Civic Engagement Across the Disciplines

• In Event: Roundtable Session (Monday II)
  In Refereed Round-Table Session: Critical analyses of civic education and young people's sense of citizenship, civic attitudes, and participation

Proposal

Civic Engagement Across the Disciplines

Civic engagement is often referred to as the various types of activities by which individuals seek to influence government. Research suggest that young people are much less likely to participate than older people in this process (Lewis-Beck et al 2011; Highton 2001, 2000; Conway 2000). For example, in 2012, 41% of people ages 18-24 reported voting compared to 72% of those 65 and older. On college campuses, this number is even lower. There are several explanations for this tendency on the part of young people. First, they tend to be at a transitional point in their lives where political participation may be least among their priorities. Second, they are more mobile than other age groups and because of these transitions, they must re-register to vote with each move—a task many do not complete. Finally, and perhaps most importantly, many fail to see the relevancy of politics to their lives. As they become less mobile and accumulate greater life experiences, politics becomes more relevant and engagement seems to go up.

The question thus becomes, is there a way to make politics more relevant to this age group and encourage them to participate earlier? What can the academy do to facilitate civic engagement? What methods can be used across the disciplines to increase the likelihood that young people will become active citizens and agents for change? Is there a framework that can facilitate teaching civics across the curriculum? How does a university at the nascent stages of civic learning partner with faculty across the disciplines to infuse civics into the curriculum? Heeding the call from A Crucible Moment: College Learning and Democracy’s Future (2012) that “a socially cohesive and economically vibrant US democracy. . .require[s] informed, engaged, open-minded, and socially responsible people committed to the common good and practiced in ‘doing’ democracy. . . .Civic learning needs to be an integral component of every level of education, from grade school through graduate school, across all fields of study” we propose methods for increasing civic learning across the disciplines.

This topic is relevant to the Citizen and Democratic Education Special Interest Group. A foundation for civic learning and engagement can be instituted in higher education. Indeed the 1947 recommendation from the President’s Commission on Higher Education states “The first and most essential charge upon higher education is that at all levels in and in all fields of specialization, it shall be the carrier of democratic values, ideals, and process.” This statement remains true today. The Commission’s summary statement concludes that the goals for higher education should be “to bring all people of the Nation education for a fuller realization of democracy in every phase or living; education directly and explicitly for international understanding and cooperation; and education for the application of creative imagination and trained intelligence to the solution of social problems and to the administration of public affairs.” This is an interdisciplinary project that builds on existing work in political science and education specifically in the Scholarship of Teaching and Learning (SOTL). By examining these questions in light of the current political climate, the implications for democracy could not be clearer. Having a knowledgeable informed citizenry is essential for a well-functioning democracy. The practical implications are increased civic engagement for future generations. Civic learning and democratic engagement should be more prevalent and deliberate. Providing faculty across the disciplines with a framework for fostering civic engagement should lead to an increase in engagement among students.

Authors

• Mary Anderson, The University of Tampa

• Theoni Soublis, The University of Tampa