideas offer bridges for collaborating, co-planning, co-teaching, or scholarly collaborations?

• What one or two things would you have to do differently within YOUR OWN GROUP to open up avenues to more productive collaborations?

KEY RECOMMENDATIONS FOR BREAKING THE LOGJAM: TO CIVIC EDUCATORS

1. Describing democracy

2. Deepening knowledge about diversity and global work

3. Abandoning exclusionary habits

4. Inventing integrative structures and patterns of collaboration


KEY RECOMMENDATIONS FOR BREAKING THE LOGJAM: TO GLOBAL EDUCATORS

1. Embracing democratic social justice movements

2. Deepening knowledge about diversity and civic work

3. Abandoning dismissal of the local



KEY RECOMMENDATIONS FOR BREAKING THE LOGJAM: TO DIVERSITY EDUCATORS

1. Claiming democratic place and power

2. Deepening knowledge about civic and global work

3. Abandoning proprietary postures



IT IS A PROPITIOUS MOMENT TO COALESCE AROUND THE CALL FOR SOCIAL

RESPONSIBILITY


A NEW ERA OF RESPONSIBILITY

“What is required of us now is a new era of responsibility—a recognition, on the part of every American, that we have duties to ourselves, our nation, and the world. . . This is the price and the promise of citizenship.”

President Barack Obama

January 20, 2009ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

LEAP’S ESSENTIAL LEARNING OUTCOME THREE

• Personal and Social Responsibility (PSR)

-- Civic knowledge and engagement—local and global

-- Diversity knowledge and intercultural competence

-- Ethical reasoning and action

-- Foundations and skills for lifelong learning

Anchored through active involvement with diverse communities and real-world challenges


KEY FINDINGS FROM AAC&U PERSONAL AND SOCIAL RESPONSIBILITY INVENTORY (PSRI)

• Across all categories, students and campus professionals strongly agree that personal and social responsibility should be a major focus of a college education.

• Across all groups surveyed, they also strongly agree, however, that there is a clear gap between what should be and what actually is.


URGENT GLOBAL CHALLENGES REQUIRING INFORMED ACTION

• Poverty and structural violence• Civil wars and global terror• Environmental sustainability• Illiteracy and inadequate education• Gender inequities, traffic in women, violence against

women• Refugees, immigration, dislocation• Disease, health care, immunizations


TROUBLING SIGNS IN US DEMOCRACY

• Resurgent nativism and anti-immigrant attitudes and policies

• Dynamically shifting racial categories even in the midst of intensified racial segregation

• Inflammatory, vitriolic public discourse with little regard for accuracy or facts

• Dysfunctional Congress and many state legislatures

• Assault on public, collective responsibilities and campaign to affirm the individual as the carrier of democracy and business its guardian


Leveraging Collaboration and Solidarity

A CRUCIBLE MOMENT: COLLEGE LEARNING AND DEMOCRACY’S FUTURE


DO STUDENTS SAY COLLEGE CONTRIBUTES TO THEIR CIVIC GROWTH?




ENLARGE THE NATIONAL NARRATIVE:COMPLETION AND CITIZENSHIP

It is not either/or: • Correlation found between service learning (as well

as diversity experiences) and college completion

academic engagement

deepening connections with faculty

higher grade point

higher retention

more likely to complete degrees

career clarificationASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES, WWW.AACU.ORG

BACHELOR’S DEGREE ATTAINMENT BY RACE 25-29 YEAR OLDS

White, 34%Black, 18%Hispanic, 11%0%

20%

40%


BACHELOR’S DEGREE ATTAINMENT BY FAMILY INCOME BY AGE 24

Top Income Quartile, 75.0%

Third Quartile, 27.7%

Second Quartile, 13.2%Bottom

Quartile, 8.6%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%


CONTEMPORARY, COMPREHENSIVE DEFINITION OF CIVIC LEARNING

• Contestation and debates about principles

• Diversity past, present, and future

• Navigating multiple perspectives

• Our world, not just my rights

• Interdependence globally and locally

• New modes of collective action


KEY RECOMMENDATIONS FOR HIGHER EDUCATION

1. Foster a CIVIC ETHOS across all parts of the campus and educational culture.

2. Make CIVIC LITERACY a core expectation for all students.

3. Practice CIVIC INQUIRY across all fields of study.

4. Advance CIVIC ACTION through transformative partnerships, at home and abroad.


THE GOOD NEWS:

• The foundation has already been partially laid

• In the curriculum

• In new civic pedagogies

• In campus life

• In campus/community partnership and engagement in collective problem solving with others


THE BAD NEWS:

• It is• Random

• Largely uncharted

• Lacking signage

• Without sufficient progression over time

• Optional

• Available to only some students


THE EMERGING DESIGNS OF 21ST CENTURYCIVIC LEARNING

• Curricular civic pathways• Making civic literacy a core expectation for all

students in general education programs• Tulane University, Portland State University, St.

Edward’s University

• Integrating civic inquiry into a central field of study• Worcester Polytechnic Institute, Wagner College,

University of Wisconsin-Milwaukee


OTHER DESIGNS TO BUILD UPON

• Powerful civic pedagogies• Intergroup and deliberative dialogue• University of Michigan, California State University at

Chico, Sustained Dialogue Programs

• Service Learning• Campus Compact, American Democracy Project,

California State University Monterey Bay

• Collective civic problem solving• University of Maryland, Duke University, Northern

Arizona University


INNOVATIONS ON THE EDGES: NEW DEMOCRATIC SPACES

• Advancing Collaborative, Generative Civic Partnerships and Alliances• From charity to reciprocity to generative

partnership• Syracuse University, Widener College, Anchor

Institutions, Community-Campus Partnerships for Health


THE CHALLENGE OF THE NEXT DECADES OF CIVIC LEARNING

• From elective to expected

• From one time to progressive learning over time

• From individually oriented civic action to collaboratively oriented action

• From parallel practices and programs to integrated ones across civic, diversity, and global knowledge and action


INTERACTIVE EXCHANGES: STEPS YOU CAN TAKE ON YOUR CAMPUS

• Think about an existing strong program on your campus that is--or could be--part of a more comprehensive commitment to education for civic learning and democratic engagements.

• What concrete steps might you initiate to maximize its impact further by adding at least one more--if not both--other reform perspectives into the mix?

• Where and with whom would you need to begin to effect this more positive, transformational influence?


“Diversity is about everyone.Global is about everywhere.”

Kevin Hovland, AAC&U

“Otis is training us to use the skills they have taught us to solve the world’s problems. We work together and learn from each other, because we can’t save the world on our own.”

Otis College of Art and Design Student


Caryn McTighe Musil, Senior Vice President, [email protected]

Chad Anderson, Program Associate, [email protected]

Association of American Colleges and Universities

www.aacu.org

To download or order A Crucible Moment, see:http://www.aacu.org/civic_learning/crucible/index.cfm

FOR FURTHER INFORMATION, CONTACT

http://www.aacu.org/

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